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Today’s post is from Morris Proctor, certified and authorized trainer for Logos Bible Software. Morris, who has trained thousands of Logos users at his two-day Camp Logos seminars, provides many training materials.
As you well know, many words in the English language have multiple meanings. For example, trunk could refer to an elephant’s nose, an automobile’s storage compartment, a part of a tree, or a big case for saving things. The word’s context determines its precise meaning.
The biblical languages of Hebrew and Greek are no different. Some words have multiple meanings. For example, the Greek word kosmos, usually translated world, could mean the planet Earth, the people on the planet, or the philosophy of the people on the planet. When John 3.16 declares God so loved the world, which meaning of world is correct?
In an attempt to identify the contextual meanings of Hebrew and Greek words, Logos developed the Bible Sense Lexicon, located on the Tools menu in some of the Logos 5 base packages.
Perhaps the most useful application of this feature is in the Word by Word section in the Exegetical Guide. For example:
- Choose Guides | Exegetical Guide.
- Type John 3.16 in the reference box. (A)
- Press the Enter key to generate the report.
- Navigate to the Word by Word section. (B)
- Click the word world (C) on the right-hand side of the big gray box, which takes you to the entry for the Greek kosmos. (D)
- Notice the line of information called Sense (E), followed by a definition.
- Click the link to open the Bible Sense Lexicon. (F)
The Sense definition is a specific, contextual definition for the Greek kosmos. This word may have 12 different meanings, but the Content Innovation Team (CIT) at Logos believes that in John 3.16, it means world populace!
Currently the CIT has tagged the majority of Hebrew and Greek nouns, but it will be adding other parts of speech in the future. The new Sense line of information goes a long way in helping us disambiguate the meanings of biblical words.
Three cheers for the CIT! | <urn:uuid:4da26c30-ad98-4ff1-b229-15fe70c9bcd7> | CC-MAIN-2014-10 | http://blog.logos.com/2013/01/logos-5-sense-in-word-by-word/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394011062835/warc/CC-MAIN-20140305091742-00016-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.919747 | 479 | 2.796875 | 3 |
Sustainable development treaty in the making?
By Henry Lamb
Next year will be the 20th anniversary of UNCED (United Nations Conference on Environment and Development) the largest collection of environmental zealots ever assembled. For the celebration, the U.N. has again designated Rio de Janeiro to host the UNCSD (United Nations Conference on Sustainable Development).
There is no way to count the dollars that have been wasted over the last 20 years by people attending thousands of U.N. meetings around the world, all designed to strengthen global governance and tighten the noose around the people who still believe in individual freedom and free-market capitalism. The U.N. Commission on Sustainable Development is but one of many U.N. organizations and agencies that conduct multiple international meetings each year. Last month, U.N. meetings on sustainable development alone, were occurring 22 of the 28 days somewhere in the world. This U.N. Commission is responsible for implementing Agenda 21 across the entire planet. They have been exceedingly successful.
For the past few years, this Commission has been conducting regional meetings every few months in preparation for the 2012 blowout in Rio. This 20-year anniversary party is expected to produce an even larger crowd than the 1992 event, and, many U.N. watchers believe that it will produce a new treaty.
This is not idle speculation. Folks who dare read this U.N. mumbo-jumbo illustrated by A/RES/64/236 (PDF) from March 31, 2010 will quickly recognize the meaning of Article 20(b) which says: "The Conference will result in a focused political document;"
What is a "focused" political document? To advocates of global governance this means a legally-binding U.N. treaty. This effort has been underway since at least 1998 when a draft "Covenant on Environment and Development" was circulated by the United Nations Environment Program. Just in case the advocates cannot generate sufficient support to get a treaty, or a covenant adopted at the 2012 shindig, they will be able to call the "focused political document" a plan of action, until they can build more support, and thus avoid the appearance of failure.
Skeptics who refuse to believe that sustainable development has anything to do with the U.N. should examine RIO2012, one of many official U.N. websites that promote sustainable development.
The concept of sustainable development has permeated all the agencies of the federal government and is washing across the nation, infecting state and local governments.
Hear this: sustainable development has little to do with sustainability, but everything to do with government control of development. After all, what is and is not sustainable is defined by government, and regulated by government. Every new rule and regulation adopted in the name of sustainable development squeezes a little more freedom from every individual and a little more profit from every business.
Even a casual review of the U.N.'s sustainable development websites reveals that the scope of sustainable development embraces virtually every facet of life. For years now, the U.N. Commission on Sustainable Development has been constructing a Ten-year Framework of Programs on Sustainable Consumption and Production. The goal of sustainable development is government control of both consumption and production, directed by the United Nations (See Chapter 4, Agenda 21). Note how this goal corresponds with the U.N. Development Program's definition of global governance:
Not everyone has been caught up in the rush to sustainability. A few organizations have been warning of the dangers of sustainable development for years. Finally, people are beginning to listen. Carroll County, Maryland has just closed its Sustainability Office and terminated its association with ICLEI (International Council for Local Environmental Initiatives). ICLEI is an international non-government organization, created by the U.N. It now has agreements with about 1200 cities around the world to help implement sustainable development. About half of these cities are in the U.S.
Freedom Advocates, Alliance for Citizens Rights, Freedom21, American Policy Center, Sovereignty International are among the organizations that are providing speakers and materials to local organizations and elected officials in cities and towns who want to learn more about the dangers of sustainable development.
Carroll County, MD and Amador County, CA have terminated their contracts with ICLEI, thanks to local organizations providing information to newly elected commissioners. Tea Party and 9.12 groups are joining the battle across Florida and throughout the nation.
Progressive proponents of Agenda 21 and so-called sustainable development, are fighting this backlash with their usual "denigrate and ridicule the messenger" tactic. When the facts are learned, however, those who honor the Constitution and individual freedom reject Agenda 21 and the sustainable development it prescribes.
There is no shortage of well-documented information on this subject. The organizations listed above have excellent resources on their websites. When this new treaty is advanced, it will be important to nip it in the bud as quickly as possible. It will take an army of well-informed patriots to kill it. Let's get prepared. | <urn:uuid:ec5dd452-ddee-4039-b1aa-aad7da4efa2a> | CC-MAIN-2016-22 | http://enterstageright.com/archive/articles/0311/0311sdtreaty.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049281978.84/warc/CC-MAIN-20160524002121-00138-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.952484 | 1,036 | 2.515625 | 3 |
Celebrating Arts and Culture
Yellow Day provides children a way to discover the arts. In the movie we discuss authors, show musicians, and the importance of art to the young child.
Celebrating the Arts
It is important that children understand the value and importance of the arts in our culture. Yellow Day provides support to this fact. Yellow Day opens discussion to writing, music, and visual art.
Integrating Impactful Artists
Yellow Day cites several important writers and artists, Michelangelo, C.S. Lewis, John Keats, and others, opening discussions on these people and others within. The film is also comparable to Pilgrim’s Progress and the Chronicles of Narnia. It features both music and visual art, to promote the arts. | <urn:uuid:cc96a898-6810-4518-bc63-96708b03e7fc> | CC-MAIN-2017-17 | http://makeitayellowday.today/the-two-ways-to-watch-yellow-day/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122739.53/warc/CC-MAIN-20170423031202-00172-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.919403 | 156 | 3.59375 | 4 |
The year 2018 started with a bang here in the Northeast, with Old Man Winter looking surprisingly spry as he pummeled the area with snow and record-setting cold.
Most of us who are lucky enough to have heat stayed warm through the bitter stretch, protected in our homes and kept safe by our furnaces and boilers. But we shouldn’t take that safety for granted: each year, more than 20,000 people visit emergency rooms with symptoms of unintentional carbon monoxide (CO) poisoning – and nearly 40 percent of those visits come in the winter, when our heating systems are running at full bore.
To keep the dangerous and potentially deadly impact of CO at bay, you need to know how to spot the signs of poisoning, how to deal with its symptoms, and how to prevent CO buildup from occurring in the first place.
Carbon monoxide and CO poisoning: The basics
- Carbon monoxide is a poisonous, odorless, and colorless gas produced when you burn propane, wood, oil, or any other kind of fuel. If it accumulates in your home, it can cause illness, disorientation, or, in extreme cases, death.
- Carbon monoxide usually builds up due to poor ventilation or equipment breakdown. Some common conditions that can lead to CO buildup include a blocked vent or flue, a damaged or poorly maintained heating system, and overuse of an unvented appliance.
- Symptoms of CO poisoning worsen as exposure to the gas increases. In mild cases, flu-like symptoms (headaches, nausea, and fatigue) are common. Moderate exposure leads to severe headaches, drowsiness, and disorientation. High exposure can lead to unconsciousness, convulsions, and potentially death. Please note that exposure to carbon monoxide can be especially problematic for young children, whose faster heart and breathing rates can hasten the spread of CO poisoning.
- If you notice CO poisoning symptoms
- Get fresh air immediately. Open windows and doors, then leave the house
- Call 911
- Report your symptoms to your doctor
- Get a professional inspection for your appliances before using them again
Five CO safety measures
While dangerous, CO poisoning is preventable with some sensible preparation and vigilance. Here are five of the best ways to prevent a CO buildup in your home:
- Install a carbon-monoxide detector on every floor of your home. Replace batteries once a year and replace the detector every five years.
- Get professional maintenance for your heating equipment every year. An expert will spot leaks and other potential issues before they become full-blown problems.
- Keep outdoor exhaust vents clear. A blocked ventilation duct can prevent CO from escaping, causing a dangerous buildup inside your home. When you shovel your driveway after a snow storm, be sure to clear exhaust vents, flues, and other lines, too.
- Look out for symptoms in your pets, too. Animals can be even more susceptible to carbon monoxide poisoning than we are. If your pet is unusually hard to awaken or seems sick, get him or her fresh air, check your CO detectors, and open a window.
- Never start your vehicle indoors. Always start your car with the garage door open, and never run it for more than a few minutes. Absent-mindedness can easily lead to a car pumping out dangerous levels of toxic exhaust in a non-ventilated area.
Did you know that our technicians inspect your heating equipment for leaks when we perform you home energy audit? That means you’ll stay safer and save money along the way. Contact us today to learn more! | <urn:uuid:3a9eebe3-6b6e-4e50-878d-963d85774e9c> | CC-MAIN-2023-14 | https://ct.cmcenergy.com/winter-carbon-monoxide-safety-reminders/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950030.57/warc/CC-MAIN-20230401125552-20230401155552-00465.warc.gz | en | 0.924527 | 739 | 2.828125 | 3 |
Let us first define the key term natural language. It refers to any language that has developed in human’s brains without any conscious planning or premeditation of their own.
In the world today, we have a very large number of natural languages that exist. English is the only language that is conventionally known to be used in most of the countries in the world, therefore most digital appliances and devices have been coded using high-level language which is almost the same as natural language.
Grammar rules are made in a way that they are only recognized by the Twitter compile. We can try to compare the rules used in twitter data processing with those used in English Grammar. English has various rules governing it, for instance, we have rules on punctuations, parts of speech and many others. Below is a tool that twitter uses to process natural languages, especially English which is used in almost all countries in the world:-
Parts of Speech Tagging
This is a tool in natural language processing twitter that provides a fast and robust java-based tokenize for tweets analysis. It deploys the principles of linear regression such that it has some prior data that has both the input and the output in different situations.
The tagger looks at a certain message from a user and tries to get the meaning of the sentence using English as a natural language. Unfortunately, most posts on social media are abbreviated and so if one is not conversant with the abbreviations used, they may miss out on the intended meaning. Tagger uses previous posts as training data and learns the meaning of abbreviations and the short form that are used on twitter. Having been experienced, if a message is posted in future for processing, the tagger easily gives out the meaning of the post and depending on how it’s programmed, it may categorize it as being hate speech, a joke or merely a simple a statement that has no basis.
Data analysis made easier
It’s now possible to do Social data analysis which refers to checking through the data of a given platform and applying the necessary analysis techniques in order to draw conclusions. It has been made possible through a number of ways. The first way is through benchmarking the competitors in order to get the insights and media performance with best practice examples. Secondly, with quaintly, social data analysis has been made very much possible and so we no longer need to waste our quality time figuring out how we can track the social media KPIs.
In addition, this data analysis has been centralized such that all the data from different social media can now be combined in one tool and visualized and checked for marketing success. The reporting system is equally amazing as it can be automated to set up white labeled templates and sent as one likes.
In a nutshell, natural language processing twitters http://sisu-labs.com/sento-by-sisu-labs/ an area that is becoming more interesting day in day out due to the increase in the number of social media platforms, increase in the number of people who subscribe to these platforms and also due to the growth of language in terms of jargons, emoticons, and abbreviations. This in conjunction with http://sisu-labs.com/ social data analysis makes the whole thing a success.
This was a guest article from Vikram Kumar. | <urn:uuid:621da4c5-29e7-4ff8-b6bf-0b6924bed44d> | CC-MAIN-2019-09 | http://blog.websitestyle.com/index.php/2015/08/30/twitter-natural-language-processing/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247479101.30/warc/CC-MAIN-20190215183319-20190215205319-00383.warc.gz | en | 0.950079 | 682 | 3.1875 | 3 |
Mammography is a special type of x-ray imaging used to create detailed images of the breast. Mammography uses low dose; high contrast, high-resolution film; and an x-ray system designed specifically for imaging the breasts.
Successful treatment of breast cancer depends on early detection. Mammography can show changes in the breast well before a woman or her physician can feel them.
The Breast Care Center provides digital mammograms. A digital screening mammogram is conducted the same way as a traditional film-based mammogram, taking two views of each compressed breast.
The benefits of digital mammography:
- Digital mammography allows the radiologist to review your test on a computer screen
- High image quality with the ability to enhance and manipulate the image for further evaluation.
- High quality image makes it easier to differentiate cancer tissue from normal tissue
- Digital mammography is ideal in detecting breast abnormalities in women under 50 or women with dense breast tissue, who are often at higher risk for breast cancer.
- The images can be magnified to better visualize calcifications
- Digital images are obtained with up to 60% less radiation exposure to the woman than film images.
- Digital mammography is faster so the mammogram exam is shorter.
- Digital images can be stored permanently, with the ability to print on film.
This diagnostic procedure studies a specific area found on the mammogram or on a lump discovered by the woman. This exam can determine the difference between a cystic or solid mass. Breast ultrasounds are used in conjunction with a mammogram. Due to their limited scope, they cannot be used as a replacement for a mammogram.
An MRI (magnetic resonance imaging) procedure involves the use of a large magnet, radio waves, and a computer to produce two-dimensional and three-dimensional pictures of the inside of the body. MRI of the breast is used to supplement mammography to detect breast cancer and other abnormalities of the breast. There is evidence that breast MRI can detect some lesions that may be missed by mammography. | <urn:uuid:55d2366a-3abf-4959-bf74-93ca8afa4b53> | CC-MAIN-2016-50 | http://osceolaregional.com/service/diagnostic-breast-procedures | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541317.69/warc/CC-MAIN-20161202170901-00324-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.925328 | 418 | 3.625 | 4 |
National Depression Awareness Month
September 30, 2010
The Army marks National Depression Awareness Month in October, with a theme of "Depression is Treatable - Get Screened - Seek Care."
Clinical depression is a serious medical condition that, if left untreated, may lead to other complicated medical conditions. Seeking treatment for a medical condition is not a sign of weakness. It may prevent a good Soldier from becoming a casualty.
The National Institute of Mental Health has reported that major depressive disorder affects some 14.8 million people in the United States.
Signs and symptoms of depression may include sadness, loss of interest in things you once enjoyed, feelings of guilt or worthlessness, restlessness, withdrawing from friends and Family or trouble concentrating or making decisions.
Depression also may produce body aches and pains, irritability, anxiety, over eating or loss of appetite or thoughts of suicide or death.
Unfortunately, many people believe their symptoms are a normal part of life. Two-thirds of people who suffer from depression fail to seek the care needed.
The truth is, more than 80 percent of clinical depression cases can be treated effectively with medication, psychotherapy or both.
Often, the first step to recovery is a depression screening.
Anonymous depression screenings are available through the Department of Defense (http://www.militarymentalhealth.org/Welcome.aspx or 877-877-3647), Department of Veterans Affairs (www.mentalhealth.va.gov/depression.asp) and civilian organizations (for example, mentalhealthscreening.org/programs/military/). The screening sites also provide information about how to get treatment.
For more information, see www.behavioralhealth.army.mil/, www.resilience.army.mil, www.army.mil/csf/ and www.militaryonesource.com. | <urn:uuid:7c5bd916-70aa-47ac-a8fc-c8fdac4f5a80> | CC-MAIN-2014-35 | http://www.army.mil/article/45896/National_Depression_Awareness_Month/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500823634.2/warc/CC-MAIN-20140820021343-00461-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.902975 | 383 | 2.9375 | 3 |
|Posted on August 18, 2017 at 12:35 AM|
State of Alabama Indian Affairs Commission
State of Alabama Indian Affairs Commission Tribal Map
Now, in the 21st century, there are many descendants who still call Alabama home. Many of their family stories are varied. Some avoided walking the Trail of Tears. Some families escaped into the Cumberland mountains, others hid in swamps or less traveled places. A careful study of southeastern history will reveal that not all settlers agreed with Andrew Jackson’s removal policy. While many people did not escape the removal, some did. After the turmoil subsided some families returned. Many families chose to live in outlying rural areas where there was little government scrutiny and their neighbors weren’t too curious. While a lot was lost, family histories and ways were passed down.
It is out of that background that current Piquas live and work to preserve their unique heritage. The tribe consists of several family groups that are interrelated and live in several states. We also have relatives who reside in Canada. Currently the majority of Piquas live in Alabama, with members also in Tennessee, Kentucky, Ohio, Indiana, Missouri, Texas, Maryland, and South Carolina. Because we are so widely dispersed, we have at least four tribal gatherings per year in alternating geographic locations, thereby preventing any of our people from having to travel much farther than the others.
While we have a Principal chief, and second chief, our tribal government is maintained by a Tribal Council. The Council is composed of clan mothers and clan chiefs, with an advisory body known as the Council of Elders. Tribal Council is conducted in accordance with Clan protocol. All issues are debated and taken before the clans for consideration and deliberation. It is the function of the Council to debate and seek consensus on all tribal matters so that the people speak with one voice. Modern positions such as treasurer and secretary are determined by election for a set period of time. These positions do not have a vote on Council.
In 1991 the Governor of the Commonwealth of Kentucky recognized the Piqua Sept of Ohio Shawnee as an Indian tribe. On July 10, 2001 the Alabama Indian Affairs Commission under the authority of the Davis-Strong Act recognized the Piqua Sept of Ohio Shawnee Tribe as an Indian tribe in the state of Alabama, thus making the Piqua Sept the first petitioning group to be recognized in 17 years.
Enrollment will be considered by the Tribal Council for applicants who can document their Shawnee ancestry. Those applicants who are of American Indian descent other than Shawnee must be descended from a tribe that was known to live with the Shawnee prior to the 1832 removal act. Potential applicants are encouraged to visit so that we may get to know you before any decisions are made regarding enrollment.
Visit the Official website of the Piqua Shawnee Tribe at www.piquashawnee.com | <urn:uuid:7527d605-c9b7-4217-bffd-4fcd59e3ea56> | CC-MAIN-2019-35 | http://www.piquashawnee.com/apps/blog/entries/show/44740422-the-piqua-shawnee-tribe-today | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315750.62/warc/CC-MAIN-20190821022901-20190821044901-00357.warc.gz | en | 0.968366 | 590 | 2.875 | 3 |
How can I tell if my child has a fever?
Children with fevers often do not act like their normal selves and may:
- talk less
- be less active or play less
- eat or drink less
- be more fussy
Here is how to measure your child's temperature using the armpit method:
- Clean thermometer with cool, soapy water. Rinse.
- Place tip of thermometer in centre of child's armpit.
- Tuck child's arm close against their side.
- Remove thermometer when you hear a beep (about 1 minute) and read temperature.
- 37.1°C (98.8°F) or higher means your child has a fever.
NEVER use a mercury thermometer.
What can I do if my child has a fever?
- Keep your child comfy. Dress your child in light clothing or blankets to help lower body temperature.
- Place cool cloths on your child's forehead, wrists, and/or groin.
Can I give my child medicine?
- If your child is under 3 months, call a doctor right away. DO NOT give any medicine.
- If your child is over 3 months, you can give Children's or Infant's Tylenol, Tempra, Advil, or Motrin.
NEVER give a child Aspirin (ASA).
When do I call my doctor?
Call your doctor:
- if your child is less than 3 months old
- if your child has had a fever for more than 2 days
- if your child is not drinking
- if you are worried | <urn:uuid:3567bd0e-e848-4554-96eb-82e95c470194> | CC-MAIN-2013-20 | http://www.aboutkidshealth.ca/En/HealthAZ/ConditionsandDiseases/Symptoms/Pages/Fever-Quick-Tips.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696383508/warc/CC-MAIN-20130516092623-00085-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.900601 | 345 | 3.125 | 3 |
In the Montessori Classroom, the day begins with morning circle. This is a time for the classroom community to come together and to greet one another. It's also a time where the teacher might review concepts such as calendar, time, and weather or introduce a new work or group lesson. Often, songs are sung, poems are recited, or bodies become aware with creative movement exercises such as yoga or tai chi.
Experienced Montessori teachers have their morning circle routine planned for the day and committed to memory. For the new Montessori teacher, it's easy to ask "What do I do?" Here are a few excellent suggestions for ideas for circle time.
Some Ideas for Circle Time Activities in the Montessori Classroom
Circle Time Guidelines
- Involve children in circle time by encouraging participation.
- Use a familiar word or phrase to alert the children that it's time for circle. This year, I use "Good morning, my friends. Will you please join me for circle?"
- Preschool aged children enjoy singing the “clean-up” song. I start singing softly and the children join in as the song continues. At the same time, they start putting their work away.
Here are some ideas of clean up songs you can use:
This Is The Way...
This is the way we tidy the room, tidy the room, tidy the room,
This is the way we tidy the room
To make it nice and neat
This is the way we sweep the floor, sweep the floor, sweep the floor,
This is the way we sweep the floor
To make our classroom neat, etc.
Time To Put Our Work Away(Tune of: London Bridge is Falling Down)
It's time to put our work away, work away, work away
It's time to put our work away and sit down very quietly
It's time to tidy up the shelves, up the shelves, up the shelves,
It's time to tidy up the shelves
And sit down very quietly
It's time to roll up all the mats, all the mats, all the mats
It's time to roll up all the mats
And sit down very quietly, etc.
It works best to choose a well known nursery rhyme or simple song that most children know and then make up the words accordingly to suit a Montessori classroom.
- Hold circle time in the same place each day. (Unless it's a special occasion, such as gathering with the rest of the school around the school flag pole.)
- Keep it positive! You want the children to enjoy and look forward to circle time.
- Have clear guidelines and expectations of behavior during circle time.
Circle Time Role PlayingSometimes, the best way to get the point across to children is to role play a specific situation. If, for example, you have an issue in your Montessori classroom where the children are not including certain children during play time, you may want to role play the situation. Then, go around the circle and allow each child to voice an idea on how to solve the problem. If there is a disagreement, make sure that both sides are heard and then ask what should have happened or what else they could do.
You might also choose to read a story about an issue that's happening in the classroom. The Berenstein Bears books are excellent for teaching conflict resolution. Read the story and stop when the conflict climaxes. Ask the children what they would do and how the problem might be solved. Finish reading the book to see what happens.
Non-competitive GamesGames in the Montessori school should be non-competitive and all inclusive. In the game "When the Warm Wind Blows" the children play a non-competitive game of musical chairs while helping the children get to know each other, learn sportsmanship and resolve conflicts, such as the problem of two children reaching the same chair at the same time.
Have the children form a circle with their chairs. The game leader removes his/her chair and stands in the middle of the circle. The leader must think of something that many in the group have in common and say something along the lines of "If you like playing on the swings/ chocolate ice cream/ the color blue…change chairs when the warm wind blows."
Everyone who likes that item, including the leader, gets up and finds a new chair. The one left standing is the new leader and moves to the center of the circle to continue the game.
Group LessonsThe next two examples are ideas you can use to reinforce a topic that's being taught in the Montessori curriculum. These two examples demonstrate activities you can do when discussing the Work of Air. (from The Giant Encyclopedia of Circle Time and Group Activities for Children 3-6: Over 600 Favorite Circle Time Activities Created for Teachers by Teachers, edited by Kathy Charner, copyright 1996)
Air Bag(or discovering that air takes up space) (ages 3+)
- You will need a small paper bag for each child and the teacher.
- Show the children a small paper bag and say "I'm going to put something in this bag."
- Hold the bag up to your mouth and blow air into it.
- Ask the children to guess what's in the bag. (Some children will guess right away and others it may take a few guesses or more time to think).
- Ask the children to hold their hands over their ears and then pop the balloon.
- When "air" is guessed, ask the children if they'd like to fill a bag full of air and hand each child a small paper bag.
- Let the children "pop" their bags. (Encourage recycling with the "popped" bags).
Feather Races(Ages 3+)
- You will need: tissues, feathers, masking tape.
- Show the children that air moves things by holding a tissue in front of your face and blowing on it.
- Ask them what happens.
- Put a feather on the palm of your hand and blow on it.
- Again, ask the children what the observe happening.
- Give each child a feather and encourage them to experiment with how air moves things.
- Ask the children to pick a partner to with whom to have feather races, where each child tries to blow their feather across a line of making tape.
- Afterwards, write a group story about the feather races.
- Older children can brainstorm and experiment to see what other classroom objects can be blown across the room. Create a chart of things which can and cannot be blown across the room.
Circle time isn't just for attendance. Sometimes, when the work cycle becomes disrupted, I will gather the children to circle to "re-center" ourselves. Circle time is a place to regroup and reconnect. Some of my students have even said that circle time is their favorite time of the day. Circle Time activities are outlined in NAMC’s 3-6 and 6-12 Montessori Classroom Guides.
© North American Montessori Center - originally posted in its entirety at Montessori Teacher Training on Sunday, May 11, 2008. | <urn:uuid:5aaa158f-b677-42b5-9a49-ccaf5a9b0516> | CC-MAIN-2018-47 | http://montessoritraining.blogspot.com/2008/05/circle-time-activities-in-montessori.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039745761.75/warc/CC-MAIN-20181119105556-20181119131556-00374.warc.gz | en | 0.94573 | 1,480 | 3.265625 | 3 |
5 25% of Original Draft Removed
By the time the Declaration of Independence was signed, it had been made a full one-fourth shorter than the original draft written by Thomas Jefferson. Jefferson, while a fine writer, had only about two weeks to draft the document, and was kept busy with his duties as a delegate to the Constitutional Congress during most of the hours of the day. His writing needed extensive editing and polishing before it was found suitable to a majority of delegates.
4 The Myth of the July 4th Signing
It is likely that on the Fourth of July, 1776, only one man signed the Declaration of Independence, John Hancock, who was the president of the Congress at the time. Most of the 56 signatures on the original copies of the document were likely inscribed on August 2nd, nearly a month after the accepted date of the Declaration’s signing.
3 No Mention of Slavery
Thomas Jefferson’s original draft of the Declaration of Independence included language asserting that the slave system in America had been forced upon the colonies by Britain. This language was removed by other members of the Continental Congress who felt it might insult and estrange colonial sympathizers back across the ocean in England.
2 From Subjects to Citizens
Thomas Jefferson wrote the lion’s share of the Declaration of Independence, and while he did so with much input from others, it is to him that much of the credit for its final language goes. His typical attention to detail and grasp of a word’s true meaning and power were on full display when Jefferson soundly expunged the word “subjects” from one of the Declaration’s clauses, replacing it with the phrase “our fellow citizens” instead. With that edit, the colonists went from rebellious subjects of King George III to proud patriots standing up for their own rights.
1 Life, Liberty and… Not Property
The Declaration’s statement that humans are innately entitled to “Life, Liberty and the Pursuit of Happiness” is directly lifted from the writings of John Locke, the British philosopher. In his work Two Treatises of Government, Locke wrote that humans are entitled to life, liberty and property. The omission of this last word is of critical note: the Framers made the switch to avoid putting themselves in a position of de facto assuring all who sided with the patriot cause the potential to own property, a promise they could not necessarily keep. | <urn:uuid:e875e78c-17ab-477e-9040-908198c2367c> | CC-MAIN-2018-30 | https://www.top5.com/top-5-edits-to-the-declaration-of-independence/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589726.60/warc/CC-MAIN-20180717125344-20180717145344-00149.warc.gz | en | 0.973116 | 502 | 3.90625 | 4 |
Fruit and Vegetable Guide
Summer, Early Autumn
Description: Sweet corn (as opposed to field corn) may be white, yellow, or bicolor, with a sweetness level of regular, sugar enhanced, or super sweet.
Selection: Freshness is crucial. Choose ears with full, plump kernels. Avoid ears with wilted or dry husks.
Storage and handling: Refrigerate ears still in their husks for 1-2 days at most. Before cooking, remove husks and silks.
Preparation: To remove kernels, hold ear over a large bowl and slice kernels off with a sharp knife. Sauté kernels or bake in recipes. Boil whole ears in large pot 4-7 minutes. Steam ears in basket over boiling water, covered, 6-10 minutes. Roast or grill ears this way: pull back leaves, remove silk and wrap leaves back around corn, soak in water 10 minutes, place corn directly on hot grill 15-20 minutes. Or remove husks and silk, brush with melted butter, wrap in foil and roast 20-30 minutes in oven or 15-20 minutes on grill. Microwave ears in a covered dish with a few tablespoons of water; 4 ears take 5-7 minutes.
Serving suggestions: Not usually eaten raw. Dress fresh corn with butter and salt. Mix kernels with cooked lima beans to make succotash, or add to pasta, salads, or soups (SIS, p. 95).
Nutrients (when boiled): Vitamin B6, niacin, thiamin, folate; antioxidants lutein and zeaxanthin (yellow varieties); protein.
1 dozen ears raw = 6 cups kernels
© 2011 Mennonite Central Committee | <urn:uuid:623a1746-5995-474e-877e-cf774ad990b6> | CC-MAIN-2013-20 | http://www.worldcommunitycookbook.org/season/guide/corn.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706009988/warc/CC-MAIN-20130516120649-00047-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.856571 | 363 | 2.65625 | 3 |
There are several ways a student may prepare during high school to take full advantage of our programs. The most important thing a student can do is to pursue a broad, challenging college-preparatory curriculum. Students should not shy away from taking difficult subjects. For a list of minimum high school course requirements, please see the section below, titled Charting a High School Program: Minimum Courses for Admission.
An important area of preparation involves reading the classical works of western literature. Students should note the advice of Pliny that it is better to read, not many works, but a few important works carefully. In other words, carefully reading a few works
by Homer, Plato, Virgil and the Church Fathers is far better preparation than reading one hundred titles written in the last fifty years. Download our High School Resource Guide for a full reading list for ambitious students.
Another component of preparing well for college is learning to write effectively. At PHC, we use Kate Turabian’s writing manual and The Elements of Style by Strunk and White. High school students would do themselves a tremendous favor if they purchased these texts and practiced the principles presented. As one of our faculty members notes, “By the time one has reached college, spelling should not be a challenge, punctuation should not be hung on a sentence like Christmas ornaments, and arguments should proceed from premises to conclusion, not from opinions to bald assertions.” We have a very writing-intensive curriculum, so when we review applicants for admission, we pay careful attention to writing skills.
Patrick Henry College recognizes that there are many legitimate approaches to preparing for college. Regardless of the form of academic preparation, applicants must provide documentation of all high school level studies. The College requires that prospective students complete a minimum of 18 high school level courses. The following courses should be completed prior to admission to Patrick Henry College.
English: Minimum of four courses. To be well-prepared, students should pursue a well-rounded, college preparatory English program that emphasizes literature, grammar, and composition. Examples: Grammar, Literature, Composition, Speech, and Debate. Please note: competitive speech and debate may count for one English course.
Mathematics: Minimum of three college preparatory courses, which must include: Algebra I, Algebra II, and Geometry. Examples: Algebra (I & II), Geometry, Trigonometry, Pre-Calculus, and Calculus. To be well-prepared, students should take courses at least through trigonometry.
Science: Minimum of two different college preparatory courses. Examples: Biology, Chemistry, and Physics. It is preferred that students complete three courses and that those courses include labs.
History: Minimum of two courses, which must include at least one comprehensive course in U. S. history and one comprehensive course in world history.
Government: Minimum of one course. The course should cover material on local, state, and federal government.
Foreign Language: Minimum of one course. Examples: French, German, Spanish, Chinese, Japanese, Russian, Italian, Latin, or Greek. It is preferred that students complete two consecutive courses.
Electives: Minimum of five courses. Examples include Bible, Fine Arts, Logic, Rhetoric, Music, Economics, Geography, and Computer courses, as well as courses in areas such as biblical worldview and apologetics.
Preparing a transcript can present special challenges for homeschooling families, but recordkeeping doesn’t need to be an intimidating process. The goal of a successful transcript is to document high school coursework and provide a means of evaluating the student’s academic mastery. Each student’s high school background is different, and PHC recognizes that there is no single educational model that best prepares all students for college-level work. Homeschooling families should not wait until beginning the college application process to prepare a high school transcript; rather, PHC recommends keeping an ongoing list of all courses, grades, and extracurriculuar and volunteer activities throughout high school. For your convenience, a transcript template and sample high school transcript are available for you to download. Your transcript may use one of a variety of formats, but all transcripts should include the following information:
Subjects studied, with specific course titles. Please include a brief course description if the content of the course is not readily apparent from the title.
Units, credits, or another method to indicate the course duration and amount of material covered in each course. A typical year-long high school course covers 1 credit worth of material; a semester-long course is typically ½ credit.
Year or months in which each course was completed.
Grades for each course (please include your grading scale on the transcript). Please note: PHC strongly prefers that the transcript list a grade for each course. If grades are not assigned, please use some other means to indicate the level of mastery in each course to allow the Admissions Review Committee to accurately understand and assess the student’s achievement.
Any courses planned or in progress for a current high school student, any high school level courses completed prior to ninth grade, and any college-level courses completed for dual high school/college credit.
Verification that a student has completed or will complete the designated high school program with a full graduation date (i.e., June 15, 2008, not June 2008).
An original signature, hand-signed in ink by the school administrator (usually the parent).
Optional information: extracurricular activities, volunteer and service areas, special awards or honors, and standardized test scores.
As an alternative, homeschooling families may provide a narrative description of a student’s college preparatory work, including a description of subjects studied and an overall evaluation of the quality of work. In order to evaluate applicants thoroughly, the College needs to know what subjects applicants have studied as well as when and to what extent they studied them.
If applicable, you may want to prepare an addendum with additional information that will help the Review Committee better understand your high school program, such as course/curriculum descriptions or your school’s specific educational philosophy. For example, it is helpful to indicate if your curriculum followed a classical or Great Books model, emphasized interdisciplinary courses, or used a unit studies approach.
The following online resources can help you through the college search process with information on standardized testing, scholarship searches, and more. As always, please contact the Office of Admissions at PHC with any questions as you continue your college preparations!
The following year-by-year college planning guide (adapted from monster.com) can help you plan to make the most of your high school years. By beginning your college search early you can prepare for admission and scholarship requirements, be ready for application deadlines, and ultimately make an informed, confident college choice. | <urn:uuid:4baea94b-fe44-4227-8d72-ca61f60ba17f> | CC-MAIN-2020-40 | https://www.phc.edu/preparing-for-college | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400198287.23/warc/CC-MAIN-20200920161009-20200920191009-00583.warc.gz | en | 0.940462 | 1,411 | 3.109375 | 3 |
The office of the U.S. surgeon general defines substance use disorders as “medical illness[es] caused by repeated misuse of a substance or substances, characterized by clinically significant impairments in health [and] social function, and impaired control over substance use, and diagnosed through assessing cognitive, behavioral, and psychological symptoms.”1 They are neurobiological disorders that involve a complex interplay between genetics and environment, and they are often effectively treated.
The 2020 National Survey on Drug Use and Health estimated that 10% of Americans over age 11 have alcohol use disorders.2 More than 20% of Americans age 12 and older use marijuana or illicit drugs.2 Approximately 5.8% of Americans misuse prescription drugs, while 3.4% misuse opioid drugs.2 The Centers for Disease Control and Prevention estimates that 12.5% of American adults are current smokers,3 while 2.3% use smokeless tobacco products.4
Misuse of all these substances varies with respect to the prevalence of use and use disorders — each has different risk factors, associated health risks, treatment modalities, and treatment outcomes.
Substance use disorders are an active area of study for Kaiser Permanente Research. Scientists across the organization have published nearly 700 articles related to substance use disorders since 2007.5 These articles, which have been cited almost 19,000 times, are the product of observational studies, randomized controlled trials, meta-analyses, and other studies led by Kaiser Permanente scientists.
Our unique environment — a fully integrated care and coverage model in which our research scientists, clinicians, medical groups, and health plan leaders collaborate — lets us contribute generalizable knowledge on substance use disorders and many other research topics. | <urn:uuid:522a8a96-588c-427b-b73e-bd2916bcc440> | CC-MAIN-2022-49 | https://about.kaiserpermanente.org/our-story/health-research/research-briefs/substance-use-disorders | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710898.93/warc/CC-MAIN-20221202050510-20221202080510-00826.warc.gz | en | 0.918318 | 349 | 3.53125 | 4 |
Have you ever done a test on color vision? They are carried out to ascertain whether or not you have a deficiency in color vision – a condition that is mostly inherited.
If an individual has a poor color vision, their ability to determine the difference between some colors is reduced.
Individuals with a deficiency in a color vision sometimes do not know they have this problem. Usually, people discover in real situations like stopping at the sight of a traffic light without knowing what colors are currently showing.
Many times individuals with a deficiency in color vision see:
- Different shades of yellow and blue
- Different shades of red and green
Most people think color blindness and color vision deficiency are the same. True color blindness is used to refer to a rare situation whereby a person only recognizes shades of white and black. Here is a simple exercise to help you determine whether or not you have a deficiency in color vision.
Only individuals with perfect color vision can read these 8 words without a pause in between. Can you?
4 Types of color blindness:
CVD or color blindness affects about 0.5% of women and 8% of men. There are broadly four types of color blindness (it is not only seeing in shades of grey) and we’ve got some images to show you how each looks like.
This less common form of color blindness occurs in 1% of men. There appears to be a higher contract with Protanopia because all greens and reds will appear pale, other colors such as blues and yellows are inclined to appear the same.
About 4.63% of men suffer from this form of color blindness without knowing it; it is the most common form of color blindness. Colors such as green and red will appear to lack their natural brightness or seem faded.
Only People With Perfect Color Vision Can Read This
Total Color Blindness:
This form of blindness exists but occurs in about 0.00003% of the entire population of the world.
This form of color blindness equally affects both men and women at a very minimal and rare level. Individuals with this CVD see the world in tones of green and pink. | <urn:uuid:e7e3ea2d-1389-4705-9e31-80ecb34006be> | CC-MAIN-2020-50 | https://ladiesnutrition.com/2018/02/23/people-perfect-color-vision-read/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141743438.76/warc/CC-MAIN-20201204193220-20201204223220-00509.warc.gz | en | 0.931779 | 437 | 3.234375 | 3 |
I teach in a FLES program and have discovered that it is not an easy task to find the right songs which help teach in the target language. It’s common for a song to have too much vocabulary or to be boring or not engaging enough to maintain student interest. I am also a songwriter which means that I have my own collection of music for my classes, but I always like to try out new songs to incorporate into my curriculum.
However, this is not the case with RockAlingua. I was amazed by the engagement of my students when I taught one of RockAlingua’s songs called “Los Días de la Semana.” The song is very repetitive – in a fun and good way- so much so that children were singing along after a few seconds of hearing the song. I now use this song as part of my “warmup ritual” in class, and my students ask to sing many of RockAlingua’s songs everyday. The program has complementary videos for some of the songs, and the animation really commands my student’s attention.
I believe one of the main reasons RockAlingua works so well in my classes is that it was created by an elementary Spanish teacher who knows how important repetition and creating context are when teaching a language. Musicians who haven’t been teachers don’t always get this. RockAlingua creates meaningful context for your students. The children not only get to learn the songs, but the program includes complimentary materials to keep exploring the vocabulary and provide a space for practice: worksheets, videos, picture dictionaries, and games. Some of these features require a full membership, and others are free.
You can visit their website to learn more about the program and maybe even decide to start a free trial! You can also follow RockAlingua on Facebook to stay tuned and learn all about their new materials and freebies.
My students enjoy these songs, and since I own a CD, I would love three lucky readers to have a chance to win a CD for their classes. Just enter below to participate! Winners will be announced on Friday, January 31, 2014. United States Only! | <urn:uuid:63d87484-3cf0-4eeb-9c6b-e02f4e0efde5> | CC-MAIN-2021-39 | https://funforspanishteachers.com/2014/01/rockalingua-will-make-your-spanish-class-rock-review-and-giveaway/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057622.15/warc/CC-MAIN-20210925112158-20210925142158-00537.warc.gz | en | 0.972987 | 456 | 3.234375 | 3 |
August 22, 2014
Groundbreaking new research has revealed the importance of the microbiome, the vast community of bacteria that lives within us. It turns out these bacteria outnumber our cells by a factor of 10 to 1! Believe it or not, we are more bacteria than we are human. The microbiome in our gut governs many of our body’s key functions and is crucial to our overall health. A balanced microbiome regulates the immune system, metabolism, sustains the gastrointestinal tract, supports mood and brain function, produces crucial vitamins and nutrients, and helps us maintain a healthy weight. I wrote extensively about the microbiome and its contribution to our health in my new book, The Microbiome Diet.
So if you want to lose weight and feel better it’s essential that you balance the microbiome in your gut. One of the most effective ways to do that is by eating fermented foods. Fermented foods are rich in live bacteria that replenish the microbiome, helping it maintain the right proportion of friendly bacteria for optimal health and weight loss. I call fermented foods part of the new generation of Superfoods.
These Superfoods help our bodies absorb nutrients and keep our microbiome balanced. An unbalanced microbiome causes gut distress, so even if we take all the vitamins, minerals, and antioxidants in the world we won’t really improve our health.
So on the Microbiome Diet I include the next generation of superfoods: the foods, spices, and supplements that help heal our gut and balance our microbiome. Chief among them are fermented foods, which are the next frontier in prepared foods. In fact, fermented foods might even become the new American cuisine.
Probiotics are pills, powders, or capsules that contain billions of live bacteria, which help replenish your microbiome. Fermented foods are a type of natural probiotic, because they contain so many live bacteria along with many other crucial nutrients.
Every culture in the world has its own fermented foods, which is a strong indication of how crucial they are to our health. The chart below offers a brief sampling of fermented foods around the world.
|Caucasus||koumiss, a fermented milk drink|
|China||douchi, a fermented black bean sauce|
|China, Middle East||kombucha, a fizzy, fermented tea|
|Russia||kvass, a fizzy beer-like drink made from black or rye bread|
|Ethiopia/Eritrea||injera, a spongy bread made from fermented teff flour|
|Ghana||fufu, a fermented product made from cassava, yams, or plantains|
|Himalayas||bhatti jaanr, fermented rice food-beverage
gundruk, a fermented leafy vegetable
kodo ko-jaanr, a fermented millet product
sinki, a fermented radish
|India||dhokla, a steamed food made from fermented rice and chickpeas
dhosa, a dish of fermented rice and lentils
|Japan||miso, fermented soybean paste, used in soups and sauces
natto, fermented soybean cake
tempeh, steamed and mashed fermented soybeans
|Mexico||pulque, fermented alcoholic beverage made from cactus juice|
|Nigeria||garri, a fermented product made from cassava|
|Russia||kvass, a fizzy fermented beer made from black bread or rye bread|
|South Pacific||poi, fermented taro paste|
|Thailand||pla ra, fermented fish sauce|
You can find fermented foods in many forms: pastes, seasonings, condiments,
curries, stews, pickles, and even candy. They can be fried or boiled or sometimes candied, and they can be eaten in main dishes, side dishes, salads, or desserts.
Fermented drinks also take many forms. They can be alcoholic, such as beer and wine, or nonalcoholic, such as certain teas, vinegar-based drinks, or buttermilk.
The universal consumption of fermented foods is the strongest possible demonstration of how much we humans need this type of food in our diets. Sadly, the growing prevalence of Western fast foods and packaged foods is wiping out traditional food cultures, which I have come to believe is one of the primary causes of the worldwide obesity epidemic.
Fortunately, as health consciousness grows, interest in fermented foods has grown as well. The following foods are healthy fermented foods that are readily available in the United States and can be easily incorporated into a Western diet:
• Sauerkraut—a version of fermented cabbage eaten throughout Eastern Europe, Russia, Austria, and Germany
• Kimchee—a Korean version of fermented cabbage, carrots, onions, and garlic
• Fermented vegetables—available ready-made in most stores and online
• Kefir—a fermented milk drink from the north Caucasus
• Yogurt—another type of fermented milk product eaten throughout central and west Asia, India, central Europe, and the Balkans
All of these foods are frequently found in the meal plans and recipes in The Microbiome Diet. I highly recommend them, both for weight loss and for overall improvement of numerous symptoms, including depression, anxiety, brain fog, skin problems, hormonal issues, immune weaknesses, digestive problems, and fatigue. A healthy microbiome can transform our endocrine, immune, digestive, and nervous systems—and by supporting the microbiome, fermented foods support these aspects of the body as well.
The name “sauerkraut” literally means sour cabbage. The cabbage is pickled by a process known as lacto-fermentation, in which glucose and other sugars in the cabbage are converted into energy and lactic acid. Various types of bacteria—including lactobacilli, leuconostoc, and pediococci—enable the fermentation. These bacteria are also crucial in promoting balance within the microbiome.
A number of companies make organic sauerkraut. One that I recommend to many patients is Bubbies (www.bubbies.com), which makes a number of high-quality fermented and picked products, including an excellent sauerkraut and some wonderful pickled green tomatoes.
Both the sauerkraut and the tomatoes are natural probiotics—sources of live bacteria. The tomatoes are also a natural prebiotic—sources of the dietary fiber on which friendly bacteria feast. Tomatoes are full of a prebiotic known as arabinogalactans, which are extremely nourishing to helpful bacteria and thereby promote microbial balance.
Tomatoes are also rich in lycopene, a prime antioxidant, and in vitamin C, another antioxidant. They have plenty of vitamin A, which helps to heal the gut. They also offer have terrific cardioprotective benefits through lowering cholesterol and triglycerides and reducine platelet stickiness. They are also good for bone health.
For a more exotic sauerkraut, a company called Wildbrine (www.wildbrine.com) offers a red beet and sauerkraut salad, a curried cauliflower and sauerkraut salad, and a ginger sauerkraut salad, as well as a more traditional dilled sauerkraut.
Koreans find kimchee so delicious that they eat some with virtually every meal. We Americans could do far worse than to imitate their example, since kimchee is one of the healthiest probiotic foods there is, with proven support for weight loss as well.
A 2011 study published in the journal Nutrition Research found that fermented kimchee had a significant impact on the weight and body fat of the overweight and obese patients who were being studied. Not only did the patients shed both weight and fat, they also showed improvements in blood sugar, blood pressure, and the waist-hip ratio—an important biomarker of metabolic health.
Kimchee has also been shown to lower cholesterol, prevent constipation, and combat colon cancer. In addition, it can help to reduce stress, relieve depression, combat osteoarthritis, reduce atherosclerosis, and fighting liver disease.
Sunja’s (www.sunjaskimchi.com) offers a wonderful line of fermented vegetables prepared kimchi-style. In addition to the traditional kimchi-style cabbage, you can find fermented kale, radish, cucumber, and beets. There is also a “white kimchi” that offers the health benefits of fermentation without the spiciness of traditional kimchi.
Like pickled and fermented tomatoes, fermented radishes offer a double benefit: the fermentation offers a natural probiotics; the radishes are a natural prebiotic. Radishes are also high in magnesium and manganese (crucial for the production of digestive enzymes), vitamin C (a terrific antioxidant and immune system support), calcium (for bone health), folate, and vitamin B6 (good for coping with stress and supporting brain function). In addition, radishes offer some ability to combat inflammation, an immune system response that promotes weight gain.
Wildbrine also offers two variations on traditional kimchi—a Japanese-style miso and horseradish kimchi and a Thai-flavored kimchi prepared with lemongrass, mint, red curry, and pineapple—as well as a traditional Korean version.
As we have seen, fermented vegetables are natural probiotics, and many are also natural prebiotics. In addition to the fermented vegetables offered by Sunja’s, you can find excellent choices from Bao Fermented Food and Drink, which offers a fermented cabbage that it markets as “Raw Slaw,” as well as a fermented hot sauce and—one of my favorites—a fermented ketchup. Unlike most traditional ketchups, which are loaded with sugar and other problematic ingredients, Bao’s raw, sour, and fermented ketchup offers plenty of tangy flavor but no added sugar, gluten, or preservatives.
Bao also makes kombucha, a fermented tea and a refreshing natural probiotic drink. Bao’s kombucha comes in seven flavors: original, berry, ginger, grape, mango, spice, and super green.
Kefir—a fermented milk drink that resembles a liquid yogurt—is yet another natural probiotic. In addition to promoting microbial balance, it offers incredible support for your immune system and has traditionally been used to treat tuberculosis and cancer.
Sadly, many types of commercially available kefir are sold with fruit and other flavorings mixed in. This destroys the live bacteria and also adds many grams of sugar to the product, making it counterproductive as a weight-loss food and problematic for health generally. Kefir needs to be plain and unflavored to retain its full health benefits, although serving it with fresh fruit is fine.
Goat’s milk kefir has also become commercially available. This is fortunate, because many people are sensitive to cow’s milk but can tolerate from sheep’s and goat’s- milk products. Goat’s milk kefir—if unflavored and packaged without fruit—allows many more people to benefit from kefir without risking the inflammatory challenges that might be produced by the cow’s milk.
Like kefir, yogurt has numerous health benefits—but only when it is packaged plain, unflavored, and without fruit, although serving it with fresh fruit is fine. The health benefits of yogurt are numerous, as are its weight-loss benefits. In June 2011, the New England Journal of Medicine reported on research linking yogurt consumption with improved weight.
The article reported on “Intriguing evidence [which] suggests that changes in colonic bacteria might influence weight gain.” A year earlier the British Journal of Nutrition found that the kinds of bacteria found in yogurt produced improvements in insulin sensitivity and inflammation.
If you’re looking for a specialist in weight loss in NYC, contact us! | <urn:uuid:e2b13be1-3775-42f4-a4e7-d086b2b13849> | CC-MAIN-2021-49 | https://www.kellmancenter.com/why-fermented-foods-are-good-for-weight-loss-mood-glowing-skin-and-overall-health.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358786.67/warc/CC-MAIN-20211129164711-20211129194711-00573.warc.gz | en | 0.935141 | 2,524 | 2.703125 | 3 |
Two piggy banks contains some coins. The first piggy bank contains 4 fair coins and 2 biased coins in favor of heads. The second piggy bank contains 2 fair coins and 4 biased coins in favor of tails. The biased coins follow the odds 2:1. A piggy bank is selected at random, a coin is obtained from it and is found to be biased, what is the probability that the coin is from the first piggy bank if each piggy bank has an equal chance to be selected? | <urn:uuid:a86fc751-4863-4062-a930-d8ea74a54a05> | CC-MAIN-2020-45 | https://web2.0calc.com/questions/please-help_96558 | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107871231.19/warc/CC-MAIN-20201020080044-20201020110044-00231.warc.gz | en | 0.958087 | 103 | 3.125 | 3 |
Skills You’ll Learn
Learn how to compose and sketch characters.
Learn how to use bright colors in illustration.
Learn how to illustrate characters and their environment.
Learn how to edit and adjust the artworks.
Learn how to draw digitally and paint colorful illustrations that show off characters in their environment. In this course, you will learn how to compose, plan, color, and edit and illustrate from scratch! I will show you how to develop your original style, whether for drawing or coloring, while also producing high-quality original work or fan art.
There is no right or wrong in drawing, but hopefully, this course will help you develop your way of drawing and painting! This course is for anyone interested in creating their original illustrations, whether for a hobby or a future career.
We will start with the basics of anime-style illustrations, so don’t be afraid to join even with little to no experience in illustrating.
By the end of this course, you will learn to create full illustrations with eye-catching colors and composition and the skills needed to develop your style. In art, having something unique and original is critical as it is what differentiates your work from others and makes it stand out.
Hello! I’m Kira, a freelance illustrator based in Australia. I’ve been drawing since I was very young, and I love creating colorful and eye-catching illustrations! I often go to conventions to promote and sell my artworks as well.
Illustration has been s a great medium to get any thought or emotion across. It is very expressive and satisfying when it’s done! For me, drawing is everything. That is why I want to help anyone and everyone I can so that they can discover their love and potential in illustration. I hope sharing my tips and experience will open new doors for you to the world of illustration. | <urn:uuid:dc6b89a3-95a4-4c2c-a3bf-640da29a5255> | CC-MAIN-2024-10 | https://class101.net/en/products/5fbcc2e0b2d7a700138e2596 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474659.73/warc/CC-MAIN-20240226094435-20240226124435-00231.warc.gz | en | 0.942839 | 386 | 2.65625 | 3 |
Making informed decisions is crucial to determining which foods eventually end up on our tables and in our mouths. The media complicates this process daily with a mirage of mixed messages about what constitutes healthy and ethically sourced dairy, grain, produce and meat. How do you as an eco-conscious consumer weed through the mounds of misinformation and make the best choices for your community, health and wallet?
Fortunately, there are myriad documentaries that dive deep into the world of food and farming—in fact, there are so many choices, your Netflix queue is likely to become overwhelmed. Here are seven documentaries to give you a jumping off point for understanding our modern food system—where you go from there is up to you.
“Living Off America’s Waste”
Dive! chronicles a team of dumpster divers that almost completely subsist off the food they forage nightly from box chain grocery stores throughout Los Angeles County. Viewers are also challenged to take a serious look at their own bad habits related to food waste, especially in light of the shocking statistics that food makes up 20 percent of landfill waste and that 50 percent of food that gets made in our country never makes into someone’s stomach. The narrator urges us to “imagine a world of empty dumpsters, full bellies, and good people living sustainable lives” and then take major step toward achieving that end. To sum up this documentary in a nutshell: eat trash.
“Americans fear only one thing: Inconvenience.”
The premise of Fresh is to encourage each of us to become more knowledgeable about how, where, and by whom our food is grown and produced. Asserting that food is a basic human right, the documentary draws the logical conclusion that a just society ensures every person have access to healthy, fresh food. As Michael Pollan, who is interviewed, points out: “The more you process food, the less nutritious it is. Cheap food is an illusion. The real cost is always being paid somewhere down the line, either by the environment, the public’s health, et cetera. There is no such thing as cheap food.” The film brings to light that the decisions we make daily—including whether to buy local and/or organically—will have significant impact on us and our future.
Heart & Soil (2007)
“Grow the soil, so you can grow the crops.”
Described as a “family documentary,” Heart & Soil provides a snapshot view into the lives of small-scale farmers and farm-to-school program coordinators in the Southwest. The short flick heavily emphasizes the importance of community partnerships in building (and eventually, maintaining) a more ecologically sound and economically viable food culture regionally and nationwide.
Meat the Truth (2007)
“The power lies with our forks.”
The docudrama Meat the Truth exposes the painful truth that farm animals are the direct victims of human excess and consumerism gone haywire. The inhumane treatment of animals (often in factory farms owned by agri-corporations) is unsustainable, bad for the environment and putting family farms out of business. The film also brings to light the largest cause of global greenhouse gas emissions: livestock farming. High levels of methane are released from farting, belching and defecating, which occurs from overfeeding cattle, poultry and pigs. In fact, even if every American ate chicken one fewer day a week, emission levels would reduce to the equivalence of taking 500,000 cars off the road.
“Meat is a carbon-intensive commodity.”
Vegucated director and vegan-convert Marisa Miller Wolfson enlists three New York City carnivores to adopt a vegan diet for six weeks. While following her recruits on their personal journeys, Wolfson interjects contemporary research regarding the long-term benefits of adopting a vegetarian or vegan lifestyle:
- Vegans have a 26-percent lower chance of dying of heart disease.
- Pigs can produce up to 10 times more fecal waste than humans
- Fisherman discard 25 percent of what they catch worldwide.
- There are no national organic standards that cover (or evaluate) the manner in which animals are transported from farm-to-farm, markets or processing facilities.
Food Chains (2014)
This documentary gives audience members an insider’s glimpse into the unfair treatment of workers on tomato farms in Florida. Women are especially vulnerable in this environment—a reality that prompted Coalition of Immokalee Workers (CIW) to get involved and advocate for victims at both the grassroots and corporate levels.
Occupy the Farm (2014)
In 2012, a group of activists teamed up to prevent the final parcel of cultivatable urban farmland being destroyed by developers in the East Bay region of California. Camping out for months, the activists planted crops, picketed, and circumvented the University of California’s development deal. This film is their story.
About the Author: Rachel Werner is a fitness instructor, personal trainer, freelance writer and blogger. Her passionate commitment to holistic wellness and sustainable agriculture makes Madison, Wis., a wonderful place for her to call home. | <urn:uuid:1baba914-2fcc-4768-a862-3ccd6316d6de> | CC-MAIN-2022-21 | https://www.hobbyfarms.com/7-films-every-locavore-needs-to-watch/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662573053.67/warc/CC-MAIN-20220524142617-20220524172617-00082.warc.gz | en | 0.930204 | 1,133 | 2.640625 | 3 |
27th Apr 2018
27th Apr 2018
Curated by Endre Szvetnik
Although antiretroviral drugs effectively suppress HIV in patients, the virus still hides within their cells. Scientists are trying out new molecules that can make it a visible target for the immune system.
In 10 seconds? ‘Latency-reversing agents’ are promising compounds in the battle against HIV. Scientists have managed to use them to tackle ‘latency’, one of the key tricks that HIV uses to hide from immune cells trying to clear the virus from the body. (Read the science)
So what exactly is latency? It’s the ability of the virus to stop replicating and lie dormant in a subset of immune cells called CD4+ T. In HIV-infected people who are on antiretroviral therapy (ART), the virus is suppressed to very low levels, but it still lurks around unseen by the immune system. (More on HIV-latency)
And what’s the news on this front? Scientists have managed to reactivate HIV in its usual hiding place – cells known as the viral reservoir – using chemicals called ‘latency reversal agents’, or LRAs. This is important because the active virus becomes a visible target for killer immune cells, so it can be destroyed. Researchers call this the ‘kick and kill’ method. (Read more on LRAs)
How did they do it? In a recent study of 20 HIV patients on ART, researchers found that a drug called maraviroc led to an increase in HIV transcription in resting CD4+ T cells. Transcription is part of how the virus replicates – and this activity gives away the HIV’s hiding place. This supports the idea that LRAs could be used to eliminate virus reservoirs in HIV patients. (Read more)
And is this already effective? It still needs fine-tuning. Sole ‘agents’ are less effective, but researchers using computational models discovered that pairs of LRAs can significantly reverse HIV latency, so this is a promising path for further research. (Read more)
Is anything else being tried? Absolutely – scientists are looking into how our genes can affect HIV latency. One previously unrecognised ‘instruction’ regulating genes is called histone crotonylation. Researchers used an enzyme boosting crotonylation in HIV-infected lab monkeys and managed to reactivate the latent virus in their gut cells. The next step is to repeat this in humans, which can lead to new drugs and possibly, a cure. (Read more)
Researchers experiment with traditional medicine to fight latency
Scientists have studied plant extracts from traditional medications to see if their compounds could help reverse HIV latency.
They used a plant called Croton megalobotrys, which has been long known for its medicinal properties in South-East Asia, Africa and South America.
The extracts appeared to reverse latency in lab conditions, and when added to the diets of a small number of HIV patients, they reported improved health – but of course, further research is needed!
(Find the paper on Sparrho)
(Psst, Endre distilled 9 research papers to save you 633.3 min) | <urn:uuid:c48ab02b-a413-4b85-97ca-d08fbf4b48e4> | CC-MAIN-2019-18 | https://www.sparrho.com/d/the-special-agents-that-can-kick-and-kill-hiv/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578526807.5/warc/CC-MAIN-20190418201429-20190418223429-00275.warc.gz | en | 0.952958 | 673 | 3.390625 | 3 |
This article by Anya Skarova, appeared first in The Conversation and was reprinted in Truthout. We can add it to the discussion of the uses of education in the United States. It is titled:
Science and engineering subjects are often presented as better career choices for students than the arts or humanities. Nicky Morgan, the education secretary, recently said that STEM subjects – sciences, technology, engineering and maths – unlock doors to all sorts of careers and that pupils who study maths to A Level earn 10% more over their lifetime.
Previous research has shown that there are actually lots of factors including ability, personality, motivation as well as family and educational background which impact on what undergraduate degree people take and their ongoing career success. And our new research has shown that the importance of the different types of motivation varies depending on the subject a student chooses. | <urn:uuid:68159bb9-f6e4-463a-9f29-5b39eca966c6> | CC-MAIN-2017-34 | https://mdparker46.com/tag/success/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886110578.17/warc/CC-MAIN-20170822104509-20170822124509-00717.warc.gz | en | 0.979268 | 171 | 2.890625 | 3 |
Groundwater and Aquifers - 4 of 20
Groundwater and Aquifers FAQs - 20 Found
Water being drawn from a well was once precipitation that fell onto Earth's surface. It seeped into the ground and, over time, occupied the porous space in some subsurface material. Naturally, big particles that can be found in streams, such as leaf chunks, will not be seen in groundwater. So, yes, big particles are filtered out. But groundwater can contain other items that you can't see. Some are naturally occurring and some are human-made substances. Groundwater can contain hydrogen sulfide or other naturally occurring chemicals. Groundwater also may contain petroleum, organic compounds, or other chemicals introduced by human activities.
Contaminated groundwater can occur if the well is located near land that is used for farming where certain kinds of chemicals are applied to crops, or near a gas station that has a leaking storage tank. Leakage from septic tanks and/or waste-disposal sites also can contaminate groundwater. A septic tank can introduce bacteria to the water, and pesticides and fertilizers that seep into farmed soil can eventually end up in water drawn from a well. Or, a well might have been placed in land that was once used for something like a garbage or chemical dump site. In any case, it is wise to have your well water tested for contaminants. | <urn:uuid:0281e3c9-803f-49fc-a4da-e2e010ebc8f8> | CC-MAIN-2015-48 | http://www.usgs.gov/faq/categories/9812/2502 | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398460519.28/warc/CC-MAIN-20151124205420-00144-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.970048 | 286 | 3.71875 | 4 |
27 July 2020
Monash researchers have found a potential drug that can be given as a preventive against heart attack and stroke.
The drug – which has been studied in human cells and animal models – literally blocks the minute changes in blood flow that precede a heart attack and acts on the platelets preventing the platelet-triggered clot from forming before it can kill or cause damage.
One-third of all deaths globally – 18 million a year – are caused by cardiovascular disease, largely heart attack or stroke, both of which are triggered by clots blocking the vessels in the brain or heart.
While drugs such as aspirin, given at the time of the attack, can prevent further clots forming, they only work in 25 per cent of cases, and these drugs can cause serious side effects from bleeding. The paper describing the new drug is published in the prestigious journal, Science Translational Medicine. According to the lead scientist, Associate Professor Justin Hamilton, from Monash University’s Australian Centre of Blood Diseases, “There have been no new drugs to treat, let alone prevent, heart attack or stroke in more than 15 years.
Associate Professor Hamilton said that the researchers stumbled across the potential drug by accident. They were looking at changes within platelets that occur around the time of what is called a pathological setting, i.e., a heart attack or stroke. They found an enzyme of interest, isolated the gene responsible for producing the enzyme and developed a mouse that was missing just that gene.
The mice – to their surprise – were completely protected against heart attack. But why silencing this enzyme provided protection remained a mystery for two years. “It drove us mad,” Associate Professor Hamilton recalls.
The researchers used electron microscopy to cut ultra-thin “slices” of the platelets from these mice to see what was going on. What they saw was a slightly modified membrane, which appears to prevent these platelets from attaching to each other or to blood vessel walls, the minute that there is a change in blood flow. “It is this blood flow perturbation which is a hallmark and predictor of a heart attack,” Associate Professor Hamilton said.
“This particular enzyme allows the platelets to respond to the blood flow change and to ‘gear up’ their capacity to clot, causing an attack.”
Once the researchers were aware of the importance of the enzyme, they developed a drug that could shut this process down, in animal models and in laboratory models using human blood. This drug has the potential to be given to patients at risk of heart attack and stroke, to prevent blood clots forming when there is a risk of attack.
The next step is to develop a more suitable drug candidate that could be taken into a clinical trial, according to Associate Professor Hamilton. Initially, he is hoping to test the drug on patients who have a higher risk of cardiovascular disease such as those with diabetes.
These same clots – targeted by the Monash drug – have recently been linked to COVID-19 as a key cause of death from the disease. Associate Professor Hamilton says that, while it is early days, “the possibility of using our newly developed anti-thrombotic to improve the treatment of COVID-19 patients is an appealing idea we would like to explore.” | <urn:uuid:e9a451a4-23d8-4f9f-be59-c8d14d4956a9> | CC-MAIN-2021-17 | https://biomelbourne.org/new-drug-blocks-formation-of-killer-clots-to-prevent-strokes-and-heart-attacks/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038065903.7/warc/CC-MAIN-20210411233715-20210412023715-00167.warc.gz | en | 0.967952 | 686 | 3.546875 | 4 |
1.1 Explain each of the areas of learning and development and how these are interdependent.
It is important to remember that these six areas of learning do not work in isolation but are in fact interlinked. Good quality activities will cover more than one area of development. For example, allowing children to access the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a delay in one area, it is likely to limit their learning and development in the other five…a child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult therefore hindering her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each child’s individual needs and plan holistically in order to help children achieve their full potential across the six areas of learning.
Personal, social and Emotional Development
Children must be provided with experiences and support, which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn.
Providers must ensure support for children’s emotional well being to help them to know themselves and what they can do.
Communication, Language and Literacy
Children’s learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended.
They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so.
Problem solving, Reasoning and Numeracy
Children must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practice and talk about their developing understanding.
They must be provided with opportunities to practice and extend their skills in these areas and to gain confidence and competence in their use.
Knowledge and understanding of the world
Children must be supported in developing the knowledge; skills and understanding that help them to make sense of the world.
Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials.
The physical development of babies and young children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement.
They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know.
They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.
Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.
They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.
1.2 Describe the documented outcomes for children that form part of the relevant early years framework.
The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by
• Be Healthy
• Stay Safe
• Enjoy and Achieve
• Make a Positive Contribution
• Achieve Economic Well-being
1.3 Explain how the documented outcomes are assessed and recorded.
The Foundation Phase’s child development assessment profile provides a description of performance which are assembled into six developmental areas, these describe the course between ‘child development and ‘learning outcomes’ these are: Personal, social and emotional.
Speaking and listening.
Reading and writing
Sort, order and numbers.
Approach to learning, thinking and reasoning.
These description of performance, which contain each development area are made up of seven steps that cover an age range of 18 to 84 months. Although the child will be assessed between 36 months (age 3) and 60 months (age 5), it is necessary to include the performance details below and above this age. This is to cater for children who are at an early stage of development and children who are progressively more able in their development.
Planning for children’s development start’s with observations in order to find out the child’s previous knowledge, their interests and needs. There are many forms of observations that can be carried out to allow us to collate the evidence we need to plan appropriately for the individual child. Each method of observation has advantages and disadvantages of recording the child’s development, so it is important to use a variety of methods of observation for each child to gain holistic knowledge and understanding of the child’s development.
3.1 Explain how practitioners promote children’s learning within the relevant early years framework.
Organisation and management making sure that we provide opportunities to extend play for children, key worker system is in place for legal and responsibility of learning and development of each child, thinking about to the children use the space indoors/outdoors, observation and planning system which meets individual needs and interests. We have a very good balance of adult and child led play we try for a 50% we follow children’s interests by observations and asking the children what they would like in the planning and what activities they would like to do that day. Sensitive intervention is trying to intervene without disrupting or changing the focus on the play.
Watching to see if the child wants you to participate or not, so enhancing play but not taking ownership of the play away from the child. Supporting and facilitating when you have a positive relationship with the children they will seek your help doing something like building dens they might need materials and resources or helping them reach their aim. Modelling when children watch an adult they might try to model that action by repeating
actions, words or skills. Coaching children do and learn more when given encouragement and support of an adult by making a child feel confident they might try to do or develop something a little further this is linked to the Vygotsky theory of proximal development getting children to do something just outside their comfort range.
4.2 Explain the importance of engaging with a child to support sustained shared thinking.
Using a topic a child is really interested in can allow for sustained shared thinking it can be talking about something or doing something which encourages conversation like we have done planting with our children this has really captured their imagination the children are talking about what they think seeds are going to grow into what happens as the plants grows, what might the plant produce. We are getting the children to reach conclusions, and explore concepts at a deeper level. The children are thinking about processes and are making connections to things they have already learnt and new information. Processing the information we have given them making them think.
5.1 Reflect on own practice in supporting learning and development of children in their early years. | <urn:uuid:9c28f9a5-a1ad-4869-bb8b-84c43de9ab56> | CC-MAIN-2017-26 | https://blablawriting.com/outcomes-essay | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320003.94/warc/CC-MAIN-20170623045423-20170623065423-00241.warc.gz | en | 0.955794 | 1,471 | 3.8125 | 4 |
Around 1,200 children and members of the public participated in the maths events we organised as part of the Cambridge Science Festival in March 2014.
The annual Cambridge Science Festival takes place over two weeks in March each year, and is one of the largest public understanding of science festivals in the UK. In 2014 the Festival included more than 250 events in total, attended by an estimated 35,000 people.
In March 2014 the Millennium Mathematics Project organised free schools events, public talks and a family maths day as part of the Science Festival programme.
Our public talks included Martin Rees, the Astronomer Royal, talking on 'Our Universe and Others' on the evening of Monday 17 March. Much additional excitement was generated by the announcement earlier in the afternoon of the BICEP2 data providing evidence for the inflationary theory of the Universe, which Lord Rees referred to in his lecture. (You can watch the filmed lecture online on Plus, our free online mathematics magazine.) On Saturday 22 March Dr Vicky Neale's public talk explored '7 Things You Need To Know About Prime Numbers'. Both talks were aimed at adults and attracted capacity audiences in a packed lecture theatre.
The previous week, on Tuesday 11 and Thursday 13 March, we ran two afternoon workshops for secondary schools. 250 students aged 11-13 and 14-15 from 16 different schools joined Charlie Gilderdale from our NRICH project to work on extended problem-solving activities around the themes of 'Thinking Mathematically' and 'Convincing Yourself, Convincing Others'.
Finally, on Saturday 22 March we welcomed hundreds of children with their parents and guardians to the Centre for Mathematical Sciences for our Hands-On Maths Fair. Families were welcome to drop in throughout the day - with many visitors staying for several hours - to explore a huge range of mathematical activities, with a special focus on encouraging creative mathematical thinking and reasoning and exploring mathematical patterns. This year some of the hands-on activities were actually feet-on: one very popular activity was based on the famous Bridges of Königsberg problem, with cut-up yoga mats providing the bridges. You can read more about the maths behind this problem and how we turned it into a practical activity on Plus, and see photos from the Hands-On Maths Fair and the '7 Things You Need To Know About Prime Numbers' talk on the University of Cambridge's Flickr photostream.
Although the 2014 Cambridge Science Festival is now over, we also organise other mathematical events for schools and the public throughout the year. Information on future events is updated regularly on our Events page, and to receive advance notifications of future events you can also subscribe to the MMP events email list and follow us on Twitter. | <urn:uuid:2badecd5-284c-495e-940a-98d6a49ff949> | CC-MAIN-2016-44 | https://maths.org/news/CSF14maths-people | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988718284.75/warc/CC-MAIN-20161020183838-00122-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.950571 | 553 | 2.9375 | 3 |
SEO stands for “search engine marketing. It’s the technique of getting visitors from the search engines through content development and linking strategies. The techniques are applied to help increase page ranking, or SERP, by the search engine. This helps the website to be more visible to online users through increased search engine traffic. This increases the number of site visits leading to potential sales and profits.
SEO strategies include using relevant keywords in the content. Keywords need to be researched and tested on a number of keyword analyzers and forums to identify highly searched keywords for that particular product, service, or niche. Knowledge graphs are used to identify key phrases or keywords that are highly searched in various niches. These keywords need to be incorporated in the meta tag and title of pages. Keyword knowledge graphs are an important SEO technique.
A knowledge graph uses a combination of colored bars and colored lines to show different values like Page Rank, Page Score, organic search traffic and other factors that contribute towards the Page Authority. Page Score is calculated as the average of Page Rank and other factors. Organic search traffic refers to traffic that originates from natural searches on major search engines like Google. To continue reading about SEO strategies, it is important to understand knowledge graphs.
In SEO strategy planning, it is important to incorporate the use of Page Rank into the optimization strategy. The Page Rank is an important metric in determining the effectiveness of the web site. Before determining the Page Rank, other factors such as keyword phrase density, internal linking structure, external linking structure and other factors have to be determined. For each individual page in the site, the keyword phrase density has to be determined. In most SEO strategies, it is also important to include the use of internal anchor texts within the page title and the page titles.
It is important for the marketer to evaluate the SEO strategy with the trends. The trends refer to the current trends and changes that happen throughout a year. It is also important for the SEO consultant to evaluate the industry norms. The SEO analyst should learn about the industry trends and developments. As part of the trend assessment, an SEO consultant should also be aware of competing strategies.
An important part of the SEO process is creating effective Meta tags. In SEO jargon, a Meta tag is an HTML or XHTML element used to describe the content of a web site. The content of a Meta tag can indicate the target domain or niche, the language used to describe the site, the type of search engine that the site is optimized for, the description of the nature of the links that point to the site, and other useful information. In short, a Meta tag describes a web site in a way that search engines can understand. If you do not include the right keywords, your site will fail to meet the requirements of the search engines as specified by the Search Engines’ terms of service.
The second SEO process that is vital to ensure your website’s SEO potential is the quality content writing. A great content writer is someone who understands the SEO process and provides the best quality articles, web pages, blog posts, press releases, and other content that meet the requirements of the search engines. Writing quality content is crucial to achieve a high SEO ranking. Thus, if you want to succeed in the online marketing game, you must make sure that you hire the services of a great content writer.
Finally, it is imperative for an SEO strategy to involve a variety of strategies. This can include article marketing, blog posts, press releases, directory submissions, link building, social media marketing, and many more. In short, an SEO consultant has to make sure that he utilizes all the SEO strategies available in his or her arsenal. It is a good thing to remember that SEO is not an easy task. You need to put in a lot of effort to achieve a high-ranking in search engines, and you need to continuously work at it. However, once you have achieved your desired SEO ranking, it is recommended that you stick with the SEO strategies that you have employed to promote your website and maximize your profits. | <urn:uuid:c3199736-1ae0-4097-937b-24d76e2cf1c7> | CC-MAIN-2022-21 | https://bookmarquick.com/business/seo-strategies-that-guarantee-you-a-high-quality-ranking/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662577259.70/warc/CC-MAIN-20220524203438-20220524233438-00510.warc.gz | en | 0.923859 | 828 | 2.5625 | 3 |
By Elizabeth Landau, CNN
Yes, climate change is happening. But it's hard to say that the tornado that ripped through Moore, Oklahoma - or any given tornado, for that matter - was influenced by climate change.
Scientific research has not made a clear connection between tornadoes and climate change, said J. Marshall Shepherd, climate change expert and professor at the University of Georgia.
There is currently a much better understanding of how climate change increases the risks of droughts, heat waves and precipitation, he said. There are also indications that changing patterns may influence the intensity of hurricanes. But as far as tornadoes: There's just not a lot of information.
By Elizabeth Landau, CNN
As greenhouse gases cause average temperatures to climb worldwide, human health will suffer, scientists say.
A study in the journal Nature Climate Change suggests that heat deaths in Manhattan will increase over the rest of this century in connection with higher temperatures associated with global warming. In the 2020s, heat-related deaths could rise about 20% compared with the 1980s, according to the research.
"This paper helps to remind people that climate change is real, that it’s happening and we need to prepare and make ourselves as resilient as we can to climate change," said Patrick Kinney, the study's senior author and director of the Columbia Climate and Health Program at Columbia University's Mailman School of Public Health. "It’s a real problem that we face. It’s not insurmountable."
By Edythe McNamee and Jacque Wilson, CNN
Neuroscientists love Aplysia. They are a type of sea slug that grows to be about a foot long. With only 20,000 nerve cells - compared with about 100 billion found in the human brain - Aplysia are the perfect lab animals for brain researchers hoping to isolate a crucial connection.
Plus, "they're just attractive to look at," says Dr. Eric Kandel, a biochemistry and biophysics professor at Columbia University.
Kandel won the 2000 Nobel Prize in Physiology or Medicine for his work with Aplysia - or more specifically, for his work on the biological mechanisms of memory storage.
For decades, Kandel has studied how we create short-term and long-term memories at the molecular level. His work has shown what genes are changed during the learning process, how these genes are altered and how the changes contribute to the growth of new connections in the brain.
CNN spoke with Kandel about his research and why he's fascinated by the human brain. The following interview has been edited for brevity and clarity:
By Elizabeth Landau, CNN
You wouldn't want to shower in it, but researchers have discovered pockets of water in a deep reservoir in Canada that may be up to 2.64 billion years old.
Researchers extracted the fluid from ancient rocks in a mine 1.5 miles underground in the area of Timmins, Ontario. In other mines, water has been found to support life, but scientists are still working to determine if there is life in this particular location. They say this is the oldest water found in such an environment.
We spoke with Chris Ballentine, professor of geochemistry at the University of Manchester in the United Kingdom, and senior author on this study, which published in the journal Nature. Here is an edited version of our email Q&A:
Whether we like it or not, just about everything changes - from our bodies acquiring new wrinkles to fashion trends that differ by the week.
But what about the world itself? Just like us, Earth doesn't stay the same. Some of the changes have been beneficial, while others are quite troubling.
Now a partnership between Google, NASA and Time is revealing how our planet has radically changed over the decades.
The new TIME Timelapse website allows users to view how the Earth has altered through millions of time-lapsed satellite images.
With a few clicks, you can learn how climate change, urban expansion and population growth have modified the planet.
Click on the above video to learn about Timelapse and get a taste of what you will find on the website.
By Elizabeth Landau, CNN
In some ways, it's just a number, but it's a big number with enormous implications.
For the first time, scientists measured an average concentration of atmospheric carbon dioxide of 400 parts per million in Mauna Loa, Hawaii, where the National Oceanic and Atmospheric Administration observatory is located, on Thursday.
"Most experts that really study CO2 amounts estimate that we haven't seen that amount of CO2 in our atmosphere in about 3 million years," said J. Marshall Shepherd, climate change expert and professor at the University of Georgia. In other words, modern humans have never seen carbon dioxide in these proportions before.
By Jacque Wilson, CNN
They emerge from the ground after 17 years, their worm-like bodies creating hundreds of peanut-sized holes near the base of your tree. As they begin to climb, their dark brown skin starts to shed. Two beady red eyes appear.
By the time they reach a steady branch their transparent wings have stretched, opened and closed. Within an hour their white bodies will turn black.
Soon the males will start to sing.
By Kelly Murray, CNN
From the darkest brown to the pastiest white and every shade in between, humans display a tremendous variety of skin colors. Human skin color is directly linked to our survival as a species as we lost our fur and developed a need for protection from the sun, and then migrated into cloudier regions of the globe. Over the course of evolution, scientists argue, skin color was influenced, among other factors, by our need for healthy bones.
To begin to explain this, we turn to Nina Jablonski, professor of anthropology at Pennsylvania State University. She is a well-recognized researcher in primate evolution, and specifically the evolution of human skin, and she was the subject of a Science Seat on CNN Light Years.
The story of human skin color begins with our furry ancestors about 6 to 7 million years ago in Africa, the last time that humans and chimpanzees shared an ancestor. Jablonski says that these ancestors, called Australopithecus, still had ape-like body proportions: fairly long arms and relatively short legs.
By Eoghan Macguire and Matthew Knight, CNN
Ever since it was discovered in 2004, graphene has been hailed as a natural wonder of the materials world destined to transform our lives in the 21st century.
Graphene's amazing properties excite and confound in equal measure. How can something one million times thinner than a human hair be 300 times stronger than steel and 1,000 times more conductive than silicon?
Editor's note: The Science Seat is a feature in which CNN Light Years sits down with movers and shakers from different areas of scientific exploration. This is the 10th installment.
By Matthew Rehbein, CNN
For more than 30 years, Susan Haig’s mission has been to ensure that endangered bird species don’t become extinct.
Haig’s professional achievements are beyond impressive: She is a supervisory research wildlife ecologist for the U.S. Geological Survey, a full-time professor at Oregon State University and president of the American Ornithologists’ Union, the largest professional society of ornithologists in the world.
Her current work seeks to find the best methods to preserve specific bird populations — often, populations that are endangered — with a combination of lab-based genetic research and field-based behavioral study. She also examines the effects of climate change and other environmental stressors on water birds and the places they live.
Haig’s efforts to reintroduce the California condor in the Pacific Northwest are detailed in her upcoming book “The California Condor in the Pacific Northwest,” which she cowrote with Jesse D’Elia, one of her Ph.D. students. The book comes out next month.
CNN Light Years caught up with Haig last week to talk about how we protect endangered species — especially in the face of climate change — and even how we might one day bring some back from extinction. Here is an edited transcript of our interview. | <urn:uuid:4e2ad7f8-5d96-47d5-81e6-6ea354582b25> | CC-MAIN-2022-05 | https://lightyears.blogs.cnn.com/category/on-earth/page/2/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300810.66/warc/CC-MAIN-20220118092443-20220118122443-00167.warc.gz | en | 0.94635 | 1,738 | 2.859375 | 3 |
What Does Promoting Girls’ Education Look like in Asia?
Promoting girl’s education requires time, money and commitment. UNICEF estimates that 129 million girls worldwide are not in school.1 Every girl that does not attend school loses opportunities to learn, grow and build opportunities for her future. Educating girls is a critical issue worldwide; however, girls are chronically undereducated in regions such as sub-Saharan Africa, Asia and the Pacific. According to UNICEF, more than 15 million girls in East Asia and the Pacific do not attend school.2 These girls may leave school to care for younger siblings, work alongside their parents or maintain their family homes.
Girls who regularly attend or complete school are less likely to become victims of child marriage and more likely to have good job opportunities. Resources that help girls attend school include free school supplies and uniforms, sanitary menstrual products and advocacy for girls’ education to combat familial and social biases.
What are the benefits of educating girls?
- Development — Childhood is crucial for a girl’s social, physical and mental development. Educating girls gives them opportunities to play, learn and grow alongside their peers. Education helps preserve girls’ childhoods and develop properly.
- Opportunities — “When children are educated, they are healthier,” claims Room to Read, a nonprofit that focuses on literacy and girls’ education. “Their job opportunities improve. For every year that they stay in school, their earnings increase by 10 percent.”3 Education helps girls qualify for higher-paying jobs and ensures women can provide for themselves and their families, even if they are widowed.
- Hope — In addition to practical benefits, education also has symbolic value. Education empowers girls with good values, critical thinking skills and hope for their future.
GFA World’s Child Sponsorship Program gives girls in Asia and their families life-changing opportunities for education, nutrition, clean water and medical care. For $35 a month, you can help provide these life-changing resources and help give girls opportunities to learn and grow at school. Your faithful contribution helps breaks cycles of poverty, child marriage and more. Child sponsorship gives girls hope.
Your faithful partnership can impact girls, their families and their communities for a lifetime!Learn more about girl education charities
1 “Girl’s Education.” UNICEF. Accessed January 2022. https://www.unicef.org/education/girls-education.
2 “‘Building back equal’ for girls’ education.” UNICEF. 14 October 2020. https://www.unicef.org/eap/stories/building-back-equal-girls-education.
3 “Room to Read Annual Report 2017.” Room to Read. September 2019. https://www.roomtoread.org/media/o1ve2ukh/room-to-read-annual-report-2017.pdf. | <urn:uuid:61321664-cfc2-4c50-8418-49e9ebc0472a> | CC-MAIN-2022-27 | https://gospelforasia.com/girl-education-charities/promoting-girls-education/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103943339.53/warc/CC-MAIN-20220701155803-20220701185803-00567.warc.gz | en | 0.949093 | 620 | 2.984375 | 3 |
It is generally hard enough obtaining rapid healthful meals and snacks for ourselves, let alone our kids. I’ve created pairs games to support discover names and signs of fruitWe have completed a lot of tasting and cooking applying wholesome foods. I am not confident if this is worth it. It sounds like little ones can do superior points with their time and expertise. After I stopped eating pork chops altogether, it assistance eliminate my headaches altogether. In reality, the Healthy Eating Pyramid and the Healthy Eating Plate complement every other. You do not will need desert and if you certainly ought to have one thing sweet attempt a smaller quantity of dark chocolate, this is actually rather healthy. Our eating habits will affect our health regardless of race, colour, creed, or national origin.
You don’t even have to have great eyesight (nor have to like consuming carrots) to see that our motives for eating healthful in America have been tainted by our quest for making dollars. If you involve kids in organizing meals, going grocery buying, and preparing meals, they will come to be invested in the procedure and additional probably to eat. Brightly coloured fruits and vegetables are the most effective as these have the most vitamin, mineral and antioxidant content material, like vitamins B and C. All fruit and vegetables are an vital element of a healthy balanced diet program. Get started your Healthy eating program by Deciding on lots of fresh fruit and vegetables and include things like lots of nutrient-wealthy lowered fat dairy foods, whole grain breads and cereals, and lean meats or options. Develop foods are entire foods, such as fruits, vegetables, nuts, grains, eggs, healthier oils, legumes.
In these days we by no means ever worried about our weight, in reality we had fantastic eating habits and were substantially additional physically active. We ought to consume healthy for the reason that it will support prolong our life and it assists our general physical appearance.
The relative section sizes recommend approximate relative proportions of each of the food groups to consist of on a wholesome plate. Properly-intentioned parents may well obtain themselves bargaining or bribing children so they eat the healthier food in front of them. You currently know these procedures work – they are the explanation you’re eating food you don’t want to be consuming. Explain to him how a tomato impacts his physique and examine it to the damaging result of eating a candy bar.
In sum, sticking to these guidelines can majorly improve your eating habit and assistance you to stay healthy, which can preserve you active and allow you to love life. Simple, no-cook recipes like frozen yogurt popsicles or fruit parfaits are an superb way to get young chefs interested in healthier cooking and consuming. Exchange those breaded fried fish recipes for healthful food recipes that include baked, grilled or broiled fish as an alternative. | <urn:uuid:c574f6e0-5799-436d-9380-dbf727f53bd9> | CC-MAIN-2020-50 | https://wayanadresorts.net/healthy-eating-yes-you-can.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00099.warc.gz | en | 0.962169 | 580 | 2.609375 | 3 |
Suggestions for Writing About
Two difficulties generally arise when asked to write about music. The
first is that most undergraduate students have insufficient writing experience
of any sort. This problem is best overcome by taking more English composition
and writing a multitude of papers for various courses of study. The second
problem is that most students do not know what subject material to address
during their discourse. This often results from lack of sufficient understanding
of basic musical concepts, vocabulary to describe musical events, or just
taking time to consider music in any depth. The latter is like window shopping
and only seeing the plate-glass window on the outside of the store. You
have to look beyond the glass to see what the store is displaying just "beyond"
the surface of the window. Furthermore, you have to go into the store to really
find what marvelous merchandise it has to offer. The richest and most interesting
merchandise is inside because there is limited room to display everything
in the windows.
When working through an analysis project, there are a number of musical
features that can be identified by Roman numerals, figured bass symbols,
cadence labels, non-harmonic tone labels, key and mode labels, etc. Often
these refer to the surface features of the piece. You don't need to recapitualate
all of them in a running prose commentary of the piece. This is not a sports
event and you are not Howard Kossel. Don't give a "blow-by-blow" description
of the piece.
So what should you discuss? Those surface features which help you to demonstrate
the points you are making in the paper are useful to include, in addition
to the following:
Before discussing the relevant and appropriate musical features, consider
your general writing style. Your paper is an informative discourse on a
selection of music. It is not a chatty commentary. Nobody
cares how the music makes you feel or whether you like the piece per se
--stick to the facts. However your aesthetic response is a good reason to
focus on particular attributes, qualities, passages, etc. A passage may make
you feel sad, tell the reader about the structural features that cause this
response and explain why these features may provoke such a reaction.
Features that are "beyond the surface," that cannot be labeled on the
- This includes large-scale harmonic, rhythmic, and melodic motions.
- What are the features that make this piece unique or characterize
its particular style?
Write and rewrite so that your presentation is as clear and concise as
possible. Avoid unnecessary words and get rid of the clutter. Get a friend--several
friends, a teacher--to read through your paper. Have them tell you if your
discussion is terse, yet lucid and thorough. If it isn't, where does it need
to be revised? Ask them to be specific and appropriately critical (critical
does not mean condescending). The only way you can develop your writing and
analytic skills is through honest criticism and rewriting. Therefore, do not
wait until the last day to write your paper.
ASSUME the best grammar, use of language, syntax, and spelling--e.g. avoid
passive tense, and dangling participles.
Specific items to consider: In your own paper you may need to write at
length about all of these items or perhaps only a few.
*I don't remember who wrote the original document upon which this is based,
but I have revised it somewhat--P. Collaros
- Is there a clear, lyrical melody, or are melodic motives being used
in constructing the melodic interest (e.g. Beethoven, Sympbony No. 5 in C
- Is the melody conjunct or disjunct?
- Is it diatonic or chromatic?
- Does the melody and the supporting harmony show clear and regular
- Are you able to sketch the phrases and periods?
- Can you discuss or show the relationships among phrases/periods/cadences?
- A clear formal diagram may be appropriate and take the place of a
- Is the harmony principally diatonic with some chromaticism for microtonicization
and/or modulation; OR is the harmony highly chromatic?
- If present, what kinds of chromatic techniques or musical events
are found in the piece? Are any of these atypical?
- Is most of the chromatic harmony manifested through modal mixture,
or other chromatic techniques?
- Prolongation--Are there any passages that require explanation because
of prolongation? (See Schumann, By the Fireside, or the end of Schubert's
- Modulations--Are there some unique features that occur during modulations?
- Are less common modulation techniques present?
- Is chromaticism (beyond secondary dominant harmony) fundamental in
facilitating the modulation?
- What about the key relationships? Tonic to dominant is typical, but
is a chromatic mediant, Neapolitan, or relative major/minor relationship in
- THINK RELATIONSHIPS! If this is a middle movement from a multimovement
work, OR a middle excerpt of a larger piece, how does the key of this movement
or passage relate to the key of the overall work.
- What texture(s) are used: homophony, polyphony, monophony?
- Is there a dense or thin texture?
- Are the rhythms generally homogeneous throughout the work?
- Are they thick and overlapping with complexity?
- Is syncopation vital to the style of this piece?
- Are there any rhythmic motives that frequently recur?
- Is the harmonic rhythm consistent?
- Does it accelerate or decelerate anywhere?
- Do changes in harmonic rhythm correlate with other features of the
piece: ends of phrases or sections, dynamics, images or ideas presented by
the text of a song, etc.
- How do dynamics control this piece if at all?
- Do they correspond with other features of the piece?
- If the piece is vocal, what is the influence of the text?
- How is the meaning, emotion, or other images from the text portrayed
through the musical features?
PLEASE E-MAIL ME WITH TYPOS AND
ANY OTHER ERRORS YOU MAY DETECT.
E-mail Pandel Collaros | <urn:uuid:2d46496e-2beb-49f5-81c9-dedb77de80fe> | CC-MAIN-2015-18 | http://home.comcast.net/~collaros623/writingGuidelines.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246639057.4/warc/CC-MAIN-20150417045719-00238-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.900956 | 1,351 | 3.484375 | 3 |
Competition, sportsmanship, and national pride are the foundations of the Olympics, but how much do the Olympics cost the host city and country? What are some of the economic benefits and deficits? Is the investment in the Olympics worth it in the end? Read about previous host experiences with the economic side of the Olympics in the August 2012 issue.
Keep your students in the know on timely economic issues with the Page One Economics Classroom Edition. Page One Economics provides a simple, short overview of a current economic event that offers students an opportunity to use close reading strategies. The Teacher’s Guide includes student questions and a teacher answer key, plus additional resources and lesson ideas for classroom, extra credit, or make-up assignments. You can subscribe via RSS feed or email.
If you have difficulty accessing this content due to a disability, please contact us at 314-444-4662 or [email protected]. | <urn:uuid:bcccf28d-30a2-4a41-810f-3f9b2eb835f0> | CC-MAIN-2018-17 | https://www.stlouisfed.org/education/page-one-economics-classroom-edition/the-legacy-of-the-olympics-economic-burden-or-boom | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945668.34/warc/CC-MAIN-20180422232447-20180423012447-00629.warc.gz | en | 0.934767 | 191 | 2.8125 | 3 |
Any person engaged in business must deal with contracts. There are many types of contracts. A contract may be oral, written, express, or implied. There are basic principles applicable to all contracts and it is prudent to be aware of these general principles. However, special laws may apply to different fields of endeavor which either modify the general rules or impose additional requirements concerning contracts. An attorney who practices business law or corporate law can assist you with the review and/or preparation of a contract. Below you will find a broad overview of the law of contracts in Georgia.
I. DEFINITION OF A CONTRACT
A contract is an agreement between two or more parties for the doing or not doing of some specified thing. An “executed contract” is one in which all the parties have performed all the obligations which they agreed to perform. An “executory contract” is one in which something remains to be done by one or more parties to the contract. An oral or parol contract is a contract which is not in writing. An express contract is an agreement in which the terms of the contract are openly stated, either in writing or orally. An implied contract is a contract which the law infers from the acts or conduct of the parties. There are two types of implied contracts, those implied in fact and those implied in law. Contracts implied in fact are those in which the conduct of the parties indicates an intent to form a contract. Contracts implied in law are those in which there is no express or implied agreement between the parties, but rather the obligations are imposed by law. Contracts implied in law also are referred to as quasi contracts. Quasi contracts are not true contracts, but are based on the law of unjust enrichment.
II. ESSENTIAL ELEMENTS OF A CONTRACT
To constitue a valid contract, there must be parties able to contract, a consideration moving to the contract, the assent of the parties to the terms of the contract, and a subject matter upon which the contract can operate.
Parties must have the capacity or ability to enter the contract. The contract of an insane, mentally ill, mentally retarded, or mentally incompetent person for whom a guardian or conservator of his affairs has been appointed by the court is void. However, the contract of such a person for whom a guardian has not been appointed is voidable rather than void. The contract of a minor also is voidable. The parties to the contract should be correctly identified. A person making a contract in his individual capacity will be liable for performance of the contract. However, a person signing a contract in a representative capacity on behalf of a corporation or limited liability company generally will not be personally liable for the obligations of such entity.
The parties must assent to the terms of the contract. This assent is referred to as a "meeting of the minds." In Georgia, an objective test is used to determine whether assent has been given. "The legal test for mutuality of asset to contract or meeting of the minds requires the application of 'an objective theory of intent whereby one party's intention is deemed to be that meaning a reasonable man in the position of the other contracting party would ascribe to the first party's manifestations of assent, or that meaning which the other contracting party knew the first party ascribed to his manifestation of assent.'" North Georgia Elec. Membership v. Dalton, 197 Ga.App. 386, 398 S.E.2d 209 (1990).
There is no enforceable contract in the absence of consideration. Any benefit accruing to the promisor, or any loss, trouble, or disadvantage undergone by the promisee is sufficient consideration in the eyes of the law. Where mutual promises are given, each promise is itself consideration for the return promise. Mere inadequacy of consideration will not void a contract. An executory contract without consideration is called nudum pactum or a naked promise and is not enforceable. However, Georgia has adopted the doctrine of promissory estoppel. A promise which the promisor should reasonably expect to induce action or forbearance on the part of the promisee or a third person and which does induce such action or forbearance is binding if injustice can be avoided only by enforcement of the promise. Under the doctrine of promissory estoppel, the action or forbearance of the promisee supplies the missing consideration. Promissory estoppel cannot be used as a substitute for consideration unless the promisee reasonably relied on the promise.
For a contract to be enforced, it must contain definite terms. No contract exists until there has been an agreement on the essential
terms. However, Georgia courts have stated that "it is unnecesssary that a contract state definitively and specifically all facts in detail to which the parties may be agreeing, but as to
such matters, it will be sufficiently definite and certain if it contains matters which will enable the courts, under proper rules of construction, to ascertain the terms and conditions on which the
parties intended to bind themselves." Kerwood v. Dinero Solutions, LLC, 292 Ga.App. 742, 666 S.E.2d 40 (2008). In a variety of cases, Georgia courts have found that there were no
enforceable contracts because an essential element of the alleged contract was missing. Such cases include those where: (i) the alleged contract failed to specify the price; (ii) the alleged contract
contemplated rezoning but failed to specify who was to apply for the rezoning; (iii) the alleged contract did not specify its duration; (iv) the alleged contract was silent as to the nature of the
services to be performed and place of performance.
III. CONTRACTS THAT MUST BE IN WRITING
In Georgia, if not all other states, certain obligations are not binding unless the promise is in writing and signed by the person making the promise (or an authorized agent on his behalf). A statute which requires that an obligation be in writing to be enforceable sometimes is referred to as a "statute of frauds." Under Georgia statutory law, the following promises must be in writing and signed by the person making the promise for the obligation to be binding: (1) a promise by an executor, administrator, guardian, or trustee to be responsible for damages out of his own estate; (2) a promise to answer for the debt, default, or miscarriage of another; (3) any agreement made upon consideration of marriage, except marriage articles as provided in Article 3 of Chapter 3 of Title 19; (4) any contract for the sale of lands, or any interest in, or concerning lands; (5) any agreement that is not to be performed within one year from the making thereof; (6) any promise to revive a debt barred by a statute of limitation; and (7) any commitment to lend money. The Georgia statute of frauds does not prevent the enforcement of a obligation if (1) the contract has been fully executed, (2) there has been performance by one party, accepted by the other party in accordance with the contract, or (3) there has been such part performance of the contract by one party as would render it a fraud by the party refusing to comply if the court did not compel performance. There are many appellate court cases which analyze and construe the Georgia statute of frauds and the exceptions to it. A business attorney can assist you in determining whether a particular agreement must be in writing.
IV. SHAREHOLDER AGREEMENTS
One type of contract is the shareholder agreement. Some preliminary considerations related to shareholder agreements are discussed below. An agreement among shareholders may impose restrictions on the transfer of shares of a corporation. OCGA § 14-2-627 (a). A restriction on the transfer of shares is valid and enforceable against the transferee if the restriction is authorized by the Georgia Business Corporation Code and its existence is noted conspicuously on the front or back of the certificate. OCGA § 14-2-627 (b). The Georgia Business Corporation Code provides that a restriction on the transfer of shares is authorized: (i) to maintain the corporation’s status when it is dependent on the number or identity of its shareholders; (ii) to preserve exemptions under federal or state securities laws; (iii) for any other reasonable purpose. A restriction on the transfer of shares may: (i) obligate the shareholder first to offer the corporation or other persons (separately, consecutively, or simultaneously) an opportunity to acquire the restricted shares; (ii) obligate the corporation or other persons (separately, consecutively, or simultaneously) to acquire the restricted shares; (iii) require the corporation, the holders of any class of its shares, or another person to approve the transfer of the restricted shares, if the requirement is not manifestly unreasonable; (iv) prohibit the transfer of the restricted shares to designated person or classes of persons, if the prohibition is not manifestly unreasonable. OCGA § 14-2-627 (c).
In the absence of a shareholder agreement (or any restrictions contained in the articles of incorporation or the bylaws), a shareholder may transfer his or her shares without any right of the corporation or other shareholder to prevent such transfer. Often shareholders of a closely held corporation do not wish for the shares of the corporation to be freely transferable, and therefore seek to impose some limitations on the transferability of the shares. The prospective parties to a shareholder agreement should consider several matters in connection with its formulation.
Shareholders should consider what events will trigger an option or a right to purchase shares of a shareholder. Triggering events may include the following: (i) death of a shareholder; (ii) desire of a shareholder to accept offer made by a third party to shareholder to purchase his or her shares; (iii) retirement of shareholder-employee; (iv) disability of shareholder; (v) resignation or discharge of shareholder-employee; (vi) personal bankruptcy; (vii) attempted sale or encumbrance; (viii) judicial sale. For each triggering event, the shareholders must determine whether the corporation and/or other shareholders will have an option to purchase the shares or an obligation to do so, and what the purchase price will be. The purchase price might be (i) an amount specified in the shareholder agreement; (ii) the fair market value determined by appraisal at the time of the triggering event; (iii) the book value of the shares, or (iv) in the case of a right of first refusal, the amount of a bona fide offer. Each method of choosing or determining the purchase price has advantages and disadvantages. Another matter to consider is how the purchase price will be paid (e.g., lump sum or installments). If the purchase price will be more than a nominal amount for a deceased shareholder’s shares, the parties may wish to fund the agreement by the use of life insurance policies of the lives of the shareholders. Where the corporation owns the policies and is required to purchase the shares, this is known as a redemption agreement. Where shareholders purchase life insurance policies on the other shareholders’ lives, this type of agreement is referred to as a cross-purchase agreement. In entering a shareholder agreement, the shareholders have a potential conflict of interest, and each shareholder should consider having the shareholder agreement reviewed by his or her own attorney.
If you need assistance related to the preparation or review of a contract, including business contracts, employment contracts, shareholder agreements, lease agreements, contact one of the business attorneys/lawyers of Chambers,Chambers & Chambers, LLP.
Disclaimer: The above memorandum provides some general information about contracts in Georgia. It is provided for informational purposes only and should not be considered legal advice. No person should act or refrain from acting on the basis of information contained herein. You should seek appropriate legal advice on your particular legal matter from an attorney licensed in your state. This content may not reflect current legal developments, and this firm disclaims all liability with respect to actions taken or not taken based on any information contained herein. | <urn:uuid:3396075d-3c24-446c-a5f6-86ec50b91d3c> | CC-MAIN-2021-10 | https://www.chamberslawfirm.net/practice-areas/contracts/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178366959.54/warc/CC-MAIN-20210303104028-20210303134028-00333.warc.gz | en | 0.94402 | 2,475 | 2.875 | 3 |
For years, falling off ladders on the job has remained a leading cause of injuries and even workplace fatalities, according to studies done by the Centers for Disease Control and Prevention.
Roughly one-fifth of employee falls involve a ladder. In a single year studied, there were 113 worker deaths attributed to falls off of ladders, with nearly 15,500 injuries serious enough to require the injured employee to miss at least a day of work. Approximately another 34,000 injured workers sought treatment in hospital emergency rooms after tumbling off a ladder.
Certain demographic and ethnic groups were more at risk of getting hurt in a ladder fall, including:
-- Older workers
Miners, construction workers, installers and repair and maintenance personnel also have an enhanced risk of being injured on the job in this way.
The good news is that the majority of ladder fall injuries and deaths are preventable with proper training by employers and the use of safety equipment by the workers.
Below are some steps to reduce risks on the job:
-- When ladder alternatives like scaffolds or lifts can be used, employ these methods instead.
-- Complete all possible work at ground level before ascending the ladder.
-- Properly train all workers in ladder safety.
-- Routinely inspect ladders and other accessories and match them appropriately to workers' size, location and tasks.
If your loved one was killed in a ladder fall while on the job, there is nothing that can be done to bring them back. However, you may be entitled to compensation for your loss, their pain and suffering and economic damages.
Source: HealthDay, "Workplace Ladder Falls a Major Cause of Deaths, Injuries: CDC," Robert Preidt, accessed Nov. 24, 2016 | <urn:uuid:7b49606f-dd66-4cc5-9341-1f261c5b9e02> | CC-MAIN-2017-13 | http://www.parischaikin.com/blog/2016/11/are-ladder-falls-common-in-the-workplace.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218187193.40/warc/CC-MAIN-20170322212947-00612-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.960553 | 357 | 2.90625 | 3 |
The Underground Railroad Quilt Block Code
Prior to the Civil War, quilts played an important part in the Underground Railroad movement. African-Americans followed secret routes and safe houses from southern slave states north to free states and Canada. Travelers and plantation visitors passed information to slaves about the routes, and helped them prepare for their journeys. Quilts were hung on clotheslines and fences as messages to escaping slaves about food, shelter, and directions along the way. Many routes were followed north, and all routes are known collectively as the Underground Railroad.
The designs chosen for the Sacramento Northern Railway Rio Linda station Underground Railroad Quilt Block Code depict just a few of many symbols used to signal safe passage to escaping slaves.
Railroad─Our first block represents the Underground Railroad movement, as well as the trip from Sacramento to Rio Linda on the train. Passengers enjoyed viewing fields of wild poppies along the way.
Monkey Wrench─Symbolizes the blacksmiths, who visited farms and knew the lay of the land. Some could communicate with slaves through the rhythmic beating of a hammer on an anvil. The Monkey Wrench quilt was the first signal to slaves, and meant that it was time to collect tools and knowledge for the journey north.
Wagon Wheel─Wagon Wheel quilts were displayed as signals to pack essential items. Wagons with hidden compartments were one of the primary ways to transport escaping slaves and carry them to freedom.
Carpenter’s Wheel─Future run-away slaves planned their escapes when they saw the Carpenter’s Wheel displayed. Following the Wheel to the west-northwest, they made their way to Ohio and freedom.
Bears Paw─This design advised escapees to follow animal trails through the mountains, and lead them to food and water.
Crossroads─ Once through the mountains, slaves were to travel to the crossroads. The main crossroads was Cleveland, Ohio. Any quilt hung before this one would have given directions to Ohio.
Basket─The Basket symbolizes the provisions needed for the long journey North. Because they couldn’t buy food or tools along the way, slaves carried baskets with them. Women commonly carried laundry baskets full of provisions to safe houses.
Log Cabin─The center block in this pattern often represented the hearth or fire of a cabin. A yellow center could mean a light or beacon, and a black center indicated a “safe” house.
Birds in the Air─This design was created by a Quaker woman, using quilted “birds” to create arrows that pointed toward a safe house in Lancaster County, Pennsylvania.
Drunkard’s Path─Advises slaves to use a crooked, or staggering path, on their flight to freedom to avoid detection by slave hunters.
Sail Boat─Black sailors and ship owners helped many slaves reach the free states and Canada.
North Star─Signaled travelers to follow the North Star.
Shoofly─Identifies a friendly guide who is nearby and can help.
Bowties─Signaled travelers to dress in disguise, or put on a change of clothes.
Flying Geese─The points were meant to follow that direction, such as where geese would fly during spring migration.
Members of the Rio Linda Elverta Quilt Trail Project are grateful for the opportunity to create this public art project. For more information about the Project, visit our website at RLEquilttrail.com. For more information about the Underground Railroad movement, visit pathways.thinkport.org. | <urn:uuid:bf718aab-b513-4bbc-aa7e-2180ea216e03> | CC-MAIN-2018-30 | https://rlequilttrail.com/2014/09/03/rio-linda-depot-helps-tell-the-story-of-americas-underground-railroad-movement/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590794.69/warc/CC-MAIN-20180719090301-20180719110301-00001.warc.gz | en | 0.954009 | 736 | 4.15625 | 4 |
The authors of Macbeth and The laboratory also have different ways of portraying their characters to be disturbed. One way they do this is that one of the characters feel guilt whereas the other finds some sort of joy from what she is doing. One way Shakespeare highlights Lady Macbeth to be disturbed is in Act 5 Scene 1. This is when Lady Macbeth says “The smell of blood is still there. All the perfumes of Arabia cannot sweeten this little hand” This quote is very important in unveiling the difference between Lady Macbeth and the narrator of the laboratory.
The hyperbole “ all the perfumes of Arabia cannot sweeten this little hand” informs the reader that lady Macbeth believes that what she has done is irreversible and now is casted in iron, she is now coming to her sense and becoming more human like by feeling some sort of guilt, we know this as she is certain that “all the perfumes of Arabia” cannot take this guilt away, Shakespeare is also using “the smell of blood “ as a metaphor to educate the reader that lady Macbeth is now talking about the guilt she has bottled up within her and now she needs to ether let someone know or kill herself, we all know at the end that she commits suicide as she buckles under the fear of guilt.
In the phrase “the smell of blood” Shakespeare uses the noun blood to emphasis to the reader that she is feeling guilt, we know this as the noun “blood” implies she helped kill the king now because of this murder she has blood on her hands. Now the blood has been washed away no one can see it but herself. She is becoming crazy thinking she sees all this blood, and in scene 4 she spends her days washing her hands of the blood that is not there but has instead stained her soul.
This sudden found guilt backs up the argument from the Jacobean era that women were the weaker sex, both physically, mentally and emotionally , this is why the society was so patristic.
Robert Browning portrays the narrator of the poem in a different view, he makes her seem cheerful and enthusiastic about the murder she is about to commit. “Grind away, moisten and mash up thy powder – I am not in a haste! “ The poet use onomatopoeia in this quote, word such as “grind”, and “mash” make the reader feel that there is a little bit of excitement in the eyes of the narrator, this then leads to the reader realising that the narrator does not have any guilt but more of a heart made of stone.
Robert Browning also stresses the non-existence of guilt found in the narrators tone by using an assonance of the vowel “o”, this enhances the poem and creates a sonic like effect. When the narrator is talking to the male apothecary she is using very strong imperative verbs such as “mash” to make it sound as if she is ordering the male apothecary around. This is against the norm of the time, as during the Victorian era women were not meant to be homebodies, this was the man’s job – women were meant to be embodiments of pure virtue, humbleness and also be submissive. The narrator was completely different and was doing what a man should do. | <urn:uuid:3f066c3f-b25d-433f-805e-785085d5b3e4> | CC-MAIN-2016-44 | http://studymoose.com/lady-macbeth-being-disturbed-essay | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719960.60/warc/CC-MAIN-20161020183839-00124-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.97752 | 705 | 3.078125 | 3 |
People are related with a type of cousin relationship if they share a common ancestor and the most recent common ancestor is two or more generations away from both people.
This means neither person is an ancestor of the other, they do not share a parent (siblings), and neither is a sibling of a common ancestor (aunts/uncles and nieces/nephews).
Cross cousin's are descendants from opposite-sex sibling.
A cross first cousin is either the maternal cousin on the father's side of the family or the paternal cousin on the mother side of the family.
At least one set of one person's great-grandparents are the great-great-grandparents of the other person.
Cousins in law are the cousins of a person's spouse or the spouse of a person's cousin. A person shares a first cousins once removed relationship with their parents' cousins and their cousins' children.
Parallel and cross cousins on the other hand are reciprocal relationships.
Parallel cousins are descended from same-sex sibling.
Cousins that are related to same sex siblings of their most recent common ancestor are parallel cousins.
A parallel first cousin is either the paternal cousin on the father's side of the family or the maternal cousin on the mother's side of the family. | <urn:uuid:5c21ca25-a131-455c-b924-27416652c3ec> | CC-MAIN-2019-35 | http://auto-culture.ru/dating-third-cousin-12680.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027314696.33/warc/CC-MAIN-20190819073232-20190819095232-00337.warc.gz | en | 0.945245 | 265 | 3.390625 | 3 |
The New Student's Reference Work/Asteroids
|←Aster||The New Student's Reference Work (1914)
|Astor, John Jacob→|
|See also Asteroid on Wikipedia, and the disclaimer.|
As′teroids, a series of small planets, sometimes called minor planets, which revolve about the sun in periods varying from three to eight years. More than 500 of these bodies have been discovered, all having orbits lying in the space between Mars and Jupiter. Practically all of these planets are so small they can be seen only with a telescope; though Vesta, which is the largest, can at times be seen with the naked eye. Their diameters probably range between 10 miles and 400 miles.
In recent years many asteroids have been discovered by photography. If any portion of the sky is photographed witn a camera attached to a telescope, the fixed stars will appear as points; but if there be an asteroid in the field of the camera, its image will be a short straight line, for it is moving among the fixed stars.
Of all known asteroids the most interesting are probably Ceres and Eros. Ceres was the first one discovered, having been detected by Piazzi, January 1, 1801. Eros, discovered by Witt of Berlin, August 14, 1898, proves to be our nearest neighbor and promises to offer, by observations of its parallax, the very best of all methods for determining the distance from the earth to the sun. Since this distance is the standard of length for nearly all astronomical measurements, Witt’s discovery of this planet must be ranked among the most important astronomical discoveries of recent years. The name asteroid is due to Sir William Herschel. | <urn:uuid:16527340-0d21-4d38-9db8-d74712dcfc80> | CC-MAIN-2013-48 | http://en.wikisource.org/wiki/The_New_Student's_Reference_Work/Asteroids | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164040899/warc/CC-MAIN-20131204133400-00028-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.951097 | 353 | 3.484375 | 3 |
Worm snakes are a genus of nonvenomous snakes that live primarily in soil and leaves. They are proficient diggers and eat earthworms and insects. Georgia is home to one species of worm snake, the Eastern worm snake. Though many people panic upon first seeing one of these snakes, they play a vital role in Georgia's ecosystem, and are mostly harmless to humans.
The Eastern worm snake is named for its worm-like appearance. It is only one to two inches in diameter and 10 to 13 inches long. The Savannah River Ecology Laboratory reports that Georgia's worm snake has a brown body with a white or pink belly. The belly's color may partially extend to the sides of the snake, creating an appearance of light-colored stripes on either side of the snake. Babies are similar in color to adults but with smaller bodies.
The Eastern worm snake is neither venomous nor aggressive. However, it does have a slightly pointed tail tip that it presses against attackers. Some species of worm snake use this tail tip like a stinger, though the Eastern worm snake is incapable of inflicting harm with the tip of its tail. Females lay about a dozen eggs in the spring or summer. Worm snakes eat a variety of insects, snails and earthworms. They are also prey to several larger animals.
Worm snakes live in most areas east of the Mississippi River. They avoid very cold climates like northern New England and very warm climates like southern Florida. They spend most of their lives underground and are most frequently encountered by humans during gardening projects. They prefer moist environments and are most common in forests near wetlands and swamps. These snakes are neither endangered nor threatened.
Like many North American reptiles and amphibians, worms snakes are occasionally kept as pets. They are not prone to illness, but their underground lifestyle is difficult to mimic in captivity. They can become friendly to humans but will not bond strongly with their owners. It is illegal to keep native species, including the Eastern worm snake, as pets in Georgia | <urn:uuid:40762641-6533-49d0-9e82-a9ed0ded3f61> | CC-MAIN-2018-34 | https://sciencing.com/worm-snakes-georgia-8591755.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221210735.11/warc/CC-MAIN-20180816113217-20180816133217-00577.warc.gz | en | 0.967343 | 406 | 3.921875 | 4 |
Journal of the House of Lords: Volume 13, 1675-1681. Originally published by His Majesty's Stationery Office, London, 1767-1830.
This free content was digitised by double rekeying. All rights reserved.
" (fn. 1) By the KING.
"A Proclamation, about Dissolving this present Parliament, and the speedy Calling a new one.
Proclamation for dissolving the Parliament.
"WHEREAS this present Parliament was begun and held at Westminster on the Eighth Day of May, in the Thirteenth Year of His Majesty's Reign, and hath been since, by several Prorogations and Adjournments, continued, and was lately prorogued until the Fourth Day of February next: The King's most Excellent Majesty, taking into His serious Consideration the many Inconveniencies arising by the over-long Continuance of one and the same Parliament, doth (by this His Royal Proclamation) publish and declare His Royal Will and Pleasure to dissolve this present Parliament, and doth hereby dissolve the same accordingly; and the Lords Spiritual and Temporal, and the Knights, Citizens and Burgesses of this present Parliament are discharged from their Meeting upon the said Fourth Day of February: And, to the Intent His Majesty's loyal Subjects of this His Realm may perceive the Confidence His Majesty hath in their good Affections, and how willing and desirous His Majesty is to meet His People, and have their Advice by their Representatives in Parliament, His Majesty is hereby pleased graciously to declare, That He will forthwith cause Writs, in due Form of Law, to be issued, for the calling of a new Parliament; which shall begin, and be holden at Westminster, on Thursday the Sixth Day of March next; when His Majesty doth expect such Laws will be enacted, and such Order taken, by the Consent and Advice of His Parliament, as will tend to the securing the true Protestant Religion, and the peaceable and happy Government of this His Kingdom.
"Given at Our Court at Whitehall, the Twenty-fourth Day of January, 1678, in the Thirtieth Year of Our Reign.
"God save the King." | <urn:uuid:c5cfdca0-ee63-4376-b45e-f929569fc365> | CC-MAIN-2016-44 | http://www.british-history.ac.uk/lords-jrnl/vol13/p448 | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988720154.20/warc/CC-MAIN-20161020183840-00302-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.952351 | 457 | 2.5625 | 3 |
Philips History And Development Key Milestone Management Essay
The Philips Company was invented in 1891 by Gerard Philips. By the industrial revolution in Europe, Philips first research laboratory started introducing its first innovations in x-ray and radio technology. Over the years, the list of inventions growing to include many breakthroughs that have continue to enrich people’s everyday lives. Later he started the production of carbon-filament lamps and other electro-technical products in 1892.In 1895,after the certain difficulties, the Philipses brought in Anton, who is his younger brother. Though he had earned a degree in engineering, he first started work as sales representatives soon he began to contribute many business ideas. Subsequent to Anton arrival, the business began to expand rapidly. On the beginning of twentieth century, Philips became one of the largest carbon- filament lamp producers in Europe.
Important developments include the period from
1914-Philips establish research laboratory to study chemical and physical phenomena and stimulate product innovation
1920-the company started to manufacture other products like Vaccum Tubes.
1939-they introduce the Electric Razors namely Phili shaves. In the same year he also develop their positions like radio to short wave radio station by initially they put on Dutch to Dutch East indies, later it extends up to Indonesia. At the mean time PCJJ transmit in Spanish, English & Germany to world remaining places.
1946-two short wave radio stations were normalized and then renamed as Radio Netherland to worldwide. Its first development was at Australia in the year of 1927
1963-introduce compact audio cassette
1965- produced its first integrated circuits
1985- Beijing Philips Co. Ltd was established
B. Key milestones includes:
Philips launched the radio receivers in 1929 and marketing light bulbs in 1930. In the year of 1934, Philips Canada was founded. Its Headquarters was in Markham Ontorio. Philips Hongkong initially opened in 1948.This place is a world Head Quarters of audio business. It has ability in the year 2007 as a sales produce around 200 million lights per year. At the time of second world war Philips trade also bicycles, refrigerator. In 1996 Philips china Head Quarters relocated from Hong kong to Shanghai. In 1999 Philips Investment.Co., ltd. Established. In 2000, the Philips research East Asia established. In 2009- Philips announced the establishment of Imaging system Industrial campus in Suzhou, Jiangsu. In 2010- Philips Acquired apex, a leading medical company, and NCW, a leading professional lighting solution company in china. In 2011- Announced to set up Philips Head Quarters and to build a Lighting Solution Industrial Campus in Chengdu, Sichuan.
PHILIPS PROFIT ,REVENUES ,2002-2011
2.OVERVIEW OF INDUSTRY,MARKET,PRODUCT & SERVICE:
Philips is a multi-industry organization. The Major industries includes Philips HealthCare, Philips Lighting, Philips consumer lifestyle & Philips dictation system. Poland is the major place for producing Philips product. This includes financial & accounting center, Philips lighting & Philips domestic appliance. By the same way UK & USA also major places for Philips products trading & production processes. Philips go through definite merger agreement with North America in 2007 which results in leading position .
Philip produces lights , controls & product with associated lighting. It has the company called VISICU Baltimore to produce ICU ward medicine & it used as a concept of Telemedicine .However most of the profits come from just three industries. Consumer products, Healthcare and Lighting.
Healthcare products includes clinical Informatics like Xcelera for cardiology, Intellispace PACS, Xiris for enterprise imaging & various imaging systems includes cardio vascular X-rays, computer Tomography and so on. In Health care, Philips focusing on the people in the care cycle patients and care providers. By combining human insights and clinical expertise, Philips aim to improve patient outcomes while lowering the burden in the health care system. Philips help the patients more comfortable while medical examinations like MRT and CT scans.
Consumer products includes refrigerator, microwave oven, Television, computer, water heater , air conditioner and so on.
Philips lighting is a leading provider of light solution and applications for both professional and consumer markets. whether at home, on the road, in the shopping malls or at schools, we are creating lights that transforms environment. Philips lighting employs approximately 53,000 people world wide. Lighting classified into three types include task lighting, accent lighting and general lighting. Task lighting major concentrated on reading or inspection of material. Accent lighting mainly concentrated on decorative, highlighting pictures and landscaping. Finally general lighting for filling in between two and intend for general illumination of area. And in Indoor lighting like lamb on table or floor, or a fixture on ceiling. In outdoor lighting for parking a lot may be as low as 10-20 lux which need for motorist used to control the dark light while pedestrian crossing.
It has two methods includes up lighting and down lighting. Down lighting is most common, which is used in both office and homes and easier to design. .Although there is some problems like glare and excess energy consumption due to large number of fitting. Up lighting is less common, rarely used to bounce indirect light off the ceiling. It mainly used in lighting application that require minimal glaring and uniform general information level. It gives more uniform light in operation, while indirect lighting get diffused and shadow free light effect it can be regarded as Uneconomical lighting principle. Front lighting also quite common, but tend to make a subject look flat as its cast almost no visible shadows.
3.MAJOR ISSUES HAVE IMPACTED THE ORGANISATION IN THE PAST 3 YEARS.
4.HOW AS ORGANISATION’S CULTURE, VALUES, HISTORY, AND DEVELOPMENT INFLUENCED LEADERSHIP,MANAGEMENT AND OB?
Philips culture is considered one of the most important factors in its development. The culture has had a major impact on both leadership and management. That is demonstrated by organizational behavior. On the beginning of 1960s, Philips of Netherlands undertaken many pioneer job redesigning efforts. In that, three phases can be identified.
First phase was an attempt to improve job satisfaction among employees.
In the second phase, thousands of workers involved in industrial plants. An interesting development was abolition of foreman, and then high level supervisor directly involved in enlarged span of control.
The third phase taking place in last ten years, saw the formation of large number of small, autonomous group throughout the company.
The result achieved under the new system included a 10 percent drop in production costs, decreasing in employee waiting time and improvement in overall quality product. Although the workers initially faced some problems such as adjustment and management to bear the cost of changeover, the improvement in production and intrinsic employees job satisfaction.
B.COMPANY LEADERSHIP, MANAGEMENT ,AND OB ANALYSIS
Frans Van Houten is the chairman and CEO of Philips. He has spent his entire career with the company, joining after graduating from Erasmus University, Rotterdam in Economics. He was born in 26th April 1960 in Netherlands. He held several position in the company, becoming co-head of consumer electronic division in 2002.
In November 2004, he became CEO of Philips Semiconductor, where he led spin-off division, resulting formation of NXP Semiconductor on October 1, 2006. Van Houten left his position as chief Executive Officer, NXP on December 31, 2008.Finally he was appointed CEO in 2010 after the successor of Gerard Kleisterlee.
We can identify main leadership characteristics and traits of key leaders based on leadership attributes such as personality, motives, attitudes, behaviors, values, skills, type and style.
Frans van Houten primary leadership was inspirational
Values and attitudes
Frans van Houten is very hard working combined with defensive attitude or lack of combination to be the best. Houten values such as freedom of information and belief in responsibility of keeping employee suggestion.
Frans van Houten is a typical A type personality
d. Style and Behavioral characteristics
For Houten, leadership style was wake up in the morning thinking about how would like a promotion or a raise in pay or “How I want to change my world in some way”. His best behavior was he see a job as a coach and bring out the best in the people, not necessarily to fix, solve, or change them. Another best behavior is they provide a feedback that helps people to recognize and be able to call this forth in many situation
e. key skills
His main skills are technological, have a degree in Economics.
f .Major reason for success
Several books and many articles have been written defining houten successful career as a manager and leader. From that major reason for the success is, he is mingle with all the staff and identify the strength and weakness. Accordingly he allotted the works for staffs and subordinates and make the work very effective and efficient manner.
Frans van Houten’s Key motives is Mastering the Innovation and Shaping the Future. “Mastering the innovation” initiates that the semiconductor industry in Europe has a chance to take control over its destiny once more and that its competitiveness has not been lost to globalization.
“Shaping the Future” means understanding the structuring importance of this industry in the economy, in intellectual capital creation and for excellence of the academic research.
2. Describe and analyze the organization and management using following attributes
a. Vision, mission and values
For Philips, we strive to make the world healthier and more sustainable through innovation.
We improve the quality of people’s lives through the timely introduction of meaningful technological innovations.
Delight Customers, Develop peoples, Depend on each others, Deliver on commitments.
b.goals,objective and overall strategy:
Our goal is to improve the lives of 3 billion people a year by 2025
We will be the best place to work for people who share your passion.
We will deliver superior value for our customers and shareholders.
In Objectives, the key objectives are Work Objectives, Writing Objectives, Employee Objectives, Career Objectives.
The objective of the Organization is “to conduct research and generate action to prevent and end grave abuses of human rights and to demand justice for those rights have been violated.
The employee objectives of the organization are sharing of Knowledge, Recognition and Intrinsic motivation, collaboration and inspiration
The career objective of the organization is to contribute high-level assurance
We will increase profitability through re-allocation of capital towards opportunities offering high returns and our core competencies in Health care, lifestyle and technology to grow in selected categories
Geographies build partnerships with key customer, both in the business-business and business-consumer areas.
They continue to invest in maintaining world class R&D and leverage our strong intellectual property
Portfolio strengthen our leadership competencies drive productivity through business transformation and operational excellence
Philips products can be taken to foreign without change but on other side most foreign product breakdown have come from short of product adaption.
It has straight expansion which mean to introduce a standardized consumer with same sponsorship strategy all over the global market.
Their slogan is Sense and Simplicity.
In Philips, Based on strategy they are four types. They are Product strategy, Pricing strategy, Distribution strategy.
The product is branded as wake-up light. The name differentiates from ‘sunrise alarm clock’ and ‘progressive alarm clock’. The strategy aims to position Philips as the first segment in Wake-up lights, although sunrise alarm clocks perform similar or the same function .
The Wake-up light already available in France and Germany. Now expected in other European countries. The devices offered as two models. They are basic-HF and premium model with more natural sounds and with digital FM radio. Wake-up sounds are available such as friendly wake-up beep, 3 natural sounds such as morning birds, seashore and pond. The user can also mute the sound immediately. The devices has proven healthy benefits, certified by Medical Device Directive(MDD).
The strategy follow the practice of ‘price skimming’ in French and German markets. It involves charging a relative high price for short time where this innovative and much improved product from other lamps in already available countries such as US and Canada.
As a result, the company will skim off customers who are willing to pay more for product sooner; prices are expected to be lower when demands from early adopters falls. Retail price in France and Germany offering additional features. This will enable Philips to meet company expectation to achieve 10-12% margin of lighting products
The strategy was hyper market growing fast in Italy was expected to increase in market share in smaller electrical appliance sector. They distributing the wakeup lamp giving the opportunity to customer on daily basis.
Competitive Strategy and Advantages
Philips has competitor in each and every sectors. In male dry shaving its main competitor is P&G BARUN. In Power Toothpaste its major competitor is P&B Oral-B. For Mother and Childcare its important competitor is Energiser Playtex. For DVD player its major competitor is LG and DVD portable its key competitors is Sony and Food preparation its major competitors is Denloghi, KENWOOD. In light bulbs Philips major competitors are Sylvania and General Electricals.
Major Competitors of the Philips company are General Electricals, Citigroup, Siemens. In these they are some indirect competitors like Barun, automotive industry. In Future they are some competitors like Babylisis, Carol, Chinese Brand. Their Competitive advantages are mainly based on two type of advantage. They are Cost advantages & differentiation advantages. Apart from that, Philips unique Competitive advantage is the combination of our powerful global brand, our insightful understanding of people, Our extraordinary competence in technology and design, and the many synergies with the channels, partners and supply chain.
Philips is a market-driven company with an organizational structure that reflects the need of our customers. The needs operate in three main sectors. They are Healthcare, lighting and Consumer lifestyle. A fourth sector, Innovation and Emerging Businesses, contain Philips Research, Philips Design and all supporting departments
Philips establish autocratic management style, with a tradition of taking care of their workers from cradle to grave.
The main systems that run the organization are financial and HR system. other systems that include communication and document storage.
The Philips organization believe their staffs opportunities and his own opportunities. They consider the better staff can develop their own talent, the more both they and we will grow. So they constantly encourages their employees to make more of themselves and to find ways in which you can excel.
The Organization need to fill their staffs in dynamic Healthcare environments with latest clinical procedures and technologies. Staffs comprehensive education program is designed to support clinical excellence, maximize use of advanced system features and capabilities.
The Organization instill physician confidence in quality of exams, optimized workflow and staff productivity, and foster professional growth and teamwork. Ultimately to deliver their best health care experiences for their people. For their patients-they help to provide their best possible patient environment. For their people-they help them to develop more motivated and skill personnel. For their equipment-they help them to maximize their performance their equipment throughout every stages of their life.
The Philips Organization well organized with strong project management skills and ability to prioritize their own ideas.
a. Describe the organizations international strategy. Describe how they manage cross cultural issues.
The Philips Organization’s international strategy is based on global demographic and environmental trends, such as aging populations and rise of chronic diseases like congestive heart failure, breast and other cancers, respiratory and other coronary artery disease will require a fundamental shift in the way health care is provided.
Another strategy is Overburdened hospitals with limited resources and challenging financial circumstance will be difficult to care effectively for increasing long term patients with chronic ailments such as sleep disorders and heart diseases. New solution should be found.
Consumers are looking for solution that them to maintain and improve their health and well-being and for their families. By combining global consumer centric technology and local business creation capabilities we are able to harness our global innovation power that will deliver meaningful innovation that meet local consumer needs.
More than 50% sales of Philips Sonicare toothbrushes can be attributed to endorsement by dental proffesionals.
The professional lighting strategy changing fast driven by energy efficiency, the LED light innovation and focused on application based lighting solutions.
Describe how power is used in the organization and how it is shared. describe the internal politics. how are conflicts are resolved?
Power is highly centralized by Corporate headquarters.
Describe the main communication processes.
Like most large, international companies, Philips use a wide range of communication process. The style of communication determined by the CEO, Frans Van Houten. They are formal communication, which are used to communicate upcoming strategy to divisional managers. communication must be very formal defining all business processes. In this company, the communication approach is top down approach. That is information flow from high level managers to lower subordinates.
What is the importance of being a learning organization? How is this demonstrated?
Describe their policy in handling ethical issues. Give at least one example of resolving a major ethical issue
The company has very ethical guidelines. The company brought the Comprehensive guidelines modeled on EEU for ethical behavior. According to EEU laws and regulations, the European Court of Justice(ECJ) has decided that HMRC’s attempt to stop Philips UK claiming group tax relief on losses transferred from domestic permanent establishment(PE) infringed EU law.
Today’s court judgment was Philips Electronics UK is entitled to include in its taxable basis losses suffered by UK branch of LG Philips display in Netherlands.
Philips Electronics UK wanted to use 64 million Euros of losses sustainable by UK resident branch to reduce its own corporate tax base for years from 2001-2004.
LG NL, the parent of Philips UK branch company is considered to be a PE under the UK Netherlands tax treaty.
Though the Philips Electronics losses arose in the UK, HMRC argued that they could not be transferred to Philips UK because of the possibility the group also attempt to use the losses in Netherlands.
C. what are the major strength and weakness of company leadership, management and OB
Philips management major strength was in research and innovation of new optical storage technologies, key components like optical pickup units and IC chipsets. Philips has capabilities to set standard together with industrial partners. To strengthen a position in dynamic optical storage PC markets, Philips formed last year with BenQ, a join venture called PBDS (Philips BenQ Digital Storage) to accelerate product development and high volume manufacturing in Asia.
Philips management major weakness was operates in fields where competitiveness is very concentrated. However it has strong customers base, it should not underestimate the emerging customers, it should keep up with new trends and updating the existing products , actively listen new proposal from customers.
Another weakness is that Philips employs a huge number of people which work in variety of different countries. Therefore the organization experience some problems in sharing information between employees and controlling operation of different business. These are the weakness of company management.
Make significant recommendation for improvement
I suggest some recommendation to Philips to adopt successful operation
Drive consistent and cost effective learning standards across Philips lighting. Make recommendations for improvement to learning process, design and implementation. Prepare and launch a communication plan to involve and excite learning practitioners, business and HR leaders.
Consider culture and behavior changes required among learning practitioners, leaders and learners to achieve learning strategies.
Apply latest Lighting development trends and learning expertise to design effective learning and development activities to achieve business outcomes.
A Philips launch a beautiful lamp that shines in all colors of rainbow. Create the mood in your house you want.
Develop effective learning and development strategies to achieve business goals.Order Now | <urn:uuid:cc170c4b-323b-4fcf-8a2d-15c843a0be71> | CC-MAIN-2019-43 | https://customwritings.co/philips-history-and-development-key-milestone-management-essay/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986677230.18/warc/CC-MAIN-20191017222820-20191018010320-00343.warc.gz | en | 0.942488 | 4,145 | 2.578125 | 3 |
Sri Lankan Mythological Creatures
This article looks at a pair of book covers in our collection and compares the images of three mythological creatures found on the covers with images of the same creatures depicted elsewhere.
THE MAKARA – CROCODILE SEA MONSTER
The makara is a crocodile sea monster found in Hindu and Buddhist art and mythology.
This creature is described in the Rupavaliya, a sanskrit book in the artistic canon of Sri Lankan, as having “the trunk of an elephant, the feet of a lion, the ears of a pig, the body of a fish living in water, the teeth turned outwards, eyes like a human’s, and a splendid tail” (translated in Medieval Sinhalese Art).
SIMHA – THE MAJESTIC LION
The simha or lion is an important symbol in Sinhalese art and poetry, where it represents the mythical ancestor, standing for power, majesty and dignity. As recalled in the Mahabharata: ‘Thus, Simha, proud as a lion, free from fear and bewilderment, rushes towards the mountains.’ And ‘Kings are as proud as lions’.
The head of the lion is also depicted without its body shown. This is called kibihi-muna.
MAKARA TORANA – KIBIHI-MUNA AND MAKARA ARCH
The kibihi-muna (lion face) and makara (crocodile sea monster) are often combined to form an ornamental arch. The kibihi-muna acts as the keystone and is flanked by two makara which face each other.
This arrangement is seen on carvings in temple as well as on ivory and silver articles.
NARI-LATA-VELA – WOMEN GROWING ON VINES
The nari-lata-vela is a mythical vine with flowers in the form of women, these woman are ‘in all wise of perfect beauty, glorious in grace’.
The vine grows in the Himalayas, a favourite location for Sri Lankan mythical creatures.
- Tags: Silver
- Joseph Cohen | <urn:uuid:48373cbf-0b4f-42be-9c12-95d6cadc0ea4> | CC-MAIN-2021-21 | https://www.josephcohenantiques.com/blogs/on-the-blog/sri-lankan-mythological-creatures | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989856.11/warc/CC-MAIN-20210511184216-20210511214216-00530.warc.gz | en | 0.92314 | 472 | 3.21875 | 3 |
1911 Encyclopædia Britannica/Electron
ELECTRON, the name suggested by Dr G. Johnstone Stoney in 1891 for the natural unit of electricity to which he had drawn attention in 1874, and subsequently applied to the ultra- atomic particles carrying negative charges of electricity, of which Professor Sir J. J. Thomson proved in 1897 that the cathode rays consisted. The electrons, which Thomson at first called corpuscles, are point charges of negative electricity, their inertia showing them to have a mass equal to about that of about the hydrogen atom. They are apparently derivable from all kinds of matter, and are believed to be components at any rate of the chemical atom. The electronic theory of the chemical atom supposes, in fact, that atoms are congeries of electrons in rapid orbital motion. The size of the electron is to that of an atom roughly in the ratio of a pin's head to the dome of St Paul's cathedral. The electron is always associated with the unit charge of negative electricity, and it has been suggested that its inertia is wholly electrical. For further details see the articles on Electricity; Magnetism; Matter; Radioactivity; Conduction, Electric; The Electron Theory, E. Fournier d’Albe (London, 1907); and the original papers of Dr G. Johnstone Stoney, Proc. Brit. Ass. (Belfast, August 1874), "On the Physical Units of Nature," and Trans. Royal Dublin Society (1891), 4, p. 583. | <urn:uuid:873deb29-7794-4ea1-b921-c50d18d29f1d> | CC-MAIN-2016-26 | https://en.wikisource.org/wiki/1911_Encyclop%C3%A6dia_Britannica/Electron | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783395620.56/warc/CC-MAIN-20160624154955-00038-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.938979 | 316 | 3.515625 | 4 |
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A gantry robot is also known as a cartesian robot. It looks very different from the popular image of a robot. It is a stationary robot and typically contains a minimum of three elements of motion. In this case, each motion refers to linear motion in a single direction.
In a gantry robot, each of these motions are arranged to be perpendicular to each other and are typically labeled X, Y, and Z. X and Y are located in the horizontal plane and Z is vertical. Think of X and Y was the width and length of a box and Z as the height of the box. The interior of this box is referred to as the working envelope of the gantry robot. A gantry robot can move things anywhere within this envelope or perform some operation on an item within the envelope.
A typical application for a gantry robot is the assembly of a device. A gantry robot that performs this action is also referred to as a pick and place robot. Components required for the device are somehow brought into the working envelope of the gantry robot, and the gantry robot picks up each component and attaches or places it on the device being assembled. The device being assembled must also be within the working envelope of the gantry robot. Grippers of various types can be bolted to the end of the Z direction motion to assist in grasping the parts. Rotating motions can also be added to both the Z direction motion and the working envelope to allow for greater part manipulation.
Another typical application of a gantry robot is to perform some type of action on a part. The part must be placed within the working envelope, and the gantry robot can be programmed to weld, drill holes, or perform various other operations on the part. Rotary motions and appropriate tools are added to the gantry robot to allow it to perform its required function.
Gantry robots have several advantages over the more popular varieties of robots. Gantry robots can be made very large, filling an entire room if necessary. Gantry robots typically have much better position accuracy than their competitors.
Position accuracy refers to how close the robot can place a part to the instructed location. Gantry robots place parts exactly where programmed. This is why gantry robots are usually used for pick and place applications. Gantry robots are easier to program with respect to motion than are other robots. If the part needs to be moved from point (3,6,9) to point (4,2,8), this is simply a move of 1 unit in the X direction, -4 units in the Y direction, and -1 unit in the Z direction.
Gantry robots also have a disadvantage in that they are stationary. Everything needs to be brought into the working envelope and removed from the working envelope when completed. A gantry robot cannot go to the part; the part must come to the gantry robot.
please give me more details about Gantry robot,as soon as possible. please.
One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK! | <urn:uuid:80903986-9adc-4cb3-ba58-38386ed0aca8> | CC-MAIN-2017-09 | http://www.wisegeek.com/what-are-gantry-robots.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501169769.33/warc/CC-MAIN-20170219104609-00188-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.956989 | 662 | 3.859375 | 4 |
The Black Death
with Professor Mark Bailey (University of East Anglia)
at Sutton Hoo, Saturday, 22nd November, 2014.
The Black Death of 1348-9 is the greatest catastrophe in documented history, killing nearly half the population and terrorizing the survivors. This course explores the latest ideas about what caused it, how people reacted to it, and how it changed life in England.
09.50 – 10.15: Coffee on arrival
10.15 – 11.15: What was the Black Death?
This introductory session looks at the nature and characteristics of the Black Death, and assesses its spread, mortality rates and identity. It also looks at contemporary explanations. We will look at some of the sources available which reveal the passage of the disease through local communities, and their responses.
11.15 – 11.45: Coffee break
11.45 – 12.45: Political and religious responses.
The immediate responses of the government and of religious authorities to the Black Death are explored, including an assessment of their effectiveness. We will also consider the longer term changes in religious practice of the late fourteenth century.
12.45 – 14.00: Lunch break
14.00 – 15.00: Economic and social consequences.
Some contemporaries believed that the Black Death turned the world upside down, while many historians have argued that it had little immediate impact on everyday life. The changes to life in towns and villages will be explored, and the links between the pestilence and the Peasants’ Revolt of 1381 will be discussed.
15.00 – 15.20: Tea break
15.20 – 16.15: Artistic and cultural responses /
Longer term changes in art and literature are assessed, including a discussion of how social and economic developments impacted on the literature of the period, and especially Chaucer’s prologue to the Canterbury Tales. The conclusion will pull together the day’s course, but will also consider why we should continue to study the Black Death, and its relevance to today.
c.16.15: Thanks and Close
Some Suggestions for Optional Background Reading
Bailey, M., Medieval Suffolk: An Economic and Social History, 1200-1500 (Woodbridge 2007)
Hatcher, J., The Black Death: an intimate history (London, 2008)
Horrox, R. (ed.), The Black Death (Manchester, 1995)
Ormord, M., & P.Lindley (eds), The Black Death in England (Stamford, 1996)
Zeigler, P., The Black Death (London, 1969, 2003)
About Mark Bailey
ark Bailey is Professor of Later Medieval History at the University of East Anglia, and the author of various books and articles on medieval England, including Medieval Suffolk, England in the Age of the Black Death (with Steve Rigby), and The decline of | <urn:uuid:2d74321b-3e7e-42ee-8e68-51ad6d47ad4d> | CC-MAIN-2019-30 | https://wuffingeducation.co.uk/information/previous-study-days/2014-autumn/the-black-death/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195528013.81/warc/CC-MAIN-20190722113215-20190722135215-00068.warc.gz | en | 0.896754 | 599 | 3.578125 | 4 |
Gum disease (gingivitis) impacts millions of Americans each year. It is characterized by red, swollen, tender, or bleeding gums and can eventually lead to tooth loss if left unchecked. Gingivitis occurs when there is plaque buildup, usually from a lack of proper dental care. Luckily, there are specific steps you can take to protect your mouth from this disease.
First, let’s address the full range of gingivitis symptoms so you can be on the lookout. Gum disease will often progress without pain, but there are a few obvious indicators that you have gum disease. These include:
- bleeding gums, particularly when you brush or floss your teeth
- red, tender, receding, or swollen gums
- shifting or loose teeth
- bad breath that won’t go away with proper dental care or mouth rinse
- alterations in how the teeth fit together when biting down
- the formation of extra space or ‘pockets’ between the gums and teeth
Remember, even without any of these symptoms you could still have gum disease. That is why regular dental check ups are so valuable in helping your dentist assess the health of your mouth.
What you can do
With proper plaque control, nearly all cases of gingivitis can be stopped. Plaque control includes professional teeth cleanings at least twice a year. In addition, daily flossing, brushing and rinsing need to be a top priority in your schedule. Brushing will get rid of surface plaque while flossing will reach food debris and plaque that get lodged between the teeth. Here’s what else you can do to help reduce your risk of gum disease:
- quit smoking
- diminish your stress level
- keep a proper diet
- stop clenching or grinding your teeth
Unfortunately, despite consistent oral hygiene habits, about 30% of Americans might be susceptible and genetically predisposed to gum disease. If you are likely to get gum disease, your dentist may recommend more regular checkups. | <urn:uuid:2d6e4fb9-f98e-4566-8ea8-01485966cd84> | CC-MAIN-2022-27 | https://www.drsofsmiles.com/blog/gum-disease-and-cancer/protect-mouth-gum-disease/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103322581.16/warc/CC-MAIN-20220626222503-20220627012503-00718.warc.gz | en | 0.929864 | 421 | 3.15625 | 3 |
The applet requires Java 1.4.1 or higher. It will not run on Windows 95 or Mac OS 8 or 9. Mac users must have OS X 10.2.6 or higher and use a browser that supports Java 1.4. (Safari works, IE does not. Mac OS X comes with Safari. Open Safari and set it as your default web browser under Safari/Preferences/General.) On other operating systems, you may obtain the latest Java plugin from Sun's Java site.
created with NetLogo
view/download model file: job_market_and_esogenous_variables.nlogo
The model simulates the interaction between firms and workers in a job market without some specific conditions of perfect competition.In particular firms are price-taking and they have a production function that uses labour as the only productive factor.
Firms have the intent of maximizing their profits and, on the other side, workers move under the simulated world looking for a workplace that has wage offered by firms as the only one element of discrimination.
Workers (turtles) move randomly. If, during their walking, they contact patches who are firms (patches), workers will compare their salary reserve with the wage offered by firms and they'll decide to stop if the wage is compatible with their expectations. In order to distinguish employed and unemployed people the model use two different colours:
- red for people who are looking for a job;
- blue for the employed ones.
Evidently an important element of the model is the absence of perfect information between firms and workers. As a matter of fact turtles don’t know the wage offered in the firm.
Firms have an own production function that explains their possibility to assume workers. In particular, there’re three different kinds of production function differentiated by values of return to scale. A marginal productivity of the firm higher than other ones allows it to employ more workers, but going on with the simulation the model could reach the steady state because gradually firms acquire the same workers’ attraction.
To improve the simulation, on one side, there’s the possibility to introduce a job collective contract equals for all the workers that represents the wage bargaining between the different actors of the job market.
On the other side, observer could decide to give the worker the possibility to reduce his own reserve. In particular a worker knows the unemployment rate present in the market: when it is high, the worker knows it is difficult to find a job and so he is willing to change his preferences. This change follows the unemployment costs: the more he is unemployed, the more he reduce his reserve.
There’re two buttons that control execution of the model:
- SETUP will initialize the simulation, preparing the model to be run;
- GO (it’s a forever button) will run the model.
Before clicking SETUP, set the WORKERSNUMEBER and the FIRMSNUMBER to the desired values. In this way you can determine how many workers and firms are in the model when GO is pressed and workers start moving.
The FIXWAGE slider determines the value of the fix wage, in range [0 ; 10].
CONTRACT determines if in the world there’s a job collective contract or not. This switch could produce some interesting effect in term of market equilibrium.
The SHOW-RESERVE? switch allows to show the salary reserve of any turtles.
The CHANGE-RESERVE? switch creates the possibility to change turtles’ salary reserve.
The MAXWAGE monitor shows the highest wage level in the world, otherwise the MINWAGE monitor shows the lowest one.
EMPLOYED shows the number of employees versus time (blue);
UNEMPLOYMENT-RATE shows the ratio unemployed/workers versus time (red).
If you change a parameter, plots could adjust in a interesting way. So, you can understand what could be the effect into the job market of the introduction, for example, of a collective contract.
Changing the workers’ number, market could have some particular reactions. In fact, linked to this element, the world could join an equilibrium or not.
Try to introduce a contract and use different levels of wage. What happens?
It could be interesting to create, for workers, the possibility to share informations about wages offered by firms or about the last place they were when two or more turtles meet into the model.
BRUCCHI LUCHINO (2001), Manuale di Economia del Lavoro, Il Mulino, Bologna. | <urn:uuid:37605695-1a28-437e-a431-56d2efd6d7a1> | CC-MAIN-2017-47 | http://terna.to.it/tesine/job_market_and_esogenous_variables.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806620.63/warc/CC-MAIN-20171122175744-20171122195744-00181.warc.gz | en | 0.926541 | 949 | 2.578125 | 3 |
- Fleas at a glance
- They are so small, it is difficult to see some characteristics
used to describe them.
- Fleas don’t fly — in fact, they have no wings.
- They range from reddish brown to black.
- They have piercing, sucking mouths through which they obtain
blood “meals,” mostly from animals.
- Larvae are tiny, hairy and wormlike with a distinct, brownish
head, but no eyes or legs.
- Flea bites consist of a small, central red spot surrounded by a
red halo, usually without excessive swelling. They usually cause
minor itching but may become increasingly irritating to people with
sensitive or reactive skin.
- Some people and pets suffer from flea bite allergic dermatitis,
characterized by intense itching, hair loss, reddening of the skin
and secondary infection. Just one bite may initiate an allergic
reaction, and itching may persist up to five days after the bite. —
Source: Delk Pest Control
Posted: Thursday, October 21, 2010 12:00 am
Updated: 6:08 am, Thu Oct 21, 2010.
Fleas have invaded Victor School. Students from one classroom
were moved to another room last Friday after fleas were discovered
there, school Principal Allison Gerrity said. The students are
still relocated this week — until after the carpets are
deep-cleaned either today or Friday, Gerrity said.
Gerrity, who is principal at Houston School in Acampo as well as
Victor School, said that two children from Victor School had been
sent home, one from an infestation in September and one from this
Or, use your
Thursday, October 21, 2010 12:00 am.
Updated: 6:08 am. | <urn:uuid:739045d1-1088-4d55-8a35-9ced7fbc97d5> | CC-MAIN-2014-23 | http://www.lodinews.com/news/article_6062f83f-380e-5721-96e9-8f6f02d2aef7.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997894782.90/warc/CC-MAIN-20140722025814-00161-ip-10-33-131-23.ec2.internal.warc.gz | en | 0.959941 | 383 | 3.234375 | 3 |
Literature of Americas before 1900
This course examines U.S. literature and culture in the context of the history of the United States as it belongs to the Americas (North, South and Central America as well as the Caribbean). We will complicate the conventional periodization of nineteenth-century U.S. literature and history that makes the Civil War the pivotal event in a narrative that moves from sectional conflict to national consolidation to imperialism at the end of the century. Topics we will address include the complicated politics of anti-imperialism, the relationship between notions of manifest destiny and the conflict over slavery, the role of domesticity in promoting and valorizing imperialist imperatives, and the conflicts between colonization and resistance schemes in the Americas. Possible readings include Cooper's The Last of the Mohicans, the anonymously authored Xicotencatl, Jacobs's Incidents in the Life of a Slave Girl, writings by Simon Bolivar, Melville's Benito Cereno, selected poetry by Jose Marti, Thoreau's Resistance to Civil Government, and Ruiz de Burton's The Squatter and the Don.
Course fulfills the Cultural Diversity in US for Class 2012 and after in the College. | <urn:uuid:af59fa4d-13fe-45ca-930c-b079a6f4b24a> | CC-MAIN-2021-39 | https://www.english.upenn.edu/courses/undergraduate/2009/spring/engl057.401 | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057775.50/warc/CC-MAIN-20210925202717-20210925232717-00332.warc.gz | en | 0.92027 | 244 | 3.3125 | 3 |
Radiation Treatment for Cancer
Radiation therapy uses high energy rays, such as X-rays, to destroy cancer cells and shrink tumors. Radiation damages the genetic material of cancer cells. This stops their growth. Radiation may also damage normal cells that are close to the cancer cells. But normal cells usually repair themselves, while the cancer cells cannot.
Side effects from radiation therapy are a problem. Usually the side effects are temporary. But some side effects may be permanent. Researchers keep looking for the lowest radiation dose that effectively kills cancer cells. And with new technology, people getting radiation therapy have fewer problems than in the past.
Radiation therapy may be given in these ways:
Radiation therapy may be given before surgery to shrink a tumor, such as with bladder cancer. Or it may be given during surgery or while you are getting chemotherapy. Or it may be given after other treatment, such as after surgery for breast cancer.
Radiation therapy may be given when a person with cancer is not well enough for other treatment, such as surgery. Radiation therapy is also used in palliative care for advanced or metastatic cancer. For example, it can relieve pain by shrinking tumors in the bones.
Other kinds of radiation therapy
Hyperfractionated radiation therapy. This radiation therapy uses lower doses that are given more often, such as twice a day rather than once a day. This may increase the side effects while having treatment. But it may cause fewer long-term side effects.
Stereotactic body radiation therapy (SBRT). This therapy very precisely targets a tumor anywhere in the body while minimizing damage to normal tissue around the tumor. It can be used for small to mid-sized tumors. A single treatment or several treatments are all that may be needed.
Proton therapy. This kind of radiation therapy is used mostly in clinical trials. Proton therapy uses a type of energy (protons) different from X-rays. This allows a higher amount of specifically directed radiation, which may provide more protection to nearby healthy tissues. Sometimes proton therapy is combined with X-ray therapy.
What To Expect After Treatment
Recovery depends on the tumor site, the stage and grade of the cancer, and the amount of healthy tissue that is affected during treatment. Damage to normal cells during radiation therapy may cause side effects.
Skin changes are common with radiation therapy. The skin in the area of your body that is getting radiation may turn red and tender, itch, peel, or blister. Toward the end of treatment, the skin may become moist and "weepy." These effects are temporary, and the area will gradually heal when treatment is completed. You may notice a slight change in the color of the skin.
Good skin care is important during radiation therapy. And you should check with your doctor before using any deodorants, lotions, or creams on the treated area. To care for your skin:
Fatigue is a common side effect of radiation therapy. It is a sense of tiredness that doesn't seem to go away, even with rest or sleep. Some people may only have mild fatigue. For others, fatigue may be a bigger problem. It may last from 6 weeks to a year after your last radiation treatment.
Staying active can lift your mood and help you feel better. It can also help reduce problems with anemia during treatment. It's fine to be active in blocks of 10 minutes or more throughout your day. Walking with a friend can help you keep a routine.
Be patient. It can take time to fully recover. Balancing rest with activity is important. Try to match your activities to your energy levels.
Why It Is Done
Radiation therapy is used to destroy cancer cells and to shrink tumors.
How Well It Works
Radiation is one of the main treatments used to kill cancer cells. But it doesn't always cure cancer. Researchers continue to study safer and more effective ways to use radiation therapy to treat cancer.
Radiation therapy may shrink a tumor, give you relief from cancer symptoms, or possibly cure cancer. But it has risks for serious side effects. Your doctor will recommend radiation therapy if he or she thinks that the benefit you may have from this treatment is greater than the risks.
Risks of radiation therapy during and right after treatment include:
Most of these problems will go away soon after the treatment ends. But sometimes the side effects are permanent, such as when the salivary glands are damaged.
And sometimes side effects may show up months or years after radiation therapy. These can include:
What To Think About
For more information about the side effects from radiation therapy and ways to cope with them, read "Radiation Therapy and You: Support for People With Cancer" from the National Cancer Institute. You can find this booklet online at www.cancer.gov/cancertopics/radiation-therapy-and-you.
eMedicineHealth Medical Reference from Healthwise
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Find out what women really need. | <urn:uuid:ea049492-186d-483a-8ae1-613efe00ad68> | CC-MAIN-2013-48 | http://www.emedicinehealth.com/script/main/art.asp?articlekey=129065&ref=139037 | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163035819/warc/CC-MAIN-20131204131715-00057-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.945114 | 1,065 | 3.453125 | 3 |
Cooking with data
Food carries with it more than just taste and smell, but also emotional, cultural and educational associations. Chefs and scientists have begun to study how cooking, both as an art and as a cultural staple, can be molded to speak to these associations more clearly. Culinary arts programs may soon incorporate what some are calling a new way for chefs to “cook smarter.”
Technology is ever more a part of each person’s daily life. Smart phones, iPads and various other gadgets are carried everywhere one goes. Big data, the collection of statistics and information, is now at the center of quantifying taste. Taste can be measured in many different variables, be that salt content, number of restaurants in a vicinity that serve a specific ethnic dish, or even in broader concepts of culture-like immigration. Creating a food dish with data in mind can take on various characteristics.
Chefs at Cook’s Illustrated have taken “cooking with data” to mean a direct analysis of recipe and measurable ingredients.
“We picked up a really nice pH meter with a sodium-specific electrode,” senior editor Dan Souza said of one study, “and we salted and brined a whole turkey breast for varying lengths of time, sliced them into very thin pieces — kind of cross-sections — and then tested each one for sodium content.”
He claimed that this kind of data collection, along with various stages of testing recipes, has allowed the magazine to publish a series of “fail-proof recipes.”
Data and creativity
Other chefs have taken a different approach to using data in their cooking. Like artists, they have attempted to recreate big data statistics with creative expression. A project called Data Cuisine brought together chefs and statisticians to create food that represented big data about the city of Helsinki. The project led to various interpretations, including one lasagna that represented the city’s rates of diversification over time. The lasagna was built with varying degrees of spice, forcing each bite to grow more and more intense. This increase in flavor was to signify the gradual increase of various immigrant cultures into Helsinki.
Moritz Stefaner and Suzanne Jaschko, founders of Data Cuisine, hope to give the consumer a more encompassing food experience with their project. Entrenched in stereotypes and childhood memories, food could be the next foray into pop art. This exploration of temporal data will increase the chef’s and the consumer’s ability to create emotions with their food. | <urn:uuid:6bf1a1b7-49fd-4063-a8ca-e34680a1c77c> | CC-MAIN-2021-49 | https://www.escoffieronline.com/cooking-with-data/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363515.28/warc/CC-MAIN-20211208144647-20211208174647-00165.warc.gz | en | 0.952242 | 523 | 2.6875 | 3 |
Author Visits and Workshops
Emily and Angela have collaborated in developing researched-based workshops that encourage children to think, dream, design and rethink better ways they can help the earth be Blue, Green & Clean.
Earth Detectives Workshop
-one hour author story time, interactive workshop and discount on eco- literacy books.
-ReSearching real world situations in sustainable practices
-Investigating local and global issues with keeping the earth Blue, Green and Clean
-Analysis: What do the clues tell us?
-Problem Solving: identify real issues and find solutions.
-Follow-up: Identify out of classroom problems, stating evidence (clues) identify real problem and propose solution.
What is Sustainability
-Simply ways to be Blue Green and Clean
-Discovering Blue green and Clean
-Doing a little bit better each day
Workshops available at schools, businesses and clubs. Email for more information [email protected]. | <urn:uuid:1f03f740-fa53-4896-843d-e6cc6b3e02fb> | CC-MAIN-2019-35 | https://earthdetectives.com/workshops/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027313501.0/warc/CC-MAIN-20190817222907-20190818004907-00151.warc.gz | en | 0.849273 | 203 | 3.0625 | 3 |
The First Congregational Church and the old Town Hall in Westfield, around 1892. Image from Picturesque Hampden (1892)
The buildings in 2015:
The scene at the rotary in downtown Westfield is very different from over 120 years ago, but several historic buildings have survived, including the First Congregational Church and the Town Hall. The Town Hall in the foreground is actually the older of the two, having been built in 1837. It served a variety of roles since then, first as a town hall and later as a city hall, when Westfield was incorporated as a city in 1920. However, it was also used for high school classrooms from 1855 until around 1868, and later as a police station and district court. It was used as city hall until 1962, when the city offices were moved up Broad Street to the former State Normal School building. The building has seen some changes over the years, with the most obvious being the removal of the cupola, which happened in 1912. However, it otherwise retains much of its historic exterior appearance, and today it is used as offices for a mental health agency.
Beyond the old Town Hall is the First Congregational Church. The original church was established in 1679, with Edward Taylor serving as the town’s first pastor. He had first come to Westfield in 1671 and began serving as pastor before the church was formally established, and he would continue until his death in 1729 at the age of 87. However, today he is probably best known as one of the first American poets, although his works weren’t published until over 200 years after his death.
His original church building is long gone, and the one that stands on the site today was built in 1860. The original steeple was destroyed in a storm in 1886, and I’m not sure if the first photo was taken before or after that. It was published in 1892, but the photo itself could date to much earlier than that. According to the Massachusetts Historical Commission, “Several smaller steeples were in use until 1962 when a tall steeple was erected similar to the original one.” The steeple in the first photo doesn’t appear to be a “small steeple,” yet the present-day one also doesn’t bear much resemblance to the first one, so I’m not sure which one is shown in the first photo. In any case, though, otherwise the brick exterior of the church is well preserved, and it continues to be used by the same congregation that Edward Taylor began serving in 1671. | <urn:uuid:cfd81260-8129-4df2-bd38-db8f0ee67407> | CC-MAIN-2017-39 | http://lostnewengland.com/2015/05/first-congregational-church-westfield-mass/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818693240.90/warc/CC-MAIN-20170925182814-20170925202814-00343.warc.gz | en | 0.990922 | 539 | 2.59375 | 3 |
Preferred IUPAC name
In chemical nomenclature, a preferred IUPAC name (PIN) is a unique name, assigned to a chemical substance and preferred among the possible names generated by IUPAC nomenclature. The "preferred IUPAC nomenclature" provides a set of rules for choosing between multiple possibilities in situations where it is important to decide on a unique name. It is intended for use in legal and regulatory situations.
Preferred IUPAC names are applicable only for organic compounds, to which the IUPAC has the definition as compounds which contain at least a single carbon atom but no alkali, alkaline earth or transition metals and can be named by the nomenclature of organic compounds. (see below). Rules for the remaining organic and inorganic compounds are still under development. The concept of PINs is defined in the introductory chapter (freely accessible) and chapter 5 of the "Nomenclature of Organic Chemistry: IUPAC Recommendations and Preferred Names 2013", which replace two former publications: the "Nomenclature of Organic Chemistry", 1979 (the Blue Book) and "A Guide to IUPAC Nomenclature of Organic Compounds, Recommendations 1993". The full draft version of the PIN recommendations ("Preferred names in the nomenclature of organic compounds", Draft of 7 October 2004) is also available.
A preferred IUPAC name or PIN is a name that is preferred among two or more IUPAC names. An IUPAC name is a systematic name that meets the recommended IUPAC rules. IUPAC names include retained names. A general IUPAC name is any IUPAC name that is not a "preferred IUPAC name". A retained name is a traditional or otherwise often used name, usually a trivial name, that may be used in IUPAC nomenclature.
Since systematic names often are not human-readable a PIN may be a retained name. Both "PINs" and "retained names" have to be chosen (and established by IUPAC) explicitly, unlike other IUPAC names, which automatically arise from IUPAC nomenclatural rules. Thus, the PIN is sometimes the retained name (e.g., phenol and acetic acid, instead of benzenol and ethanoic acid), while in other cases, the systematic name was chosen over a very common retained name (e.g., propan-2-one, instead of acetone).
A preselected name is a preferred name chosen among two or more names for parent hydrides or other parent structures that do not contain carbon (inorganic parents). "Preselected names" are used in the nomenclature of organic compounds as the basis for PINs for organic derivatives. They are needed for derivatives of organic compounds that do not contain carbon themselves. A preselected name is not necessarily a PIN in inorganic chemical nomenclature.
The systems of chemical nomenclature developed by the International Union of Pure and Applied Chemistry (IUPAC) have traditionally concentrated on ensuring that chemical names are unambiguous, that is that a name can only refer to one substance. However, a single substance can have more than one acceptable name, like toluene, which may also be correctly named as "methylbenzene" or "phenylmethane". Some alternative names remain available as "retained names" for more general contexts. For example, tetrahydrofuran remains an unambiguous and acceptable name for the common organic solvent, even if the preferred IUPAC name is "oxolane".
Substitutive nomenclature (replacement of hydrogen atoms in the parent structure) is used most extensively, for example "ethoxyethane" instead of diethyl ether and "tetrachloromethane" instead of carbon tetrachloride. Functional class nomenclature (also known as radicofunctional nomenclature) is used for acid anhydrides, esters, acyl halides and pseudohalides and salts. Also skeletal replacement operations, additive and subtractive operations and conjunctive operations are applied.
Retained IUPAC names
The number of retained non-systematic, trivial names of simple organic compounds (for example formic acid and acetic acid) has been reduced considerably for preferred IUPAC names, although a larger set of retained names is available for general nomenclature. The traditional names of simple monosaccharides, α-amino acids and many natural products have been retained as preferred IUPAC names; in these cases the systematic names may be very complicated and virtually never used. The name for water itself is a retained IUPAC name.
Scope of the nomenclature for organic compounds
In IUPAC nomenclature, all compounds containing carbon atoms are considered organic compounds. Organic nomenclature only applies to organic compounds containing elements from the Groups 13 through 17. Organometallic compounds of the Groups 1 through 12 are not covered by organic nomenclature.
Notes and references
- Preferred names in the nomenclature of organic compounds, International Union of Pure and Applied Chemistry, retrieved 2017-08-12.
- Nomenclature of Organic Chemistry : IUPAC Recommendations and Preferred Names 2013 (Blue Book). Cambridge: The Royal Society of Chemistry. 2014. doi:10.1039/9781849733069-FP001. ISBN 978-0-85404-182-4.
- Hartshorn, R. M.; Hellwich, K.-H.; Yerin, A.; Damhus, T.; Hutton, A. T. (2015). "Brief Guide to the Nomenclature of Inorganic Chemistry" (PDF). Pure and Applied Chemistry. 87 (9–10): 1039–1049. doi:10.1515/pac-2014-0718. hdl:10092/12053. S2CID 100897636. Retrieved 20 February 2019.
- Favre, Henri A.; Powell, Warren H. (2014). Nomenclature of Organic Chemistry: IUPAC Recommendations and Preferred Names 2013. The Royal Society of Chemistry. doi:10.1039/9781849733069. ISBN 978-1-84973-306-9.
- IUPAC Provisional Recommendations 2004 CONTENTS
- IUPAC Provisional Recommendations 2004 Complete draft version
- IUPAC Provisional Recommendations 2004, par. 10-12, Chapter 1
- IUPAC Provisional Recommendations 2004, Rule P-53.2.2, Chapter5
- IUPAC Provisional Recommendations 2004, P-12.1, Chapter 1
- IUPAC Provisional Recommendations 2004, P-69.0 Organometallic compounds | <urn:uuid:5741f7d0-44d4-43ae-b699-48a8c08f50fd> | CC-MAIN-2021-49 | https://mdwiki.org/wiki/Preferred_IUPAC_name | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363226.68/warc/CC-MAIN-20211205221915-20211206011915-00639.warc.gz | en | 0.832014 | 1,468 | 3.484375 | 3 |
Yew is a shrub, or small tree, which usually grows to a maximum height around 20 feet tall. It is an evergreen, with leaves that look very sharp but are actually soft to the touch. Berries appear on female plants after the flowering period in March, and slowly turn to red in the fall.
Various species can be found throughout the United States and Canada, though they are usually not found in the western Great Plains area. They are usually part of landscapes that are managed. They prefer areas that are extremely humid and have acidic soil, making them more likely to be found in the south and along the coasts.
Toxic Plant Components
The entire plant is toxic, both fresh and dried. The most toxic plant component is the leaves during wintertime.
The usual method of poisoning is when clippings from these plants are tossed over pasture fences by unknowing people. Poisoning can also occur when horses escape their pastures and end up in landscapes that contain this plant.
This plant is extremely toxic, with as little as 6-8 ounces of the fresh plant capable of killing an adult horse within 5 minutes. Often horses are found dead with yew leaves still in their mouth.
Toxicity Cause and Symptoms
Alkaloids present in the plant are the cause of poisoning. Symptoms appear rapidly, and unfortunately, usually the horse is found dead in the pasture without any prior signs being noticed.
The cause of death is the inability of the heart muscles to depolarize, which is caused by the alkaloids.
If the horse is seen very soon after consuming the plant, the following signs may be noticed:
- Muscle weakness
- Irregular heartbeat
- Slow heartbeat
- Difficulty breathing
Cure and Treatment
If the horse is found quickly enough, supportive cardiac and vascular therapy may be beneficial, as well as detoxification. Atropine may be beneficial to correct the slow heartbeat brought on by poisoning.
Return to Poisonous Plants from Yew
Return to UHN Home Page | <urn:uuid:3e94ee10-665f-4d7b-9c6c-ed24d866c3f0> | CC-MAIN-2014-35 | http://www.understanding-horse-nutrition.com/yew.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535924501.17/warc/CC-MAIN-20140909013108-00211-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.965057 | 414 | 3.328125 | 3 |
New Testament Lesson: Hebrews 3:1-6; 11:24-28
Moses – the Old Testament leader of God’s people Israel
Old Testament Lesson: Deuteronomy 34:7-8, 10-12
The death of Moses
Gospel Lesson: John 1:17-18, John 3:13-15, Luke 24:27, 44-45
References to how Moses points to Jesus
Moses was the great leader of God’s people Israel in the Old Testament, the only one to speak face to face with God, who received the 10 Commandments on Mount Sinai.
In modern culture we have become enamored with celebrities and famous people. Sometimes people are so charismatic, talented, beautiful, intelligent, winsome, or successful that they seem bigger than life. But no person is bigger than life! Deep down inside every human being has the same struggle with sin and the same frustration of failure and insecurity. Jesus is the only one who can bear the weight of being your Savior – because he is divine, perfect, and an endless source of life. | <urn:uuid:0889fca1-c23a-4b86-b196-d68425ea1cee> | CC-MAIN-2018-30 | http://messiahnetwork.org/sermon/jesus-moses/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590559.95/warc/CC-MAIN-20180719051224-20180719071224-00632.warc.gz | en | 0.941072 | 230 | 3.25 | 3 |
Blood most cancers is a condition where by cancerous cells have attacked the blood, bone marrow or lymphatic method. This kind of cancer is malignant and has the skill to unfold and damage tissues. In the scenario of leukemia, the most cancers interferes with the body's potential to make blood.
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Leukemia attacks the bone marrow and the blood by itself, producing exhaustion, anemia, weak point, and bone agony.
It is diagnosed with a blood take a look at in which specific kinds of blood cells are counted. Treatment for leukemia usually contains chemotherapy and radiation to kill the most cancers, and in some scenarios measures like bone marrow transplants may possibly be demanded. There are numerous diverse styles of leukemia, which include long-term myelogenous leukemia, acute lymphoblastic leukemia, and furry cell leukemia. | <urn:uuid:250511fc-c4c9-40a3-b835-4af0b8e8b942> | CC-MAIN-2023-50 | https://lichildrenschoir.org/2023/10/15/what-are-blood-cancer-and-normal-heal-for-blood-cancer/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100599.20/warc/CC-MAIN-20231206130723-20231206160723-00405.warc.gz | en | 0.929013 | 202 | 3.125 | 3 |
The problem with algebra is that people don’t think in terms of complete ideas. You will often find that people take out pieces of the equation and try to explain it at length. If you look at them closely, they are probably just trying to justify why they didn’t give you everything in one go.
When people are working on a problem, they tend to work with parts of their mind that are focused on the solution. If you were to simplify the whole thing, then they wouldn’t be able to do this.
As the problem gets more complicated, then you have to start looking for other ways to solve the basic problem. Sometimes you may need to take out other parts of your mind. However, if it takes too long then you will probably have to work with the original problem at some point.
If you want to solve a problem by using the whole thing, then you have to remember that sometimes people are not able to look at all the information at once. If you have to do it this way, then it means that you have to split the information up into a couple of different problems, before you solve the whole thing. You have to think like a mathematician and remember that not all problems can be solved in one go.
For some complex problems, it is possible to simplify the problem in two different ways. One way involves taking out parts of the problem and the other involves breaking the problem up. If you look at the problem in two ways, then you are likely to get the answer in different ways.
The best method to simplify any problem is to just start with the algebra and see what you can come up with. Once you get a good idea of how the problem goes, then you can work out if you can solve it or not. In many cases, you might be able to solve the problem with the two methods.
It is always better to try to simplify a problem first before you use algebra. and calculus. It is only when you find out that algebra and calculus don’t help that you try to use more advanced techniques.
It can also be harder to work out how to solve a problem if the problem is complex. Sometimes it is best to leave it alone and look at the simple version instead of trying to find out how to solve it.
If you think that you are struggling to work out a problem, then you could use some help. There are several books on different subjects that you can buy that can help you simplify problems.
Be careful though, that if you buy one that claims to simplify everything, you’re going to wind up using things you haven’t learnt in school. It is important that you work out what exactly what you’ve learned about algebra before you get advice from books.
When you are working out how to solve a problem, remember that you are not just looking at the solution. You are also considering other factors. You might have an easier time solving one problem than you would an other problem.
You will find that you may need to simplify more than one problem at a time before you find the solution. This is because the problem may have different ways of solving it. If you work your way through the problem you might come up with another solution. | <urn:uuid:7487e718-7a2c-4464-9024-a5eb1cebfdc3> | CC-MAIN-2021-04 | https://domygreexam.com/how-to-solve-a-problem-an-easy-method/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703500028.5/warc/CC-MAIN-20210116044418-20210116074418-00784.warc.gz | en | 0.975408 | 667 | 3.484375 | 3 |
Another hormone, fibroblast growth factor 19 (FGF19), has insulin-like characteristics beyond its role in bile acid synthesis. Unlike insulin, however, FGF19 does not cause excess glucose to turn to fat, suggesting that its activation could lead to new treatments for diabetes or obesity.
|Researchers led by Drs. David Mangelsdorf (left) and Steven Kliewer found that the hormone FGF19 has insulin-like characteristics but does not cause excess glucose to turn to fat.|
“The fundamental discovery is that there is a pathway that exists that is required for the body, after a meal, to store glucose in the liver and drive protein synthesis. That pathway is independent of insulin,” said Dr. David Mangelsdorf, chairman of pharmacology at UT Southwestern.
Naturally elevating this pathway, therefore, could lead to new diabetes treatments outside of insulin therapy. The standard treatment for type 1 diabetes, which affects about 1 million people in the U.S., involves taking insulin multiple times a day to metabolize blood sugar.
Dr. Mangelsdorf and Dr. Steven Kliewer, professor of molecular biology and pharmacology at UT Southwestern, are co-senior authors of the study. Dr. Kliewer has been studying the hormone FGF19 since he discovered its involvement in metabolism about eight years ago.
Fibroblast growth factors control nutrient metabolism and are released upon bile acid uptake into the small intestine. Bile acids, produced by the liver, break down fats in the body.
Researchers studied mice lacking FGF15 – the rodent FGF19 hormone equivalent. These mice, after eating, could not properly maintain blood concentrations of glucose and normal amounts of liver glycogen. Glycogen is a form of glucose storage found mainly in liver and muscle tissue. The mice were then injected with FGF19 to evaluate its effects on metabolism in the liver.
FGF19 restored glycogen levels in the mice lacking FGF15. When administered to diabetic mice lacking insulin, FGF19 also corrected the loss of glycogen.
“FGF19 does not make fat, and that’s one of the effects that separates it from insulin. Insulin also does not really have a dramatic effect on bile acid synthesis. So, the two pathways are different even though they both function in glycogen and protein synthesis,” said Dr. Mangelsdorf, a Howard Hughes Medical Institute investigator at the medical center.
Manipulating FGF19 as an alternative to insulin therapy remains a daunting challenge, however, given some unwelcome side effects. In some studies, he said, activating the hormone in rodents caused the liver to grow and develop cancer.
One promising diabetes treatment route could involve the nuclear bile acid receptor FXR, which Dr. Mangelsdorf said induces expression of FGF19. Modulators of FXR (farnesoid X receptor) have been shown to lower triglycerides and improve cholesterol profiles in preclinical models.
The study’s lead author is Serkan Kir, a UT Southwestern graduate student in pharmacology. Also involved in the study were researchers from Yale University School of Medicine; Case Western Reserve University; Van Andel Research Institute; and the Howard Hughes Medical Institute.
The work was supported by the National Institutes of Health, HHMI, the Robert Welch Foundation and the Yale and Case Western Reserve University Mouse Metabolic Phenotyping Centers.
Visit www.utsouthwestern.org/endocrinology to learn more about UT Southwestern’s clinical services in endocrinology, including diabetes.
Media Contact: Debbie Bolles | <urn:uuid:789622c5-8df5-45fe-95a0-d31997c58f9b> | CC-MAIN-2018-13 | https://www.healthcanal.com/metabolic-problems/15620-researchers-find-potential-new-non-insulin-treatment-for-type-1-diabetes.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647327.52/warc/CC-MAIN-20180320091830-20180320111830-00598.warc.gz | en | 0.928227 | 752 | 2.90625 | 3 |
Mercury (Hg) can be strongly accumulated and biomagnified along aquatic food chain, but the exposure pathway remains little studied. In this study, we quantified the uptake and elimination of both inorganic mercury [as Hg(II)] and methylmercury (as MeHg) in an important farmed freshwater fish, the tilapia Oreochromis niloticus, using 203Hg radiotracer technique. The dissolved uptake rates of both mercury species increased linearly with Hg concentration (tested at ng/L levels), and the uptake rate constant of MeHg was 4 times higher than that of Hg(II). Dissolved uptake of mercury was highly dependent on the water pH and dissolved organic carbon concentration. The dietborne assimilation efficiency of MeHg was 3.7-7.2 times higher than that of Hg(II), while the efflux rate constant of MeHg was 7.1 times lower. The biokinetic modeling results showed that MeHg was the greater contributor to the overall mercury bioaccumulation and dietary exposure was the predominant pathway.
Scopus Subject Areas
- Health, Toxicology and Mutagenesis
- Biokinetic study
- Exposure pathway | <urn:uuid:815f1933-eccf-4cc2-9267-3383c2c13525> | CC-MAIN-2022-21 | https://scholars.hkbu.edu.hk/en/publications/mercury-exposure-in-the-freshwater-tilapia-oreochromis-niloticus | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662604495.84/warc/CC-MAIN-20220526065603-20220526095603-00029.warc.gz | en | 0.907778 | 283 | 2.546875 | 3 |
Boundaries Liberate You!
“When we fail to set boundaries and hold people accountable, we feel used and mistreated.” ~ Brené Brown.
STOP asking why they keep doing it?
START asking why you keep allowing it?
“How could he have said such a thing?”
“What did you say?”
“Why did you do that?”
…. ring a bell?
If these are your feelings, then correct yourself first. How someone treats you is more your responsibility. If you had set boundaries in the first place, you have shown others how you want to be treated.
While sociability is a good thing, being social within those limits is better. It leads to lesser stress and more fulfilling lives. Boundaries can be physical and tangible or emotional and intangible. They need not necessarily be rational to others, so long as they are to you. It helps you understand and identify your physical and personal limits in life, the challenges that you can and want to take on.
While boundaries are important to guard one self with, one has to respect other people’s boundaries too. It works only if all parties honor it. This is easily achieved if the leader sets the parameters by not overstepping his limits and infringing onto others’. If the leader does not take this upon oneself, ensure you do it yourself. That’s your insurance for a happy life.
“You get what you allow”
How does setting boundaries help you at the workplace?
Boundaries help you establish acceptable workplace behavior. It is beneficial to one and all as it helps everyone understand each other’s ‘limits and stretches’ in decision-making, problem solving and enhancing work productivity.
- Defines Roles
- Enhances Productivity
- Effective Communication
- Discourages Inappropriate Behavior
- Encourages harmonious relationships
Where and how do you set boundaries?
Just as workplace boundaries are important, personal boundaries are too. Better relationships at work, at home, among friends, and in public are enabled when you prioritize setting boundaries.
Boundaries are to do with how much work you want to take on, your ambitions at work, your preferences on work-home-balance and your opinions on socializing, relationships and friendships.
And, not being judgmental about those whose boundaries, that are not similar to yours.
First and foremost are the Physical boundaries. The hugs, pat on shoulder, winks, the proximity and touch that define your personal space. What follows next is your Personal Boundaries at home. Your values, interests and likes-dislikes that have to be respected at all times. (These require timely adaptations once you are in a relationship with someone, get married, add the extended families, have children and so on) With Work place boundaries, your boundaries come a full circle. At work, it is your time, work-load, targets, goals that have to be in sync with those of your boss, subordinates and colleagues. It is thus advised that rather than a clash of boundaries it has to be a seamless blend of one another’s.
Few examples of Boundaries
My Time – My Space – My Life
Do you need a Persona makeover?
You may need to make changes in body language and adapt to newer habits if you have never set boundaries before but you will transform to a newer, efficient and better you.
Handle Humor with Care What is funny to one may not be funny to some one else. Yet developing a good taste in healthy humor helps reduce tensions, and also works as a smooth tool to convey difficult messages. Remember, respecting one another and one another’s boundaries is the key.
People Pleasers are usually the ones who don’t set any boundaries. Sadly, beginners tend to take on more by taking on an overload of work and doing everybody else’s work. Being proactive to bring in innovative methods that are visible, being an enthusiastic employee with individuality and intelligence is a better alternative in the long run.
|Top Reasons to be a People Pleaser|
|We have not figured out our boundaries-go with the flow|
|People want to be liked.||Desire to avoid conflict|
|People want to be part of the gang.||We receive praise|
|People want to fit in.||Learnt it from childhood|
|Our self worth is tied to help others||Want to help others but don’t want to be helped|
|People want to shine amongst the many, and not standout for the wrong reasons.|
Continue to be sociable A common misconception is that people who are defined by their own set of boundaries are reserved, introverted and uptight. – qualities that are not associated to being amiable and friendly. They are perceived as being defensive and dogmatic. No.
Being sociable helps you implement your boundaries better. A sociable person smoothly resolves conflict as he can express his boundaries with clarity, listen to needs of others and can understand people’s perspectives better. Establishing visible boundaries portrays you as one with discipline and gains respect from others. Unnecessary intruding of space is thus taken care of.
|When I worked in a multi national bank on a flexi-time role, there was a crisis and my team Lead, Rahul announced that he required all of us to stay back. (I was scheduled to leave at 2.00 pm) While my fellow flexi-time colleagues, all with 3-6 year old kids, were worrying about how to get the kid home and endless chores, I was very calm. Priti, my colleague queried, Surya, how come you are not worried?
I smilingly said,” Rahul will go to school, pick up my son, take him home, give him his bath, lunch, make him sleep, wake him up at 4.00 pm, feed him, make him do his homework, take him to tennis class, prepare dinner..”
Rahul who was standing by and listening to all this immediately laughed out aloud and said, all the flexi-time moms please go!!
Boundaries established – Sociability Traits displayed
How to establish boundaries?
It is never too late to establish boundaries. Any time is a good time to start. Establishing boundaries is a step-by-step process. It is open to change, it is possible to add/delete and it need not be announced verbally or quoted from any set of rules and regulations.
Many a time, your body language communicates your boundaries. Your communication and the tone in which you say, clarifies the boundaries that define you. For people who feel they are meek, submissive, lack in assertiveness and are hesitant to convey, they have to learn to say no or yes as they feel. It may be difficult at first but one has to start.
Once you make a start, it is easier for you as well as less difficult the next time. You gain respect from the other and self-respect from yourself, which encourages you to continue.
|How many times have you had a colleague of the opposite sex hover over your shoulder, and type something on your keyboard or move the mouse pad on your laptop whilst you are still sitting?
The first time someone did so, I said, “Wait a minute, make your self comfortable. Pushed myself out and got up.”
Amid protests of it is okay, takes just a minute. Some of you maybe okay with it, some of you may not be okay with it. But I made it clear that I was not comfortable. Simple. No accusations of anything. It was not anything, yet I was not comfortable and I made clear my boundaries. I do not like physical proximity.
I would have done it for a person of the same sex too. I was not rude, merely stating that the other person can be more comfortable. Respect that person, and preserve yours. It may sound silly to some, hardly anything to some but history proves that silent consent unknowingly starts for sexual harassment at work place.
Perhaps the Stage 1 People Pleaser?
Simplest boundary here is the courtesy of “May I?”
Remember to follow the mantra of
Concurrence, Collaboration and Consensus.
Building boundaries take time and practice. They may be crossed, sidestepped, over-ruled. Allow it sometimes depending on how important and/or the situation. But view it not as violations or negatives but as an opportunity to gain insight, review them and retain or improvise them. Remember that you are not diluting and letting go every time.
As a Visiting Faculty, there were few occasions, when just as I finished my scheduled classes, I was requested to take on an extra class due to some emergency. Although I always had a fixed timetable kind of setting for my household chores etc, I concurred. Later I came to know that the ‘emergency’ was another faculty who had intimated his/her leave well in advance or a conference the full time faculty was scheduled to go.
I realized that knowing well in time that the slot was coming up, the Coordinator could have mailed in advance and requested any of the Visiting Faculty members if they needed an extra class, instead of asking me to just fill in. Since I was going in at the last minute neither would I have a concrete lesson plan and would just spend the hour discussing current affairs or open up a debate etc.
So the next time, the coordinator popped up this kind of request, I very politely refused. This happened a few times, after which he stopped using me as a last minute prop!! Yet if he asked in advance, and I needed the class I would take it.
Boundaries set by concurrence, collaboration and consensus is either natural or taught for the disorganized and unlearned!! But set it please, else you would be taken for granted. If not, it results in loss of respect. Time and again its been proved that a people pleaser is given scant respect and utilized more as ‘use-and-throw’.
Many a time, especially in marriages and at homes, conflicts increase when the mother/wife establishes rules. Rules would have broken when she took a break during childbirth and initial years of the kids’ entry. Re-establishing them becomes impossible when you have let them go for a long time. This happens a lot for work-from-home moms and homemakers. Most of the time, avoiding conflict at home (in front of the kids) leads to ‘people-pleaser’ by the lady which leads to low self esteem, inner conflict and loss of self respect.
Nobody likes a whiny person or an arrogant one! The ability to concur when required, collaborate and review based on consensus holds the key to establishing boundaries towards effective inter personal relationships. Focus on concrete rather than personal explanations. The more you delay the more difficult it becomes to regain your lost space.
While being emotional is not healthy, taking cognizance of your emotions is. Acting with emotional intelligence is helpful. Act without resentment, personal animosity, fear, self-doubt and guilt.
To be assertive goes in sync in establishing boundaries. Let your boundaries liberate you rather than fence you in. Strike the right balance!
- Accepting that you cannot please all
- Not apologizing for saying “No”
- Be open minded – Respond contextually to the request
- Communicate reasons clearly without sounding defensive
- Offer alternate solutions, if required
- Use of “power words” and polite language
- Limit work conversations to defined topics
- Move out of the collegial atmosphere and get professional
- Practice emotional intelligence
To be popular by perception, to be defined sportive, to be liked by all and in short, the people pleaser and setting boundaries don’t always go together. One has to be clear as to whether you want your respect and be liked for you who you are, for the work you bring to the table or fit into the ‘am indispensable’ title. At work. At home.
Everyone has to introspect and define one’s own priorities before embarking on this exercise.
Wrap up Wisdom
- Prioritize your values
- Pay attention to your feelings
- Communicate clearly
- Bring up a boundary violation immediately
- Focus on real time explanations
- Be prepared for boundary violations
Your boundaries protect the inner core of your identity and your right to choice. | <urn:uuid:f0ae0c09-b6ca-49e2-be2f-6de0dd041895> | CC-MAIN-2023-06 | http://thealps.co.in/boundaries-liberate-you/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499890.39/warc/CC-MAIN-20230131190543-20230131220543-00672.warc.gz | en | 0.966784 | 2,633 | 2.6875 | 3 |
The Mexican Connection
Television is the primary way that 7th, 8th, and 9th graders in remote regions of Mexico receive instruction.
The TV sets aren't working in the telesecundaria school here in this rural village in the state of Oaxaca. Some workmen are making repairs in the village, shutting off the electricity, though after a couple of hours, they will turn it on again.
The telesecundaria school is designed to provide a substantial amount of instruction via television, but the five teachers and director of this school don't seem to be frustrated about the blank screens. They proceed with lessons.
After all, just because this escuela telesecundaria has a satellite dish atop its roof and classes are centered around television programming, the culture is still that of a regular school: Children come here to learn.
To get to school, 110 students climb part way up a mountainside each morning. On their way, they pass burros and chickens and small mud-brick houses where the smell of corn tortillas toasting over open fires escapes outdoors. At school, they line up in their neatly pressed white shirts and gray slacks or skirts under a piercing sun for morning assemblies, including the weekly salute to the Mexican flag.
They expect to have class with or without the tele part of telesecundaria.
Teachers are accustomed to working without their primary tool, Catalina Hernández Velasco, the school secretary, explains, because during the rainy season, the electricity lines are often down for weeks at a time. Now, it's the dry season.
The equipment is malfunctioning in more than 20 percent of the state's 1,200 telesecundaria schools, says Rolando García Estrada, the head of such schools for the state. "We don't have money to repair or replace it," García says.
Telesecundaria is the means by which more than a third of 7th through 9th graders in Oaxaca receive their education.
Under the telesecundaria model, pioneered some 30 years ago in this country, students watch a 15-minute program broadcast by satellite from Mexico City for each of their subjects each day and follow up with 30 minutes of related exercises or discussions with their teacher.
Before the electricity is cut off on this particular morning, 31 students attending class in a small wooden building with a dirt floor watch a TV program about how to identify key ideas in reading.
The program includes a dialogue between two youths who appear to be speaking within an urban setting. They move among carefully painted walls and well-made furniture. No signs of the kind of mud-brick walls and simple wooden furniture that exist in rural Mexico are in sight.
After the students watch the program, the teacher reviews with them the steps for finding main ideas, and the students write them down. Each then turns to his or her individual textbook to practice the steps with a written exercise.
Spanish is the official language for class instruction, but when students talk among themselves while completing the exercise, they chat in the singsong tones of their native language: Chinantec.
Teachers at this school refer more to the disadvantages than advantages of the telesecundaria model.
Most telesecundaria teachers have university degrees, but are less likely than teachers in regular secondary schools in Mexico to have undergone preparation in how to teach. And unlike practices in other kinds of Mexican secondary schools, where each subject is taught by a different teacher, in telesecundaria schools, one teacher instructs students in all the subjects for a single grade—from English to physics to mathematics.
Georgina Virgen Alcalá, who teaches an 8th grade class here, says the school would be better if students had teachers who specialized in the subjects they taught.
Another teacher says the television programs seem to be designed more for urban students than the sons and daughters of coffee farmers who live in this village. Because Chinantec is the first language of her students, Virgen adds, they don't always understand some of the terminology in the television broadcasts, which are all in Spanish.
Carlos Pérez Santiago, who is both the director and a full-time teacher at the school, says that the telesecundaria program is restrictive because teachers are bound to the broadcast schedule and are allotted only 30 minutes between each television course for class activities. "The time schedule is very strict," he says. "It doesn't permit us to encourage much reflection by the students. We're watching the clock to see when the next program will come on." The biggest challenges in directing the telesecundaria school here, he says, is enforcing promptness and preventing students from dropping out.
Attendance is boosted by a federal government program in which poor families receive money for food and health services as long as they send their children to school.
But it's customary for many of the teenagers in the telesecundaria school to leave school and work in Mexico City either for short or long stints. Many are employed as waiters or household maids; some sew pants in factories. Even when students do attend school consistently, they often work hard before and after classes. They help their families grow and harvest coffee, corn, or beans, or they care for younger siblings and for animals.
This telesecundaria school is considered an undesirable post by teachers because they arrive each Sunday evening after traveling five hours over a rough, curvy road from the small city of Cuicatlán. The bus usually lacks seats for everyone during the nausea- inducing trip. One recent Sunday evening, a teacher who was noticeably pregnant stood in the aisle for a good part of the journey, and a couple of other passengers rode on the roof of the bus. Some teachers commute from the city of Oaxaca, which means traveling three hours on one bus before boarding another bound for San Pedro Sochiapam.
"The new teachers are assigned here," says Hernández, the school secretary, who is married to the school director and commutes weekly with him and their very active 4-year-old son from Oaxaca. "You have to suffer before going somewhere else."
In the village, teachers live more simply during the week than they do in their city dwellings on the weekends. They sleep on wooden beds without mattresses and use an outdoor latrine. They have no televisions or telephones.
The director and teachers of the telesecundaria school here cancel class on Fridays so they can catch a bus out of the village at 7 a.m., the only time a bus leaves the village each day.
Telesecundaria schools have sprung up like mushrooms since 1992, when the Mexican legislature decided to extend compulsory schooling from the 6th through the 9th grade, says Sylvia Schmelkes, an education researcher who now heads an office in the federal Ministry of Education that promotes intercultural and bilingual schools. She says the telesecundaria model was a quick way to extend school access to rural areas.
"You have many one- room telesecundaria schools with one teacher for all grades, with the students listening to all the transmissions," she says. "It really is substandard."
Rural indigenous communities almost always have the telesecundaria model rather than a regular secondary school or technical secondary school. Most of those villages don't have large enough student populations to support the large cast of teachers needed to open a regular or technical school, Schmelkes says. At the same time, Mexico has some examples of telesecundaria schools that have worked well in indigenous communities, Schmelkes says.
Mexico's telesecundaria program is now being duplicated in other parts of Latin America, including Guatemala and El Salvador.
The telesecundaria program is a cheap way to provide schooling that should not be viewed as a long-term solution, observes Carlos Muñoz Izquierdo, an economist at the private Universidad Iberoamericana in Mexico City. He has conducted research on Mexico's education system for 37 years and has often drawn attention to inequities in the system.
"These schools are located in the most impoverished regions of the country," Muñoz says, clearly frustrated. "It's a mistake to put a second-class school in a second-class community. You should put the best schools in the poorest communities."
When asked if a telesecundaria school is better than none at all, he hesitates, then replies, "Perhaps."
—Mary Ann Zehr
Vol. 21, Issue 27, Pages 29, 31Published in Print: March 20, 2002, as The Mexican Connection | <urn:uuid:7962c259-549b-423a-8466-0ab3eb2c74fd> | CC-MAIN-2018-13 | https://www.edweek.org/ew/articles/2002/03/20/27telesecundaria.h21.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257646636.25/warc/CC-MAIN-20180319081701-20180319101701-00174.warc.gz | en | 0.969666 | 1,810 | 3.140625 | 3 |
Guten Tag (good day)! Danke (thank you)' Auf Wiedersehen (good bye). These are some of the well-known German words. The language as it is today, developed historically from West Germanic area and is spoken in modern Germany, Austria, part of Switzerland, etc.
German is the language of one of the most important countries within the European Union, an area of major economic as well as cultural significance. It is one of the top-ten languages in the world, spoken by approximately 98 million as their mother tongue and by approximately a further 40 million as a foreign or second language. German is also the major second language in many Eastern European countries, a market, which has become increasingly important since the fall of Communism. Access to German-speaking Europe ' politically, commercially and culturally ' depends on a good command over the German language.
What do i have to do'
The kind of job you get in this field depends entirely on how good your linguistic capabilities are. The degree of fluency in the language determines the range of options open to you. Teaching, interpreting and translating are some of the jobs open to those fluent in the language.
Translators transfer the meaning of written material such as correspondence, contracts, instructions, technical data, catalogues, sales literature, political documents and books from one language to another.
As a professional translator/interpreter you would require a thorough academic training in the language along with a good general education which would enable you to appreciate and understand writings on a variety of subjects. One has to be able to understand the subject and be able to translate/interpret clearly and lucidly, keeping in mind the idiomatic use of the original writing. The theme, mood, intention etc. of the original text should be faithfully reproduced without any bias or opinion from the translator/interpreter.
You may also work as a freelancer or with government departments on an ad hoc or permanent basis depending upon their requirements, or with agencies which handle different types of translating work. Generally, one's educational background determines what subjects one is entrusted with.
Travelling abroad is highly recommended to enable you to become familiar with the cultural environment of other languages. Additionally, you also benefit from reading magazines, advertisements, books and other material in that language.
What should i study'
For the diploma course, you need a Class XII certificate in any subject stream. However, for certain short courses there is no specific educational qualification required. For a masters degree in German, you should be a graduate with two-three years study in German. Learning German can be fun, fast, and uncomplicated. You can immerse yourself in German culture, self-correcting language exercises, and multimedia tools and games.
What are the prospects'
In today's world of rapid and effortless international communication, it is more important than ever that we understand each other's languages. Without foreign language competency, career prospects are limited.
There are varied opportunities for graduates with additional language skills seeking employment in the field of journalism, communication and public relations.
Translation of contracts, reports and other business documents has become a necessity with the entry of MNCs in India. Translators can expect to earn between Rs 300 and Rs 500 per page for common foreign languages such as French or German and up to Rs 750 per page for Japanese or Arabic. Languages like French and German command lesser rates than languages like Spanish, Chinese or Japanese.
You can get in touch with translation agencies, embassies, travel agencies, import-export firms, international corporations, international airlines and government agencies for translation work.
The Indian National Scientific Documentation Centre employs full-time and part-time translators for many languages.
Where can i study'
• University of Calcutta, Senate House, 87 College Street, Calcutta 700073
• Jawahar Lal Nehru University, Delhi.
• CIEFL, Hyderabad
• Max Mueller Bhavan, 3 Kasturba Gandhi Marg, New Delh110001,
• Indian Institute of Travel and Tourism Management, Jhansi Road, Gwalior 474002
• Delhi University, Delhi 110007
• University of Bombay, MG Road Fort, Mumbai 400032
• Max Mueller Bhavan, 8 Pramathesh Barua Sarani, Calcutta 700019
• University of Pune, Pune 411007
• Benaras Hindu University, Varanasi
WHAT YOU CAN DO
• Teach: If you like to teach you could explore opportunities in schools, colleges and language institutes.
• Translate: You could translate correspondence, contracts, technical data, catalogues, political doucuments from German to any other language.
• Interpret: As an interpreter, you could work in embassies, travel agencies, international corporations, international agencies like the UN | <urn:uuid:7f3b9de5-63cd-445a-9c35-ad0267f19bbf> | CC-MAIN-2016-50 | http://www.telegraphindia.com/1041124/asp/careergraph/story_4035295.asp | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698542455.45/warc/CC-MAIN-20161202170902-00429-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.928287 | 999 | 2.765625 | 3 |
For more information about National Park Service air resources, please visit http://www.nature.nps.gov/air/.
Ozone & Meteorology Monitoring
The NPS Air Resources Division operates a network of air quality monitoring stations that measures meteorological parameters and ozone. This is sometimes referred to as the Gaseous Pollutant Monitoring Program (GPMP). Many stations are jointly operated with the Environmental Protection Agency (EPA) through Clean Air Status and Trends Network (CASTNet).
The GPMP historically concentrated on determining the levels of two gaseous air pollutants, ozone and sulfur dioxide, which can be toxic to native plants. Other gaseous pollutants (e.g., other photochemical oxidants, nitrogen compounds, and toxic organic compounds) are also of interest to the NPS because they relate to physiological, morphological, or historical injury to park biological resources, or to global climate change.
- Data Access
- Objectives & Procedures
Ozone Monitoring Locations
Most NPS ozone monitoring locations are operated by the NPS in parks identified as mandatory Class I areas. Class 1 areas, defined by the Clean Air Act, are held to a higher air quality standard than other areas. Some ozone monitoring stations in the parks are operated by State agencies.
|Metadata||what, where, and when monitors have operated in national parks|
|NPS Gaseous Pollutant & Meteorology||ozone and sulfur dioxide (for a limited number of parks) hourly concentrations; wind speed and direction, temperature, relative humidity, precipitation, solar radiation, and wetness at NPS sites|
|CASTNET data||ozone hourly concentrations, meteorology, and filter-pack data at all CASTNet sites|
|Real-time Scenic and Air Quality Conditions||current on-line scenic views, ozone, PM2.5, and/or meteorological data|
|Current Ozone & Weather Data||current 1-hour average ozone concentration, wind speed and direction, temperature, relative humidity, solar radiation, and rainfall for NPS sites (available May–September only)|
|Health Advisories||current health advisories (available May–September) and summaries of past advisory seasons.|
|Ozone Standard Exceedances||park list of ozone standard exceedances by month and year (2000–present)|
|Current Map of Ozone Data||map of current ozone data at NPS sites (available May–September only)|
|Criteria Pollutants & Meteorology||ozone, sulfur dioxide, nitrogen dioxide, carbon monoxide, lead, PM10, PM2.5, and meteorology annual summaries|
NPS Ozone monitoring data summaries, analysis, and results are made available as reports, through Air Atlas, and other publications.
- Annual Data Summary Reports
- Annual Performance and Progress Report
- 2011 Data Quality Assurance Report (pdf, 96 KB)
- Current year exceedance summary tables. These list high ozone concentrations and exceedances of the National Ambient Air Quality Standard (NAAQS) in parks based on screened preliminary data. Preliminary data are used to get a quick look at the high 8-hour ozone averages that exceed 75 ppb.
- Exceedances of the ozone standard in parks, 2011 (pdf, 203 KB) (csv, 4 KB)
- List of parks where ozone standard is violated, 2011 (pdf, 45 KB) (csv, 5 KB)
- Resource injury ozone indices table and map, 2011 (pdf, 192 KB) (csv, 5 KB)
- Implications to the NPS of the 76 ppb Ozone Standard (pdf, 1.4 MB)
- Annual reports of the EPA-NPS CASTNet network
Ozone trends are an important product of NPS monitoring. Summary data from the Quick Look Annual Summary Statistics Report and the Annual Data Summary Report can now be viewed with the web-based interactive trend plotter. The present air quality can be assessed in relation to the National Ambient Air Quality Standard. Trends can then be considered to determine an overall condition. For more detailed information, see the Annual Data Summary Reports and the 2008 Annual Performance and Progress Report.
Publications Using NPS Data
- Surface ozone in Yosemite National Park. Burley, Ray. Atmospheric Environment 41, 6048–6062 (2007), (pdf, 816 KB)
- Increase in Surface Ozone at Rural Sites in the Western US. Jaffey, Ray. Atmospheric Environment 41, 5452–5463 (2007). (pdf, 390 KB)
Monitoring Objectives & Procedures
- Provide data to help scientists’ asses the risks that certain pollutants pose to natural resources in the parks.
- Collect air quality data in parks that reveals how well parks are doing with respect to the national ambient air quality standards set by the EPA. These data are also useful for EPA’s New Source Review permitting program and Prevention of Significant Deterioration program which seek to ensure that new and modified industrial development do not significantly degrade air quality.
- Identify air quality trends from measured data to aid in compliance predictions, policy objectives, and regional air quality assessments in areas that lack direct monitoring.
- Assist modeling efforts, regional pollution and transportation studies, State Implementation Plan development (to address regional haze), and national air quality control strategies through special studies.
- Provide timely NPS air quality information to the public and researchers.
The standard NPS monitoring station measures ozone using a UV-absorption analyzer, a transfer standard, a weather station including wind speed, wind direction, temperature at two heights, solar radiation, relative humidity, and a wetness sensor. Additionally a stacked filter-pack measures sulfate, sulfur dioxide, nitrate, ammonium, and nitric acid, and at some sites a sulfur dioxide. Park staff operate the stations and a contractor maintains and calibrates the network equipment. Data are transmitted nightly, validated, and archived. Hourly data files are transferred to the EPA Air Quality Systems database and are available on the web.
- Quality Assurance Plan (pdf, 800 KB) for the NPS gaseous pollutant monitoring network.
- Quality Management Plan (pdf, 300 KB) for the NPS gaseous pollutant monitoring network.
- The on-line Standard Operating Procedures for site operators
of the monitoring stations. These are the procedures and forms used at the air quality stations in the NPS monitoring network.
- Ozone Monitoring Protocol for the Inventory and Monitoring program (pdf, 580 KB)
- Monitoring network overview (pdf, 500 KB) document lists the NPS monitoring objectives, the basics of the monitoring strategy, and information about the operation of the network.
- How the NPS ozone monitoring fits into US air quality monitoring is explained in a brochure (pdf, 3.5 MB).
- Related NPS ozone monitoring includes special studies programs using passive samplers, portable O3 monitors, and enhanced multi-pollutant analyzers.
- The US EPA has set an ozone national standard (NAAQS) of 75 ppb over an 8-hour period for human health and for natural resources. The standard is a calculated value over 3 years using the 4th highest annual ozone of the daily maximum 8-hour averages. See EPA for the full details.
- AirNow – Map of Today’s Ozone. Daily contour plots of ozone concentrations are available from AirNow.gov during the ozone season and include input from National Park Service monitoring stations. These maps are handy for understanding regional distributions and movements of ozone.
National Park Service, Air Resources Division staff – operations, contracts, analysis, and reporting,
- John Ray, Gaseous Pollutant Monitoring Program Manager (303) 969-2820
Air Resource Specialists – field support and data center contractor, Fort Collins, CO
- John Faust, Field Support Operations Manager (970) 484-7941
- Jessica Ward, Project Manager, Information Management Center (970) 484-7941
Last Updated: February 11, 2013 | <urn:uuid:9684c47d-bd9c-4e0e-807b-584307346d7d> | CC-MAIN-2015-32 | http://nature.nps.gov/air/monitoring/network.cfm | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042988924.75/warc/CC-MAIN-20150728002308-00035-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.846358 | 1,672 | 3.640625 | 4 |
The Scripps Research Institute Chemists Invent Powerful Toolkit, Accelerating Creation of Potential New Drugs
11/29/2012 7:50:06 AM
Scientists at The Scripps Research Institute (TSRI) have invented a set of chemical tools that is radically simplifying the creation of potential new drug compounds. Pharmaceutical chemists frequently seek to generate dozens or even hundreds of variations of a given compound to see which works best. The new toolkit -- described in the Nov. 28, 2012 issue of the journal Nature -- makes this process easier and cheaper, enabling previously time- and cost-prohibitive chemical modifications. This fundamental innovation is already being adopted by drug companies and is expected to speed the development of new compounds in other industries as well.
comments powered by | <urn:uuid:1a53c71f-e7c5-443e-8c16-6570258ab9c9> | CC-MAIN-2015-40 | http://www.biospace.com/News/the-scripps-research-institute-chemists-invent/280838 | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736676547.12/warc/CC-MAIN-20151001215756-00098-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.920816 | 158 | 2.609375 | 3 |
The ancestry of the hobo stove can be traced back to the invention of the No. 10 tin can. The device became prominent during America's Great Depression, an economic tragedy that thrust a great many people into the unfamiliar role of vagabond, making them take advantage of whatever resources appeared. The No. 10 tin was a product of the period of relative affluence that immediately preceded the crash of 1929, and it was seized by the nouveau bum community as a staple of survival. The tin was used as stove, water carrier, serving dish, suitcase, and sole eating container for an enormous migrating society. As such, it became one of America's most cherished resources.
The stove that was fashioned by these knights of the open road was ingenious, efficient, and practical . . . and it's lost none of those qualities today. For the low-budget backpacker, it offers the added advantages of being lightweight, easy to use, and compact to carry because other cooking utensils can be nested inside.
Because of its double-thickness top, the hobo stove retains heat, distributes it evenly across the upper surface, and prevents rapid burnout of the can, which otherwise could occur. Since the fire is almost entirely contained within the small tin, and the amount of heat generated and transferred to the cooking surface is enormous, it's important to remember to use only pencil-sized bits of wood for the fire. By using the damper, you can control the intensity of the fire and keep it at the proper cooking level.
Building the Hobo Stove
First, remove the bottom from a No. 10 tin can and cut a 4"-square door along the lower margin of the container. Now, flip the can over and drop the detached bottom inside so that it rests on the inside of the top. Still holding the can upside down, punch several smoke holes around the top rim with a can opener. The can-opener tabs will keep the second lid—the piece you cut out of the bottom—in place so it can act as a durable double top when the can is turned right side up.
Next, just above and at each side of the 4"-square door, drill or punch two small holes. Insert a bolt through each hole and secure it loosely in place with a washer and nut on the inside. Now, attach the ends of a piece of stiff wire (a coat hanger or baling wire will do) to the bolts, as shown, and tighten them securely.
Finally, take the 4" square you removed from the tin and bend the top of it over the wire. You can open and close this makeshift "damper" as needed to keep the fire at the correct level.
That's all there is to the construction of the hobo stove!
The pain of the Depression has been diminished by the passing of generations, and today we can enjoy the hobo's necessity as a recreational tool. It's an interesting artifact from the past and an efficient outdoor cooking system for the present.
From Make It and Take It: Homemade Gear for Camp and Trail by Russ Mohney. Copyright © 1977 by Pacific Search Press, Seattle, Washington. Adapted with permission of the publisher. | <urn:uuid:451a0ae7-1226-41ea-93ad-ca8c3420a638> | CC-MAIN-2018-51 | https://www.motherearthnews.com/diy/how-to-make-hobo-stove-zmaz84zloeck | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826715.45/warc/CC-MAIN-20181215035757-20181215061757-00435.warc.gz | en | 0.952087 | 663 | 2.609375 | 3 |
Language Lab: Adjectives
iOS Universal Education
PRC is pleased to introduce the fifth of a series of apps featuring the six Stages of Language Development featured in our AAC Language Lab (www.AACLanguageLab.com). This App focuses on Stage Four and is a great tool for use with augmentative communicators.
This app is designed for individuals who are beginning to use adjectives in simple sentences to describe things. During Stage four, the form of sentences increases to include yes/no questions, and "Wh" questions. The person learns to say common past tense verbs that do not end in "ed", such as "saw", "said", "told", and "went." The concept of actions that happened in the past is developing. Later on, the person will become aware of the grammar rule that most past tense verbs end in -ed, and will attempt to make some irregular past tense verbs end in "ed", such as "comed" and "goed". During stage four the person begins to use possessive endings. Linking verbs that are not in contractions also appear in stage four.
PRC is a global leader in the development of AAC Solutions including Augmentative and Alternative Communication (AAC) devices, computer access products, and other assistive technology for people with severe speech disorders. An employee-owned company, founded in 1966 and headquartered in Wooster, OH, PRC has enabled thousands of children and adults worldwide with speech disorders to achieve spontaneous, independent, and interactive communication regardless of their disability, literacy level, or motor skills.
Speech with Milo offers Speech Therapy Apps created to provide parents, teachers and SLP’s with versatile and fun speech and language tools for children. With the mission of improving the lives of children worldwide, all Milo apps are based on important needs used in therapy. Milo’s lighthearted approach to building language skills is certain to keep your child engaged and enthusiastic. We take great pride in offering innovative, high quality apps at an affordable price.
Check out www.aaclanguagelab.com and www.prentrom.com for more information about stages of language development as well as augmentative communication.
If you choose to email us via feedback, then we promptly delete your address after your question has been answered. | <urn:uuid:8487175a-8cd4-40b4-9fde-ee7c5cd649ad> | CC-MAIN-2016-30 | http://appshopper.com/education/language-lab-adjectives | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257828322.57/warc/CC-MAIN-20160723071028-00036-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.955354 | 472 | 2.578125 | 3 |
The Importance of NYC Oral Hygiene
Why is oral hygiene so important?
Adults over 35 lose more teeth to gum diseases (periodontal disease) than from cavities.
Three out of every four adults are impacted by gum disease at some point in their life. The number one way to prevent gum disease and decay is by daily, proper flossing and brushing.
Gum disease and decay are both caused by plaque, a sticky and colorless film that forms on the teeth and at the gumline. Plaque is constantly forming as a result of eating and drinking habits, and can be removed with a proper at-home oral health regimen being performed daily.
How to Brush
If you have any pain while brushing or have any questions about how to brush properly, please be sure to call Herald Square Dental at Herald Square Denture & Dental Center Phone Number 212-689-0024.
Dr. Pasch, Dr. Yam, Dr. Shirzadnia and Dr. Zwiebel recommend using a soft to medium tooth brush. Position the brush at a 45-degree angle where your gums and teeth meet. Gently move the brush in a circular motion several times using small, gentle strokes brushing the outside surfaces of your teeth. Use light pressure while putting the bristles between the teeth, but not so much pressure that you feel any discomfort.
When you are done cleaning the outside surfaces of all your teeth, make sure you follow the same directions while cleaning the inside of the back teeth.
For proper cleaning of the inside surfaces of the upper and lower front teeth, hold your brush vertically. Use gentle back and forth strokes over each tooth and always gently brush the surrounding gums.
Cleaning the biting surfaces comes next, which should be done with short, gentle strokes. You can change the orientation of the brush as often as you may need to reach all surfaces. Use the mirror to your benefit to make sure you hit all surfaces. When you are complete, rinse the mouth to remove any loosened plaque.
How to Floss
Gum disease usually appears between the teeth where your toothbrush cannot reach.
To help battle gum disease, flossing is essential in removing the plaque in the hard-to-reach areas. With that said, it is important to develop proper flossing technique. Try following some of these flossing instructions- but remember, it takes time to practice:
Start with a piece of floss (waxed is usually easier) about 18″ long. Lightly wrap a majority of the floss around the middle finger of one hand. Wrap the rest of the floss around the middle finger of the other hand.
In order to clean the upper teeth, hold the floss tightly between the thumb and forefinger of each hand. Gently insert the floss between the teeth using a back-and-forth motion. Do not force the floss or try to snap it into place. Simply bring the floss to the gumline then curve it into a “C-shape” against one tooth. Slide it into the space between the gum and the tooth until you feel light resistance. Move the floss up and down on the side of one tooth. Remember there are two tooth surfaces that need to be cleaned in each space. Continue flossing each side of all the upper teeth. Be careful not to cut the gum tissue between the teeth. As the floss becomes soiled, turn from one finger to the other to get a fresh section.
To clean between the bottom teeth, guide the floss using the forefingers of both hands. Do not forget the back side of the last tooth on both sides, upper and lower.
When you have finished flossing, rinse the mouth with water to remove plaque and food particles. Do not be alarmed if during the first week of flossing your gums bleed or are a little sore. If your gums hurt while flossing you could be doing it too hard or pinching the gum. As you floss daily and remove the plaque your gums will heal and the bleeding should stop.
Caring for Sensitive Teeth
Sometimes after dental treatment, the teeth can become more sensitive to hot and cold. This should not last long, but only if the mouth is kept clean. If the mouth is not kept clean, the sensitivity will remain and could become more severe. If your teeth are especially sensitive consult with your Herald Square dentist. They may recommend a medicated toothpaste or mouth rinse made especially for sensitive teeth.
Choosing Oral Hygiene Products
With such a great variety of products on the market, it can become confusing and choosing between all them can be very difficult. Here are some suggestions for choosing dental care products that will work for most patients:
Electronic toothbrushes are safe and effective for the majority of the patients. Oral irrigators (water spraying devices) will rinse your mouth thoroughly, but will not remove plaque. You need to brush and floss in conjunction with the irrigator. We often see excellent results with some electric toothbrushes. Please discuss your individual oral Hygiene needs with your cosmetic dentist or your hygienist at Herald Square Dental & The Denture Center.
Some toothbrushes have a rubber tip on the handle, this is used to massage the gums after brushing. There are also tiny brushes (interproximal toothbrushes) that clean between your teeth. If these are used improperly you could injure the gums, so discuss proper use with the Hygienist at Herald Square Dental & The Denture Center.
Fluoride toothpastes and mouth rinses, if used in conjunction with brushing and flossing, can reduce tooth decay as much as 40%. Remember, these rinses are not recommended for children under six years of age. Tartar control toothpastes will reduce tartar above the gum line, but gum disease starts below the gumline so these products have not been proven to reduce the early stage of gum disease.
Anti-plaque rinses, approved by the American Dental Association, contain agents that may help bring early gum disease under control. Use these in conjunction with brushing and flossing.
Daily brushing and flossing will keep dental calculus to a minimum, but a professional cleaning will remove calculus in places your toothbrush and floss have missed. Your frequent visits to our NYC office is an important part of your program to prevent gum disease. | <urn:uuid:741b0f20-af7d-476b-a16a-6296c582dbe8> | CC-MAIN-2018-43 | https://www.heraldsquarecosmeticdental.com/treatments/dental-health/oral-hygiene/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583514708.24/warc/CC-MAIN-20181022050544-20181022072044-00380.warc.gz | en | 0.932211 | 1,338 | 3.015625 | 3 |
This is the job I want. The researchers who recently used cosmic rays to find a massive previously-unknown “void” inside the Great Pyramid are now planning to drill a hole, shove a deflated micro-blimp drone through it, inflate it and send it around the insides of the pyramid. Can a blimp outrun a mummy with a dagger?
The idea for this great movie plot comes from the folks at ScanPyramids, a group of engineers from the Heritage Innovation Preservation (HIP) Institute in Florida and the University of Cairo. They’re the researchers who used “cosmic ray imaging” to measure subatomic particles from space as they passed through the Great Pyramid to map its insides and possibly find unknown voids and chambers. As revolutionary as that is, all it gives is a type of x-ray image of the insides. Since Egypt’s government blocks humans from entering the pyramid, there has to be another way to see inside the real thing.
Enter Dr. Jean-Baptiste Mouret (a perfect movie name for a pyramid explorer). A senior researcher at Inria (“Inventors for the Digital World”), Mouret studies “machine learning and evolutionary computation as a means to design highly adaptive robots.” In a recent interview with Digital Trends, he first describes how he would get a robot inside the pyramid.
“The main challenge is to insert a complete exploration robot in a hole that is as small as possible. It is important to use a hole as small as possible because we want to leave as few traces as we can. This what we call ‘minimally invasive robotics.’ We chose a diameter of 1.5 inches because it is a good trade-off between the size of the hole, the kind of machines that can bore holes, and the current robotics technologies.”
Assuming he or the people at ScanPyramids can get permission to drill a 1.5 inch (3.5 cm) hole into the pyramid (two monumental tasks), Mouret would then send in his specially-designed micro-blimp drone through the hole and self-inflate it once inside.
“[These robots] can touch obstacles without crashing and without risking damage to the monument. They are, moreover, intrinsically stable, which is important for taking pictures in low-light conditions, and they are more energy-efficient than multi-rotors.”
The blimp-bot would be remotely-controlled, but it will have autonomous capabilities to find its way back to its docking port and entry/exit hole should it lose communications.
Why would it lose communications? Can robots be affected by mummy curses? Would the curse be passed on to the robot’s inventor, owner or operator? Would the movie based on this be a thriller or a comedy?
Those are points to ponder while Dr. Jean-Baptiste Mouret waits for the proper permits to be approved by Egypt’s Ministry of Antiquity. Meanwhile, he plans to use the technology at other buildings or archaeological sites that can’t be explored by humans. | <urn:uuid:8dd3c64e-650d-45f5-a685-aa3b69b1a6c6> | CC-MAIN-2018-47 | https://mysteriousuniverse.org/2017/12/micro-blimp-drone-to-explore-inside-the-great-pyramid/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742968.18/warc/CC-MAIN-20181116004432-20181116030432-00354.warc.gz | en | 0.939317 | 649 | 3.1875 | 3 |
Information for Preteens: Middle School
The transition to middle school is a major life event for parents and preteens. As a preteen, it is normal to experience different worries and concerns about starting this new chapter in your life.
Throughout your middle school years, you will build your mind, build your body (sports), and develop relationship skills that you will use your entire life. The best thing you can do is talk about your feelings, fears, and thoughts with your friends, family, parents, or other caring adults. You are not alone – other youth your age are dealing with these same concerns.
This section of our site deals with issues around school and the relationships you have there. Listed below are some common concerns and worries you may experience as your prepare yourself for life during middle school.
Common Student Worries
- Getting to class on time
- Finding lockers, classes, and bathrooms
- Keeping up with the work
- Getting through the crowded halls
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Concerns Students May Also Struggle With
- Aggressive or violent behavior from other students
- Less connection with their parents
- Less free time
- Attractiveness and peer status
- Physical development differences between males and females
- Increasing peer pressure
- Development changes associated with puberty
- Increased parental expectations
- More responsibility
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Reviewed by: Adolescent Interest Group
Last reviewed: August 2013 | <urn:uuid:f410c172-0a03-4122-ad75-46d57b0fa238> | CC-MAIN-2015-35 | http://www.pamf.org/preteen/growingup/school/middleschool.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645293619.80/warc/CC-MAIN-20150827031453-00207-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.946152 | 292 | 2.796875 | 3 |
Workplace Violence is defined as any incident where a worker or manager is abused, threatened or assaulted in situations related to their work. Client-related violence is described as violence or aggression displayed by a client of a service, towards the workers, when trying to provide support services to the client. All forms of potential violence should be addressed through a Prevention of Workplace Violence Policy.
Workplace violence includes acts such as physical assault, including spitting, verbal abuse or threats, threats with a weapon, sexual assault, robbery and vandalism.
Disability services work with a varied range of workplace locations and with people with a diverse range of disabilities and needs. Service users often have complex care needs requiring innovative and well-planned responses. These responses have to be both appropriate to the support needs presented and safe for both service users and staff.
Violent or aggressive behaviour on the part of a client can be a component of any disability service. As a result, the day to day work of workers may unavoidably entail the need, from time to time, to cope safely with client-related violence.
Client related violence can be one of many challenging behaviours and can be a particular risk for the disability workplace. An approach was developed during the 1990s which endeavours to deal with the behaviour in positive ways. This approach is still considered a best practice approach as it considers the needs and dignity of the clients involved in addition to improving safety and reducing risks for the workers involved. The main objective of this approach is the prevention of the behaviours in positive ways.
Organisations, in consultation with workers, need to develop approaches to violence and aggression which recognise the risk control hierarchy and the specific needs of their industry and the needs of their individual client. Some suggested procedures for managing workplace violence have been developed.
Violent or aggressive behaviour on the part of a client in the workplace may result from both client and worker related issues:
- Communication difficulties e.g. inability to express needs verbally to carers
- Health problems e.g. physical illness, pain
- Fear e.g. not being informed of changes
- Environment e.g. amount of people, noise levels, room temperatures
- Emotional, psychological, psychiatric e.g. feelings of frustration or depression
- Poor self-esteem
- Experience of abuse
- Limited knowledge or lack of information provided to workers about triggers for individual client
- Unsuitable workplace practices e.g. often organised for group management rather than individualised activities e.g. set times for meals, activities with little flexibility, no opportunity for client choice
- Poor match between worker skills and client needs
- Behaviour support plan not updated or followed
Ask yourself what is the purpose of the client’s behaviour?
It is important to remember that violent or aggressive behaviour often has multiple and complex causes.
Client related violence in the workplace may be minimised by:
- Thorough assessment procedures with new clients
- Behaviour Support Plans (BSP) where appropriate dependent on the risk assessment
- Workers trained, supported and following Behaviour Support Plans
- Client Management/Individual Plans updated and reviewed regularly. Workers informed of changes
- Reassessment procedures if client circumstances change and review of client management /individual plan on a regular basis
- Provision to clients and their carers of information about rights and responsibilities including their responsibilities to behave in an appropriate manner
- Provision to clients and carers of information about the possible consequences of violent and aggressive behaviour e.g. restricted support, increased costs due to need for two workers
- Matching of skills and abilities of workers to client needs
- Provision of information and training to workers as part of induction and ongoing training programs. This should include identification of precursors to violence and aggression, the role of behaviour support plans and complaint and grievance handling
- Adequate staffing levels
- Appropriate client placement
Remember good communication and the use of an effective behaviour support plan for clients whose behaviour is a concern is an important part of reducing risk. (Risk assessment alone does not prevent incidents but may be a part of a BSP.)
Know Your Client
When working with a client with behavioural support needs it is important to be very familiar with and consistently implement their behaviour support plan. The goal of the plan is to prevent or minimise the risk of violent or aggressive behaviour on the part of the client, i.e. one client may verbally threaten workers but will never escalate into physical violence, and other clients may threaten and act on the threats. This knowledge assists a worker to make judgements about the seriousness of some client situations.
General Behaviour Identification, Recognising the Basic Signs
It is important as workers that we identify behaviours that may indicate the potential for client related violence or aggression; early identification increases the possibility of de-escalating the situation.
A client may appear to be frowning, agitated or irritable. At other times a client may appear to be clenching their fists and making verbal threats, or a client may be pushing other clients and workers, throwing items or furniture and trying to do physical harm to others.
The behaviours described may not necessarily appear in any order and it is important to be aware of these signs in context with the client and the environment.
Verbal cues include:
- Raised voice
- Repetitive statements by the client
- Racist, sexist and other types of verbal abuse
Non-verbal cues include:
- Agitated movements
- Threatening gestures
- Eye to eye staring
- Standing very close
- Banging on the furniture
- Clenching the fists
- Towering posture
the earlier potential aggressive behaviour is identified the greater likelihood of successfully de-escalating violence and keeping everyone safer.
What Action to Take?
The action you take in the event of client related violence will depend on a number of factors such as: *Your knowledge of the client. *The existence of a management plan and critical incident response plan. *Your level of experience and training. * The level of violence and your perception of the immediate threat. * Other workers available for assistance.
A useful strategy for assessing a situation is by using the THREAT model
Do I feel Threatened?
Am I Hidden?
Am I at Risk?
Is there an Escape route?
Can I raise the Alarm?
Am I working at a risky Time?
Always be aware of your surroundings
Know your escape routes, and available back-up.
Critical Incident Response Plan
When violence or aggression occurs, immediate action is necessary to protect those nearby, including other clients and workers, against the risk of injury, and to protect the person against self-injury. Having a plan that identifies the formal steps to take during & after an incident is referred to as a Critical Incident Response.
NDS has developed an Assault response standard outlining the recommended steps to take after a worker is exposed to workplace violence.
Cooling Down the Situation
Workplace procedures and practices should be geared to preventing violence and aggression. It is always preferable to have a pro active approach to preventing violence and aggression, irrespective of the client you are working with. Only a small percentage of the clients have violence and aggression as some component of their behaviour. Like everybody else in the community there is potential, given the right circumstances and stresses, for any client to become aggressive or violent. In many instances client-related violence does not escalate past verbal aggression and threats.
The background to violence or service users’ aggressive behaviour may be many faceted and complex. The reason for a particular behaviour may be difficult to identify and occasionally the cause of behaviours cannot be identified. There is a difference between the “cause” of behaviour in a particular situation (for example, disappointment at an unexpected cancellation of a visit) and the “cause” of quite a range of events that arises from communication issues.
If the client is irritable, agitated, verbally threatening, you need to assess the situation to identify the purpose behind the behaviour. The client may be unwell, they may be having difficulty with another client, or they may have had a visit by a family member cancelled. A client behaviour plan should outline the preliminary steps. Use non-aggressive language when talking to the client and take a non-aggressive stance. Continually assess the situation in case it escalates to physical violence.
It is important to remain as calm as possible and know your options.
You should leave the situation when:
You feel you do not have the skill to deal with the situation
Your deescalating attempts are not working
You endanger others by staying
When you are alone with an actively aggressive or violent client
If the situation is moving towards physical violence, without putting your own safety at risk, try to reason with the client using non confrontational language, and utilise the client’s behaviour support plan or management plan for the behaviour. Do not try to physically stop them damaging property and do not try to restrain the individual. Be ready to leave if you cannot de-escalate the client’s behaviour and there is risk of physical harm or lives are at risk. You may have to call the police.
Remember the busier you are the more at risk you are because:
- You do not notice the early warning signs of violence
- You may take less time to clarify a clients problem before acting
- You may be more vulnerable to taking unnecessary risks
Workpalce violence may also include incidents of bullying and harrassment whether initiated by a client or family members or by another worker. Such incidents are as unacceptable as actual violence and managment must have systems in place to prevent where-ever possible and to assist workers who report such incidents. See sample policy.
Risk Management and Violence
Under the Work Health and Safety Act (Act) and WorkHealth and Safety Regulation (the Regulation) employers(PCBUs) must ensure the health, safety and welfare of workers in relation to violence in the workplace. The Regulation supports the Act and it requires employers to identify workplace hazards, assess the risks arising from those hazards if necessary, implement risk control measures, provide training and consult with employees. See risk management tab under WHS Management Systems for more information on the risk management process.
Workplace violence should be recognised as a significant workplace hazard. Some of the risks associated with violence in the workplace include physical and emotional trauma, low morale, high staff turnover, financial costs, and lost productivity. WHS legislation requires PCBUs to take all practical steps to eliminate, as far as possible workplace violence risks.
Hazard Identification and Risk Assessment are pivotal components of a comprehensive behaviour assessment and risk control strategies associated with an identified behaviour should be included in behaviour support plans.
If a violent incident does occur, there should also be response procedures (such as, giving first aid, supporting persons affected, counselling) in place for those involved to minimise the impact of the event. Reporting and documenting the incident is also a requirement after an incident. See Aggression Incident Report form attached. Documentation and reporting allows for management to review incidents and reassess the controls to eliminate or reduce the likelihood of a reoccurrence of a similar incident. A Critical Incident policy and procedure is vital. Access to an EAP program or trauma debriefing should be available if required.
A clear and simple incident response procedure is a key component for organisations in the management of processes after an incident.
Organisations have a responsibility to manage client related violence or aggression in a systematic way by identifying hazards, assessing or quantifying the risks and applying risk control strategies. See the case examples developed during the DSOP project which are aligned with the I'm OK Approach.
Risk Control options
This section outlines practical ways to eliminate or minimise violence and aggression in your workplace. You should select the most suitable risk controls for your service. Having more than one control measure for a particular risk may be a more effective way of preventing workplace violence.
- Ensure that sufficient information is received on referral so that risks can be identified
- Undertake adequate assessments so that a suitable support plan is developed
- Develop an Incident Prevention and Response Plan where required
- Ensure workers receive training in managing challenging behaviours as well as de-escalting agression and breakaway techniques
- Provide a secure work environment (see violence audit for review of premises safety when potential for violence exists):
- externally, buildings should be well lit, have ready means of access and egress and be maintained free of possible hiding places for aggressors;
- remove or restrict access to equipment that could be used as a weapon;
- restrict business hours to safe times and locations when possible.
- Install and use physical barriers and security systems:
- provide a workplace that has service counters that act as a barrier to physical contact between clients and workers;
- lock doors to “staff only” areas and ensure that only workers have (and use) keys;
- install security and access key/card/code systems;
- provide a “safe area” for workers to retreat to in the event of an emergency:
- provide emergency communication systems such as duress alarms.
- Ensure effective management including selecting the right people for the job, fair employment conditions, training, worker consultation and regular supervision:
- promote the fact that harassment and bullying will not be tolerated and will result in disciplinary action;
- provide effective management and supervision - know where your workers are and what is happening in the workplace, both immediately and in the longer term;
- develop and implement grievance procedures to allow reporting and action.
- Change the method of contact between clients and workers to a “remote” service - use telephone or correspondence instead of face-to-face interaction if the risk warrants this.
- Limit client interaction to times when there is “safety in numbers” for your workers.
- Ensure that work systems and service do not provoke aggression from clients:
- provide reasonable waiting times and facilities;
- ensure workers are trained in violence detection and management including complaint and grievance handling
- provide clients with information about rights and responsibilities including their responsibilities to behave in an appropriate manner.
- Provide detection measures - security video cameras, mirrors, “beepers” to announce customers’ entry to certain areas, and duress alarms.
- Where workers must work alone or in isolated locations, keep in contact with them:
- provide an effective means of communication in case of emergency (mobile telephone, duress alarm);
- know where workers should be (movement notification, itinerary) and keep in contact regularly.
- a guideline for working alone or in isolation has been developed.
- Ensure that workers can get to and from work in safety:
- provide security or other workers to escort them to their car at night or provide a taxi;provide personal alarms, or mobile telephone.s
- Ensure that workers are not alone when dealing with potentially violent clients or when they have to raise and handle issues that may cause violence, such as changing the level or type of service.
- Where it provides an additional, back-up safety measure, which is necessary and acceptable to workers, provide workers with training in self-defence. It is always preferable to withdraw from a violence situation. Self-defence or restraint should be used only when a person under attack believes it is life threatening. The self defence response should only be of sufficient force to enable the victim to escape further harm.
|Risk management need not be costly for you, your business or organisation. Many simple and inexpensive measures can greatly reduce risk. You need to consider the potential exposure of your organisation if you do not manage your risks in relation to client related violence.|
A proactive and consultative approach can create a safer workplace for workers and clients. Document your evidence of how, what, when and by whom this is required to achieve a positive outcome.
Mental Health issues
The Mental Health Coordinating Council has developed resources for home visits with clients with mental health problems which is a valuable resource. | <urn:uuid:be06a000-9063-42d4-b32f-57ac1fef88e3> | CC-MAIN-2015-06 | http://www.disabilitysafe.org.au/hazards-risks/workplace-violence/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115863825.66/warc/CC-MAIN-20150124161103-00234-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.938625 | 3,297 | 3 | 3 |
Climate Progress celebrates that the US solar sector employs more people than the US steel industry.
The math is fuzzy, at best. A fact even CP has to acknowledge:
A couple words of caution: These figures are comparing solar manufacturing, sales and installation to steel production alone. If one were to factor in products made from steel, the industry would be up around 160,000 workers.
In other words, they fudged the numbers to fit the agenda. If it were a true comparison, their argument falls at the first hurdle, so they move the hurdle. Hey, it’s climate science, fudging numbers is what they do. But that’s not what this post is about.
It’s about efficiency. Solar is an inefficient energy source, it’s an even less efficient source of jobs.
According to Wikipedia, World steel production was 1,413.6 million tonnes in 2010, of which the US produced 80.6 million tonnes. That’s about 5.7% of world steel production. Today, according to an industry website, the US steel sector employs 135,000 people and operates at between 70% to 80% production capacity.
It’s in the ballpark to say that 135,000 people accounted for 5.7% of global steel production last year (2010). Not bad for a declining industry sector.
How does Solar match up?
According to Wikipedia, Global solar energy production was 40 GW, of which the US produced 2.5GW. That’s around 6.25% of world solar energy produced. According to CP, the US solar industry employs 93,500 workers. Solar PV’s have a typical conversion efficiency between 20% and 30%, depending on the technology and age of the unit.
Fantastic. America’s solar sector is comparable with steel as a percentage of world production, and it’s growing. Solar wins, right?
Wrong, because you can’t leave the comparison there.
Solar is a tiny percentage of total energy demanded and produced. In fact, solar energy accounted for only 0.064% of total global electricity production in 2008. In 2009, solar contributed 1% of America’s consumed electricity.
Only a hippie could celebrate the monstrous inefficiencies in employing nearly 100,000 people to produce only 1% of the nation’s power. Instead of comparing solar power to steel, let’s compare it with coal, which has the same end output, energy.
Using the same source as above, coal produced about 21% of the nations electricity in 2009. It employed about the same number of people as the steel industry (134,000). Quick and dirty summary:
- 100,000 solar jobs = 1% total energy produced.
- 134,000 coal jobs = 21% total energy produced.
That’s an efficiency gap greens can’t account for. The coal and steel industries became far more efficient as they matured. Solar panels may yet become more efficient, it’s possible they might attain 40% efficiency soon. But they need to be replaced every 20 years, and they don’t make sense without generous subsidies.
CP may celebrate green jobs growth, but the figures show it to be a labor intensive sector, which means higher energy prices even before you factor in the cost of subsidies. Climate Progress says ‘green jobs are real’, and they’re right. Real and expensive. Which is bad news for consumers, the economy and the planet. Or did you forget that PV’s ain’t green?
Because math is hard, here’s a teacher. | <urn:uuid:380263f2-2d58-47d8-b34d-bcda3fb44c90> | CC-MAIN-2013-48 | http://dailybayonet.com/?p=8587 | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163041301/warc/CC-MAIN-20131204131721-00052-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.925403 | 764 | 2.96875 | 3 |
1991 – The project began with a wildlife garden and native plant nursery. It included three nature trails and demonstrations of innovative windbreaks, forest restoration and erosion control. We still offer regular workshops (links) on a wide variety of natural history, silvicultural and related topics – birds, wildflowers, mushrooms, pruning, transplanting, as well as tours of the property and our work. The native plant nursery and Arboretum attract special attention, showcasing native trees, shrubs and wildflowers.
1995 – Our summer nature camps had a humble beginning with less than 20 kids ages 6-10 participating in a one day a week summer long camp.
1997 – Renovation work began on the old Macphail homestead barn. The building was in poor shape when we began but through donations, volunteers, and hard work, it was converted into our Nature Centre. It now houses our library, our classroom, a room for presentations, as well as displays of our Island’s Natural flora and fauna.
2001 – The Macphail Woods Project began, through a partnership with the West Royalty Home and School Association, planting the new school grounds with help from students.
2005 – This partnership has blossomed into the Acadian Forest Project, an effort from staff, students, and Macphail Woods to create a 4 Hectare Acadian Forest green space adjacent to the school. Students from every grade have participated in creating this outdoor learning space complete with a walking trail, an outdoor learning circle, fruiting shrubs, and wildlife habitat.
2002 – Our native plant Arboretum was expanded to include more specimens of our native trees, shrubs, ferns, and wildflowers. This has proved to be a crucial area in our educational workshops, camps, and courses.
2005 – The project reached an agreement with the Provincial Government to manage 800 hectares of public land in southeastern PEI. Under the 10-year lease agreement, the lands will be used to demonstrate sustainable forest management and restoration of our native Acadian woodlands.
2008 – We purchased a bandsaw mill and our long-term vision includes having a woodworking shop where talented Island craftspeople can create high-quality wooden products from sustainably-harvested wood. In effect, these craftspeople would become part of our team of forest educators.
2009 – We began offering a popular experiential credit course on Ecological Forestry through U.P.E.I.’s Environmental Studies program.
2011 – Some of the public land that we are stewarding on the Gairloch Rd. was certified by the Forest Stewardship Council of Canada (FSC). This is the first public land on Prince Edward Island to be certified by these standards. The certification will help ensure more sustainable practices are used when harvesting from the land, as well as add value and markets for the products coming out of these woods.
2013 – Our “Sharing a love of Nature Camp” program now offers 8 week-long day-camps over the months of July and August, with over 120 kids from ages 5- 15. | <urn:uuid:3a55564d-540d-4865-adae-9883c1fefaaf> | CC-MAIN-2017-17 | http://macphailwoods.org/aboutus/history/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123046.75/warc/CC-MAIN-20170423031203-00254-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.950624 | 644 | 2.828125 | 3 |
Working with our communities
Supporting and encouraging local Aboriginal and Torres Strait Islanderiginal and Torres Strait Islander people to develop linkages between men's and women's groups and community organisations
Mibbinbah has demonstrated that enhancing and strengthening the capacity of Aboriginal and Torres Strait Islander communities is a vital first step in promoting awareness of health-related issues and encouraging people to seek assistance.
Upskilling Local mob. Provide training in Leadership,communication and media, computer skills and other relevant skills provides a mechnism to support Our people to become leaders within their communities
Providing an opportunity for yarning and for people to tell their story is a key component in developing a safe space so we can talk about our concerns and issues
Supporting Champions, Mentors and CEO's and Directors of Indigenous organisations, to support and encourage local mob to become leaders and act as positive role models and mentors
The Journeying Together workshop is run with the goal of establishing a foundation of agreed values and honouring the local culture’s identified proper way for engaging and creating safe space - to then explore themes that the community deems important.
Three aspects provide a focus for our work with community empowerment: voice, vision and action.
Firstly, we encourage communities find a voice for their concerns through yarning. Yarning is an important part of Aboriginal and Torres Strait Islander cultures. However, many practices of the dominant culture disallowed public yarning. Mibbinbah seeks to create a safe space for the yarning that expresses a yearning for change.
Secondly, we support communities as they find new ways to celebrate the good things that are happening in their midst. So much of the focus of the media is on the negatives. We have almost come to expect this. Yet, we can create our own vision by celebrating and sharing the good things with the larger society.
Finally, we assist communities to take action by doing the small things well and the bigger things with enthusiasm. As with all of our workshops; resources and their use is a key concern. Specifically, we help people develop the knowledge, skills and attitudes that they require to best gain and use resources to achieve their aspirations. We work with models of how people, organisations and communities often work to enhance knowledge. Skills are further honed in the area of communicating with diverse audiences, facilitating activities with various stakeholders and collaborating with groups with different perspectives and agendas.
Finally, we support people as they explore critical attitudes such as taking a strengths-based approach rather than using a deficit model, persistently moving from smaller gains to larger gains through time and letting others be strong as well (inclusivity).
Over the years, Mibbinbah has gained an insight into what enables people to tell their stories and to rebuild their lives and communities. We celebrate our ability to work together in the present to achieve common goals that bring good to our communities. We remember the past with both its triumphs and its traumas and we recognize the wide diversity of backgrounds that we all come from. We also share a vision of the future where strong leadership provides hope and an elimination of lateral violence and other issues. We call this “Mibbinbah Proper Way”.
Mibbinbah can assist communities to enable groups of Aboriginal and Torres Strait Islander men and women to mentor the next generation. We learn the tools of visual storytelling and ways of engaging our younger ones. Then, they are skilled-up to teach the younger generation to listen to and explore the stories associated with language, lore and land while engaging in activities that make learning both interesting and transformative. Finally, they are enabled to pass on the skills required for transferring knowledge to the wider community through a variety of communication techniques.
Mibbinbah National Camps
After much discussion with lads from around Australia, we decided that camps would be important. They would provide a way of engaging supporting and celebrating what the men
were doing well. The men considered this the best way of creating culturally friendly environments. The camps provided occasions for lads to share in traditional Aboriginal and
Torres Strait Islander cultural activities. Workshops included storytelling, spear-making, stone-knapping, visiting cultural sites, and boomerang and didgeridoo sessions. There were
other workshops on media and music, ultimate Frisbee, and business governance. While the main purpose of the camps was to deliver health awareness and education, there were other benefits. They helped create strong relationships and a supportive network. This perspective recognises the contribution made by all participants to the groups and
workshops. It draws upon the wisdom and experience of Mibbinbah associates to deliver activities in ‘the proper way’ through cultural activities in tandem with additional depression and anxiety related learning. Therefore, it provides an opportunity for participants to identify their own skills and contribute to the learning of others. This also provides a chance for natural mentoring to flourish and helps to build community resilience, develops community capacity and fosters ownership. | <urn:uuid:4d2d9c57-ea7a-44a0-8d60-1eae9fe8fb05> | CC-MAIN-2023-40 | https://www.mibbinbah.org/working-with-our-communities | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510462.75/warc/CC-MAIN-20230928230810-20230929020810-00463.warc.gz | en | 0.95266 | 1,032 | 2.671875 | 3 |
Greenwood Village, CO -- (SBWIRE) -- 04/22/2013 -- LED school lights have become increasingly popular in recent months with many schools starting to see the advantages of installing such products for the purpose of offering children a safer, more eco-friendly school environment. Awareness is being raised at an increasing rate regarding the risks of continuing to use old lighting systems based on hazardous substances such as mercury, which can potentially cause numerous health problems and environmental dangers.
Representatives from ILLUMINEX, one of Denver’s most well-known environmental friendly energy companies, have given long recognized and talked about the dangers of mercury based lighting systems that are present in public school lights.
Accidentally broken bulbs often cause a significant amount of harm with some existing linear fluorescent tubes and CFLs in Public Schools today easily containing up to 20 mg of mercury each. Those who touch the broken items or inhale the mercury vapors released into the air can suffer from health problems that can affect the nervous system. Mercury poisoning is a cause for abnormal brain development in the case of children. It is no wonder then that so many schools have started searching for alternative school lighting sources that can help avoid these types of dangers while also reducing the negative effects of mercury in the environment.
Safe disposal is another one of the main issues that come with fluorescent and CFL lights. Even some of the newest and most advanced CFL lights, as well as the new T8 and T5 fluorescent bulbs contain significant amounts of Mercury. Unavoidable or unintentional release of 20% to 80% of the mercury in discarded bulbs has been suggested by a study for Oak Ridge National Laboratory or recycled bulbs. Also, a study conducted by a waste disposal and recycling center has shown that millions of these types of bulbs end up in landfills, and only about 20% have been recycled.
According to ILLUMINEX, “the safest way to dispose of hazardous waste is not to purchase or use it in the first place.”
As ILLUMINEX representatives clearly state, some of the safest and most efficient alternatives to mercury based school lights are lighting products based on LED technology. LEDs are free of mercury, as well as other toxic chemicals. Another benefit of these lights is their remarkable durability which makes them extremely difficult to break and resistant to vibrations, shocks and various other external impacts.
Promoting safety and eco-friendly technology, ILLUMINEX has expressed their confidence in the fact that LED and induction lights are an excellent choice not only for their long term energy-saving benefits, but that they can be used as quality school lights, being the best option when it comes to protecting students from the dangerous effects of mercury.
One of the country’s leading providers of environmental school lights , ILLUMINEX is seen by many as a top authority when it comes to solutions regarding the use of safe, technologically advanced LED and induction lighting systems.
8400 East Prentice Ave, Suite 1500
Greenwood Village, CO 80111 | <urn:uuid:73b9bddf-6f01-4b50-b8b4-60bcdf25012e> | CC-MAIN-2018-17 | http://www.sbwire.com/press-releases/hazardous-mercury-based-lighting-cause-schools-to-search-for-eco-friendly-school-lights-239641.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125944677.39/warc/CC-MAIN-20180420174802-20180420194802-00000.warc.gz | en | 0.950563 | 615 | 2.546875 | 3 |
Testing & Evaluation: STAAR
In spring 2012, the State of Texas Assessments of Academic Readiness (STAAR®) replaced the Texas Assessment of Knowledge and Skills (TAKS). The STAAR program includes annual assessments for grades 3–8 in reading and mathematics; assessments in writing at grades 4 and 7; in science at grades 5 and 8; and in social studies at grade 8; and end-of-course assessments for English I, English II, Algebra I, Biology and U.S History. Additional tests include STAAR-A, STAAR-L, and STAAR-ALT for students in special populations.
For more information click here:
NISD Website: http://nisd.net/staar/
TEA Resources: http://www.tea.state.tx.us/student.assessment/staar/ | <urn:uuid:ebe0469d-7962-448a-be44-6919cbc5f50d> | CC-MAIN-2014-52 | http://nisd.net/testing-evaluation/about-staar | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802772416.132/warc/CC-MAIN-20141217075252-00062-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.84584 | 180 | 2.765625 | 3 |
FUN FARTING FACTS
WANT TO KNOW MORE? KEEP ON READING!!!
- Where do farts come from?
- The gas in our intestines comes from several sources: air we swallow. gas seeping into our intestines from our blood, gas produced by chemical reactions in our guts, and gas produced by bactering living in our guts.
- What is a fart gas made of?
- Most of the air we swallow, especialy the oxygen compnent, is absorbed by the body before the gas gets into the intestines.
- Chemical reactions between stomach acid and intestinal fluids may produce carbon dioxide, which is also a component of air and a product of bacterial action.
- The longer a fart is held in, the larger the proportion of inert nitrogen it contains
- What makes farts stink?
- The odor of farts comes from small amounts of hydrogen sulfide gas and mercaptans in the mixture. These compounds contain sulfur.
- Why do farts make noise?
- The sounds are produced by vibrations of the anal opening.
- Sounds depend on the velocity of expulsion of the gas and the ightness of the sphincter muscles of the anus.
- How long does it take fart gas to travel to someone else's nose?
- Fart travel depends on atmospheric conditions sucha s humidity, temperature and wind speed and direction, the molecular weight of the fart particles, and the distance between teh fart transmitter and the fart receiver.
- Is it true that some people never fart?
- No, not if they're alive.
- People even fart shortly after death
- Is a fart really just a burp that comes out the wrong end?
- No, a burp emerges from the stomach and has a different chemical composition from a fart.
- How can one cover up a fart?
- There is a company called FARTYPANTS that sells underwear designed to absorb the odor of farts. If you should be caught without your FARTYPANTS, another ploy is to blame the dog or cat, if one should be present, or complain about hwo the wind must be blowing from the direction of the paper mill.
- How long does it take a fart to travel to someone else's nose?
- The time for a fart to travel to a person's nose all depends on the surroundings (i.e. atmospheric conditions, the molecular weight of the gas, the height of the person, etc.). Usually, if farts are unable to be detected by smell, it indicates that the fart's density is low and therefore, gets diluted by the air around the person who farted.
- What do you do when you fart in public?
- Well, there are several options for you if this is to occur in broad daylight and in the middle of a huge crowd. If you're lucky enough, you can pretend nothing happened and other people will never suspect you. Our best advice: RUN AWAY.
We Hope You Enjoyed Our Fun Facts. :-D
Directs you to the Homepage | <urn:uuid:85d6c4d2-1ff1-4a15-b52c-e7cbb44221c8> | CC-MAIN-2015-48 | http://www.angelfire.com/scary/gas/funpage.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398464536.35/warc/CC-MAIN-20151124205424-00351-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.910745 | 645 | 2.84375 | 3 |
Prologue: Selected Articles
Fall 1997, Vol. 29, No. 3
The United States Armed Forces and the Mexican Punitive Expedition: Part 1
By Mitchell Yockelson
Eighty years ago, in February 1917, the last of the U.S. troops serving in the Mexican Punitive Expedition recrossed the border from Palomas, Chihuahua, Mexico, into Columbus, New Mexico. Eleven months earlier the bandit Francisco "Pancho" Villa had raided Columbus. With approximately 485 men, known as Villistas,Villa had attacked the border town on March 9, 1916. According to War Department reports, ten American officers and soldiers were killed, two officers and five soldiers wounded, eight civilians killed, and two wounded. The Mexican irregulars' losses numbered approximately one hundred killed, with seven wounded and captured.1 From March 16, 1916, to February 14,1917, an expeditionary force of more than fourteen thousand regular army troops under the command of Brig. Gen. John J. "Black Jack" Pershing operated in northern Mexico "in pursuit of Villa with the single objective of capturing him and putting a stop to his forays."2 Another 140,000 regular army and National Guard troops patrolled the vast border between Mexico and the United States to discourage further raids.3 The expedition generated a vast array of military records that are now held in the National Archives and Records Administration, resources that are underused and are of value to genealogists and historians. This article is divided into two installments and examines the conflict and the records. The first part describes the events preceding the Mexican Punitive Expedition. The second part will trace the campaign in Mexico and discuss some of the records created by the United States armed forces during its activities in Mexico and along the border in Arizona, New Mexico, and Texas.4
Although the Mexican Punitive Expedition is considered a minor event in U.S. history, it is a story filled with adventure, intrigue, and confusion. The origins of the expedition are rooted in the 1910 Mexican Revolution, when a rebel faction led by Francisco I. Madero, Jr., attempted to overthrow Mexico's dictator of more than thirty years, President Porfirio Diaz. The United States was concerned that the conflict would harm American business interests in Mexico and its citizens living along the border. As a result, President William H. Taft sent about sixteen thousand troops to Texas for "war games" in April 1911. The troops, consisting of elements of several regiments, were designated as the Maneuver Division. Although officially sent to the border for training exercises, unofficially the division prepared for a possible incursion into Mexico. By June the revolution had succeeded, and Madero was elected president. The Maneuver Division was disbanded on August 7, 1911.
Madero's victory was short-lived. On February 19, 1913, Gen. Victorio Huerta arrested Madero and forced him to resign. On February 22, Madero was presumed assassinated on orders from Huerta. A civil war erupted a few days later between Huerta's forces and supporters of Madero, who were led by Governor Venustiano Carranza and Pancho Villa. With a contingent of several thousand men, Villa formed a military band known as the Division of the North and operated in the mountains of northern Mexico.
In the United States a new American President, Woodrow Wilson, took office. Like his predecessor, Wilson now faced the task of choosing a side in the ongoing Mexican Revolution. Wilson's administration refused to recognize Huerta because of the corrupt manner in which he had seized power, and it instituted an arms embargo on both sides of the civil war.5
When Huerta's forces appeared to be winning the civil war in early 1914, Wilson lifted the arms embargo by offering to help Carranza. This action had volatile consequences. For several months, U.S. Navy warships had been stationed at the ports of Tampico (under the command of Rear Adm. Henry T Mayo) and Vera Cruz (under Rear Adm. Frank R. Fletcher's command) to protect American and other foreign interests associated with the rich oil fields in the area. On April 9, a group of sailors detached from the USS Dolphin went ashore at Tampico to retrieve supplies. Huerta's troops arrested and detained two of them. The sailors were released a short time later, and President Huerta offered an apology to the United States for the incident. Ultimately, Admiral Mayo demanded a twenty-one-gun salute to the U.S. flag in addition to the apology. Huerta agreed only if the Americans would return the honor. When learning of the incident, an angry President Wilson refused Huerta's request. Instead, he ordered the U.S. Navy's Atlantic Fleet to Mexico's Gulf Coast to strengthen the forces under Mayo and Fletcher and occupy Tampico.6 Another crisis festering down the coast in Vera Cruz, however, prevented U.S. troops from occupying the city, and the Tampico incident came to an end with no real conclusion.
The U.S. consul's office in Vera Cruz had been warned that a German ship delivering arms for Huerta was expected in the port on April 21,1914. President Wilson ordered U.S. forces in the area to seize the town's customhouse and capture the guns. On the afternoon of April 21, a contingent of 787 marines and sailors quickly went ashore and seized the customhouse. By noon of April 22, the U.S. troops had occupied the town.7 Although they had hoped to avoid bloodshed, U.S. forces were nevertheless fired upon by Mexican soldiers, and a violent street battle ensued. The American losses were four killed and twenty wounded on April 21 and thirteen killed and forty-one wounded on April 22. We have no accurate casualty number for the Mexican troops, but it was reported that between 152 and 172 were killed and between 195 and 250 were wounded.8
On April 30, 1914, the U.S. Army's Fifth Infantry Brigade, under the command of Brig. Gen. Frederick Funston, arrived at Vera Cruz. The brigade assumed occupation duty from the marines and also organized a military government to restore order to the city. President Huerta never officially recognized the U.S. occupiers, but he made no serious attempts to resist their power. On July 15, 1914, Huerta resigned from the office of president and moved to Spain. The Fifth Infantry Brigade left Vera Cruz on November 23, and the U.S. government agreed that Carranza and his de facto government could use the city as their capital.9
The United States and six Latin American nations officially recognized the Carranza government on October 19,1915, a direct insult to Pancho Villa and his followers, who had earlier parted ways with Carranza. Feeling betrayed, the Villistas set forth on a course of retaliation directed mainly at Americans. In one instance, Villa's irregulars assassinated seventeen U.S. citizens aboard a train traveling from Chihuahua City to the Cusi Mine at Santa Isabel, Chihuahua. Although this act infuriated the American public, it was the Villistas' next attack, the raid on Columbus, New Mexico, that caused the U.S. government to seek retribution.10
Why Villa chose Columbus as a target for his most daring raid is unclear. The small town had only one hotel, a few stores, some adobe houses, and a population of 350 Americans and Mexicans.11 Most likely, Villa was enticed to attack Columbus because it was the home of Camp Furlong and the Thirteenth U.S. Cavalry Regiment under the command of Col. Herbert J. Slocum. The Thirteenth had been garrisoned at Columbus since September 1912.12 At the time of the attack, the regiment comprised 500 officers and men, but only about 350 men were at the camp. A local citizen warned Slocum that Villa was nearby. As a precaution, Slocum strengthened the patrols and outposts of the camp with detachments from the regiment. Since Villa had numerous sympathizers living in Columbus and the vicinity, he had no trouble obtaining information on Camp Furlong's troop strength or other bits of intelligence.
Although Villa's rationale for attacking Columbus has never been explained, the outcome is clearly documented. The secretary of war reported that "Villa's command crossed the border in small parties about 3 miles west of the border gate, concentrated for and made the attack during hours of extreme darkness after the moon had set and before daylight."13 After a bloody confrontation in which eighteen Americans died, two troops of the Thirteenth Cavalry under the direction of Maj. Frank Tompkins pursued the bandits. The troops chased the Mexicans south of the border for twelve miles before their ammunition and supplies were exhausted.14 The raid, however, could hardly be considered a victory for Villa and his men. Besides killing a small number of soldiers and civilians, his men came away with a few horses and a meager amount of loot from the stores and homes of the town.
Both public outcry and pressure from the army moved President Wilson to order the military to pursue Villa and punish him. General Funston, now commanding the Southern Department, telegraphed the War Department the day after the raid, "I urgently recommend that American troops be given authority to pursue into Mexican Territory hostile Mexican bandits who raid American territory. So long as the border is a shelter for them they will continue to harass our ranches and towns to our chagrin."15 Wilson responded by directing Secretary of War Newton Baker to organize a punitive expedition.
The U.S. Army quickly made preparations to conduct the expedition. Troops and supplies poured into the newly established base command in Columbus, which was still recovering from the raid. Maj. Gen. Hugh Scott, army chief of staff, selected Brig. Gen. John J. Pershing to lead the expedition. Pershing's military record was admirable. He had served in the frontier Indian Wars, the Philippine Insurrection, and as an observer in the Russo- Japanese War. While on the western frontier, he had commanded a troop in the all-black Tenth U.S. Cavalry Regiment and earned the nickname "Black Jack." At the time of the raid, he was in command of the El Paso District. It was not Pershing's fighting record, however, that impressed Scott but the competence in diplomacy he had shown during his service in the Philippines and China, a skill necessary for the upcoming expedition.
A jealous General Funston coveted the Punitive Expedition command, and when passed by Scott, he exhibited an animosity toward Pershing that persisted throughout the expedition.16 Pershing was still subordinate and reported directly to Funston, who intended to manage almost every detail of the expedition, but Funston did allow the commander of the Punitive Expedition full control over troop assignments. One officer Pershing chose to serve on his staff was a young lieutenant named George S. Patton, Jr., who would later achieve glory as an army commander during World War II.
The diplomatic bargaining between the U.S. Department of State and Carranza allowed Pershing to complete preparation for the expedition. His orders, as directed by General Funston, were to lead two columns that included infantry, cavalry, field artillery, engineers, the First Aero Squadron with eight airplanes, field hospitals, wagon and ambulance companies, and signal detachments. One colunm would leave from Columbus and the other from Hachita, via the Culberson Ranch. From garrisons along the border, troops entrained for Columbus and brought the expedition up to strength.17
In the coming months they advanced four hundred miles into Mexican territory, adapting their maneuvers to a hostile terrain while experimenting with new technologies in such forms as motor transport and aircraft reconnaissance. Part 2 of this article will discuss the successes and failures of the Mexican Punitive Expedition and how records created by the military, such as unit histories and awards and decoration files, can be used for genealogical purposes.
Mitchell Yockelson is a reference archivist in the Modern Military Records Branch, National Archives and Records Administration. He specializes in U.S. Army records for the period from the Spanish-American War to World War II.
To learn more about the Mexican Punitive Expedition, consult the following works.
Allen, Inez V, and Robert S. Thomas. The Mexican Punitive Expedition under Brigadier General John J. Pershing, United States Army, 1916 - 1917, chapters 1 - 5. Washington, D.C.: The Chief of Military History, 1954.
Clendenen, Clarence C. Blood on the Border: The United States Army and the Mexican Irregulars. New York: MacMillan, 1969.
Eisenhower, John S.D. Intervention: The United States and the Mexican Revolution, 1913 - 1917. New York: WW Norton & Company, 1993.
Harris, Charles H., and Louis R. Sadler. "The Plan of San Diego and the Mexican-United States War Crisis of 1916: A Reexamination." Hispanic American Historical Review 58, No. 3 (August 1978): 381 - 408.
Mason, Herbert Mofloy, Jr. The Great Pursuit. New York: Random House, 1970.
Meyer, Michael C., and William L. Sherman, The Course of Mexican History. New York: Oxford University Press, 1979.
Quick, Robert. E. An Affair of Honor: Woodrow Wilson and the Occupation of Vera Cruz. Lexington: University of Kentucky Press, 1962.
Smythe, Donald. Guerilla Warrior: The Early Life of Jobn J. Pershing. New York: Charles Scribner's Sons, 1973.
Tompkins, Frank. Chasing Villa. Harrisburg, VA: Military Service Publishing Company, 1934.
Ulibarri, George S., and John R Harrison, comps. Guide to Materials on Latin America in the National Archives. Washington, DC: National Archives, 1974.
1. War Department, Annual Report of the Secretary of War for the FiscalYear, 1916, Vol. 1 (1916), pp. 7 - 8. There is some dispute over the actual number of American soldiers and civilians killed at Columbus. Various historians have put the number of casualties anywhere from fifteen to eighteen. War Department reports state that a combined total of eighteen soldiers and civilians were killed.
2. Arthur S. Link, ed., The Papers of Woodrow Wilson (1981), 36:287.
3. War Department Annual Report, 1916, pp. 13, 23, 189 - 191. The strength of the U. S.Army on the border and during the Punitive Expedition is based upon reports published by the War Department. This information is also included in the Returns of Military Organizations, entry 66, Records of the Adjutant General's Office, 1780's - 1917, Record Group 94, National Archives and Records Administration, Washington, DC (hereinafter, records in the National Archives will be cited as RG ___, NARA).
4. Since this article is military in scope, diplomatic records are not discussed.
5. Papers Relating to the Foreign Relations of the United States, 1914 (1922), pp. 446 - 447 (hereinafter cited as FRUS).
6. Ibid., p. 175.
7. Navy Department, Annual Reports of the Secretary of the Navy for the Fiscal Year, 1914 (1914) pp. 468, 470 - 471.
8. Surgeon General's Report, April 1914, Subject File (WE-Mexico, Vera Cruz), box 776, Naval Records Collection of the Office of the Naval Records and Library, RG 45, NARA.
9. War Department Annual Report, 1914, pp. 135 - 136. See also entry 1177, Records of U.S. Army Overseas Operations and Commands, 1898 - 1942, RG 395, NARA.
10. FRUS, 1916 (1925), pp. 480 - 484, 650.
11. John S.D. Eisenhower, Intervention: The United States and the Mexican Revolution, 1913 - 1917 (1993), pp. 217 - 219.
12. History of the 13th Cavalry Regiment, entry 310, box 485, Records of the War Department General and Special Staffs, RG 165, NARA.
13. War Department Annual Report, 1916, pp. 7 - 8.
14. Border Disturbances Involving Operations of U.S. Troops (Chronology of Events), p. 2, Miscellaneous File #207, entry 16, Records of the Adjutant General's Office, 1917 - , RG 407, NARA.
15. Annual Report of the Fiscal Year 1916, by Maj. Gen. Frederick Funston, United States Army, Commanding the Southern Department, pp. 3 - 5, entry 27, file #243231, box 141, RG 407, NARA. The Southern Department was the geographic area for the military that encompassed Oklahoma, Texas, New Mexico, and Arizona.
16. Donald Smythe, Guerilla Warrior: The Early Life of Jobn J. Pershing (1973), pp. 220 - 221.
17. Clarence C. Clendenen, Blood on the Border: The United States and the Mexican Irregulars (1969) pp. 213 - 227.
|Articles published in Prologue do not necessarily represent the views of NARA or of any other agency of the United States Government.| | <urn:uuid:126b0197-130b-43fa-8b52-c8c55619c2eb> | CC-MAIN-2017-30 | https://www.archives.gov/publications/prologue/1997/fall/mexican-punitive-expedition-1.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423785.29/warc/CC-MAIN-20170721142410-20170721162410-00307.warc.gz | en | 0.952565 | 3,640 | 3.28125 | 3 |
Government has a role to play in as far as promoting socio-economic for rural livelihood as the government is there for the people and it has to do anything possible for its people to live better life, government can promote socio-economic for rural livelihood through the implementation of different project and formulating policies that promote better living standards for the rural community. Socio-economics is the social science that studies how economic activity affects social processes.
In general it analyzes how societies progress, stagnate, or regress because of their local or regional economy, or the global economy.
Government can promote socio-economic of rural livelihood through promoting some of these strategies and programs that are aimed at improving the welfare of the rural people in general. And these include; integrated rural development, irrigation and water development, better market access, land reform programs and better social service delivery Rural integrated development: The integrated development approach emphasis is to bring all necessities at one locality include availability of hospitals, stadiums, roads, banks and court required for rural development moving.
The management system may be highly authoritarian credit may be designed to provide an important role for local people in planning, decision making and implementation of the programmers. The main emphasis is on rational development and coordination of all principal factors required for agricultural and rural development (Manning & Thompson 2006). So in this case the integrated rural development approach sees as the transformation of rural area as the most effective way of accelerating socio-economic development through establishment of satellite town, promotion of small scales industries in rural areas, increasing agricultural production, provision of credit facilities and improvement of infrastructure.
In so doing this will sustain the economic growth of country whereby the rural people will be able to manufacture or add value to the raw materials.
Government should put policies that will help in this program of rural integrated development and those policies should be able to accommodate all stakeholders so that the intended purpose of the program should be achieved. In this case rural integrated development can help to reduce poverty whereby the rural masses will be able to access lending services in the banks and they will also be able to sale their product on the available a market and they can also add value to the raw material, hence promoting socio-economic for the rural livelihood and status of rural people will be improved and their living standards will be better off. Irrigation and water development: it is aimed at ensuring sustainable economic development with fully conserved and utilizes the water source.
Through irrigation the rural can be able to produce crops twice a year which can help them in their every day life and reducing the poverty level of rural community. One of the examples is the green belt initiative which is expected to cover all potential irrigatable land, hence the land can be used to produce maize, rice and soya beans which can improve their livelihood as these crops fetch better price on the market. In this case the government should put policies that will help the stakeholder to take part in these activities and policies should be viable to help the poor not to benefit these already rich (Rosegrant and Hazell 2000). In case of irrigation and water development it means they will be having enough food and have access to safe water hence socio-economic of the rural people will be improved. Land reform: involves the changing of laws, regulations or customs regarding land ownership. Land reform may consist of government-initiated or government-backed property redistribution, generally of agricultural land.
Land reform can, therefore, refer to transfer of ownership from the more powerful to the less powerful, such as from a relatively small number of wealthy owners with extensive land holdings such as plantations, large ranches, or agribusiness plots to individual ownership by those who work the land (Rosegrant & Hazell 2000). Land reform may also entail the transfer of land from individual ownership even peasant ownership in smallholdings to government-owned collective farms; it has also, in other times and places, referred to the exact opposite: division of government-owned collective farms into smallholdings. For example, in Zimbabwe this process of land reform is in progress whereby the government is take land to the white and gives it to the black native Zimbabwean and the government is trying to do this to make sure that poor people do have land to cultivate hence reducing poverty since the large area of land was controlled by the whites. Another issue is of land tenure reform which is also under the same land reform program. Land tenure is system how land is owned.
It is important for the government to put policies so that every one should have land for farming and this will help fair distribution of the land. For example, Malawi government has introduces a program called kudzigulira malo, just to make sure that people do have enough land to cultivate. Since we depend mostly on agriculture, the program will help the poor community to have land and cultivate enough food hence reducing poverty. In case of land reform it means the peasant society will have power over land and able to grow more crops which will help them to boost their economic status. Better market access: With the right support small producers can become efficient and reliable suppliers for local markets and cities, and even for new global markets, investing in small processing businesses, which add value, can increase the revenues of the poor on the rural areas. Government should support several actors who help improve the market position of small producers, such as farmer organizations, rural financing institutes and service centers.
It is important that civil society, the private sector and the government closely work together (UN Malawi 2010). The most challenging thing for the people in rural community is to have better market access because they have the commodity but they can’t find the market to sale them and at the end they are reaped off by middle men or vendor who buy their produce at lower pieces hence making the poor community not to benefit from their sweat. But if the government and other stakeholder help the poor rural masses in market access, there will be improvements in rural development as they will be investing in the same community hence better livelihoods for the rural community. Better social service delivery is vital for promoting socio-economic of rural livelihood; most of developing countries have problems in social service delivery such as school, health services, road infrastructure and safe water and sanitation.
There is problem in service delivery in developing countries such as Malawi where there is congestion in primary school which affect the delivery of proper teaching, most of the school has ratio 1 teacher to 100 pupils or more than that compare to normal ratio of 1:60. So government has to do something as this has an impact on socio-economic of the rural livelihood as these children grow. Another problem is in health service delivery where by people do walk long distances to accesses these service and government to ensure that rural people are living in better condition and have access to health service it has to construct enough health centers. Government is doing good job in as far as promoting socio-economic of rural livelihood looking at the program of rural electrification and this one of example which shows that government has role to play in promoting socio-economics of the rural livelihood. Through this program of rural electrification it means rural people will be able to do any activities that are available in urban areas and that need electricity hence their living standard will be improved. | <urn:uuid:cebbd06d-d5b1-4226-ba64-b31f880491cd> | CC-MAIN-2021-17 | https://studymoose.com/about-rural-livelihood-essay | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038879374.66/warc/CC-MAIN-20210419111510-20210419141510-00094.warc.gz | en | 0.956476 | 1,469 | 3.21875 | 3 |
Level 3 Accounting Learning Workbook
Level 3 Accounting Learning Workbook covers all six NCEA Level 3 Accounting Achievement Standards:
- the three externally assessed Standards 3.1, 3.3 and 3.5.
- the three internally assessed Standards 3.2, 3.4 and 3.6.
These Standards are based on The New Zealand Curriculum.
- chapters broken into topics that present key theory and worked examples
- tasks after each section of theory, to help reinforce learning
- spaces for students to write their answers in the book
- practice tests to use as revision before assessments
- fully worked answers in the back of the book.
The workbook's examples, notes and tasks provide a platform for success whether the book is used in class and at home throughout the year, or as an end-of-year revision book. | <urn:uuid:2ed797c2-0a00-497c-9140-1e3e2bdde754> | CC-MAIN-2022-05 | https://esa.co.nz/collections/all/products/level-3-accounting-learning-workbook | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320301737.47/warc/CC-MAIN-20220120100127-20220120130127-00203.warc.gz | en | 0.923127 | 186 | 2.953125 | 3 |
Posts tagged how to handle bullying
Check out this news story from “across the pond:” Friendship & Other Weapons is featured in an article in the Irish Independent newspaper!
With just 3 days left before the publication of Friendship & Other Weapons, please check out this HuffingtonPost article on helping kids develop a positive future orientation:
This morning, an interviewer asked me how the idea for Friendship & Other Weapons came to be. Thought it was worth sharing with you as well…
My previous book, How to Be Angry, started with the fundamental premise that anger is OK; its 15-session curriculum is all about giving children, tweens and teens specific assertive skills to express their anger in constructive, relationship-building ways. After writing the book, it became obvious to me that there is a large group of young people who are shut out from this basic presupposition that anger is a normal, natural human experience. Millions of young girls in the United States grow up immersed in a social universe in which “being angry” is equated with “being bad” or, at best, not “being nice.” (more…)
I am loving AC360’s special series this week on stopping bullying–especially the exploration of sociologist Robert Faris’ study that focuses on bystanders as change agents. We can teach kids specific skills for becoming allies before, during, and after incidents of bullying! This is one of the focus areas in the Friendship & Other Weapons curriculum and the main emphasis in the Mother-Daughter workshop I will be doing for the Girl Scouts of Eastern PA on 10/22.
Check out last night’s AC360 segment: <object width=”416″ height=”374″ classid=”clsid:D27CDB6E-AE6D-11cf-96B8-444553540000″ id=”ep”><param name=”allowfullscreen” value=”true” /><param name=”allowscriptaccess” value=”always” /><param name=”wmode” value=”transparent” /><param name=”movie” value=”http://i.cdn.turner.com/cnn/.element/apps/cvp/3.0/swf/cnn_416x234_embed.swf?context=embed&videoId=us/2011/10/10/ac-bullying-faris-simmons.cnn” /><param name=”bgcolor” value=”#000000″ />[cnnvideo url=’http://www.cnn.com/video/#/video/us/2011/10/10/ac-bullying-faris-simmons.cnn’ inline=’true’]</object>
What happens when harmless spats over sharing toys are replaced by cruel cyber-rumors about liking boys? Will your daughter know what to do when pint-sized pushes evolve into painful tween shoves? When the simplicity of forming a friendship just by climbing the same jungle gym is replaced by the intricacy of scaling middle-school social ladders, how can you teach your daughter to stand up to bullies?
Please check out this great organization, Sweethearts and Heroes:
“You can hang up all the zero-tolerance posters you want, but at the end of the day they don’t do a lot,” Murphy said. “It’s the students who are going to do something about it. Victims believe they are the problem; that’s why they end up killing themselves. You can be a hero to a kid if you pull him or her aside and say, ‘Don’t worry about that guy; he’s like that to everybody.’ ”
If you didn’t see it live, check out AC 360’s first segment from tonight’s broadcast, on the subject of Stopping Bullying. A sad, sad story about the recent suicide of a 14 year old young man from New York, a maddening and unconscionable set of interviews from claim-to-be-Christian groups, and a brilliant pair of interviews from Rosalind Wiseman and Rachel Simmons.
Also, check out Anderson Cooper’s Stop Bullying: Speak Up Pledge via Facebook.
Check me out on the Huff Post:
No, seriously, please check me out there. It’s job security.
Read it. Tweet it. Share it. Like it.
I’m so bossy.
In Friendship & Other Weapons, I feature an activity for girls based on Trudy Ludwig’s fantastic book, My Secret Bully. The book is all about how bullying can be disguised as friendship and how particularly painful this type of subtle, hidden, “I Was Just Kidding” aggression can be. My Secret Bully also offers kids great insights into how to cope with bullying effectively, from sharing experiences with trusted adults to standing up for themselves. I love it–a definite favorite!
Trudy Ludwig’s most recent book, Confessions of a Former Bully, also provides great ideas and insights for handling bullying. The following blog post, from the School Counselor Blog, talks about an activity that one school counselor has developed, based on Ludwig’s new work: | <urn:uuid:8042a5cd-71d6-4bee-bce4-4266e1bc87a0> | CC-MAIN-2016-30 | http://signewhitson.com/tag/how-to-handle-bullying/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257832475.43/warc/CC-MAIN-20160723071032-00267-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.888048 | 1,154 | 2.84375 | 3 |
The mesentery is an organ that attaches all the digestive organs in the abdomen. It connects much of the intestines to the back abdominal wall, holding them in place when a person stands upright.
The organ also contains lymph nodes,
Various primary and secondary health conditions involve the mesentery. Primary conditions originate in the mesentery itself, while secondary conditions originate from other parts of the body.
Keep reading to learn more about the mesentery, including its functions and how it plays a role in some conditions.
Researchers previously thought the mesentery comprised multiple but separate parts that connected centrally. However, recent studies show that below the duodenum — the first part of the small intestine — the mesentery is a continuous collection of tissue.
Organs in the abdomen and pelvis belong to either the mesentery domain or the non-mesentery domain.
Those in the non-mesentery domain are the genitourinary organs, such as the bladder and genitals. In other words, the mesentery serves to organize and connect the digestive organs while keeping them separate from the genitourinary organs.
Attaches digestive organs
The mesentery attaches most of the intestines to the back abdominal wall, preventing them from entering the pelvis when a person stands. Without this connection, the movement of feces through the intestines would slow or stop.
Regulates immune response
Lymph nodes in the mesentery sample bacteria from the nearby intestine and regulate the immune response.
Produces C-reactive protein (CRP)
This substance regulates blood sugar and fat metabolism and contributes to inflammation regulation. Although the liver is the main source of CRP production, the mesentery fat cells
Learn more about CRP levels.
Fosters tissue repair
The mesentery may play a role in tissue repair after surgery or following the development of various conditions.
Primary conditions of the mesentery
These conditions originate from the mesentery itself rather than sources outside the mesentery. They include:
- Volvulus: This refers to the twisting of the mesentery and attached intestine.
- Internal hernia: Gaps or defects in the mesentery may cause an intestinal hernia, which is a protrusion of the intestine through the surrounding tissues.
- Non-rotation: During embryonic development, the mesentery may not rotate in a typical way, preventing proper attachment. It is the most common cause of death due to abdominal crises within the first 12 months of life.
- Mesenteric cysts: These sac-like pockets of fluid are uncommon. They may not produce symptoms. However, if they bleed, a person can experience severe abdominal pain.
- Blood vessel conditions: These are among the most common mesenteric conditions. Blockage of a mesentery blood vessel due to a blood clot or narrowing of an artery — likely due to plaque — can be very serious.
- Cellular conditions: Examples of these are:
- mesenteric lipodystrophy, an inflammatory disease affecting the fat in the mesentery
- mesenteric panniculitis, the development of long-term inflammation and fat tissue in the mesentery, resulting in thickening and scarring of the tissue
- immunoglobulin G4-related sclerosing mesenteritis, a condition that manifests in thickening and scarring of the tissue with the death of fat cells and inflammation
- Mesenteric adenitis: This is the inflammation of lymph nodes in the mesentery, which
causes painin the right lower part of the abdomen.
Secondary conditions of the mesentery
The continuous connectedness of the mesentery with digestive organs means it can play a role in homeostasis. Homeostasis is the process that helps the body maintain a steady state. However, this connectedness is also a means of disease spread.
Secondary conditions originate from sources outside the mesentery and include:
- Crohn’s disease: This condition causes inflammation and irritation, most commonly in the small intestine and the beginning of the large intestine. Wrapping and thickening of mesenteric fat typically occur in Crohn’s disease.
- Intestinal cancer: Cancer in the intestine can move to lymph nodes in the mesentery, resulting in the spread of cancerous tumors outside the intestine.
- Non-abdominal conditions: The mesentery is the biggest contributor to belly fat, which regulates the body’s CRP levels. When this protein is not under optimal regulation, it contributes to diabetes, obesity, narrowing of the arteries, and metabolic syndrome — a cluster of conditions that occur together.
The mesentery attaches all the digestive organs in the abdomen.
Functions include holding the intestines in place, helping regulate the immune response through lymph nodes, and producing C-reactive protein.
Some examples of primary conditions that affect the mesentery include volvulus, internal hernia, and mesenteric adenitis. Some examples of secondary conditions involve Crohn’s disease and the spread of intestinal cancer. | <urn:uuid:6b3ef58f-7035-4b6c-aa9d-a2ec83dc6cfd> | CC-MAIN-2023-50 | https://www.medicalnewstoday.com/articles/mesentery | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100057.69/warc/CC-MAIN-20231129073519-20231129103519-00530.warc.gz | en | 0.914514 | 1,065 | 3.796875 | 4 |
Relieve diarrhea with this natural medicine
Protozoa-related gastrointestinal diseases afflict one out of every eight people in the world. To help combat gut illnesses such as diarrhea and dysentery, Mexican researchers drew upon local folk medicine for natural substances with anti-protozoal qualities. They found a possible solution in a desert plant called the copper globemallow (Sphaeralca angustifolia).
Native to the deserts and plateaus of the United States and Mexico, copper globemallow is a perennial flowering plant. It is traditionally used to treat inflammatory diseases and gastrointestinal problems.
The former include arthritis, swollen skin, and rheumatism. Among the latter are abdominal pain, diarrhea, and dysentery.
It so happens that the last two diseases are some of the most common ailments around the world and in Mexico. They are caused by anaerobic protozoa, Entamoeba histolytica and Giardia lamblia, which are responsible for amoebiasis and giardiasis, respectively.
Anti-protozoal drugs are used to treat these diseases. However, they have a failure rate of around 20 percent. The pharmaceuticals also have serious side effects. The antibiotic metronidazole causes bacteria to mutate, triggers cancer in rats, and disturbs the gut it is supposed to be healing.
Copper globemallow, the go-to medicinal plant for Mexicans with gut disease
In search of new and safe alternatives, a research team from the Centro Medico Nacional Siglo XXI XXI Century National Medical Center (CMNSXXI) evaluated copper globemallow as a potential anti-protozoal. Earlier studies of the plant have identified bioactive compounds that fight inflammation, confirming its use as an anti-inflammatory in Mexican folk medicine.
Those studies also established that its dichloromethane extract did not cause any harm to rats. This suggested greater safety compared to synthetic chemical drugs.
Aerial parts of copper globemallow were collected and extracted. The process produced an ethanol extract, several simple fractions, and the phytochemical compounds beta-sitosterol, tiliroside, caffeic acid, protocatechuic acid, and apigenin. Different amounts of the extract, fractions, and phytochemicals were applied to cultured trophozoites of Entamoeba histolytica and Giardia lamblia. The cultures were evaluated for antiprotozoal activity based on their 50 percent inhibitory concentration.
The tiliroside in copper globemallow stops the spread of protozoa
The CMNSXXI researchers reported that the chloroform fraction achieved the highest inhibitory activity against Entamoeba histolytica and Giardia lamblia. This fraction was purified to determine its phytochemical content.
The fraction was made up of tiliroside, apigenin, caffeic acid, protocatechuic acid, and beta-sitosterol. Each phytochemical was tested on the protozoa to determine the most effective isolate.
Tiliroside proved to be the most effective anti-protozoal. It worked equally well on both pathogens, with more or less the same amount needed to achieve 50 percent inhibitory concentration. Apigenin selectively worked against Giardia lamblia. The other phytochemicals were considered to be ineffective against either protozoa.
A potential alternative to unreliable metronidazole
Furthermore, the researchers tested tiliroside as a possible replacement for metronidazole. They examined the flavonoid’s ability to dock itself to pyruvate ferredoxin oxidoreductase (PFOR) and fructose-1,6-bisphosphate aldolase (G/FBPA).
PFOR and G/FBPA are glycolytic enzymes found in anaerobic pathogens. They are targeted by metronidazole when the antibiotic is inhibiting protozoa. In this test, they found that tiliroside can dock with both PFOR and G/FBPA. Tiliroside is a glycosidic flavonoid, which allows it to access the protozoa using those glycolytic enzymes. It targets many amino acids in a different region than the one metronidazole accesses. That means pathogens that are resistant to metronidazole will not be able to block tiliroside.
The researchers concluded that copper globemallow possessed anti-protozoal activity thanks to tiliroside. They confirmed the traditional use of the medicinal plant to treat diarrhea, dysentery, and other gastrointestinal diseases.
April 11, 2019 | <urn:uuid:aa17cfe9-3aee-4017-95fc-8f0d3429a289> | CC-MAIN-2021-31 | https://yogaesoteric.net/relieve-diarrhea-with-this-natural-medicine/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046155529.97/warc/CC-MAIN-20210805095314-20210805125314-00291.warc.gz | en | 0.924505 | 985 | 3.296875 | 3 |
Although both eyes often move together, they may also move differentially as when one attempts to look at something near (e.g., one's nose). Such movements are disjunctive. Recent work in the King Laboratory and elsewhere suggest that each eye may be independently controlled to a greater extent than once thought. For example, many neurons in the brainstem reticular formation encode signals specifically related to the movement of one or the other eye (monocular eye movement). Furthermore, neurons that encode monocular eye movements are common in premotor structures such as the reticular formation, medulla, vestibular nuclei and cerebellum. Surprisingly, however, monocular eye movement commands related to both eyes converge on individual ocular motoneurons that innervate muscles in only one eye. The implications of this neural organization for eye movement control are an active research interest of the laboratory.
- Conjugate saccade. Left (green trace) and right (red trace) eye position shifts rapidly to the left (10 deg saccadic eye movement)
- Monocular saccade. Left eye position is relatively constant whilst right eye position moves about 10 deg to the left. Conjugate eye position (gray trace) is the average of left and right eye position
- Disjunctive convergent eye movement. Left eye rotates rightward and right eye rotates leftward. Conjugate gaze shift to the right
Each record is a superposition of 5 trials and each trace shows eye position as a function of time. Beneath the traces are rasters displaying the action potentials of a reticular neuron recorded simultaneously with the eye movements. Each tick in the raster marks the occurrence of an action potential and each line of a raster corresponds to an eye movement trial. This neuron only fires during saccades when the eyes move to the left. The number of spikes emitted is proportional to the amplitude of the eye movement and the interspike frequency is related to the speed of the eye movement. Note that in B, the neuron emits about the same number of spikes as in A even though the conjugate component of the eye movement is much smaller. In C, the neuron continues to discharge even though the conjugate component of the eye movement is directed to the right. We conclude from analyses of data such as these, that this and similar neurons encode monocular eye movement rather than conjugate eye movement. | <urn:uuid:9c94b1fb-6966-42d3-a177-291489fa3af5> | CC-MAIN-2020-40 | https://medicine.umich.edu/dept/khri/faculty-labs/labs/king-lab/research-projects/neurophysiology-disjunctive-eye-movements | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400279782.77/warc/CC-MAIN-20200927121105-20200927151105-00220.warc.gz | en | 0.918184 | 495 | 3.21875 | 3 |
Different labs have different sets of equipment, but, there are some pieces of laboratory equipment that are so important, one rarely finds a laboratory without them. Here are some of the most important pieces of laboratory equipment.
Safety Equipment (Safety Goggles, Laboratory Cloaks, Gloves)
Safety is the first and foremost among laboratory rules. This may seem obvious, but many people often ignore safety protocols, putting themselves as well as the people around them in danger. The best thing you can do is to adhere to safety procedures at all times.
Laboratories contain hazardous substances or chemicals; therefore, all personnel working in such an environment, including any individuals in adjacent areas, must wear safety goggles.
Laboratory cloaks are worn whenever chemicals or biological substances are handled. They protect the wearer’s clothing and exposed skin from hazardous substances or chemicals. Gloves are also worn whenever handling hazardous substances.
Hot plates, sometimes called heating plates, are used to heat glassware or its liquid or solid contents. They are usually used when solutions are to be heated to 100 °C or higher and are regarded to be much safer compared to open-flame heaters such as Bunsen burners.
Some hot plates feature a magnetic stirrer that helps in stirring the heated solution. Such hot plates are known as stirring hot plates. They are used to prevent overheating and separation of solutions that are left unattended over long periods of time.
A centrifuge is a laboratory equipment that is used to separate liquids, gas or fluids, based on density. The device is commonly used in hospitals, laboratory testing, medical science and biomedical research centers where they are used for removing suspended material from a medium. The process, well-known as centrifugation, involves the use of centrifugal force to separate mixtures such as blood sample, DNA/RNA, and cell culture. As the equipment spins, the force is created causing denser substances in the mixture to start moving. These substances then settle outward while the lighter substances remain in the middle.
Centrifuges vary depending on the size, the desired speed, and the sample capacity. And while electric power is needed to make the equipment functional, there are manually operated ones that can work by rotating a lever. Some of the centrifuges available in the market include ultracentrifuges, refrigerated centrifuges, microcentrifuges and high-speed refrigerated centrifuges.
The microscope is an important piece of equipment that you’d find in any laboratory. The device is necessary for performing basic studies such as visualizing cells and microorganisms as well as preparing cell or fluid samples for visualization or testing. It is also used to mix chemicals and dissecting microscopic specimens.
Microscopes can be classified into different classes based on what interacts with the specimen to generate the image and on whether they analyze the specimen all at once or through a scanning point.
Beakers are the workhorse equipment in any laboratory. They can be used to hold samples for later use, contain a chemical reaction, heat a mixture over a flame, measure liquids, stir liquids or collect liquids in a titration equipment. Additionally, they can be used to measure volumes of liquids. However, they should only be used for estimation purposes since they aren’t particularly precise.
There are three types of beakers: standard or a Griffin beaker, tall-form beakers and flat beakers. The standard beaker can be used to prepare solutions, decant fluids and perform simple reactions. The tall-form beakers are twice as tall as the size of their diameter and are commonly used for titration. Lastly, flat beakers are mostly used to perform crystallization and hot-bath heating.
These are some of the most important pieces of laboratory equipment that can be found in any common laboratory in the world. | <urn:uuid:2dc980ea-e49c-44c5-bf33-8b3d34318897> | CC-MAIN-2018-43 | http://eblogin.com/5-important-pieces-lab-equipment/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512499.22/warc/CC-MAIN-20181019232929-20181020014429-00485.warc.gz | en | 0.946073 | 784 | 3.59375 | 4 |
[Show abstract][Hide abstract] ABSTRACT:
Civil society has been part of the HIV/AIDS response from the very beginning of the epidemic, often becoming engaged before national governments. Traditional roles of civil society--advocacy, activism, serving as government watchdog, and acting as community caretaker--have been critical to the response. In addition, civil society organizations (CSOs) play an integral part in providing world-class HIV prevention and treatment services and helping to ensure continuity of care. The President's Emergency Program for AIDS Relief (PEPFAR) has significantly increased the global scale-up of combination antiretroviral therapy reaching for more than 5 million people in developing countries, as well as implementation of effective evidence-based combination prevention approaches. PEPFAR databases in 5 countries and annual reports from a centrally managed initiative were mined and analyzed to determine the numbers and types of CSOs funded by PEPFAR over a 5-year period (2006-2011). Data are also presented from Uganda showing the overall resource growth in CSO working for HIV. Case studies document the evolution of 3 indigenous CSOs that increased the capacity to implement activities with PEPFAR funding. A legacy of PEPFAR has been the growth of civil society to address social and health issues as well as recognition by governments that partnerships with beneficiaries and civil society result in better outcomes. Scale-up of the global response could not have happened without the involvement of civil society and people living with HIV. This game changing partnership to jointly tackle the problems that countries face may well be the greatest benefit emerging from the HIV epidemic. | <urn:uuid:ef4f862f-ba59-4a1e-9cf5-e5b42e395a32> | CC-MAIN-2015-18 | http://www.researchgate.net/researcher/82752023_Henry_Epino | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1430457655609.94/warc/CC-MAIN-20150501052055-00001-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.956742 | 328 | 2.546875 | 3 |
President Reagan's 1984 Education Budget
The effects of President Reagan's fiscal 1984 budget proposal on various education-related federal programs are summarized in the following special section.
The budget figures listed include: (1) the actual appropriation figures for the fiscal year 1982; (2) the fiscal 1983 budget set by the Congressional continuing resolution last fall; (3) new proposals by the Administration to rescind funds from the 1983 budget; and (4) the Administration's fiscal 1984 budget proposals.
The fiscal year 1984 begins on Oct. 1. Federal budget figures are listed in thousands of dollars.
Education for the Disadvantaged
Funding for the education of disadvantaged children, under Chapter 1 of the Education Consolidation and Improvement Act (formerly Title I), would decrease by $154 million from the fiscal 1983 level. Grants to local education agencies would be increased under the proposal; grants to state agencies and for state administration would be reduced significantly from their current levels. The proposal would eliminate the Chapter 1 program that provides college and high-school-equivalency assistance for the children of migrant workers.
The Administration's budget plan also mentions a legislative proposal to give states and school districts the option of providing compensatory-education services for disadvantaged children through a "voucher'' system. Details regarding the plan, however, are unavailable. (See story on page 1.)
Fiscal 1982$3,040,9801983 Continuing Resolution$3,167,8941983 Rescission Proposal-$133,9251984 Budget Proposal$3,013,969
Science and Mathematics
Precollegiate programs for science and mathematics would get a boost under the proposed budgets for the National Science Foundation and the Education Department. (See story on page 11.)
The foundation has proposed $20 million, which represents a $5-million increase over last year, to support two programs. The first, the Presidential Secondary School Science and Mathematics Teaching Improvement program, would receive $19 million for fiscal 1984--up $4 million from 1983. That program, according to the foundation, "will support workshops and training activities to improve the subject-matter knowledge of science and mathematics teachers in grades 6 through 12."
The second program, the Presidential Awards for Teaching Excellence in Science and Mathematics, is expected to receive $1 million for fiscal 1984, the same amount as is planned for 1983. The awards program will honor 100 outstanding secondary-school teachers of science and mathematics each year who can "serve as models for their colleagues."
As was true last year, the foundation included no funds for development and research in science education.
In the Education Department, $50 million would be spent for a state block-grants program to provide tuition grants to train teachers. The plan is aimed at retraining unemployed workers and teachers of less sought-after subjects. As originally conceived, it would have required matching state and local funds, but that component has been dropped.
Fiscal 1982$20,9001983 Continuing Resolution$15,0001983 Rescission Proposalno change1984 Budget Proposal$70,000
Tuition Tax Credits
The proposal to provide federal tax credits for parents who pay private-school tuition, which failed to pass in Congress last year, is scheduled to be introduced in the 98th Congress with few changes.
The Administration proposes a nonrefundable credit that would reimburse parents for up to 50 percent of their tuition expenses. The maximum allowable credit would be $100 in the calendar year 1983, $200 in 1984, and $300 thereafter, if the proposal is enacted. Taxpayers would not be eligible for the full credit if they earned more than $40,000; a partial credit would be available for those earning up to $60,000.
The tax credit would only be permitted for tuition at private schools that "do not discriminate on the basis of race, color, or national origin," according to budget documents. The expected revenue loss from the program is $245 million in the fiscal year 1984, $526 million in 1985, and $753 million in 1986.
Fiscal 1983tax credit not available
1984 Budget Proposal$245,000
Education Block Grants
Funds for the third year of the education block-grants program would decrease slightly, from $479.4 million in the fiscal 1983 budget set by the Congress to $478.8 million in 1984.
The program was created in 1981 by the Education Consolidation and Improvement Act, which merged more than 30 categorical education programs in an effort to promote flexibility for local school districts. The new programs began in districts across the country last fall.
The block-grants package currently includes $450.6 million in funds that are distributed to states on a formula basis, and a $28.7-million discretionary fund to support priorities of the Secretary of Education. The budget proposes to rescind $2.5 million from the 1983 discretionary fund, and to freeze the program's budget at the reduced level through 1984.
Fiscal 1982$470,4001983 Continuing Resolution$479,4201983 Rescission Proposal-$2,5411984 Budget Proposal$478,879
Vocational and Adult Education
Vocational- and adult-education programs would be folded into a block grant to states, with funding reduced by almost 40 percent from the current level. The Administration also has announced plans to send to the Congress a revised "New Federalism" proposal that would turn responsibility for vocational and adult education completely over to the states. If the New Federalism plan is approved by the Congress, vocational and adult education would join other programs as part of a larger state block-grants package.
Fiscal 1982$742,1861983 Continuing Resolution$823,6611983 Rescission Proposalno change1984 Budget Proposal$500,000
Education of the Handicapped
The Administration's proposal last year to consolidate the 12 separate categorical programs that make up the federal special-education effort has been abandoned. For the fiscal year 1984, the programs would continue to be funded separately, for a total of $1.1 billion.
In dollars, that amount is the same special-education budget that the Congress enacted for 1983.
Fiscal 1982$1,068,5801983 Continuing Resolution$1,110,2521983 Rescission Proposalno change1984 Budget Proposal$1,110,252
The Administration has asked the Congress to reduce funding for bilingual education by $43.5 million, rescinding funds from the Congress's fiscal 1983 budget, and carrying over the decrease in 1984. The proposal, which represents a 31-percent budget reduction, would also eliminate funding for bilingual school-desegregation grants.
Proposed changes in the program's legislation, similar to those suggested last year, would broaden the statutory definition of a bilingual project to give school districts greater discretion in designing programs for limited-English-speaking children. School districts would be allowed to receive federal grants for a maximum of five years under the proposal.
Fiscal 1982$138,0581983 Continuing Resolution$138,0571983 Rescission Proposal-$43,5231984 Budget Proposal$94,534
Funding for the impact-aid program, which provides financial assistance to school districts to offset the cost of educating children of federal employees, would be reduced by $15.2 million, or 3 percent.
Full impact-aid payments under section 3 of the law would be made only to "super-A" schools districts--those in which at least 20 percent of the total enrollment consists of children whose parents both live and work at federal installations. Payments to category "A" districts--those whose total enrollment of such children is less than 20 percent--would be prorated to the level allowed by remaining funds, estimated at 50 percent of the entitlement. No payments would be made to category "B" districts--those that enroll children whose parents either live or work at federal installations.
Fiscal 1982$463,2221983 Continuing Resolution$480,2001983 Rescission Proposal-$5,0001984 Budget Proposal$465,000
The budget for basic Head Start projects, which provide early-childhood-development services to low-income preschoolers, would increase by 9 percent in the fiscal year 1984, to $958 million.
The $80-million budget increase will enable the number of children served in the basic program to increase from 395,800 to 424,900, according to budget documents.
The Department of Health and Human Services proposes to decrease support for training, technical assistance, and research from $35 million to $17 million. In addition, it would assume responsibility for meals served to children at Head Start centers, a $76-million program that is currently administered by the Agriculture Department.
Fiscal 1982$980,0001983 Continuing Resolution$989,0001983 Rescission Proposalno change1984 Budget Proposal$1,051,000
Student Financial Assistance
College students and their parents would be required to provide a minimum of 40 percent or $800--whichever is greater--of their educational expenses through either work or loans before they would be eligible to receive federal grants, under the Administration's "self-help" proposal for college assistance. (See story on page 1.)
The proposal includes a plan to increase funding for the College Work-Study program by about 60 percent from its current level. Funding for the Guaranteed Student Loan (gsl) program would be reduced from its current level, mainly as a result of lower interest rates. Both total loan volume under the program and the amount of an average loan are expected to increase next year. All students, regardless of parental income, would be required to pass a financial "needs analysis" in order to qualify for a loan.
Students would be eligible to receive Pell Grants only after meeting the new 40-percent "self-help" standard. The maximum Pell Grant award, however, would increase from $1,800 in the current fiscal year to $3,000 in fiscal 1984.
The Supplemental Educational Opportunity Grant and State Student Incentive Grant programs would be eliminated, and new capital contributions for the National Direct Student Loan program would be reduced significantly.
The Administration also intends to encourage families to save for their children's college education by investing up to $1,000 per year in an Educational Savings Account, on which interest or dividends would be tax free.
1983 Continuing1983 Rescission1984 BudgetProgramFiscal 1982ResolutionProposalProposal
G.S.L.$3,073,846$3,100,500-$900,000$2,047,100Pell Grants$2,419,040$2,419,040no change$2,713,800Work Study$528,000$540,000no change$850,000N.D.S.L.$193,360$193,360no change$4,000S.E.O.G.$355,400$355,400no changeeliminatedS.S.I.G.$73,680$60,000no changeeliminated
Employment and Training
The first full year of the new Job Training Partnership Act, which replaced the Comprehensive Employment and Training Act, would be funded at $3.6 billion.
The proposal would provide $1.9 billion for block grants to the states; $725 million for summer youth programs; and $240 million for employment and training assistance to dislocated workers. In addition, the Job Corps program would receive $586 million and other federally administered programs under the new legislation would receive $207 million.
Funding for the block grants would support an average of 406,000 trainees, according to budget documents. Approximately 8 percent of the state grants are earmarked for schools' programs for training youths, and school officials are expected to participate in other components of the new program as well. Under the provisions of the job-training act, states would be required to provide up to $180 million in matching funds during the fiscal year.
Funding for the summer program would provide employment opportunities for about 718,000 youths, according to the documents, if the Congress accepts the Administration's proposal to reduce the federal minimum hourly wage for youths during the summer months from $3.35 to $2.50.
Fiscal 1982$2,983,6581983 Continuing Resolution$3,704,3021983 Rescission Proposalno change1984 Budget Proposal$3,643,330
School Lunch and Child Nutrition
Funding for the National School Lunch Program would decline by $14.8 million, from $460.9 million to $446.1 million, and other aspects of the federal child-nutrition effort would be restructured.
Overall, funding for child-nutrition programs would drop by approximately $313 million.
The new budget proposes shifting the responsibility for determining eligibility for free and reduced-price meals in the school-lunch program from schools to local food-stamp agencies. "Eligibility determination and verification is a welfare and not an education function," said the budget documents.
Also proposed is an indexed reimbursement rate for reduced-price school lunches. Currently, reduced-price reimbursement rates are always 40 cents less than the free-lunch reimbursement rate. The Administration would adjust this amount by the annual rate of inflation in an effort to distribute the burden of the adjustment subsidy among the government, the schools, and the students, according to the documents.
The Administration's proposal includes the creation of a $535-million "general nutrition assistance grant," which would combine the summer-feeding, child-care, and school-breakfast programs into a block-grants package. The package would receive 85 percent of the funds the programs are currently receiving separately.
In addition, food services for students in the Head Start program would be transferred to the Department of Health and Human Services.
As was proposed last year, but not accepted by the Congress, the $5-million nutrition-education-and-training program would be eliminated.
Fiscal 1982$2,884,1001983 Continuing Resolution$3,175,6001983 Rescission Proposalno change1984 Budget Proposal$2,934,400
Arts and Humanities
Federal funds to support arts and humanities programs would decline by approximately 13 percent, while funds for museum programs would increase by 6 percent.
The overall budget of the National Endowment for the Humanities would decrease from its current $130.2 million, with funds for the endowment's education division declining from $14.3 million to $13 million.
Programs of the National Endowment for the Arts, including those in schools, would be reduced from the current $144.1 million. Federal support for museum programs (funded under the Institute of Museum Services), which declined by 6 percent last year, would be restored to the fiscal 1982 level of $11.5 million.
1983 Continuing1983 Rescission1984 BudgetProgramFiscal 1982ResolutionProposalProposal
N.E.H$124,536$130,247no change$112,200N.E.A.$143,456$144,108no change$125,000I.M.S.$11,520$10,800no change$11,520 | <urn:uuid:8b42c507-2885-41e4-929b-aed0da47bd50> | CC-MAIN-2017-43 | http://www.edweek.org/ew/articles/1983/02/09/03070013.h02.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823016.53/warc/CC-MAIN-20171018161655-20171018181655-00643.warc.gz | en | 0.945549 | 3,148 | 2.625 | 3 |
Hyperopia, or “farsightedness” as it is more commonly known, is a vision condition where objects up close appear blurry. If you have severe farsightedness it will be very difficult to see objects clearly within a few feet in front of you, whereas if you have a mild case tasks such as reading and looking at a computer screen will just be difficult.
Farsightedness tends to run in the family, but people are usually born with symptoms of farsightedness. Some of the symptoms of farsightedness you should be on the lookout for are as follows:
- Objects up close appear blurry
- You squint more often in order to see things clearly
- Recurring eye strain and fatigue
- Experience headaches and eye discomfort after reading, writing, or using a computer for an extended period of time
Parent’s must also make sure to look out for vision problems with their children. It can be challenging to detect vision problems early with children because they don’t usually realize they are having them to begin with. If your child is farsighted, he or she might exhibit some of the following symptoms:
- Persistently squinting
- Have grades in school suddenly start to drop
- Blink an abnormal amount
- Rub his or her eyes frequently
- Have recurring headaches
When should I consult my eye doctor?
If seeing things up close to you is difficult and it is affecting your quality of life in any way you should absolutely consider going to see your eye doctor so that your eyes can be examined. Only a trained professional can determine how severely farsighted you are and prescribe the best method of vision correction for you.
Due to the fact that it is not always easy to tell if you are having vision problems or not, it is recommended that you schedule regular eye exams with your eye doctor. If you haven’t had an eye exam, make sure to schedule one with us today! | <urn:uuid:1425afb8-e65c-4d6f-8885-00ec7ab28985> | CC-MAIN-2020-05 | https://horizonlaser.com/farsightedness-symptoms-and-recommendations/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00089.warc.gz | en | 0.958813 | 410 | 3.1875 | 3 |
Whether you have had a personal experience with a substance use problem or not, you have likely heard the term denial used to describe someone who uses substances heavily, but tells others they don’t have a problem. Maybe you have a friend or family member you feel drinks too much or you know to be a heavy drug user, and you’ve thought they have a problem and are in denial of the problem. Or perhaps you’ve had others tell you that you have a problem, and you’ve disagreed and then been told you’re in denial. It’s time to challenge the denial myth with respect to substance use and show it for what it really is.
The theory of denial was first identified by Dr. Sigmund Freud to describe how an individual rejects something they find too painful to accept such as the death of a loved one, a terminal illness, or a traumatic experience. Like many of Freud’s theories, denial has been controversial. Unscrupulous therapists have used psychoanalysis and the denial theory to convince people of traumatic experiences that never happened such as molestation, incest and rape. More recently the denial theory has been used by the treatment industry to ensure even those who reject the idea that they have a disease called addiction can be coerced into treatment.
While it is understandable that a person may go through a period of “denial” when facing the death of a child or their own terminal illness, there is no data to support the idea that people are unaware of their own behaviors or of the consequences of their behaviors. As substance use requires prior thought, planning and action to fulfill, like all behaviors, the idea that a person is unaware they are partaking in the behavior is absurd.
So if denial is not referring to the person being unaware of the behavior, then what is it with respect to substance use? A substance user who is in denial is said to be unaware of the problems their substance use has caused them. Let’s look at an example from a man that came through our retreat some years ago, John. One night John drank approximately 8 drinks over the course of an hour and drove home. On the way home he crashed his car and was charged with DUI. In this case John knew that he drank. He knew that he drove after drinking, and he knew that his ability to drive was compromised which led to the accident. He initially denied these things to the police and his family, but that wasn’t denial, that was lying for obvious reasons. As part of his sentence John was required to attend an outpatient treatment program that where a counselor told him that he must accept that he is an alcoholic. John admitted to her that he drinks an average of 5 or more drinks most nights. He admitted that he used poor judgment to get behind the wheel while intoxicated but he rejected her assertion that he is an alcoholic. He told her he planned to continue drinking but will ensure he does not drive after more than 2 drinks. His counselor diagnosed John as in denial and required him to attend an inpatient treatment program. What do you think?
Those who believe the disease theory of alcoholism will say that of course, John is an alcoholic. They will say that drinking 5 or more drinks nightly is excessive. And to them, the fact that John got a DUI is proof positive for that he must not be in control of his drinking. Those who buy into the disease theory also think John’s assertion that he won’t drive after drinking is unrealistic. They believe that the disease of alcoholism renders him incapable of making the choice to drink less, and not drive.
It is true that John may or may not choose to keep his commitment to not drink and drive, but if he does doesn’t, this certainly does not mean he can’t, it just means he didn’t. The truth is, based on data, one of the most common ways people change their drinking behavior is through a brief intervention such as getting into legal trouble, having marital issues, employment issues or health issues. Contrary to popular belief, the majority of first time DUI offenders never get a second offense and instead modify their behaviors to ensure it won’t happen again. Using this data, the chances are far greater that John won’t repeat his offense and that he is perfectly capable of making the decision to not drink and drive.
In another example, Kate was a 4.0 student preparing to graduate from an Ivy League school. When her mother called us she was very concerned. She explained that Kate was an over achiever with respect to academics she found out from her roommate that Kate was secretly using heroin on a daily basis. She supported her habit by working at the campus bookstore part time. She got her heroin from another student on campus, but didn’t not hang out with people she considered to be “low-life junkies.” When Kate’s mother spoke to her about it, Kate told her that she knew she shouldn’t be doing it but she felt it was helping her deal with the stress of school. She promised she would quite when she graduated. Kate’s mother didn’t buy it and forced her into a treatment program. What would you have done? Do you think Kate could quit once she graduated?
When asked this question nearly everyone predicts that Kate wouldn’t be able to quit once she graduated. In this example you would say that Kate is not in denial that she’s using heroin or that her heroin usage may be wrong or dangerous, but that she is in denial of her “addiction”. Like John she believes she has control and therefore can stop when she wants to stop. Treatment providers used her belief that she could stop as evidence that she needed extensive treatment. They told Kate and her mother that Kate was in denial of her inability to control her behaviors, and then spent a few months convincing her that she was powerless to stop using heroin as a means to help her to stay off it once she left treatment.
To explore this concept more deeply, ask yourself the following question: is it better for Kate to believe that she can quit using heroin, or that she can’t quit using heroin? Is it better for her to believe that heroin is a tool she is using temporarily to help her with a situational issue, or is it better for her to believe she has a progressive, incurable brain disease that will make her crave and want heroin for the rest of her life? In these questions we have captured the root problem with the idea of powerlessness and disease. Whether people believe they can quit or can’t quit, they are right. I chose heroin use for this example because there is a strong belief in our culture that heroin and other opiates are patently addicting and people become hopelessly addicted for life from their first usage, yet data shows that most opiate users whether prescribed or recreational users, are occasional users and also that more than 96% of those who were once heroin dependent, no longer are. (Wu, et. al., 2011)
Based on this data it would stand to reason that if Kate was left alone and continued to use heroin after graduating it is because she wanted to continue using heroin not because she couldn’t stop. Kate continuing drug use even after she said she would stop is not evidence of a disease or of her lack of knowledge of her disease, rather it is only evidence that she decided to keep using heroin. Treatment professionals at all levels, even those who are former “addicts” themselves, built the theory of denial based on egocentric judgment rather than sound scientific research. If you take the moral judgments away and look at Kate’s life, by all other accounts she appears to be high functioning and successful, much like the vast majority of opiate users. Prior to being forced into treatment she stated she had no plans to keep using heroin forever, and at some point planned to set aside that behavior in favor of what she viewed as more mature behavior. Kate is like the majority of college students who spontaneously change their behaviors and in essence, mature out of problematic substance use after college.
In these examples both Kate and John reject the idea of powerlessness and SAHMSA substance use data that has been collected over the past 30 years shows that it is likely that both Kate and John will moderate or discontinue these behaviors as part of the natural maturation process.
It is important to understand that assessments given by treatment providers are specifically designed so that all participants fit the criteria for addiction and/or problem substance use and therefore need their programs and services. In this respect the theory of denial fits their marketing and sales needs perfectly. Whether you agree with their assessment that you are an addict or you disagree, you still need their treatment.
The concept of denial turns out to be not only wholly inaccurate, but an expedient way of exerting control over people. Denial is seen as a “symptom” of a non-existent disease that systematically allows the substance user’s thoughts, desires, and personal beliefs to be summarily dismissed by those trying to “help” them. And furthermore, it is the first step in the dehumanizing and devastating process used by the addiction recovery system to convince people they are powerless.
Wu, L. T., Woody, G. E., Yang, C., Mannelli, P., & Blazer, D. G. (2011) Differences in onset of abuse/dependence episodes between prescription opioids and heroin: results from the National Epidemiologic Survey on Alcohol and Related Conditions. Substance Abuse and Rehabilitation, 2011 (2), 77-88. https://doi.org/10.2147/SAR.S18969
If you or someone you love are ready to break free from the addiction and recovery cycle, and you are seeking a non-12 step program, call us at 888-424-2626. For more information about The Freedom Model Program go to TheFreedomModel.org | <urn:uuid:2a2f131b-089f-4b7a-9240-94981c33cc55> | CC-MAIN-2021-17 | https://www.soberforever.net/addictionblog/index.php/there-is-no-such-thing-as-denial-in-addiction-its-all-about-control/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038082988.39/warc/CC-MAIN-20210415005811-20210415035811-00257.warc.gz | en | 0.978943 | 2,061 | 2.921875 | 3 |
The United States Postal Service is warning residents about fake emails using their name. The messages claim to be alerts about an undelivered package, but they really carry a virus.
How the Scam Works:
You receive an email message that appears to be a shipping notification. It says that the postal service has been unable to deliver your package. To claim it, you just need to download the attached confirmation form and take it to your local post office.
But when you click on the file, you find that it isn't a receipt after all. It's really a virus! Typically, these viruses phish for personal and banking information on your machine.
Like all scams, this one has many variations. Victims have reported receiving phone calls also claiming to alert you to an undelivered package. Instead of a virus, scammers try to phish for personal and banking information. The scam isn't even limited to the USPS; Canada Post was targeted by a similar scam.
Tips to Avoid Email Scams:
Spot common email scams by following these tips:
- Don't believe what you see. Scammers make emails appear to come from a reputable source. Just because it looks like an "@usps.com" address does not mean it's safe.
- Be wary of unexpected emails that contain links or attachments. As always, do not click on links or open the files in unfamiliar emails.
- Beware of pop-ups. Some pop-ups are designed to look like they've originated from your computer. If you see a pop-up that looks like an anti-virus software but warns of a problem that needs to be fixed with an extreme level of urgency, it may be a scam.
- Watch for poor grammar and spelling. Scam emails often are riddled with typos.
- Immediate action is necessary. Scam emails try to get you to act before you think by creating a sense of urgency. Don't fall for it.
For More Information
Learn more about scams on the U.S. Postal Service and Canada Post websites.
To find out more about scams, check out BBB Scam Stopper. | <urn:uuid:9bd63a5e-b93e-4ec9-9d07-1b5396bf9460> | CC-MAIN-2017-17 | http://www.bbb.org/concord/news-events/bbb-scam-alerts/2014/06/scam-alert-fake-usps-emails-carry-a-virus/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917118851.8/warc/CC-MAIN-20170423031158-00330-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.954527 | 440 | 2.75 | 3 |
Table of Contents
- 1 The Intersection of Artificial Intelligence and Creative Arts
The Intersection of Artificial Intelligence and Creative Arts
Artificial Intelligence (AI) has become an integral part of various industries, and the world of creative arts is no exception. With advancements in machine learning and deep neural networks, AI is now capable of producing artistic creations that rival those made by humans. This exciting development has sparked a new era of innovation and collaboration, where artists and AI work hand in hand to push the boundaries of creativity.
Unlocking New Possibilities in Art
AI has opened up a whole new realm of possibilities for artists, allowing them to explore uncharted territories and experiment with unconventional techniques. By leveraging AI algorithms, artists can generate unique ideas, enhance their artistic process, and even create entirely new art forms. This fusion of human creativity and AI’s computational power is revolutionizing the art world, enabling artists to push the limits of their imagination.
Enhancing the Creative Process
AI is not just a tool for generating art; it can also enhance the creative process itself. By analyzing vast amounts of data, AI algorithms can provide artists with valuable insights and suggestions, helping them refine their ideas and make more informed decisions. This collaboration between human intuition and AI’s analytical capabilities leads to a more efficient and effective creative process, resulting in truly remarkable works of art.
Unleashing Burst of Creativity
One of the most fascinating aspects of AI in the creative arts is its ability to generate bursts of creativity. AI algorithms can create a large number of variations and permutations of a given artwork, allowing artists to explore different possibilities and uncover unique perspectives. This burstiness provided by AI sparks inspiration and encourages artists to think outside the box, leading to breakthroughs and innovative artistic expressions.
Generating Collaborative Art
AI is not just limited to assisting individual artists; it can also facilitate collaborative art projects. By combining the creative inputs of multiple artists with AI’s computational capabilities, truly extraordinary works of art can be created. This collaborative approach not only brings different perspectives together but also leverages AI’s ability to analyze and synthesize diverse ideas, resulting in a harmonious fusion of creativity.
Pushing the Boundaries of Imagination
AI’s impact on the creative arts goes beyond simply assisting artists; it challenges the very notion of creativity itself. By pushing the boundaries of what is considered traditionally “creative,” AI forces us to question our preconceived notions and explore new frontiers. This constant evolution and redefinition of creativity lead to groundbreaking artistic expressions that captivate and inspire audiences around the world.
The Ethical Dilemma
While AI brings immense possibilities to the creative arts, it also raises ethical concerns. As AI becomes more sophisticated, questions arise about the authenticity and originality of AI-generated art. Additionally, the question of who owns the rights to AI-generated art becomes increasingly complex. These ethical dilemmas require careful consideration and thoughtful discussions to ensure that AI and human creativity can coexist harmoniously.
The Future of AI and Creative Arts
The future of AI and creative arts holds tremendous potential. As AI continues to evolve and improve, we can expect even more profound collaborations between humans and machines. AI-generated art will become more integrated into our daily lives, enriching our cultural experiences and challenging the boundaries of what is considered possible. With the right balance of human creativity and AI’s computational power, the possibilities for artistic expression are endless.
A World of Infinite Creativity
The fusion of AI and creative arts opens up a world of infinite creativity. By embracing AI as a tool and collaborator, artists can unleash their imagination and create masterpieces that transcend the limits of human capability. The future is bright for AI in the creative arts, and we are only just beginning to scratch the surface of what is possible when humans and machines come together to create. | <urn:uuid:8f119121-6a63-4b61-a918-efd7e4b803bc> | CC-MAIN-2024-10 | https://proximauniversity.com/2024/01/08/ai-and-creative-arts.html | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474523.8/warc/CC-MAIN-20240224044749-20240224074749-00614.warc.gz | en | 0.922306 | 795 | 3.265625 | 3 |
Instructing literary evaluation is essential to educating secondary ELA. Once you understand what query you wish to reply, it is time to scour the guide for things that may aid you reply the query. Don’t be concerned if you do not know what you need to say but—right now you’re simply collecting ideas and materials and letting it all percolate. Hold track of passages, symbols, images, or scenes that cope with your matter. Eventually, you’ll start making connections between these examples and your thesis will emerge.
Each paragraph in the principle body should give attention to one matter. In the five-paragraph mannequin, try to divide your argument into three primary areas of research, all linked to your thesis. Don’t try to embody everything you may think of to say concerning the textual content – solely evaluation that drives your argument.
Why is this subject necessary, and why is your particular position on the subject noteworthy? Ideally, your introduction ought to pique the reader’s interest by suggesting how your argument is shocking or otherwise counterintuitive. Literary essays make unexpected connections and reveal much less-than-obvious truths.
A literature assessment is a crucial analysis of printed sources, or literature, on a specific matter. It’s an evaluation of the literature and gives a summary, classification, comparison and evaluation. At postgraduate level literature reviews will be included into an article, a analysis report or thesis. At undergraduate level literature reviews can be a separate stand alone assessment.
Write your opinion concerning the ebook you learn. Regardless of whether you favored it or not, indicate this and explain why. And do not forget that your explanations should not contradict something that you simply tried to convey to the reader throughout the work.
Research the writer’s background and different work. This can provide insight into the writer’s perspective and bias, as well as inform the reader what he is perhaps commenting on. For example, Tolkien’s The Lord of the Rings is about a group of mates who embark on an epic journey and fight an excellent struggle. Realizing Tolkien fought within the Battle of Somme during World Conflict I and that his closest mates were killed helps clarify his sentiments about struggle.
Sounds fairly easy, does not it? As some other student, you want extra tangible pointers that teach you how to handle this specific the lovesong of j. alfred prufrock shmoop task. As always, we’re right here to assist with that! Learn through this step-by-step information, and you will be ready to start writing the literary analysis by the end of the day.
These literature reviews are generally a bit broader in scope and can prolong further again in time. Which means typically a scientific literature evaluate may be extremely theoretical, in addition to specializing in particular strategies and outcomes of earlier research. In addition, all of its sections seek advice from the literature quite than detailing a present examine.
In the social sciences, the time period case research refers to both a technique of research and a particular research design for analyzing a problem, each of which can be used to generalize findings throughout populations. This tab focuses on the latter-how one can design and arrange a research paper that analyzes a specific case.
If nothing instantly strikes you as interesting or no patterns or issues bounce out at you, don’t fret. Simply begin making an inventory of no matter you bear in mind out of your reading, regardless of how insignificant it could appear to you now. Think about an image that stuck with you, a character’s peculiar behavior or feedback, a word alternative that you simply found interesting, the bizarre means the narrator describes an event, or the creator’s placement of an motion in an odd context. | <urn:uuid:2949edea-7fc1-404e-9d61-9dc725a1351b> | CC-MAIN-2022-33 | https://trianglenews.co.uk/easy-methods-in-example-of-structure-in-literature-an-a-z/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570913.16/warc/CC-MAIN-20220809064307-20220809094307-00444.warc.gz | en | 0.930797 | 774 | 2.765625 | 3 |
Bonded VPNs for Higher Throughput and Failover with Zeroshell Linux - page 2
Configuring Remote VPN access
Next, setup both locations (the ZeroShell machines) with their two separate Internet connections. Then on each ZeroShell machine, you need to configure load balancing and fail-over for the two connections. Click the Net Balancer link (see Figure 3), and Add each Internet connection's interface. After you enable Net Balancer, it will begin to balance outgoing WAN/Internet traffic.
In addition to increased bandwidth for local users accessing the Internet, it will provide a fail-over. For instance, if one Internet connection goes down, the other connection can still provide Internet access.
Creating the LAN-to-LAN VPN tunnels
First you must configure one of the ZeroShell machines as the LAN-to-LAN VPN server, then you can connect another ZeroShell machine by configuring it as a VPN client.
Click VPN from ZeroShell's Web-based menu, select the LAN-to-LAN tab, and click the New button. See Figure 4 for an example of the window that should pop-up.
Now move to the ZeroShell machine that you want to set up as the VPN client. Create a new LAN-to-LAN VPN entry like you did for the server machine. Use the IP of the other machine for the Remote Host and set the Role to Client. Plus make sure it's set to Pre-Shared key Authentication and copy the previously generated key into the PSK field. Once you hit Save, it should automatically connect.
If you have two Internet connections at both locations and want redundancy in the links, configure a second LAN-to-LAN VPN tunnel at each location. Make sure each location has two tunnels to the other location using the two different Internet connections. To assign the tunnels to a particular Internet connection, assign a Gateway when configuring the tunnel. The port numbers auto increment, however, make sure the tunnels at each machine match. If you already have one of the tunnels created you can select the existing tunnel and click Configure to edit the Gateway value, and then create the second tunnel.
Creating redundancy in the LAN-to-LAN VPN tunnels
Now to get the load balancing and fail-over functionality for the LAN-to-LAN links, you can bond the two VPN tunnels. This is similar to the Net Balancer feature for Internet connections. Click Setup from ZeroShell's main menu, select the Network tab, and click the New BOND button on the top. Then add the two VPN interfaces to the Bond Components list (see Figure 5) and click Save.
Now you should be able to connect to the VPN out in the field and be able to securely connect your offices. For even better security on the site-to-site links, you might want to use SSL by setting up certificates. On each machine, export the host certificate and import it into the other machine (remember, the certificate and key are in the same file) and then choose the imported certificate and input the remote site's Common Name (such as zeroshell.example.com) when reconfiguring the tunnels.
Eric Geier is an author of many computing and networking books, including Home Networking All-in-One Desk Reference For Dummies (Wiley 2008) and 100 Things You Need to Know about Microsoft Windows Vista (Que 2007).
Solid state disks (SSDs) made a splash in consumer technology, and now the technology has its eyes on the enterprise storage market. Download this eBook to see what SSDs can do for your infrastructure and review the pros and cons of this potentially game-changing storage technology. | <urn:uuid:31347ff8-05a0-4a04-beb6-ff696f97abe6> | CC-MAIN-2015-40 | http://www.linuxplanet.com/linuxplanet/tutorials/6799/2 | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443738006925.85/warc/CC-MAIN-20151001222006-00131-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.87093 | 753 | 2.578125 | 3 |
Everyone experiences some unhappiness, often as a result of a change, either in the form of a setback or a loss, or simply, as Freud said, "everyday misery." The painful feelings that accompany these events are usually appropriate and temporary, and can even present an opportunity for personal growth and improvement. However, when sadness persists and impairs daily life, it may be an indication of a depressive disorder. Severity, duration, and the presence of other symptoms are the factors that distinguish normal sadness from clinical depression.
Clinical depression is classified as a mood disorder. The primary subtypes are major depression, dysthymia (longstanding but milder depression), and atypical depression. Other depressive disorders include premenstrual dysphoric disorder (PDD or PMDD) and seasonal affective disorder (SAD).
The other major mood disorder is bipolar disorder, formerly called manic-depressive illness, which is characterized by periods of depression alternating with episodes of excessive energy and activity. Bipolar disorder is not discussed in this report.
In major, or acute, depression, at least five of the symptoms listed below must occur for a period of at least 2 weeks, and they must represent a change from previous behavior or mood. Depressed mood or loss of interest must be present. Symptoms include:1. Depressed mood on most days for most of each day -- irritability may be prominent in children and adolescents2. Total or very noticeable loss of pleasure most of the time3. Significant increases or decreases in appetite, weight, or both4. Sleep disorders, either insomnia or excessive sleepiness, nearly every day5. Feelings of agitation or a sense of intense slowness6. Loss of energy and a daily sense of tiredness7. Sense of guilt or worthlessness nearly all the time8. Inability to concentrate occurring nearly every day9. Recurrent thoughts of death or suicide
In addition, other criteria must be met:
Episodes of major depression usually last about 20 weeks.
Depression in Children . Symptoms for major depression in children can differ from those in adults and may include:
Dysthymia, or chronic depression, afflicts 3 - 6% of the general population and is characterized by many of the same symptoms that occur in major depression. Symptoms of dysthymia are less intense and last much longer, at least 2 years. The symptoms of dysthymia have been described as a "veil of sadness" that covers most activities. Possibly because of the duration of the symptoms, patients who suffer from chronic minor depression do not exhibit marked changes in mood or in daily functioning, although they have low energy, a general negativity, and a sense of dissatisfaction and hopelessness.
About a third of patients with depression have atypical depression. Atypical depression refers to a subtype of depression characterized by mood reactivity, which is the ability to temporarily respond to positive experiences. It is accompanied by two or more associated symptoms such as sensitivity to rejection, hypersomnia (oversleeping), overeating (usually related to carbohydrate craving), and leaden paralysis (feelings of heaviness in the arms and legs).
Seasonal affective disorder (SAD) is characterized by annual episodes of depression during fall or winter that improve in the spring or summer. Other SAD symptoms include fatigue and a tendency to overeat (particularly carbohydrates) and oversleep in winter. A minority of individuals with SAD have symptoms of undereating and being sleepless. SAD tends to last about 5 months in those who live in the northern part of the U.S.
Seasonal changes affect many people's moods, regardless of gender and whether or not they have SAD. Simply being mildly depressed during the winter does not mean that one has SAD. Living in a northern country with long winter nights does not guarantee a higher risk for depression. Changes in light may not be the only contributor to SAD.
The causes of depression are not fully known. Most likely a combination of genetic, biologic, and environmental factors play a role.
Because depression often runs in families, it may have a genetic component. Data from family, twin, adoption, and genetic studies strongly indicate a genetic factor. Studies have found that close relatives of patients with depression are two to six times more likely to develop the problem than individuals without a family history.
Evidence supports the theory that depression has a biologic basis. The basic biologic causes of depression are strongly linked to abnormalities in the delivery of certain key neurotransmitters (chemical messengers in the brain). These neurotransmitters include:
The degree to which these chemical messengers are disturbed may be affected by other factors such as genetic susceptibility. For example, researchers have identified a defect in the gene known as SERT, which regulates serotonin and has been linked to depression.
Reproductive Hormones. In women, the female hormones estrogen and progesterone may play a role in depression.
Medications . Many prescription drugs can affect brain chemicals and trigger depression. These medications include certain types of drugs used for acne, high blood pressure, contraception, Parkinson’s disease, inflammation, gastrointestinal relief, and other conditions.
According to major surveys, major depressive disorder affects nearly 15 million Americans (nearly 7% of the adult population) in a given year. While depression is an illness that can afflict anyone at any time in their life, the average age of onset is 32 (although adults age 49 - 54 years are the age group with the highest rates of depression.). Other major risk factors for depression include being female, being African-American, and living in poverty.
Women, regardless of nationality, race, ethnicity, or socioeconomic level, have twice the rate of depression than men. (Women with depression may also have accompanying eating disorders, such as anorexia nervosa and bulimia. ) While men are more likely than women to die by suicide, women are twice as likely to attempt suicide.
The causes of such higher rates of depression may be due in part to hormonal factors:
Depression is not rare in men. In fact, white men over age 85 have the highest rates of suicide of any group. Men may be more likely than women to mask their depression by using alcohol. Some research suggests that depression in men is associated with the following indicators:
Depression can occur in children of all ages, although adolescents have the highest risk. Risk factors for depression in young people include having parents with depression, particularly if it is the mother who is depressed. Early negative experiences and exposure to stress, neglect, or abuse also pose a risk for depression.
Adolescents who have depression are at significantly higher risk for substance abuse, recurring depression, and other emotional and mental health problems in adulthood.
Studies suggest that 3 - 5% of children and adolescents suffer from clinical depression, and 10 - 15% have some depressive symptoms.
About 1 - 5% of elderly people suffer from depression. The rate increases significantly for those who have other chronic health problems, especially medical conditions such as Alzheimer’s, Parkinson’s disease, heart disease, and cancer that interfere with functional abilities. Depression also occurs in some elderly people who require home healthcare or hospitalization. In addition, older people often have to contend with significant stressful life changes such as the loss of a spouse. Suicide in the elderly is the third-leading cause of death related to injury. Men account for the majority of these suicides, with divorced or widowed men at highest risk.
Severe or Chronic Medical Conditions. Any chronic or serious illness, such as diabetes, that is life-threatening or out of a person's control can lead to depression. Many medications taken for chronic medical problems can also cause depression.
Thyroid Disease. Hypothyroidism (a condition caused when the thyroid gland does not produce enough hormone) can cause depression. However, hypothyroidism may also be misdiagnosed as depression and go undetected.
Chronic Pain Conditions. Studies have reported a strong association between depression and headaches, including chronic tension-type and migraine. Fibromyalgia, arthritis, and other chronic pain syndromes are also associated with depression.
Stroke and Other Neurological Conditions. Having a stroke increases the risk of developing depression. Also, neurological conditions that impair movement or thinking are associated with depression.
Heart Failure . Patients with heart failure or patients who have suffered a heart attack may also be at increased risk for depression.
Insomnia and Sleep Disorders . Sleep abnormalities are a hallmark of depressive disorders, with many depressed patients experiencing insomnia. Likewise, insomnia or other changes in waking and sleeping patterns can have significant effects on a person's mood, and perhaps worsen or draw out an underlying depression.
Smoking. There is a significant association between cigarette smoking and a susceptibility to depression. People who are prone to depression face a 25% chance of becoming depressed when they quit smoking, and this increased risk persists for at least 6 months. What's more, depressed smokers find it difficult to stop smoking. Smokers with a history of depression are not encouraged to continue smoking, but rather to keep a close watch on recurrence of depressive symptoms if they do stop smoking.
Depression is often chronic, with episodes of recurrence and improvement. About a third of patients with a single episode of major depression will have another episode within 1 year after discontinuing treatment, and more than half will have a recurrence at some point in their lives. Depression is more likely to recur if the first episode was severe or prolonged, or if there have been prior recurrences. To date, even newer antidepressants have failed to achieve permanent remission in many patients with major depression, although the standard medications are very effective in treating and preventing acute episodes.
Many suicides are due to treatable disorders, most commonly depression or substance abuse. Depression is the cause of up to two-thirds of all suicides. Depressed men are more likely to commit suicide than depressed women. Suicidal preoccupation or threats of suicide should always be treated seriously. In addition, antidepressant medications may increase the risk for suicidal behavior in some children and adolescents.
Behavioral therapies, combined with antidepressants, may help prevent suicide. There has been a decline in adolescent suicides over the past decade, which some researchers attribute to the increased use of antidepressants in this population.
However, antidepressants can also raise the risk for suicidality (suicidal thoughts and behavior) in some young people, particularly those ages 18 - 24.
Risk for Suicide in Adolescents . Suicide is the third most common cause of death among adolescents, and is one of the most devastating events than can happen to a family. Suicide is most commonly associated with depression in young people but it is also linked with anxiety, psychosis, substance abuse, or impulsivity. More girls attempt suicide but more boys succeed, most often because they choose guns or violent methods while girls tend to overdose, which is more treatable. Nevertheless, attempts are major risk factors for a later suicide. Any expression of suicidal intent should be treated very seriously.
Children, adolescents, and young adults who are prescribed antidepressant medication should be carefully monitored by both their parents and doctor, especially during the first few months of treatment, for any worsening of depression symptoms or changes in behavior.
The following are danger signs in young people:
Risk factors for suicide include a history of neglect or abuse, history of deliberate self-harm, a family member who committed suicide, access to firearms, and living in communities where there have been recent outbreaks of suicide among young people. A romantic break-up is often the trigger for a suicidal attempt in teenagers. Feeling connected with parents and family can help protect young people with depression from suicide.
Parents should not hesitate to seek professional help for their children if they suspect they are thinking about killing themselves. This is a medical emergency and requires immediate treatment.
Major depression in the elderly or in people with serious illness may reduce survival rates, even independently of any accompanying illness. Decreased physical activity and social involvement certainly play a role in the association between depression and illness severity.
Heart Disease and Heart Attacks. Data suggest that depression itself may be a risk factor for heart disease as well as its increased severity. Patients with heart disease who are depressed tend to have more severe cardiac symptoms than those who are not depressed, and a poorer quality of life. Depression can worsen the prognosis of heart disease and increase the risk of death.
While the evidence is less conclusive, studies also indicate that depression in healthy people may increase the risk for developing heart disease. The more severe the depression, the greater the risk.
Obesity. People, especially adolescents, who are depressed have a high risk for obesity. Conversely, obese people are about 25% more likely than non-obese people to develop depression or other mood disorders. The conditions may have common risk factors such as low physical activity may also be a common factor.
Mental Decline . Depression in the elderly is associated with a decline in mental functioning, regardless of the presence of dementia.
Cancer. Depression does not increase the risk for cancer, but cancer can physically trigger depression by affecting chemicals in the brain. Sometimes depressive symptoms can manifest even before the cancer is diagnosed.
Effects of Parental Depression on Children. Depression in parents may increase the risk for childhood depression.
Effects on Marriage. . People who suffer from psychiatric disorders tend to have higher divorce rates than healthy people. Spouses of partners with depression are themselves at higher risk for depression.
Effect on Work. Depression can adversely affect a person's work life. It significantly increases the risk for unemployment and lower income.
Alcohol and Drug Abuse. Many people with major depression also have an alcohol use disorder or drug abuse problems. Studies on the connections between alcohol dependence and depression have still not resolved whether one causes the other or if they both share some common biologic factor.
Smoking. Depression is a well-known risk factor for smoking, and many people with major depression are nicotine dependent. Nicotine may stimulate receptors in the brain that improve mood in some people with depression.
A diagnosis of depression is based on symptoms meeting specific criteria. Many people who are depressed first seek help from their family doctors. Guidelines now recommend that family doctors screen for depression adults and adolescents (ages 12 - 18), as long as these doctors have appropriate systems in place to ensure accurate diagnosis, treatment, and follow-up of their patients.
To check if you have depression, a doctor may ask you questions such as:
Individuals who have certain factors might ask their doctor if they should be screened for depression. These include:
Mental health professionals may administer a screening test such as the Beck Depression Inventory or the Hamilton Rating Scale, both of which consist of about 20 questions that assess the individual for depression. However, most mental health professionals generally diagnose depression based on symptoms and other criteria.
Symptoms of depression can vary depending on a person’s cultural and ethnic background, For example, people from non-Western countries are more apt to report physical symptoms (such as headache, constipation, weakness, or back pain) related to the depression, rather than mood-related symptoms.
Depression can sometimes be confused with other medical illnesses. Weight loss and fatigue, for example, accompany many conditions, some serious, but they can also occur with depression.
Depression is a treatable illness, with many therapeutic options available including psychotherapy, antidepressants, or both. In general, the treatment choice depends on the degree and type of depression and other accompanying conditions. It also may depend on age, pregnancy status, or other individual factors.
Unfortunately, many Americans with major depression receive either inadequate treatment or no treatment at all. Reasons may include treatment by providers who may not have sufficient information or training on dosages or specific drugs that would be best suited for individual cases, lack of recognition of depression symptoms by providers, poor access to health care services, lack of health insurance, and poor compliance with medications.
Patients with Major Depression. Numerous studies support a combination of cognitive behavioral therapy (CBT) plus antidepressants, typically a selective serotonin reuptake inhibitor (SSRI) or serotonin norepinephrine reuptake inhibitor (SNRI). Although some people may feel better after taking antidepressants for a few weeks, most people need to take medication for at least 4 - 9 months to ensure a full response and to prevent depression from recurring. Research indicates that patients respond better to medications when drug therapy is combined with CBT. Exercise may also help relieve depressive symptoms.
Patients with Treatment-Resistant Depression . For patients with severe depression who are not helped by SSRIs or SNRIs, other types of antidepressants are available. Sometimes an atypical antipsychotic drug may be given in combination with an antidepressant for patients with severe major depressive disorder.
Brain stimulation techniques, such as electroconvulsive therapy (ECT), are options for treatment-resistant depression. Experimental procedures, such as repetitive transcranial magnetic stimulation and implantable deep brain stimulation devices, are being studied and may be helpful. Researchers are also investigating new types of drugs (such as ketamine), which may provide rapid, if temporary, improvement. In general, the more treatment strategies that patients need, the less likely they are to recover completely from depression.
Patients with Minor Depression. Patients with minor depression (fewer than five symptoms that persist for fewer than 2 years) may respond well to watchful waiting to see if antidepressants are necessary. Counseling or cognitive behavioral therapy may be helpful, as is regular exercise.
Patients with Depression and Other Psychiatric Problems. Other psychiatric problems often coexist with depression. If patients also suffer from anxiety, treating the depression first often relieves both problems. More severe psychiatric problems, such as bipolar disorder or schizophrenia, require specialized treatments.
Patients with Depression and Medical Conditions. Depression can worsen many medical conditions and may even increase mortality rates from some disorders, such as heart attack and stroke. Depression, then, should be aggressively treated in anyone with a serious medical problem.
Patients with Depression and Substance Abuse Problems. Treating depression in patients who abuse alcohol or drugs is important and can sometimes help patients quit. However, absence from substance abuse is considered essential for adequate treatment of depression.
Most people with depression can be treated in an office setting by a psychiatrist, psychologist, or other therapist. Infrequently, the level of dysfunction may be serious enough to warrant hospitalization to provide protection from further deterioration or self-harm.
Health professionals who can prescribe antidepressants include:
Although other mental health professionals cannot prescribe drugs, most therapists have arrangements with a psychiatrist for providing medications to their patients. In general, mental health professionals are categorized by their training:
Tips for Selecting a Therapist:
Between 14 - 23% of women experience depressive symptoms during pregnancy, and some women develop full-blown postpartum depression following delivery. Although a mother's depression during and after pregnancy can have serious effects on her child, researchers are still trying to determine the best methods for preventing and treating pregnancy-related depression.
The American College of Obstetricians and Gynecologists (ACOG) recommends that pregnant women with depression receive care from a multidisciplinary team that includes the patient’s obstetrician, primary care physician, and mental health clinician. Any woman who has suicidal or psychotic symptoms during depression should immediately seek treatment from a psychiatrist.
The use of antidepressants during pregnancy is controversial, especially for women with major depression who regularly take antidepressant medication. Most doctors advise women to avoid, if possible, any medications during pregnancy and nursing. But, women with depression who stop taking antidepressants during pregnancy may be likely to have a relapse of depression, which can have negative consequences for prenatal care and subsequent mother-child bonding. The risks for negative outcomes are highest when depression occurs during the late second or early third trimester. Depression during pregnancy may also increase the risk of developing postpartum depression.
ACOG and the American Psychiatric Association (APA) recommend that women who are pregnant or thinking about becoming pregnant should not stop taking antidepressants without first talking to their doctors. Women who have mild or no depressive symptoms for at least 6 months before becoming pregnant may be able to taper off or discontinue antidepressant medication, under supervision of their doctor. Stopping medication may be more difficult for women with a history of severe recurrent depression. Psychotherapy (preferably cognitive behavioral therapy or interpersonal therapy) may be helpful in addition to, or in replacement of, antidepressant medication. Electroconvulsive therapy (ECT) may be an option for pregnant women with severe depression.
Studies have been inconsistent as to whether serotonin reuptake inhibitors (SSRIs) drugs increase the risk for birth defects. In general, the risks appear to be low, but doctors are still not sure. There is evidence that paroxetine (Paxil) may cause major birth defects -- including heart abnormalities -- if taken during the first trimester of pregnancy. ACOG recommends that doctors not prescribe paroxetine to women who are pregnant or planning on becoming pregnant. Some studies have indicated that sertraline (Zoloft) and citalopram (Celexa) may also increase the risk of heart defects. SSRIs, and most tricyclic antidepressants, are considered safe to use during breastfeeding but more research is needed to clarify the effects of SSRI on infant and child development.
In terms of non-drug treatment of postpartum depression, doctors recommend that women with signs of postpartum depression receive intensive and individualized psychotherapy within a month after giving birth.
Some doctors recommend only psychotherapy for elderly patients with mild depression. In many older patients, a regular exercise program may be sufficient to improve mood. The use of antidepressants in the elderly is problematic:
Studies suggest that when children or adolescents are treated for depression, a large majority recover. Still, up to a half of these young people have a recurrence of depression within 2 years of their first episode of depression.
It is important to recognize that childhood depression differs from adult depression and that children may respond differently than adults to antidepressant medication. These variances are due to childhood brain development processes as well as age-related differences in drug metabolism. Children may experience medication side effects not seen in adults, and some antidepressants that are effective for adults may not work for children.
Mild-to-Moderate Depression. The pediatrician may want to monitor a child with mild depression for 6 - 8 weeks before deciding whether to prescribe psychotherapy, antidepressant medication, or a referral to a mental health professional. Once medication has been started, the doctor will decide if the dosage needs to be increased after another 6 - 8 weeks. Medication may need to be continued for 1 year after the symptoms have resolved, and the doctor should continue to monitor the child on a monthly basis for 6 months after full remission of depression. For psychotherapy, cognitive therapy may be the best approach for children and adolescents with depression. Other types of psychotherapy, such as family therapy and supportive therapy, may also be effective.
Severe Depression. The American Academy of Child and Adolescent Psychiatry recommends an SSRI antidepressant for children and adolescents with very severe depression that does not respond to psychotherapy. Tricyclic antidepressants do not tend to help adolescents and children and these drugs have many side effects. MAOIs are also not commonly prescribed.
Many SSRIs appear to be safe and effective, but at this time fluoxetine (Prozac) and escitalopram (Lexapro) are the only ones approved for adolescents (ages 12 - 17), and fluoxetine is the only antidepressant approved for children age 8 and older. The FDA strongly advises against the use of some specific SSRIs, such as paroxetine (Paxil), due to concerns about an increased risk for suicidal behavior as well as the lack of any evidence supporting the drug's efficacy in pediatric patients. Some recent research indicates that the overall benefits of antidepressants for children and adolescents may outweigh the risks for suicidal behavior. For optimal results, SSRIs should be combined with either cognitive-behavioral or interpersonal psychotherapies.
Due to potential suicide risks, children and adolescents should be monitored regularly during the initial months of antidepressant treatment.
Major classes of antidepressants include:
All of these drugs appear to work equally well, although they may vary in terms of side effects. Your doctor will select an antidepressant based on side effects, cost, and your personal preference.
Approach and Duration of Initial Treatment. The guidelines for the duration of an initial antidepressant regimen are generally:
Treating Recurrence. Recurrence of depression is very common. About a third of patients will relapse after a first episode within a year of ending treatment, and more than half will experience a recurring bout of depression at some point during their lives. Among those at highest risk for early relapse and who may require ongoing antidepressants are:
There is no risk for addiction with current antidepressants, and many of the common antidepressants, including most standard SSRIs, have been proven safe when taken for a number of years.
Common Side Effects of Most Antidepressants. No matter how well a drug treats depression, the ability of patients to tolerate its side effects strongly influences their compliance with therapy. Lack of compliance is probably the major barrier to success. Side effects can be avoided or moderated if any regimen is started at low doses and built up over time. Although specific side effects are discussed under individual drugs, there are a few that are common to many of them:
In recent years, there has been concern that SSRI antidepressants can increase the risk for suicidal behavior. Of particular concern is a greater risk for suicide in young people taking these medications. While depression is itself the major risk factor for suicide, and antidepressant medication may revitalize suicidal attempts in patients who were too despondent before treatment to make the effort, evidence suggests that in some cases the medication itself can cause suicidal thoughts and behavior (suicidality). Paroxetine (Paxil) appears to have the strongest association with increased suicidal risk, particularly in younger adults.
In the U.S., all antidepressant medications now carry “black box” warnings on their prescribing label explaining the association between antidepressant use and increased risk for suicidality in children, adolescents, and young adults ages 18 - 24, especially during the first few months of treatment. The FDA’s data do not show an increased risk for suicidality in adults older than age 24. Adults age 65 years and older taking antidepressants have a decreased risk for suicidality.
The FDA recommends that caregivers monitor children, adolescents, and young adults being treated with antidepressants for sudden behavioral changes, and immediately notify their doctor if such changes occur. These behavioral signs include:
The FDA’s guidelines for medication usage also recommend that all patients see their doctors regularly after initiating drug treatment. The recommended schedule is:
Patients should immediately contact their doctor if depression symptoms worsen or if suicidal thoughts or behavior increase.
Selective serotonin-reuptake inhibitors (SSRIs) are now the first-line treatment for major depression. They work by increasing levels of serotonin in the brain. SSRIs include fluoxetine (Prozac), sertraline (Zoloft), paroxetine (Paxil), fluvoxamine (Luvox), citalopram (Celexa), and escitalopram (Lexapro). There do not appear to be significant differences among SSRI brands in effectiveness for treating major depressive disorder, although individual drugs may have different side effects or benefits for specific patients.
At this time, fluoxetine and escitalopram are the only antidepressants approved for treatment of major depressive disorder in adolescents (ages 12 - 17). Fluoxetine is also approved for children age 8 and older. Because they act specifically on serotonin, SSRIs have fewer side effects than older antidepressants, which have more widespread effects in the body.
Candidates for SSRIs. SSRIs appear to best help people with the following conditions:
Duration of Effectiveness and Use. SSRIs take, on average, 2 - 4 weeks to be effective in most adults. They may take even longer, up to 12 weeks, in the elderly and in those with dysthymia. By 14 weeks, depression should be in remission in those who respond to the drugs. Unfortunately, recurrence is common once the drugs are stopped. Studies indicate that the standard SSRIs are generally safe to be taken long term, although it is still unclear which patients most benefit from on-going medication. Some doctors recommend withdrawing from medication after a year. If depression recurs, then the patient should go back on the antidepressant.
Side Effects of SSRIs. Side effects may include:
Drug Interactions. SSRIs can interact with other antidepressants such as tricyclics and, in particular, monoamine oxidase inhibitors (MAOIs). Due to a potentially fatal condition called serotonin syndrome, SSRIs should never be taken in combination with an MAOI or within 2 weeks after discontinuing MAOI treatment.(For more on serotonin syndrome, see MAOI section below.) Other serious interactions can occur with meperidine (Demerol) and illegal substances (such as LSD, cocaine, or ecstasy). SSRIs also interact with the antibiotic linezolid (Zyvox). People who take SSRIs may drink alcohol in moderation, although the combination may compound any drowsiness experienced with SSRIs, and some SSRIs increase the effects of alcohol.
Withdrawal Symptoms. Cognitive problems, sleep disturbances, increase in depressive symptoms, and electric shock-like symptoms have been known to occur with sudden discontinuation of SSRIs. The symptoms are more likely to occur with antidepressants with shorter half-lives as compared with fluoxetine, which has a long half-life. The dose of the antidepressant should be slowly reduced before stopping.
These antidepressants target other neurotransmitters, such as norepinephrine or dopamine, alone or in addition to serotonin. In general, the advantages of these antidepressants are:
These drugs do share some side effects with other antidepressants, including dizziness and dry mouth.
Dual Inhibitors. Dual inhibitors act directly on two neurotransmitters -- norepinephrine and serotonin. These drugs are also known as serotonin norepinephrine reuptake inhibitors (SNRIs). The following SNRIs are approved for treatment of major depression in adults:
Multiple Neurotransmitter Ihibitors (Bupropion). Bupropion (Wellbutrin, generic) affects the reuptake of serotonin, norepinephrine, and dopamine -- a third important neurotransmitter. In addition to depression, bupropion is also approved for treating seasonal affectiveness disorder (SAD) and, under the tradename Zyban, for smoking cessation. Bupropion causes less sexual dysfunction than SSRIs. About 25% of patients experience initial weight loss. Side effects include restlessness, agitation, sleeplessness, headache, and stomach problems. Bupropion has a risk for seizures, which increases with higher doses. High doses may also cause dangerous heart arrhythmias.
In 2009, the FDA warned that bupropion products may cause symptoms such as changes in behavior, hostility, agitation, depressed mood, suicidal thoughts and behavior, and attempted suicide. Most of these symptoms were reported in patients who took bupropion to help stop smoking. However, the FDA also warns that patients who have major depressive disorder or other psychiatric illnesses (schizophrenia, bipolar disorder), may experience worsening of their symptoms while taking bupropion
Before the introduction of SSRIs, tricyclics were the standard treatment for depression.
Tricyclics are sometimes grouped into two categories:
Less commonly used tricyclics include doxepin (Sinequan), amoxapine (Asendin), maprotiline (Ludiomill), protriptyline (Vivactil), trimipramine (Surmontil), mianserin (Bolvidon), and dothiepin (Prothiaden).
Tricyclics are as effective for treating depression but they have many side effects. They may offer benefits for many people with dysthymia, who generally do not respond to SSRIs. They may also be prescribed in lower dosages to be taken at night to help with insomnia.
Side Effects of Tricyclics. Side effects are common with these medications. In an analysis of studies, more tricyclic users discontinued their drugs due to side effects than did SSRI or MAOI users. Side effects most often reported include:
Tricyclics can have serious, although rare, side effects:
Monoamine oxidase inhibitors (MAOIs) block monoamine oxidase, an enzyme which has negative effects on many of the neurotransmitters that are important for well-being. MAOIs include phenelzine (Nardil), isocarboxazid (Marplan), and tranylcypromine (Parnate).
Newer MAOIs, such as selegiline (Eldepryl, Movergan), target only one form of the MAOI enzyme. They may cause fewer side effects than older MAOIs. A skin patch form of selegiline (Emsam) is also available for treatment of major depressive disorder in adults.
Candidates for MAOIs. Because these drugs can have very severe side effects, they are usually prescribed only for severe depression or when other types of antidepressants do not help (treatment-resistant depression). MAOIs may also be effective for the following conditions:
Side Effects. MAOIs commonly cause the following side effects:
Serotonin Syndrome . Very dangerous side effects, such as serotonin syndrome, can occur from interactions with other antidepressants, including SSRIs. Serotonin syndrome is a potentially fatal condition that is caused by the interaction of serotonergic drugs. Symptoms include confusion, agitation, sweating and shivering, and muscle spasms. There should be at least a 2-week break between taking MAOIs and other antidepressants. MAOIs can have serious interactions with other drugs as well, including some common over-the-counter cough medications. In such cases, severe high blood pressure or dangerous reactions can occur. It is important that patients discuss with their doctors any other medications they are taking.
If patients fail to respond to antidepressants, doctors may try adding on a different type of drug. (This combination strategy is called “augmentation” or “adjunctive treatment”.) Atypical antipsychotics are drugs that are usually prescribed for schizophrenia or bipolar disorder, but they can also play a role in the treatment of severe depression. Two atypical antipsychotics, aripiprazole (Abilify) and quetiapine (Seroquel), are currently approved in combination with antidepressant therapy for treatment of adults with major depressive disorder.
Ketamine . Ketamine, an anesthetic drug, may be helpful for patients with severe treatment-resistant depression. In a small preliminary study, a single intravenous dose of ketamine helped patients quickly recover from depression within 2 hours, and some patients sustained benefits for up to a week. (Standard antidepressant drugs usually take about 8 weeks to have an effect.) Ketamine blocks the NMDA brain protein receptor, which is involved in glutamate regulation. Glutamate is a brain chemical that is thought to be involved in depression.
Among the various psychotherapeutic "talk therapies," cognitive-behavioral therapy appears to be the most effective approach. If psychotherapy is used alone without medications, benefits should be evident within 8 weeks and symptoms should be fully resolved by 12 weeks. If these conditions are not met, then the patient should strongly consider antidepressant drugs.
In a major analysis, cognitive behavioral therapy (CBT) worked as well as antidepressants in treating severe depression for many patients. Like all psychotherapies, much of the success depends on the skill of the therapist. Many studies suggest that combining cognitive therapy with antidepressants offer the greatest benefits. Studies also indicate that the benefits of cognitive therapy persist after treatment has ended. Cognitive behavioral therapy has been shown to help prevent future suicide attempts in patients with a history of suicidal behavior.
Best Candidates . Although helpful for all patients with depression, CBT may be particularly helpful for the following patients:
Approach . CBT focuses on identification of distorted perceptions that patients may have of the world and themselves, on changing these perceptions, and on discovering new patterns of actions and behavior. These perceptions, known as schemas, are negative assumptions developed in childhood that can precipitate and prolong depression. CBT works on the principle that these schemas can be recognized and altered, thereby changing the response and eliminating the depression.
Over time, such exercises help build confidence and eventually alter behavior. Patients may take group or individual cognitive therapy. CBT is a time-limited treatment, typically lasting 12 - 14 weeks.
Based in part on psychodynamic theory, interpersonal therapy acknowledges the childhood roots of depression, but focuses on symptoms and current issues that may be causing problems. IPT is not as specific as cognitive or behavioral therapy, and all work is done during the sessions. The therapist seeks to redirect the patient's attention, which has been distorted by depression, toward the daily details of social and family interaction. The goals of this treatment method are improved communication skills and increased self-esteem within a short period (3 - 4 months of weekly appointments) of time. Among the forms of depression best served by IPT are those caused by distorted or delayed mourning, unexpressed conflicts with people in close relationships, major life changes, and isolation.
The intent of supportive psychotherapy or attention intervention is to provide the patient with a nonjudgmental environment by offering advice, attention, and sympathy. Supportive therapy appears to be particularly helpful for improving compliance with medications by giving reassurance, especially when setbacks and frustration occur.
Electroconvulsive therapy (ECT) is commonly called shock treatment. It has received bad press, in part for its potential memory-depleting effect. Since its introduction in the 1930s, ECT has been significantly refined, and is now considered an effective and safe treatment for severe depression in the appropriate situation. It is especially effective for patients with severe depression who experience delusions and hallucinations. Maintenance ECT may also help prevent relapse.
Candidates for ECT. ECT may be helpful for the following patients with severe depression:
The Procedure. In general, hospitalization is not necessary. ECT involves the following steps:
Side Effects. Side effects of ECT may include temporary confusion, memory lapses, headache, nausea, muscle soreness, and heart disturbances. Concerns about permanent memory loss appear to be unfounded.
The ECT procedure affects heart rate and blood pressure. Doctors should perform a medical evaluation of patients before they receive ECT. Patients, (especially those who are elderly), who have high blood pressure, atrial fibrillation, asthma, or other heart or lung problems may be at increased risk for heart-related side effects.
Repetitive transcranial magnetic stimulation (rTMS) uses high frequency magnetic pulses that target affected areas of the brain. It is generally regarded as a second line treatment after ECT. Researchers are continuing to refine rTMS techniques to attempt to improve treatment outcomes.
An implantable deep brain stimulation device (Reclaim), similar to a pacemaker and devices used for treating movement disorders like Parkinson’s disease, has been approved for treatment of severe obsessive-compulsive disorder. It is currently in clinical trials for treatment-resistant depression. The device uses four electrodes that are surgically implanted into the brain and connected to a small generator that is implanted near the abdomen or collar bone. The generator delivers precisely controlled electrical pulses to target specific areas of the brain.
Vagus nerve stimulation (VNS) is a procedure that is effective for certain patients with epilepsy, and is now showing some success in patients with treatment-resistant depression
VNS involves implanting a battery-powered device under the skin in the upper left of the chest. The neurologist programs the device to deliver mild electrical stimulation to the vagus nerve. The two vagus nerves are the longest nerves in the body. They run along each side of the neck, then down the esophagus to the gastrointestinal tract. The vagus nerve travels to areas of the brain that control functions such as sleep and mood.
Studies report response rates of 35 - 46% in appropriate candidates with treatment-resistant depression. VNS is approved by the FDA for long-term treatment of chronic depression in adults who have not responded to typical treatments for their major depressive episode. Patients who use VNS may continue to show improvement in both their depression symptoms and quality of life.
Vagal stimulation can cause shortness of breath, hoarseness, sore throat, coughing, ear and throat pain, or nausea and vomiting. These side effects can be reduced or eliminated by reducing the intensity of stimulation. Long-term studies on patients with epilepsy have reported no serious adverse side effects, although the treatment may cause lung function deterioration in some people with existing lung disease.
Phototherapy is recommended as treatment for seasonal affective disorder (SAD), particularly for patients who do not wish to try antidepressants.
The Procedure. The procedure is noninvasive and simple. It is best performed immediately after waking in the morning. The patient sits a few feet away from a box-like device that emits very bright fluorescent light (10,000 lux) for about 30 minutes every day.
Some people report mood improvement as early as 2 days after treatment. In others, depression may not lift for 3 - 4 weeks. If no improvement is experienced after that, depressive symptoms will be unlikely to respond to phototherapy. Phototherapy may work best when combined with cognitive behavioral therapy.
Side Effects. Side effects include headache, eye strain, and irritability, although these symptoms tend to disappear within a week. Patients taking light-sensitive drugs (such as those used for psoriasis), certain antibiotics, or antipsychotic drugs should not use light therapy. Patients should be examined by an ophthalmologist before undergoing this treatment.
A surgical technique called cingulotomy interrupts the cingulate gyrus, a bundle of nerve fibers in the front of the brain, by applying heat or cold. A variation of this procedure using MRI scans to guide the surgeon has been shown to produce long-term improvement in patients with severe intractable depression. The procedure is generally safe with few serious complications. It does not affect intellect or memory.
Generally, manufacturers of herbal remedies and dietary supplements do not need FDA approval to sell their products. Just like a drug, herbs and supplements can affect the body's chemistry, and therefore have the potential to produce side effects that may be harmful. There have been a number of reported cases of serious and even lethal side effects from herbal products. Always check with your doctor before using any herbal remedies or dietary supplements.
St. John's wort . St. John's wort ( Hypericum perforatum ) is probably the most studied herbal remedy. Although its efficacy has not been clearly shown, it may help some patients with mild-to-moderate depression. It does not appear to help patients with moderate or severe depression.
The following guidelines are recommended:
Side effects are uncommon but may include nausea, dry mouth, allergic reactions, and fatigue. This herb may increase sensitivity to light (photosensitivity). Some people have reported temporary nerve damage after sun exposure, specifically pain and tingling on sun-exposed areas.
L-Tryptophan. Some people report relief from depression by eating foods or diet supplements that boost levels of tryptophan, an amino acid involved in the production of serotonin. (Simply eating a high amount of carbohydrates, however, is not a solution for depression.)
Impurities found in diet supplements containing L-tryptophan itself have caused cases of eosinophilia-myalgia syndrome, a condition that elevates certain white blood cells and can be fatal. Supplements containing L-tryptophan are currently banned in the U.S. by the FDA.
Fish Oil. Some studies have suggested that an imbalance in the ratio of specific fatty acids (omega-6 to omega-3) may increase the risk for depression. Both are polyunsaturated fats, but omega-6 fatty acids are mostly found in corn, safflower, soybean, and sunflower oil whereas omega-3 fatty acids are found in fish oil, canola oil, soybeans, flaxseed, and certain nuts and seeds.
The bottom line may be to increase intake of omega-3 rich foods, such as fish, nuts, and canola oil, and reduce consumption of foods containing omega-6 fatty acids, such as corn and sunflower oils. Such a dietary approach is healthy in any case. Researchers are studying whether eating fish or taking fish oil supplements can reduce depression. Small preliminary studies suggest that these dietary approaches may be helpful for some patients. Recent research has also indicated that the Mediterranean Diet, which is high in omega-3 rich foods as well as vegetables and fruit and low in saturated fats from meat, may help reduce the risk of developing depression. Scientists are also investigating which type of fish oil compound -- eicosapentaenoic acid (EPA) or docosahexaenoic acid (DHA) -- provides the greatest benefit.
Vitamins. Certain B vitamins have been associated with some protection against depression.
Studies report major benefits from exercise for people with depression.
Aerobics. Either brief periods of intense training or prolonged aerobic workouts can raise chemicals in the brain, such as endorphins, adrenaline, serotonin, and dopamine that produce the so-called runner's high.
Yoga. Yoga practice, which involves rhythmic stretching movements and breathing, may help improve and stabilize mood. Meditation may also be helpful.
Some small studies have suggested that acupuncture may help in relieving depression. Larger studies are required to confirm its benefits.
A strong network of social support is important for both prevention and recovery from depression. Support from family and friends must, however, be healthy and positive.
ACOG Committee on Practice Bulletins--Obstetrics. ACOG Practice Bulletin: Clinical management guidelines for obstetrician-gynecologists number 92. Use of psychiatric medications during pregnancy and lactation. Obstet Gynecol . 2008 Apr;111(4):1001-20.
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Belmaker RH, Agam G. Major depressive disorder. N Engl J Med. 2008 Jan 3;358(1):55-68.
Bridge JA, Iyengar S, Salary CB, et al. Clinical response and risk for reported suicidal ideation and suicide attempts in pediatric antidepressant treatment: a meta-analysis of randomized controlled trials. JAMA . 2007 Apr 18;297(15):1683-96.
Cassano P, Fava M. Mood disorders: major depressive disorder and dysthymic disorder. In: Stern TA, Rosenbaum JF, Fava M, Biederman J, Rauch SL, eds. Massachusetts General Hospital Comprehensive Clinical Psychiatry . 1st ed. Philadelphia, Pa: Mosby Elsevier; 2008:chap 29.
Cheung AH, Zuckerbrot RA, Jensen PS, Ghalib K, Laraque D, Stein RE; GLAD-PC Steering Group. Guidelines for Adolescent Depression in Primary Care (GLAD-PC): II. Treatment and ongoing management. Pediatrics . 2007 Nov;120(5):e1313-26.
Cipriani A, Furukawa TA, Salanti G, Geddes JR, Higgins JP, Churchill R, et al. Comparative efficacy and acceptability of 12 new-generation antidepressants: a multiple-treatments meta-analysis. Lancet. 2009 Feb 28;373(9665):746-58.
Fortinguerra F, Clavenna A, Bonati M. Psychotropic drug use during breastfeeding: a review of the evidence. Pediatrics . 2009 Oct;124(4):e547-56. Epub 2009 Sep 7.
Fournier JC, DeRubeis RJ, Hollon SD, Dimidjian S, Amsterdam JD, Shelton RC, et al. Antidepressant drug effects and depression severity: a patient-level meta-analysis. JAMA . 2010 Jan 6;303(1):47-53.
Gartlehner G, Gaynes BN, Hansen RA, Thieda P, DeVeaugh-Geiss A, Krebs EE, et al. Comparative benefits and harms of second-generation antidepressants: background paper for the American College of Physicians. Ann Intern Med . 2008 Nov 18;149(10):734-50.
Janicak PG, O'Reardon JP, Sampson SM, Husain MM, Lisanby SH, Rado JT, et al. Transcranial magnetic stimulation in the treatment of major depressive disorder: a comprehensive summary of safety experience from acute exposure, extended exposure, and during reintroduction treatment. J Clin Psychiatry . 2008 Feb;69(2):222-32.
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Kennedy SH, Milev R, Giacobbe P, Ramasubbu R, Lam RW, Parikh SV, et al. Canadian Network for Mood and Anxiety Treatments (CANMAT) Clinical guidelines for the management of major depressive disorder in adults. IV. Neurostimulation therapies. J Affect Disord . 2009 Oct;117 Suppl 1:S44-53. Epub 2009 Aug 5.
Lin PY, Su KP. A meta-analytic review of double-blind, placebo-controlled trials of antidepressant efficacy of omega-3 fatty acids. J Clin Psychiatry . 2007 Jul;68(7):1056-61.
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Nelson JC, Papakostas GI. Atypical antipsychotic augmentation in major depressive disorder: a meta-analysis of placebo-controlled randomized trials. Am J Psychiatry . 2009 Sep;166(9):980-91. Epub 2009 Aug 17.
O'Connor EA, Whitlock EP, Beil TL, Gaynes BN. Screening for depression in adult patients in primary care settings: a systematic evidence review. Ann Intern Med . 2009 Dec 1;151(11):793-803.
Pearlstein T, Howard M, Salisbury A, Zlotnick C. Postpartum depression. Am J Obstet Gynecol . 2009 Apr;200(4):357-64.
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Sánchez-Villegas A, Delgado-Rodríguez M, Alonso A, Schlatter J, Lahortiga F, Majem LS, et al. Association of the Mediterranean dietary pattern with the incidence of depression: the Seguimiento Universidad de Navarra/University of Navarra follow-up (SUN) cohort. Arch Gen Psychiatry . 2009 Oct;66(10):1090-8.
Stone M, Laughren T, Jones ML, Levenson M, Holland PC, Hughes A, et al. Risk of suicidality in clinical trials of antidepressants in adults: analysis of proprietary data submitted to US Food and Drug Administration. BMJ . 2009 Aug 11;339:b2880. doi: 10.1136/bmj.b2880.
Tess AV, Smetana GW. Medical evaluation of patients undergoing electroconvulsive therapy. N Engl J Med. 2009 Apr 2;360(14):1437-44.
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U.S. Preventive Services Task Force. Screening for depression in adults: U.S. preventive services task force recommendation statement. Ann Intern Med . 2009 Dec 1;151(11):784-92.
Williams SB, O'Connor EA, Eder M, Whitlock EP. Screening for child and adolescent depression in primary care settings: a systematic evidence review for the US Preventive Services Task Force. Pediatrics. 2009 Apr;123(4):e716-35.
Yonkers KA, Wisner KL, Stewart DE, Oberlander TF, Dell DL, Stotland N, et al. The management of depression during pregnancy: a report from the American Psychiatric Association and the American College of Obstetricians and Gynecologists. Obstet Gynecol . 2009 Sep;114(3):703-13.
Zuckerbrot RA, Cheung AH, Jensen PS, Stein RE, Laraque D; GLAD-PC Steering Group. Guidelines for Adolescent Depression in Primary Care (GLAD-PC): I. Identification, assessment, and initial management. Pediatrics . 2007 Nov;120(5):e1299-312. | <urn:uuid:156ecec9-af88-49a6-9697-d91234301e58> | CC-MAIN-2014-49 | http://www.nytimes.com/health/guides/symptoms/depression/print.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400379546.70/warc/CC-MAIN-20141119123259-00186-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.926874 | 11,315 | 3.765625 | 4 |
What goes on inside?
You'll read a lot about Vo2 Max and Anaerobic threshold (or lactate threshold) in running books that get more in depth about the science behind what's happening in your bodies while you push your body harder and harder.
What's Vo2 Max?
This is the volume of oxygen your body can process during exercise. There are many way to test this AND this has it's advantages to know it and to actively work on it. There's the walk test, the jog test, the step up test and the run test. Or in their proper (fancy) names The Rockport Walking Test, The Brigham Young Jog Test, and if you are a male and can run 1 mile in 8 minute, or female and can run 1 mile in 9 minutes then it's the 1.5 mile run test. The McArdle Step Test is the easiest one to do at home.
Some of these tests need your weight in kgs and your heart rate at the end. Others simply just need the time it took.
Your Vo2 Max score shows how fit your cardio-vascular system is and you can compare this to other people of your sex in your age group. You'll be given a result from poor to excellent.
You can work on improving this and see results by using deliberate practice so I recommend you DO make time to test your Vo2 Max!
What is the Anaerobic Threshold?
This is the point where the waste products from running (or other exercise) mainly lactic acid begins to exponentially increase. This is usually around the 85% of your Maximum Heart Rate (MHR) - where the burning starts and your body desperately wants for you to stop.
You can get this tested at a local university or sports medicine centre. If you've read From Fat Man to Green Man by Ira Rainey he describes this test in detail. Basically they make him run on a treadmill wearing a harness, with lots of sensors on him and then periodically they test his blood, the treadmill gets faster and faster and eventually you either collapse (hence the harness!) or you choose to stop!
Interesting fact - Dean Karnazes (US Ultra Runner) - has an unusual biology in that his blood/body/muscles can clear the build up of lactic acid BEFORE he has to stop. Which explains why he can carry on and on and on - he has some special superhuman quality! Fascinating right?!
So, unfortunately you can't really test this at home, or rather not accurately....BUT you can give it a good guesstimate.
Again knowing this info can really help a you can then start to work on improving it!
I cannot stress how important resting is. When you overload your muscles you MUST give them chance to repair afterwards. Yes your body might be ABLE to keep going going going everyday without stopping BUT at some point it'll start to break. The sensible thing is to build in rest days within your running week. At least one but preference is 2-3 per week. Rest days are perfect AFTER a really hard training run like tempo or threshold runs.
Run Smarter not Harder
There is a lot of evidence that shows that you CAN run marathons without even running up to 20 miles. It's all about HOW you train. For me the jury is still out on that - and I continue to read books to find out more - my personal experience is slow and steady increases to build up your body's resilience. But work out what works for YOUR body. I just got 80/20 Running - which is all about how 80% of your runs should be low intensity and 20% high - and this is a huge theme across many sectors too - Tim Ferris preaches that 80% of your profit should come from 20% effort - and i'll add a summary of this book when done. What is for sure is that you don't want 100% of your effort to turn into 0% action because you're crocked up!
Main takeaway: run less but make sure every run/workout has a purpose - run for zone 2 (build your base) run for tempo, run to increase mileage, run to increase Vo2 Max, Run to your lactate threshold, or even run to get your stress out. But don't run more and more and more - you NEED rest. You must allow time for your body to adjust.
If you need details on how to perform any of the Vo2 Max tests - and your results OR ways to guess your anaerobic threshold - then let me know and i'll post in the group. Just a couple of things for you to think about there.
I hope you found this information useful and any comments or questions you have please post in the Facebook group! | <urn:uuid:e9852d3d-743d-429e-8d9d-88ea745a39dd> | CC-MAIN-2021-43 | https://crossleyrunners.club/endurance/here-comes-the-science/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585911.17/warc/CC-MAIN-20211024050128-20211024080128-00332.warc.gz | en | 0.9556 | 986 | 2.53125 | 3 |
We intend, with the continuing agreement of our landlords, to continue to keep St Helen’s Chapel as a place that will welcome worshippers, pilgrims and visitors from across the world. As our Archbishop has said: “it is too precious to abandon.”
It is difficult to say how old the chapel is - its foundations are on a Roman theatre and it was restored by the Normans in 1076. It is probably one of the oldest places of worship in use in Britain. Local traditions say that the chapel was originally built by St Helen herself, which would make it about 1,700 years old!
St Helen has been the patron saint of Colchester for over 1,000 years. British tradition claims she was the daughter of Old King Coel and was born in Colchester. There have been many dedications in Colchester to St Helen or Helena, from the medieval Guild of St Helen to her statue that stands on top of the Town Hall.
What is more widely accepted is that she was the mother of Constantine the Great, the first Christian Emperor of Rome and is said to have discovered the True Cross in Jerusalem. She is venerated widely and, for her influence on the early church, is called an Equal of the Apostles. | <urn:uuid:8e764a8c-c4e1-4ab5-8ea1-0e986c17d574> | CC-MAIN-2019-09 | https://orthodoxcolchesterappeal.org.uk/st-helen-and-her-chapel/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550249406966.99/warc/CC-MAIN-20190222220601-20190223002601-00104.warc.gz | en | 0.988243 | 255 | 2.765625 | 3 |
Acai berries are delicious fruit berries that are loaded with essential nutrients such as vitamins, minerals, antioxidants, phytonutrients, polyphenols, and dietary fibers, etc. and provides numerous health benefits such as aids in detoxification, helps with weight loss, regulates blood sugar level, reduces the risk of neurodegenerative diseases, improves cardiovascular health, promotes digestive health, strengthens the immune system, promotes sound sleep, etc.
These round-shaped berries are reddish-purple and are mainly found in rain forests of South America. These berries started gaining popularity around 1990, but they were being used by Amazon tribes for centuries for curing several ailments. Although acai berries have a rich nutritious profile such as vitamins, minerals, antioxidants, phytonutrients, and dietary fibers, etc. and provide amazing health and beauty benefits, it is suggested to be on the safe side and consume them in moderation to avoid the risk of possible side effects.
Interestingly, pure and unprocessed acai berries or acai berries juice and puree are relatively free from any serious side effects. It is mainly the addition of other ingredients such as caffeine, sugar, tobacco, and toxic fillers present in the acai berries supplements that are responsible for these side effects.
Side Effects Of Acai Berries
Some common side effects that may arise due to acai berries are as follows:-
(1) May Cause Buildup Of Toxins
The dietary fibers present in the acai berries make it a natural detoxifier that aids in the removal of toxins and other impurities from our system. When there are fewer toxins in our system then it eases the functioning of our vital organs such as the liver and kidneys and also improves or skin health.
Acai berries juice is also known for its detoxifying benefits.
However, the same doesn’t hold for the acai berries supplements as unwanted substances such as tobacco and toxic fillers are often added as ingredients during the preparation of acai berries supplements.
Because of this reason, it is recommended to consume acai berries in their natural and unprocessed form. Not just the acai berries but acai berries juice and puree made from acai berries is also good as long as they are not mixed with harsh chemicals.
(2 ) Blood Thinning Complications
On one hand, acai berries have flavonoids that help with the blood-thinning, and on another hand, they have vitamin K which is known for its anti-coagulant properties. Both these neutralize each other which means unprocessed acai berries don’t have much impact on changing the consistency of blood.
While on the other hand, acai berries supplements mostly contain herbs such as garlic, ginkgo, and feverfew which are known for their blood-thinning properties.
Prolonged long use of such supplements should be avoided as they make our blood thinner which means even minor injuries such as cuts and wounds can lead to severe bleeding.
If you have any scheduled surgery, then it is suggested to stop using acai berries supplements two weeks before surgery, and also avoid consuming it up to two weeks after the surgery.
(3) May Cause Liver Inflammation
Acai berries are good for our liver because of the presence of essential nutrients like vitamins, minerals, antioxidants, and phytonutrients, etc.
The antioxidants in the acai berries protect our vital organs like the liver and kidneys from the oxidative stress caused by the free radicals.
The anti-inflammatory properties of vitamin C help with liver inflammation and also provides relief from pain and inflammation caused by other inflammatory problems like gouts, rheumatism, asthma, bronchitis, arthritis, and osteoarthritis, etc.
However, if you have liver inflammation then you should avoid acai berries supplements as it contains “Echinacea”, a herb that is known to cause and worsen liver inflammation, leading to liver damage. Prolonged consumption of acai berries supplements can weaken our immune system and cause havoc to our health.
(4) May Cause Hypotension
Acai berries are very beneficial for people with hypertension or high blood pressure as it is a natural vasodilator that relaxes our blood vessels, improves blood circulation, and provides relief from hypertension. Regulating blood pressure also improves our cardiovascular health and minimizes the risk of heart attack, heart stroke, irregular heartbeat, and so on.
Although acai berries are good for regulating high blood pressure, it is suggested to consume them in moderation as excessive consumption of acai berries may lower our blood pressure to an abnormally low level giving rise to hypotension, giving rise to dizziness, nausea, fainting, dehydration, blurred vision, and pale skin, etc.
Also, if you are already taking medication for high blood pressure, then consumption of acai berries may interfere with the medication. In such a situation, it is suggested to consume acai berries only after consultation with your doctor.
(5) Not Recommended For Underweight People
Acai berries are not suitable for underweight people as it contains compounds that slow down our appetite.
This could lead to calorie deficiency in underweight people who might already be low in calorie consumption.
However, for people who would like to get rid of some extra pounds, this is advantageous as it decreases our urge to eat, again and again, controls overeating, and thus helps with the weight loss.
Eating 100 grams of acai berries provides around 70 calories which are very low in comparison to calorie-dense fruits such as dates, prunes, raisins, and avocados, etc.
(6) Possible Interaction With Medications
Acai berries are loaded with essential nutrients like vitamins, minerals, antioxidants, phytonutrients, polyphenols, and dietary fibers, etc. that provide numerous benefits such as regulating blood sugar, improves cardiovascular health, regulates high blood pressure, strengthens immunity, promotes neurological health, and so on.
Despite all these benefits, it is suggested to consume acai berries in moderation.
Some of the compounds present in the acai berries can interact with pain killers and nonsteroidal, anti-inflammatory drugs such as aspirin and naproxen. If you are taking any of these medicines, then it is suggested to avoid consuming acai berries without your doctor’s knowledge.
Acai berries are loaded with antioxidants, but if you are already taking antioxidants supplements then it is advisable to consult your doctor before the inclusion of acai berries in your diet.
Antioxidants in acai berries protect our cells and tissues from the oxidative damage caused by the free radicals and reduce the risk of various cancers. However, at the same time, there are certain compounds in acai berries that block the effectiveness of the cancer medications. This means, consuming acai berries while being on the cancer medications is a big NO.
Acai berries can also affect the results of the MRI scan, and their consumption should be stopped a few weeks before going for the scan.
(7) May Cause Chagas Disease
Consuming acai berries is also known to increase the risk of Chagas disease. It is a tropical parasitic disease caused by the parasite called “Trypanosoma cruzi”. It mainly spread through blood-sucking insects such as triatomines that are native to South America. These insects could contaminate the berries with disease-causing parasites and may increase the risk of Chagas disease.
Initially, Chagas disease can cause mild fever and swelling, but if left untreated it can also lead to congestive heart failure and damage to the central nervous system.
(8) May Cause Respiratory Problems
Overconsumption of acai berries can cause problems such as swelling of the mouth, lips, tongue, and throat.
Some individuals might experience these allergic symptoms even while consuming acai berries for the first time. So, they should completely avoid consuming acai berries.
In some individuals, acai berries may also cause wheezing and other respiratory symptoms.
(9) May Aggravate Pollen Allergy
Acai berries are not suitable for people with pollen allergies as they may aggravate the symptoms of pollen allergy. These individuals should completely avoid acai berries consumption, and accidental consumption should be reported to the doctor to make sure that the situation can be controlled before it gets worsen.
(10) Consuming Acai Berries During Pregnancy And Breastfeeding
Pregnancy is an important stage in the life of a woman, and at this stage, she needs to ensure that she is enjoying nutritious food as what she consumes not only determines her health, but also the health and wellness of the fetus growing in her womb.
The safety of the food item is as important as the health benefits provided by that food item.
In this regard, acai berry is a delicious fruit berry that is loaded with essential nutrients like vitamins, minerals, antioxidants, phytonutrients, and dietary fibers, etc., and provides numerous benefits for our health. However, consuming acai berries during the pregnancy and breastfeeding stage is a crucial decision that should only be taken with the doctor’s advice. Pregnancy is a sensitive stage and only a doctor can tell how your body will react to any food item.
In addition to this, if your doctor has prescribed you any medicine or any kind of supplement for maintaining a healthy pregnancy, then consumption of acai berries could worsen interfere with the medicines and may cause complications in the pregnancy.
Also, it should be noted that acai berries supplements should be completely avoided by pregnant and nursing mothers as they may contain harsh chemicals that could affect the health of the mother and the baby negatively.
(11) Acai Berries And Allergy
Acai berries belong to the Arecaceae family, and if you are allergic to any plant of this family, then you are highly likely to be allergic to acai berries, and you should refrain from consuming Acai berries.
Some common examples of plants that belong to this family are coconut, date palm, Queen palm, majestic palm, acai palm, peach palm, etc.
As we can see the majority of these plants are various kinds of palm trees.
If you are allergic to any of them, keep acai berries out of your food plate.
Some common symptoms of acai berries allergic reaction are as follows:- breathing difficulty, chest pain, chest pain, difficulty in swallowing, swelling of lips, swelling of the tongue, headache, and swelling of the throat, etc.
(12) May Cause Irritation In Digestive Tract
Consuming acai berries on a regular and moderate basis is very beneficial for our stomach and overall digestive health due to the presence of vitamins, minerals, antioxidants, and dietary fibers, etc. in them.
The antioxidants in the acai berries protect our digestive system from the ill effects of the oxidative damage caused by the free radicals, and the dietary fibers in the acai berries act as a natural laxative, improves bowel movement, and thus ensures smooth elimination of stool from our system.
By doing so, it provides relief from constipation and as well as other gastrointestinal problems such as abdominal pain, irritable bowel syndrome, gas, bloating and flatulence, etc.
However, when acai berries are consumed in excess then the overdose of dietary fibers could negatively affect our health-giving rise to problems such as malabsorption, intestinal gas, intestinal blockage, abdominal pain, and diarrhea, etc.
Overconsumption of acai berries can also irritate the colon and intestinal tract, causing diarrhea.
(13) May Cause Hypoglycemia
The Glycemic index of a food item is a scale from 0 to 100 that determines the rate at which a particular food item releases sugar into the bloodstream.
Acai berries have a low glycemic index which means they release sugar into the bloodstream at a slower pace, prevent a sudden spike in the blood sugar level, and thus aids in managing diabetes.
The dietary fibers in the acai berries also play a significant role in regulating blood sugar level as it slows down the rate at which sugar gets absorbed by the bloodstream.
However, if you are already on diabetes medication for dropping your blood sugar level, then it is advised to consult your doctor before adding acai berries to your diet as they may interfere with the medication.
Excessive consumption of acai berries or consuming them along with the diabetes medication may drop our blood sugar to an extremely low level, thereby increasing the risk of hypoglycemia which is characterized by the symptoms such as irregular heartbeat, pale skin, shakiness, fatigue, anxiety, sweating, and hunger, etc.
The information contained in the post is for general purposes only and shouldn’t be considered as medical advice or as an alternative to medical advice. Although I’ve tried my best to keep the information contained in this post as accurate and updated as possible, I make no guarantee of the accurateness of the same.
P.S- Consider sharing this post, if you find it useful and/or interesting. | <urn:uuid:4b4c6b12-74e9-4a1d-b068-5ea839c633f7> | CC-MAIN-2023-40 | https://goodhealthall.com/side-effects-of-acai-berries-and-acai-berries-supplements/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510412.43/warc/CC-MAIN-20230928130936-20230928160936-00580.warc.gz | en | 0.946859 | 2,707 | 2.546875 | 3 |
Native of West Africa, Sebastian Rodríguez Brito was one of a number of black freemen to join the ranks of the Spanish military during the time of the colonization of what is today the southwestern United States. While a free black man in Spanish America, he was able to navigate through this uncertain frontier social order, becoming symbolic of the malleable state of race relations in Colonial New Spain during that time.
While his birth in Luanda, Africa to Manuel Rodríguez and Maria Fernandez is confirmed through marriage testimonials, Brito’s time of arrival in the Americas is not known. He does appear in 1686 as a domestic servant to New Mexico Governor Reneros de Posada. During his stay with Posada, he developed his skills as a military drummer, an occupation that would allow for his social mobility. Two years later as a freeman and resident, he became commissioned as town crier and garrison percussionist of the northern New Spain outpost of El Paso.
By 1691, however, he had joined the forces of the new governor, Don Diego de Vargas, in an attempt to wrest the northern portions of New Mexican colonial lands from indigenous Pueblo tribes. Brito led columns of troops through drills, opened ceremonies and proclamations, and carried forces with the beat of his instrument. Brito’s drumming became an omnipresent feature among the Spanish soldiers, both in El Paso and at the presidio at Santa Fe, becoming part of the victory procession after the reconquest of Pueblo lands.
As a free black man, Brito engaged in numerous affairs with women of various racial backgrounds. Among them were failed marriage attempts with a New Mexico mulatta named Antonia Naranjo in 1689 and a mestiza, Maria de la Cruz, who had been a servant to a Spanish military officer. The former engagement was a subject of controversy as Brito’s past “employer,” de Posada, claimed that any marriage would be deemed illegal due to Brito already being legally bound to a woman in Veracruz. In May of 1697, Brito again attempted matrimony, this time successfully. Her name was Juana de la Cruz, a Salinas woman boasting a family racial background based on Spanish, indigenous, and African heritages. With de la Cruz, Brito would father two children, Melchor and Margarita, the former becoming a founding member of the Santa Fe village of Las Trampas.
Having settled near the garrison of Santa Fe, Brito became a landowner and continued his work as a drummer for the Spanish colonial authorities, playing in further forays with native peoples. His death occurred sometime around 1717.
Fray Angelico Chavez, “De Vargas’ Negro Drummer,” in John M. Carroll, ed., The Black Military Experience in the American West (New York: Liveright Publishing 1971); Dedra S. McDonald, "Black Drummers and Mulatto Slaves: African Descendants in Colonial New Mexico," Unpublished paper presented at the Rocky Mountain Council on Latin American Studies Conference, 1995; John L Kessell, Rick Hendricks, Meredith D. Dodge, eds., By Force of Arms : The Journals of Don Diego de Vargas, New Mexico, 1691-93 (Albuquerque : University of New Mexico Press, 1992); http://www.cabq.gov/.
University of Washington, Seattle
BlackPast.org is an independent non-profit corporation 501(c)(3). It has no affiliation with the University of Washington. BlackPast.org is supported in part by a grant from Humanities Washington, a state-wide non-profit organization supported by the National Endowment for the Humanities, the state of Washington, and contributions from individuals and foundations. | <urn:uuid:dfa3041f-eb8c-401b-92ce-a6f441a4fc94> | CC-MAIN-2014-35 | http://www.blackpast.org/gah/rodriguez-brito-sebastian-c-1642-c-1717 | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500832738.80/warc/CC-MAIN-20140820021352-00459-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.958489 | 794 | 3.84375 | 4 |
Grommets are very small plastic tubes, which sit in a hole in the eardrum. They let air get in and out of the ear. This keeps the ear healthy.
Some people get fluid behind the eardrum. This is sometimes called ‘glue ear’. It is very common in young children, but it can happen in adults too. We don’t know exactly what causes glue ear.
Most young children will have glue ear at some time, but it doesn’t always cause problems. We only need to treat it if it is causing problems with hearing or speech, or if it is causing lots of ear infections.
The grommet are placed in the eardrum under a short general anaesthetic and the procedure is usually performed as a day case admission to hospital. The operation is carried out down the ear canal so there are no cuts to see on the outside of the ear. A small opening is made in the eardrum using a microscope to magnify the area and the fluid is sucked out of the ear with a fine sucker. The grommet is then placed in the opening in the eardrum. The procedure takes between ten and twenty minutes.
Grommets fall out by themselves as the eardrum is constantly growing. They may stay in for six months, or a year, or sometimes even longer in older children. You may not notice when they drop out.
Glue ear tends to get better by itself, but this can take a while. We like to leave children alone for the first three months, because about half of them will get better in this time. After three months, we will see your child again and decide whether we need to put in grommets.
If the glue ear is not causing any problems, we can just wait for it to settle by itself. If it is causing problems with poor hearing, poor speech or lots of infections, it may be better to put grommets in.
If we do put in grommets, the glue ear may come back when the grommet falls out. This happens to one child out of every three who has grommets put in. We may need to put more grommets in to last until your child grows out of the problem.
You may change your mind about the operation at any time, and signing a consent form does not mean that your child has to have the operation.
If you would like to have a second opinion about the treatment, you can ask your specialist. He or she will not mind arranging this for you.
You may wish to ask your own GP to arrange a second opinion with another specialist.
Steroid nasal sprays may help some children if they have nasal allergy; Congestion in the nose caused by allergy may affect the normal function of the nose and ears. Antibiotics, antihistamines and decongestants do not help this type of ear problem. Alternative treatments, such as cranial osteopathy are not helpful.
Using a nasal balloon to open the tube to the ear may help older children if used regularly.
Taking out the adenoids may help the glue ear get better, and your surgeon may want to do this at the same time as putting grommets in.
A hearing aid can sometimes be used to treat the poor hearing and speech problems that are caused by glue ear. This would mean that your child would not need an operation.
Speak clearly, and wait for your child to answer. Make sure he or she can see your face when you speak. Call your child’s name to get them to look at you before you speak. Let nursery and schoolteachers know that your child has a hearing problem. It may help for your child to sit at the front of the class.
Grommets are not usually sore at all. You can give your child simple painkillers (e.g. paracetamol or ibuprofen) if you need to. Grommets should improve your child’s hearing straight away. Some children think everything sounds too loud until they get used to having normal hearing again. This usually takes only a few days.
Most people with grommets do not get any ear infections. If you see yellow fluid coming out of the ear, it may be an infection. It will not be as sore as a normal infection, and your child won’t be as ill. In this situation we advise you to take your child to see your GP. If you get some antibiotic ear drops from your GP doctor, the problem will quickly settle. Some doctors may give antibiotics by mouth instead of antibiotic ear drops.
Your child can start swimming a couple of weeks after the operation; diving under the water is not a good idea as water may pass through the grommet into the ear. Some parents have earplugs made if their child is a very keen swimmer, to use until the grommets have come out. The hole in the grommet is too small to let water through, unless the water is dirty or has shampoo or soap in it. So you need to be careful in the bath or the shower. You can plug your child’s ears with a cotton-wool ball covered in Vaseline until the grommets have come out. How long will my child be off nursery or school? Your child should be able to get back to normal the day after the operation.
It is OK to fly in an aeroplane with grommets. The pain from the change in pressure in the aeroplane cannot happen when the grommets are working. We need to check your child’s hearing after grommets have been put in, to make sure their hearing is better, and see your child once the grommets have come out to check their ears and hearing; this will usually be about nine to twelve months after the operation. Sometimes when a grommet comes out, a small hole in the eardrum is left behind. This usually heals up with time, and we rarely need to operate to close the hole. The grommet can leave some scarring in the eardrum; this does not usually affect the hearing. | <urn:uuid:ea03c65c-0a1a-48f3-ad8f-e0c05108c2ee> | CC-MAIN-2018-26 | https://www.bajaj.org.uk/services/grommets-surgery | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864364.38/warc/CC-MAIN-20180622065204-20180622085204-00299.warc.gz | en | 0.961239 | 1,296 | 3.734375 | 4 |
Achieving Cognitive Balance
July 25, 2013
Girls should play more video games.
That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.
First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to research published this month in the journal Psychological Science. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.
But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.
The good news is that spatial abilities can get better with practice. A meta-analysis of 217 research studies, published in the journal Psychological Science last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.
This last point is supported by a study published just last month in the Journal of Cognition and Development, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.
Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.
If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. A 2011 study from researchers at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.
As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games—which brings us back to the contention at the start of this article. Males have historically held the advantage over females in spatial ability, and this advantage has often been attributed to genetic differences. But males’ spatial edge may also reflect, in part, differences in the leisure-time activities of boys and girls, activities that add up to a kind of daily drill in spatial skills for boys.
If that’s the case, then offering girls more opportunities to practice their spatial skills may begin to close the spatial-skills gender gap—and produce more female scientists, engineers and mathematicians in the bargain. So suggests a study by University of Toronto researchers, published in the journal Psychological Science. They found that playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.
Exposure to video games, the authors conclude, “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.” Participants with little prior video-game exposure “realized large gains after only ten hours of training,” they note, adding that “we can only imagine the benefits that might be realized after weeks, months, or even years of action-video-gaming experience.”
Parents of daughters may blanch at the idea of actually encouraging “years” of action video game play. These moms and dads should tell themselves that their daughters aren’t wasting their time—they’re readying themselves for brilliant careers as scientists and engineers.
Annie Murphy Paul is a book author, magazine journalist, consultant and speaker who helps people understand how we learn and how we can do it better. A contributing writer for Time magazine, she writes a weekly column about learning for Time.com, and also blogs about learning at CNN.com, Forbes.com, MindShift.com, PsychologyToday.com and HuffingtonPost.com. She contributes to The New York Times Magazine, The New York Times Book Review, Slate, and O, The Oprah Magazine, among many other publications. She is the author of The Cult of Personality, a cultural history and scientific critique of personality tests, and of Origins, a book about the science of prenatal influences. She is now at work on Brilliant: The New Science of Smart, to be published by Crown in 2013. | <urn:uuid:2308be41-d33c-40c6-a268-c744619fc3b3> | CC-MAIN-2020-24 | http://joanganzcooneycenter.org/2013/07/25/achieving-cognitive-balance/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347404857.23/warc/CC-MAIN-20200529121120-20200529151120-00204.warc.gz | en | 0.947499 | 1,106 | 3.390625 | 3 |
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