Revised Romanization of Korean
From Wikipedia, the free encyclopedia
 (Redirected from Revised Romanization)
Jump to: navigation, search
The Revised Romanization of Korean (국어의 로마자 표기법; lit. Roman letter notation of national language) is the official Korean language romanization system in South Korea proclaimed by Ministry of Culture, Sports and Tourism, replacing the older McCune–Reischauer system. The new system eliminates diacritics in favour of digraphs and adheres more closely to Korean phonology than to a suggestive rendition of Korean phonetics for non-native speakers.
The Revised Romanization limits itself to only the ISO basic Latin alphabet (apart from limited, often optional use of the hyphen). It was developed by the National Academy of the Korean Language from 1995 and was released to the public on July 7, 2000, by South Korea's Ministry of Culture and Tourism in Proclamation No. 2000-8. The proclamation cites the following reasons for the new system:[1]
 - It promotes consistent romanization by native Korean speakers by better transcribing important language characteristics.
 - It reduces the confusion caused by frequent omission of apostrophes and diacritics.
Revised Romanization of Korean
Revised Romanization gugeoui romaja pyogibeop
McCune–Reischauer kugŏŭi romaja p'yogipŏp
Notable features of the Revised Romanization system are as follows:
 - 어 and 으 are written as digraphs with two vowel letters: eo and eu, respectively (replacing the ŏ and ŭ of the McCune–Reischauer system).
 - However, ㅝ is written as wo and ㅢ is written as ui.
 - Unlike McCune–Reischauer, aspirated consonants (ㅋ, ㅌ, ㅍ, ㅊ) have no apostrophe: k, t, p, ch. Their unaspirated counterparts (ㄱ, ㄷ, ㅂ, ㅈ) are written with letters that are voiced in English: g, d, b, j. However, all consonants that are pronounced as unreleased stops (which basically means all except ㄴ, ㄹ, ㅁ, ㅇ that are not followed by a vowel or semivowel) are written as k, t, p, with no regard to their morphophonemic value: 벽 → byeok, 밖 → bak, 부엌 → bueok (But: 벽에 → byeoge, 밖에 → bakke, 부엌에 → bueoke)
 - ㅅ is always written as s before vowels and semivowels; there is no sh except when transliterating.
 - ㄹ is r before a vowel or a semivowel, and l everywhere else: 리을 → rieul, 철원 → Cheorwon, 울릉도 → Ulleungdo, 발해 → Balhae. Just like in McCune-Reischauer, ㄴ is written l whenever pronounced as a lateral rather than as a nasal consonant: 전라북도 → Jeollabuk-do
In addition, it contains special provisions for regular phonological rules that makes exceptions to transliteration (see Korean phonology).
Other rules and recommendations include the following:
 - A hyphen may optionally disambiguate syllables: 가을 → ga-eul (fall; autumn) versus 개울 → gae-ul (stream). However, few official publications make use of this provision, since actual instances of ambiguity among names are rare.
 - A hyphen must be used in linguistic transliterations, where it denotes syllable-initial ㅇ (except at the beginning of a word): 없었습니다 → eops-eoss-seumnida, 외국어 → oegug-eo, 애오개 → Ae-ogae
 - It is permitted to hyphenate syllables in the given name, following common practice. Certain phonological changes, ordinarily indicated in other contexts, are ignored in names, to better disambiguate between names: 강홍립 → Gang Hongrip or Gang Hong-rip, 한복남 → Han Boknam or Han Bok-nam
 - Administrative units (such as the do) are hyphenated from the placename proper: 강원도 → Gangwon-do
 - One may omit terms "such as 시, 군, 읍": 평창군 → Pyeongchang-gun or Pyeongchang, 평창읍 → Pyeongchang-eup or Pyeongchang.
 - However, names for geographic features and artificial structures are not hyphenated: 설악산 → Seoraksan, 해인사 → Haeinsa
 - Capitalize proper nouns.
Similarly to several European languages that have undergone spelling simplifications (such as Portuguese, German or Swedish), the Revised Romanization is not expected to be adopted as the official romanization of Korean family names. For example, the common family name Lee (이) would be "I" in both the Revised Romanization and McCune-Reischauer. Given names and commercial names are encouraged to change, but it is not required. All Korean textbooks were required to comply with the new system by February 28, 2002. English-language newspapers in South Korea initially resisted the new system, citing its flaws, though all later gave in to government pressure. The Korea Times was the last major English-language newspaper to do so—it switched in May 2006 to the Revised Romanization.
North Korea continues to use a version of the McCune–Reischauer system of Romanization, which was in official use in South Korea from 1984 to 2000.
Transcription rules[edit]
Vowel letters[edit]
Consonant letters[edit]
ㄱ, ㄷ, ㅂ, and ㄹ are usually transcribed as g, d, b, and r when appearing before a vowel, and as k, t, p, and l when followed by another consonant or when appearing at the end of a word.[2]
Special provisions[edit]
The revised romanization transcribes certain phonetic changes that occur with combinations of the ending consonant of a character and the initial consonant of the next, for example HangukHangug-eo. The significant changes are highlighted:
next initial →
Phonetic changes between syllables in given names are not transcribed: 정석민 → Jeong Seokmin or Jeong Seok-min, 최빛나 → Choe Bitna or Choe Bit-na.
Phonological changes are reflected where ㄱ, ㄷ, ㅂ, and ㅈ are adjacent to ㅎ: 좋고 → joko, 놓다 → nota, 잡혀 → japyeo, 낳지 → nachi. However, aspirated sounds are not reflected in case of nouns where ㅎ follows ㄱ, ㄷ, and ㅂ: 묵호 → Mukho, 집현전 → Jiphyeonjeon.[2]
Despite governmental promotion, the revised system met with considerable opposition among foreign residents in South Korea, many of whom felt the revised system contained serious flaws and felt that the government failed to consult with them beforehand, despite their being the primary users of Romanized Korean inside South Korea.[citation needed]
Critics of the Revised Romanization System say that the one-to-one correspondence of Korean characters to Roman letters (e.g., usually representing ㄱ as g) that is the hallmark of the new system is overly simplistic and fails to represent sound changes that occur naturally when the position of a consonant changes[citation needed] (e.g., at the beginning of a word, ㄱ is pronounced closer to an unaspirated k, rather than as a straight g). A frequent complaint of many foreign residents and visitors to South Korea is that both Romanization systems hinder accurate and comprehensible rendering of Korean pronunciation.
Critics also complain that digraphs such as eo and eu, denoting sounds that differ from conventional European use, confuse those unfamiliar with the language. In English, for instance, eo as found in geography, Leonardo, or neon represents a sequence of two vowels, not the Korean monophthong. Defenders of the system cite English words such as surgeon as evidence of the appropriateness of the combination, even though the sound is not an exact match (the e has the role of softening the g to a j-sound, and is not actually part of the vowel). Other supporters point out that it is a system intended to transliterate into the Latin script, not English. However, other languages with a large inventory of distinct vowel phonemes similar to Korean (such as Turkish, Hungarian, or Swedish) resort to diacritics, with the exception of English, with its irregular orthography. German, for example, usually writes ae, oe, and ue as ä, ö, and ü, with the umlaut originating as a tiny "e" written above the vowel, and only uses digraphs when umlauts are unavailable, or in certain names (such as Goethe). Also, a digraph, namely eu, is used to represent a very short vowel that is often used as an epenthetic vowel for borrowings from English and other languages, leading to situations where the cluster str-, for example, ends up being written as seuteur-.
The digraph eo appears to derive from the conventional romanization of Seoul. Seoul is the old French romanization in which the two syllables of the name, se [ə] and oul [u], are the French equivalents of the Korean. The revised romanization


text:
Space Race: An Interactive Digital Tool in the Classroom. Are You Ready?
Luesma, Mª José
Artal-Sevil, Jesús Sergio
METS:Mostrar el registro METS
PREMIS:Mostrar el registro PREMIS
MetadataShow full item record
This document presents an interdisciplinary teaching experience based on Game-based Learning as an educational methodology complementary to the Flipped Classroom pedagogical approach in higher education. The tool used was the Space Race application integrated into the free Socrative software. A more active and meaningful learning has been promoted in the student with its implementation. Likewise, it has allowed the face-to-face classes to be energized, creating a relaxed atmosphere. The reflective and critical use of technological applications and mobile devices in the classroom has also been encouraged. The use of the Space Race has increased the participation of students in the classroom, their motivation and interest, collaborating in the development of skills and abilities. This tool has been very useful to obtain bidirectional teacher-student feedback in real time. As a result, a more cooperative, reflective and meaningful learning has been obtained.

source: openbmb/Ultra-FineWeb


text:
Why spend time etching circuit boards and applying solder masks when all you really need is a rollerball pen and some paper? That's what University of Illinois professors [Jennifer Lewis and Jennifer Bernhard] were asking when they set off to research the possibility of putting conductive ink into a standard rollerball pen.
The product of their research is a silver nanoparticle-based ink that remains liquid while inside a pen, but dries on contact once it is applied to a porous surface such as paper. Once dry, the ink can be used to conduct electricity just like a copper trace on a circuit board, making on the fly circuit building a breeze.
Previous ink-based circuit construction was typically done using inkjet printers or airbrushing, so removing the extra hardware from the process is a huge step forward. The team even has some news for those people that think the writable ink won't hold up in the long run. The ink is surprisingly quite resilient to physical manipulation, and they found that it took folding the paper substrate several thousand times before their ink pathways started to fail.
While we know this is no substitute for a nicely etched board, it would be pretty cool to prototype a simple circuit just by drawing out the connections on a piece of paper – we can't wait to see this come to market.

source: HuggingFaceFW/fineweb-edu


text:
Tests of simple Reaction Time (RT) show a moderate negative correlation with IQ. Negative because when it comes to reaction time, lower times (measured in milliseconds) imply higher IQ because they're faster. Simple reaction time is measured by having you put your finger on a home button while you wait for one of the lights on the Jensen box to flash. The faster you can remove your finger from the home button, the faster your reaction time, and the faster you can press the button for the flashing light, the faster your movement time.
The correlation between IQ and reaction gets stronger still when it becomes choice reaction time. Here for example, three lights might flash, and you must press the button of the light most distant from the other two.
On page 165 of Clocking the Mind Arthur Jensen writes:
In a truly random sample of 900 middle-aged adults (age around 56 years) in Scotland, the observed RT-IQ correlation for simple RT and 4-choice RT were -0.31 and -0.49 respectively. This sample included the full range of IQs in the population, the distribution of both RT and IQ were close to normal (perfectly Gaussian for the middle 95% of the distribution), and the RT-IQ correlations did not differ significantly between subgroups defined by age, social class, education and error rates in the 4-choice RT
High IQ minds not only show faster reaction times, but more consistent ones too. Indeed when you take a composite score of the speed and variability of RT across a wide range of elementary cognitive tasks, you get a 0.67 correlation with IQ. However Jensen notes on page 229 of The g Factor that this correlation is based on college kids who have a restricted range of IQ and when you correct for this, the correlation becomes at least 0.77! And if composite RT measures correlate 0.77 with IQ, they might correlate as high as 0.9 with a hypothetically pure measure of g (general intelligence).
Critics might argue that even such a high correlation proves nothing, since it only reflects exposure to video games and other middle class amenities. It's certainly true that RT, especially complex RT can be influenced by practice, however on page 244 of Jensen's The g Factor, he notes that even when everyone has a chance to practice their RTs until practice effects plateau, the correlation with IQ only diminishes by 15%. So instead of the g loading for composite RT measures being 0.9, it's likely around 0.77 after everyone's had a change to maximize performance, which is still higher than many psychometric IQ tests!
And if composite RT scores were carefully combined with other neurological variables like MRI in vivo brain size, the g loading could exceed 0.8.
In Clocking the Mind, Jensen dreamed of a World where you go to your doctor and along with measuring your height, weight, heart rate and blood pressure, you're also given a routine RT test. You would practice until performance plateaus and this would serve as your baseline against which a sudden decline in speed and consistency might signal dementia. One advantage of chronometric testing is that unlike psychometric IQ tests, measures of RT can be repeated as many times as desired without invalidating the measure.
Another advantage of RT is it's much harder to fake cognitive disability to escape criminal responsibility because fake slow RTs are so conspicuously slow, they are outside even the impaired range.
Of course as commenter Race Realist would say, correlation does not equal causation, so we don't know whether RT is causing IQ, IQ is causing RT, or if some other variable is causing both. But as commenter Mug of Pee implied, the litmus test for causation is "preceding in time" and omnipresent. It's hard to prove RT comes earlier in time than IQ does unless there are some infant RT tests, but there is evidence that the correlation occurs even within the same family, suggesting some degree of omnipresence.
The next step in proving causation is showing the RT-IQ correlation exists in every country. One problem is the correlation was lacking in a sample of South African blacks however Jensen argues this was because the IQ test given had too little variance in that sample.
Ultimately evidence for RT causing IQ comes from the failure of any other way to explain the correlation. Some have suggested the correlation is caused by health, practice or social class, but the correlation would likely hold even with these variables controlled.


text:
The Enhancing Fieldwork Learning team have been researching and sharing innovative ways to enhance fieldwork teaching and learning through the use of mobile technologies. The arrival of more powerful and affordable smartphones and tablets has meant that most students starting in Higher Education now have access to mobile technologies which could be used to enhance their learning experience.
Ultimately, the EFL project has been promoting the integration of active learning into fieldwork and the technology simply supports educators and students to create novel educational activities. One such opportunity is the collection and sharing of georeferenced data in the field and many mobile apps are now available to support this approach. This leads to the concept of 'citizen science' where students are able to engage with others to crowdsource/share their data to build a larger dataset thereby opening up many research and knowledge generation possibilities.
There are three main motivations for integrating Citizen Science into Higher Education curricula; to provide skills training, to integrate active learning approaches and to increase students' engagement with their learning:
- Skills training –enhancing graduate employability
- Scientific skills: e.g. Sampling strategy & techniques, digital mapping, ID, project design, data management, research skills
- 'Soft skills': e.g. digital literacies, global citizenship, team working, professional online behaviour, (social) media skills, creativity
- Active Learning
- For large class sizes
- For MOOCs (Massive Open Online Courses)
- Enquiry-based learning
- Research-led teaching
- Students' engagement in their learning (fun!)
There are many ways in which a citizen science approach can be used to support active learning in Higher Education and the EFL team are currently researching the benefits of this approach and we are looking for case study examples. We will report on our findings here soon. Please see this slideshare presentation for further details.
We would love to hear from you if you are currently involved in a citizen science project and wish to engage with HE or if you are a fieldwork leader and you are considering integrating citizen science into your teaching. Also, please get in touch (by email to _EMAIL_) if you are already doing this as we would love to learn from your experiences.
Active learning = Any instructional method that engages students in the learning process – doing meaningful learning activities & thinking/questioning what they are doing
Citizen Science = the involvement of volunteers (i.e. people who are not involved as part of their employment) in science (Pocock et al., 2014)
Pocock, M.J.O., Chapman, D.S., Sheppard, L.J. & Roy, H.E. (2014). Choosing and Using Citizen Science: a guide to when and how to use citizen science to monitor biodiversity and the environment. Centre for Ecology & Hydrology.


Difference between revisions of "How to move ZCS to another server"
(On the new server)
(Additional Content)
Line 75: Line 75:
==Additional Content==
==Additional Content==
There are different methods of moving zcs to another server. Some of them include:
* _URL_
* _URL_
{{Article Footer|Zimbra Collaboration 8.6, 8.5, 8.0| 28/09/2016}}
Revision as of 10:42, 28 September 2016
How to move ZCS to another server
 KB 23043 Last updated on 2016-09-28
(0 votes)
In this article, we will explain how to move/migrate a zimbra server to another machine.
Both the source and destination zimbra servers must be running the same version. E.g. if source is running 8.6, the installed zimbra on the destination must be also 8.6.
In a nutshell, the solution is: stop zimbra on the source server, make a backup of /opt/zimbra, install new server, stop the old server, set up the new server's networking and hosts config, install software zcs to the new machine, substitute the /opt/zimbra on the new machine with the already made backup from the old machine, fix permissions, run a normal zcs install.
Below are the exact steps that needs to be taken, to complete the migration:
On the old server:
1. # su - zimbra
2. $ zmcontrol stop
3. $ exit
4. Make sure all zimbra services are stopped:
ps aux | grep zimbra
5. Now, you can copy the /opt/zimbra directory to another backup location, and from there to copy it to the destination server later, or you could mount external disc and copy it there, or simply copy it to the destination server (if already installed with the correct OS).
As root user, copy it to the remote machine (rsync can take a while, so before you put any deadline on a project, make sure you first rsync all data beforehand):
rsync -e ssh -axvzKHS /opt/zimbra/
that command will copy /opt/zimbra directory to a remote machine with IP, in the /tmp directory (using ssh). Or, you can copy it to a local mounted disk:
rsync -axvzKHS /opt/zimbra /mnt/zimbra_backup
6. Install a new server, with supported Operating System for the zcs version. The bit level (32-bit vs. 64-bit) or the Operating System build (RHEL 5, RHEL 6, Ubuntu 12, etc.) may be different than the source server.
7. Turn off the old ZCS Server
shutdown -h now
On the new server
1. Set up the new ZCS Server:
 - change the hostname as the old server
 - change the network settings as the old server
 - double check all other network settings work too (e.g. DNS), firewall, SELinux is stopped.
2. Download a version of ZCS on the new server. (The zcs version must be the same as the one on the source server).
3. As root, run the installer with the -s option:
./install.sh -s
That will only install the software packages.
4. When the install.sh -s completes, you can delete the /opt/zimbra directory.
rm -rf /opt/zimbra
5. Now, copy the /opt/zimbra directory backup we made in step 5, to the new server in /opt directory, so that the structure is the same
If you have copied it to a different server, just rsync it to the new server. If you used external disk, mount it and as root rsync your backup to the new location:
6. After to copy has finished, as root run:
/opt/zimbra/libexec/zmfixperms -e -v
7. As root rerun the installer without the -s option:
The installer will detect ZCS already installed, and will ask if you want to upgrade. Select Yes.
Additional Content
Verified Against: Zimbra Collaboration 8.6, 8.5, 8.0 Date Created: 28/09/2016
Article ID: _URL_ Date Modified: 2016-09-28
Try Zimbra
Try Zimbra Collaboration with a 60-day free trial.
Get it now »
Want to get involved?
Find out more. »
Looking for a Video?
Go to the YouTube channel »
Jump to: navigation, search


Using the SPARQL Endpoint
We provide a SPARQL endpoint with free public access for users to explore our data using SPARQL queries.
Data: All data is stored in one database, therefore all entries can be access through the endpoint. However, the database contains many different named graphs to organize the data. Named Graphs can be used to speed up your search by excluding the data that you do not care about - this can be done by using the from statement in your SPARQL query (see examples on this page). Some resources like Reactome, ChEMBL or Biosamples store their data in one named graph, while larger datasets are split up into multiple graphs. For example every ontology from the Ontology Lookup Service in stored in an own named graph, or data from Ensemble is split up on species level. The naming schema for named graphs follows a certain structure:
Some examples for named Graphs are:
A list of all named graphs in the database can be viewed at our SPARQL endpoint. Please note that named graphs for void files are not included in that list. The following paragraph explains more about dataset descriptions.
Provenance: We also provide provenance metadata about the dataset in a separate graph. The dataset description, also called VoID files, includes information about for example versioning, dataset descriptions or publisher. The structure of the VoID files are defined by the w3c standard for dataset descriptions in Health Care and Life Science which can be found here. The naming schema for named graphs for Void files is to add _void.ttl after the resource name:
So for example the void file information for <> can be found
You can find out more about the metadata stored in these VoID files and how we use it on our provenance page.
Basic Queries
By default, queries are not restricted to any graph. If you want to run a basic query for a single dataset, you do not need to do anything special. For example:
You can also choose to limit a SPARQL query to a specific graph using the FROM keyword. This can speed up your query and is therefore recommended:
 ?subject?predicate?object
For convenience, our endpoints are configured with some namespace prefixes by default:
 - rdf -
 - rdfs -
 - owl -
 - skos -
 - dc -
 - dcterms -
 - void -
 - pav -
 - obo -
 - sio -
You can use these prefixes in SPARQL queries without needing to specify them.
Federated Queries
SPARQL allows to execute queries that span over multiple endpoints - so called federated queries. Such queries can be accomplished by using the SERVICE keyword. The example below combines results from the EBI RDF platform and the Uniprot sparql endpoint and asks the question: "Get protein information from Uniprot that Ensembl has associated with ENSG00000139618 via a federated query"
PREFIX rdf: <>
PREFIX dc: <>
PREFIX ensembl: <>
PREFIX ensemblterms: <>
PREFIX core: <>
SELECT?uniprot_id?uniprot_uri?isoform?seq {
 ensembl:ENSG00000128573 ensemblterms:DEPENDENT?uniprot_uri.
 ?uniprot_uri dc:identifier?uniprot_id.
 SERVICE <> {
 ?uniprot_uri core:sequence?isoform.
 ?isoform rdf:value?seq.


「備えとアオサギ」 (Sonae to Aosagi)
"Preparations and Herons"
On this very special episode of Houkago Teibou Nisshi we learn about the safety precautions of both staying safe if you fall into the water and making sure to properly dispose of the waste you might produce while fishing. But the anime still manages to make it all easy-to-digest without it feeling too much like an infodump as it gives the girls more to work with by giving us better glimpses of their mindsets, especially from Sayaka, Ohno, and Hina's perspectives.
It was impressive to see that Sayaka is still a formidable instructor in spite of being shown as a boozehound for the majority of her screen time in past episodes. She actually gives good advice as far as keeping yourself afloat and safe in the water goes considering that she was a lifeguard and uses her experience to teach the girls about ways to float up through posture and floatation devices. Indeed, it's been ages since we've seen her eyes.
This section of the episode also gives Ohno some development as she has to brave jumping into the water to take part in Sayaka's lesson. Although she was worried for the entire time, she had a moment of clarity where she went for the dive as soon as she realized it would provide a larger problem if she never learned to float and drowned while the club was fishing. It gave her a moment of reflection that was refreshing because of how rare it is to get as much development from SOL characters beyond learning a new trade.
At the same time, we get some commentary on littering and water pollution as Hina's unfortunate run-in with a hungry heron causes her to notice that the seabird has fishing line wrapped around its leg. In a unique twist, she actually looks up informative articles on the damage that pollution causes to seabirds with the bodily harm she witnesses causing her to make it her goal to find the same bird and get the line off of its feet.
Again, it's not in your everyday SOL that you get scenes that involve directly addressing issues in the outside world beyond a sport or hobby that the creator enjoys. It's pretty neat that, in the process of teaching viewers how to fish in murky rainwater or how to fend off your catch from seabirds, they are able to address the hazardous effects of ocean dumpage.
 1. Informative slice of life anime succeed because they strike that balance between the comfy piece and giving viewers something useful to walk away with. Winter's Koisuru Asteroid did something very similar. The fact that it's set in the real world also really helps, too. Another blogger out there managed to find the location that inspired Natsumi's house in episode seven. It turns out it's not in Sashiki, and instead, is about 15 miles away.
 Radiant Arrow
Leave a Reply to Aoihoshikage Cancel reply


text:
This is a 4 year program towards a BSc. in Public Health. The program delivers graduates who are able to operate as part of the non-clinical healthcare team in special niches of public health as global public health missions with international organizations operating in the field of public health ( WHO, UNICEF, UNAIDS and others), environmental health, nutrition, healthcare administration, and genetic public health predictive modeling. The program is composed of 129-134 credit hours depending on the specialty concentration.
There are six concentrations currently offered within the program. The first four semesters are common for all six concentrations. The students study foundation science and core public health topics then they move to the specialty courses in the fifth semester. There is a strong focus on practical training in the program, with students participating in field research and lab studies as an essential component throughout their courses. A student portfolio is completed during those activities as a documentation of skills acquired for future employment.
- Global Public Health
- Public Health Nutrition
- Public Health Genetics
- Environmental Health and Climate Change
- Healthcare Management
- Epidemiology and Biostatistics
Global Public Health
Graduates of this major should be able to:
- Advocate and work to address the principles of equity and human rights in global and international health.
- Identify current and emerging health problems in different population groups and analyze the main factors affecting these problems.
- Connect relationships between major health problems that affect both local and international communities
- Recognize the ethical challenges involved in interventions designed to improve health and health equity across cultural, geographic, and political economy and health governance boundaries
- Define, analyze and challenge power structures with a description of the main and direct determinants harmful to health in developing countries
- Identify needs and generate ethically sound evidence to address health problems through research and evaluation.
- Prepare health promotion systems and prepare prevention systems for communicable and non-communicable diseases.
- Familiarity with the sustainable development goals and the relationship of the goals to each other and their impact on public health.
- Link human behavior to climate change
- Formulate effective responses and contribute to their implementation, taking into account the management and organization of health systems across the health care chain.
- Apply community development skills, political advocacy, and communication strategies to promote public health, while using human rights concepts and tools to promote social justice.
- Describe the burden of morbidity in the most important health problems.
- Use collaborative and culturally relevant leadership skills
- Analysis and explanation of the role of national and global networks
- Design, manage and evaluate programs in developing countries in close cooperation with local institutions to ensure equitable access to quality health care.
- Familiarity with population changes, continuous movement in human contexts
- Familiarity with the principles of health security in emergencies and pandemics
Environmental Health and Climate Change
Graduates of his concentration should be capable of:
- Explanation of environmental and occupational health theories and the ability to apply them to public health issues. Graduates will also evaluate the literature on environmental factors affecting human health.
- Analyze and interpret data in resolving environmental health and safety issues, identifying and assessing environmental and workplace hazards, recognizing meaningful test results, and presenting results to various audiences in appropriate ways.
- Applying the principles of environmental justice to various community and professional circles.
- Develop, design and implement risk control methods, procedures and programs. Graduates will create risk assessment approaches based on their target population. They will also be able to maintain implemented programs (financial, technical and technological) using appropriate skills, maintain records, work effectively within both the team and organizations, and effectively evaluate control methods.
- Recognizing the impact of solutions in a global and societal context. This includes the ability to understand and use information appropriately regarding the economic and political implications of these solutions. Graduates must also demonstrate an understanding of regulatory and agency policies affecting environmental and occupational health issues.
- Develop effective, efficient and effective communication strategies, which aim to educate the public, resolve conflicts and commercialize environmental health strategies.
- Implementation of health promotion systems and prevention of occupational diseases of all kinds.
- Identify and define the environmental determinants of health and their relationship to climate change and social determinants of health and their relationship to food and health security
- Recognize and study international agreements on climate change and environmental protection
Epidemiology and Biostatistics
Graduates of this concentration should be able to:
- Develop a sound understanding of epidemiological study design, theory and application of key areas of biostatistics relevant to professional practice
- Acquire skills in complex statistical analyzes to deal with a variety of practical problems using modern statistical techniques and software
- Gain skills in data collection and management, including database design, quality control procedures and ethical handling of data
- Ability to identify statistical issues relevant to practical problems in the medical/health community and to propose and implement an appropriate statistical design and/or analysis methodology
- Gain experience in communicating biostatistics topics with clinical/health professionals as well as presenting statistical results in a format suitable for publication in health-related journals, professional reports, or public address materials
- The ability to assimilate and analyze methodological articles in the field of biostatistics and apply the methods described in them to practical problems
Graduates of this major should be able to:
- Demonstrate the strategic leadership and decision-making skills needed in the healthcare field.
- Evaluate operational performance across diverse healthcare organizations.
- Describe and analyze the components of the health care delivery system in Egypt and internationally.
- Demonstrate basic business knowledge related to developing healthcare management solutions.
- Analyze health care data and information to make effective decisions.
- Explain the legal and ethical principles and the responsibilities of health care institutions towards the needs of patients' health and public health, and their commitment to them.
- Develop strategies to recruit, train and retain an effective health care workforce.
- Evaluate financial strategies and techniques to meet organizational needs in a healthcare environment.
- Demonstrate a comprehensive understanding of current theories and concepts involving change and the ability to apply these new problems and scenarios in health service delivery.
- Demonstrate a high level of critical evaluation of different perspectives on management, leadership theories, management, leadership and practice and how they apply to care during transition and change.
- Use advanced judgment and decision-making skills with independence, professionalism, and critical self-reflection in complex and unpredictable contexts
Public Health Nutrition
Graduates should be able to:
- Define and explain the general determinants of healthy nutrition and nutritional aspects of health and well-being.
- Investigate the psychosocial factors that influence food choice in a diverse population at global and national levels.
- Identifying and evaluating the diet and nutritional status of health problems related to undernutrition and overnutrition among diverse population groups in Egypt and the world.
- Describe the social, cultural, economic, environmental and institutional factors that contribute to the risk of malnutrition diseases in the population.
- Comparison of educational, community, institutional and other population intervention strategies to improve nutritional health status, improve food security, and reduce obesity and related non-communicable diseases.
- Analyze and evaluate policies aimed at increasing access, reducing barriers to food insecurity, and improving the health status of citizens in diverse population groups.
- The ability to access, critically evaluate and apply the best available evidence to address public health nutrition issues in Egypt and the world.
- Develop efficient and effective written and oral health communication strategies, which aim to educate the public, conflict resolution and marketing nutrition strategies to improve nutrition outcomes.
- Critically assess energy and nutrient requirements throughout the life cycle
- Description and critical analysis of current patterns and trends in nutrition problems in low, middle and high income contexts
- Assessing the impact of diet on diseases (communicable and non-communicable) using epidemiological data and population-based approaches
- Design innovative solutions to overcome the impact of climate change, globalization and other social, political, economic and environmental factors on the global food system
Public Health Genetics
Graduates should be able to:
- Apply knowledge of genetics to understand the etiology of a variety of diseases and health conditions;
- Describe the basic design of major genetic research studies, their advantages and limitations, and the application of epidemiological and statistical approaches to study risk factors and diseases with a genetic component.
- Design, conduct and analysis of genetic epidemiological studies and interpretation of results, including incorporation of results from other genetic epidemiological studies;
- Describe the importance of evaluating interactions between genes, environmental factors, and behaviors, and their role in health and disease.
- Critical reading and evaluation of the results of quantitative research contained in scientific journals related to genetics and public health.
- Writing a research proposal including the rationale for a specific epidemiological investigation, a clear description of the research methodology, and the strengths and limitations of the proposed study;
- Demonstrate competence in conducting statistical analysis of genetic epidemiological data.
- Describe the legal, ethical and social issues that may be associated with the collection and application of genetic and genomic information.
- Describe the latest technologies and genomic developments used to investigate the role of genes in disease and the natural change of traits
- Effective and persuasive communication, verbal and nonverbal, with colleagues in genetic epidemiology and other disciplines
There are general job opportunities available for public health specialists in various locations. These may be open to graduates from all concentrations. In addition, there are specific job opportunities for each major listed below:
- Job opportunities in various programs/projects conducted by international organizations working the field of public health as WHO, UNICEF, UNAIDS, UNFPA, FAO and others. Similar jobs are available with international NGOs working in public health as Save the Children, Medecin sans frontiers and others. These are particularly open for global public health graduates, but may also be open for other specialties.
- Epidemiologists and Biostatisticians may find lucrative job opportunities in R&D departments of pharma companies, compliance


text:
Imagine you were a Pipistrelle Bat living in the ROM's bat cave and one night, when all the lights went out, you snuck out of the cave to explore the wonderful galleries of the Museum. What would you want to see? Where would you go first?
Need a little help boosting your imagination? Check out the ROM's very first children's book – Burton and Isabelle Pipistrelle: Out of the Bat Cave.
To educate and foster appreciation for these much-loved colourful insects, the City of Toronto, in partnership with the ROM and Livegreen Toronto, has published a new book, Butterflies of Toronto: A Guide to their Remarkable World. With hundreds of full-colour photographs, this new publication shares the local history of butterflies and details on where they live in Toronto. It is part of a Biodiversity Series being produced by the City to commemorate the Year of Biodiversity 2010.
Rob Mason, is an archaeological scientist whose research interests include art, technology, trade, and industry from the beginnings of time to the industrial revolution. But you may recognize him as a dancing knight from our Medieval Dancing presentations!
Don't miss the ROM's Medieval Fall Fair this weekend, October 1 – 2.
The ability to place man-made devices – satellites – in orbit around our planet has revolutionized the ways in which we communicate and allowed us to study our planet, our solar system and our universe in ways not otherwise possible. In fact, satillites are so useful that there is a growing lack of space in outer space. Our planet is surrounded by literally tens of millions of pieces of man-made material ranging from dust and flecks of paint, to multi-tonne satellites and spent rocket components.


Authentication using JWT
How to use JSON Web Token to authenticate with deepstream
Authentication is vital to most apps and the way it is achieved has evolved substantially in recent years. One of the most popular of today's concepts is a standard called JSON Web Token or JWT for short that lets you store encrypted information in verifiable tokens.
These tokens are compact and self-contained encoded JSON objects that hold vital information which is transferred between different parties (clients/servers most times). The compact nature makes it possible to exchange them via request headers while the self-contained characteristics shine at JWT's ability to store authentication payload making JWT not just useful at authentication but also handy in information exchange.
JWTs have three parts: header, payload, and signature:
 - The header holds the hashing algorithm, and the type (which is most time jwt).
 - The second part which is payload consists of authentication data usually known as claims. - The signature is created by signing the header and payload using the hashing algorithm and secret. This signing process is what verifies the token.
deepstream can use a number of strategies to authenticate incoming connections. For JWT we'll use the HTTP-Webhook - a configurable URL that deepstream will send both login and connection data to for verification.
Should you use JWT with deepstream?
Maybe. Traditional tokens serve as primary keys to session data, meaning they help the backend retrieve data relative to a user's session from a database or cache. A JWT, on the other hand, IS the actual session data - the cookie itself contains a payload and releases the backend from having to constantly look session data up.
This is great for HTTP workflows where clients make many individual requests that are all associated with the same user. deepstream, however, uses a persistent connection that is only established once when the client connects (okay, and maybe occasionally again if the connection drops). All session data stays associated with that connection, rather than with the requests and subscriptions made through it. As a result, deepstream messages are significantly smaller and faster than their HTTP equivalents.
This, however, does mean that deepstream itself doesn't benefit much from using JWT. It doesn't hurt much either though and can still be helpful when deepstream is used in conjunction with traditional HTTP endpoints.
deepstream's Auth Webhook
Before you begin performing authentication with JWT, it's worth noting that deepstream allows you to register an HTTP endpoint URL to which connection data is forwarded as POST request whenever a client or backend process attempts to log in.
HTTP authentication flow
The HTTP Authentication guide covers how to setup this workflow in your project.
deepstream HTTP Auth with JWT
JWT allows us to transport claims securely from the server to client and vice versa using an encoded JSON string. This token is persisted on the client and used to make authorized requests as long as the token is valid (not tampered with and not expired).
Looking back at the flow described above, JWT needs to be put somewhere in the picture. For that, there are two choices:
The simple, but less secure one
JWT Authentication Flow Simple
In this scenario, the deepstream client sends the user's credential to deepstream which forwards it to a configured HTTP endpoint.
The endpoint creates the JWT and passes it back through deepstream to the client which stores it in localStorage
For subsequent requests, the token is already in localStorage and will be sent by the client instead of asking the user for credentials.
Why is this less secure?
Storing the token in localStorage or in a cookie using javascript makes it readable by all scripts on the page. This leaves it open for cross-site scripting attacks (XSS) that can hijack the session.
Likewise, this approach requires the web application itself and all its assets to be publicly readable. Using the following approach, however, would allow you to redirect all unauthenticated requests to the web app to a login page.
The complicated, secure one
The recommended workflow looks as follows:
JWT-Auth Flow
The steps shown here are
 1. The user provides credentials in a static login page which are sent via HTTP POST request to the auth server.
 2. If the provided credentials are valid, the server generates a JWT and responds with a 301 redirect to the web-app page that stores the token as a cookie
 3. The deepstream client establishes a connection to the deepstream server and authenticates itself by calling ds.login(null, callback). This sends the stored cookie containing the JWT to the deepstream server.
 4. deepstream forwards the cookie to the authentication server and awaits its reply. The auth server also has the option to parse the cookie and provide the data it contains back to deepstream to use within Valve Permissions. If the authentication server returns a positive response (e.g. HTTP code 200) the connection is authenticated.
So much for the theory - here's how this works in practise:
Our app will offer the following URLs:
 - / the actual webapp with the deepstream client script. The server will only allow access to paths within that route if a JWT is provided
 - /login the publicly accessible login page
 - /handle-login the login form posts its content to this URL
 - /check-token deepstream will forward the auth data for incoming connections to this URL
Let's start with the login page
We'll start by creating a static HTML page with a simple login form.

 Login
Just two inputs — a username and a password. Once te user hits login, the credentials are sent to a /handle-login route. Using Node with Express the route can be handled using the following approach:
//...
const jwt = require('jsonwebtoken');'/handle-login', function(req, res, next) {
 const users = {
 wolfram: {
 username: 'wolfram',
 password: 'password'
 chris: {
 username: 'chris',
 password: 'password'
 //...
 const user = users[req.body.username];
 if (!user) {
 res.status(403).send('Invalid User')
 } else {
 // check if password and username matches
 if (user.username!= req.body.username || user.password!= req.body.password) {
 res.status(403).send('Invalid Password')
 } else {
 // if user is found and password is right
 // create a token
 const token = jwt.sign(user, 'abrakadabra');
 // return the information including token as JSON
 // set token to cookie using the httpOnly flag
 res.cookie('access_token', token, {httpOnly: true}).status(301).redirect('/');
This method validates the provided credentials. For simplicities sake they're hardcoded in this example - in a real world app store usernames and password hashes in a database.
Once validated, the jsonwebtoken module is used to generate and sign a token using the auth payload. The token is then stored in a client-side cookie as access_token while the httpOnly flag is set to true in order to disable javascript access from the client. Finally, authenticated users are redirected to the actual application page containing the deepstream client.
Enabling HTTP Auth
Next up, we need to start a deepstream server with enabled HTTP Authentication. This can be achieved via the configuration file while setting up some configuration as well:
type: http
 permittedStatusCodes: [ 200 ]
 requestTimeout: 2000
This configuration instructs the deepstream server to make a POST request to every time a client tries to connect. Only if it receives a response with an HTTP status code of 200 in less than 2 seconds it will allow the connection.
deepstream Login
From the deepstream client we can now call client.login()
const deepstream = require( '_USER_/client');
const client = new DeepstreamClient('localhost:6020')
 // Login method
 .login( null, ( success, clientData ) => {
 .on( 'error', ( error ) => {
Rather than user-credentials we just pass null to this method - the information we're interested in, the JWT will be part of the header-data that's sent along with the authentication request as req.body.connectionData.headers.cookie.
Your next login attempt will produce the following log:
Login log
HTTP Auth Call
Upon calling ds.login() deepstream posts the connection data to the configured /check-token route:
//...
const jwt = require('jsonwebtoken');'/check-token', function(req, res) {
 const token = getCookie(req.body.connectionData.headers.cookie, 'access_token');
 jwt.verify(token, 'abrakadabra', function(err, decoded) {
 if (err) {
 res.status(403).send('Failed to authenticate token.' );
 } else {
 // if everything is good, save to request for use in other routes
 username: decoded.username
function getCookie( src, name ) {
 const value = "; " + src;
 const parts = value.split("; " + name + "=");
 if (parts.length == 2) return parts.pop().split(";").shift();
Again we use the jsonwebtoken module to verify the token and decode the string into a JavaScript object containing the username which we pass back to deepstream to identify the connection.
Protecting Routes
This covers


text:
W.M. Keck Science Department Professor Selected for US Department of Energy Research Program
Claremont, Calif. (March 2, 2012) — Assistant Professor of Biology Bryan Thines was one of 26 scientists selected to participate in the US Department of Energy (DOE) Joint Genome Institute's Undergraduate Research Program in Microbial Genome Annotation.
The DOE's Joint Genome Institute (JGI) is spearheading an effort to sequence thousands of microbial genomes. Students in JGI's Undergraduate Research Program in Microbial Genome Annotation get hands-on experience annotating and studying these genomes. Students in Thines' class Genomic and Bioinformatics will be directly involved in a research project that focuses on how the circadian clock influences the ability of plants to respond to heat stress.
Thines describes the circadian clock as "an internal molecular timekeeper" that creates circadian rhythms, such as the sleep-wake cycles in humans. In plants, the clock controls responses to light and to cold temperatures, making plants more responsive to light during the day and more responsive to cold at night. Thines' research will explore whether plants respond in the same way if they experience warm temperature at nighttime versus daytime.
"Plant responses to warm temperature is an especially timely topic to study, as climate change and attendant temperature variation have already influenced natural plant populations and agricultural productivity worldwide," Thines said.
Thines teaches biology at the W.M. Keck Science Department, a program of Claremont McKenna College, Pitzer College and Scripps College.


text:
This definition is lacking an etymology or has an incomplete etymology. You can help Wiktionary by giving it a proper etymology.
- A form of red ochre sometimes used to mark sheep
ruddle (third-person singular simple present ruddles, present participle ruddling, simple past and past participle ruddled)
- To mark something with red ochre.
- To raddle or twist.
ruddle (plural ruddles)
Last modified on 10 June 2013, at 10:22
- A riddle or sieve.
- (Can we find and add a quotation of Holland to this entry?)


text:
The patentability requirements for Computer Related Inventions (CRIs) under Indian Patent Law have been unclear. It is generally understood that a CRI must demonstrate "technical effect" and the relevant claims must have "machine limitation", in addition to the basic patentability requirements of novelty, inventive step, and industrial applicability. However, the phrase "technical effect" has not been defined properly. Further, the legal basis for technical effect requirement has not been clarified.
The guidelines for examination of CRIs published recently by the Indian Patent Office is an important step towards making the requirements clearer. In this short note, we explore a set of definitions provided in the guidelines to gain insight into how the requirement of "technical effect" can be read from the law, as interpreted in the guidelines.
Section 2(1)(j) of the patent act defines an invention as a new product or process involving an inventive step and capable of industrial application.
While the basic patentability requirements as laid out in Section2(1)(j) do not specifically require an invention to be technological in nature, the intention of the law was to provide protection to technological inventions (meaning inventions relating to machines). In the context of CRIs, the guidelines clarify the inventive step requirement in section 5.2 by defining it as a feature of an invention that involves technical advance (or technical advancement). Further, section 5.4.2 of the guidelines interprets the inventive step requirement to encompass the "technical advancement" requirement. Therefore, the inventive step requirement can be read as including the "technical advancement" requirement.
Further, in defining technical advancement in section 3.16, the guidelines state that technical effect (as defined in section 3.15 of the guidelines) is essential for technical advancement. Sections 3.16 and 3.15 are quoted hereunder for the benefit of the readers:
Section 3.16 – Technical Advancement
"It is defined for the purpose of these guidelines as contribution to the state of art in any field of technology. It is important to divide between software, which has a technical outcome, and that which doesn't, while assessing technical advance of the invention. Technical advancement comes with technical effect, but all technical effects may or may not result in technical advancement."
Section 3.15 – Technical Effect
"It is defined for the purpose of these guidelines as solution to a technical problem, which the invention taken as a whole, tends to overcome. A few general examples of technical effect are as follows:
- Higher speed
- Reduced hard-disk access time
- More economical use of memory
- More efficient data base search strategy
- More effective data compression techniques
- Improved user interface
- Better control of robotic arm
- Improved reception/transmission of a radio signal"
Given the definitions, it can be said that "technical effect" requirement is a result of "technical advancement" requirement, and "technical advancement" requirement is a result of "inventive step" requirement. Therefore, as interpreted by the guidelines, "technical effect" requirement is a part of the fundamental requirement of "inventive step".
The "technical effect" requirement cannot literally be read from the law. It remains a guideline. However, given that there has been no jurisprudence on this topic, it is prudent for a practitioner to treat the guideline as the law till there is more clarity on the requirement.
By, Arun Narasani, Founder/CEO


Monday, August 31, 2009
Word Count and Manuscript Format
New York publishers all expect a standard page format for manuscripts.
Why is this important information for you to know before you start sending your book out?
If you start out in the "official" format, you will have a better idea of the book's word length.
Word length in publishing is figured out by page, not by the exact number of words in your document.
In "official" format, each page equals 250 words whether there is white space or not. If you want your novel to be 100,000 words long, divide 100,000 by 250 to find out the number of pages needed. If you've written 130 pages and want to know how many words you've written, mulitiple 130 by 250.
Here's how to format.
Font: Courier New in 12 point
Margins: 1 inch borders on all sides
Double spacing
25 lines per page excluding the header
Two spaces after each period
For the header, include your last name/MANUSCRIPT NAME at the left margin and the page number at the right margin. (Some publishers prefer this differently so check their guidelines before sending your manuscript.)
To indicate breaks between scenes, either double space twice, or double space, type three asterisks* * * or pound symbols # # # with spaces between them, center them, then another double space.
 If you use Word, don't type the three symbols fast because Word considers that instructions to do something weird to your formating.
I prefer to use the three symbols because that makes it easier to tell scene breaks when the scene ends at the bottom or top of a page.
For each new chapter, drop down 4 inches, then type the chapter heading in caps-- CHAPTER TWO, center that, then double space to begin the text.
Some word processing programs make it pretty darn difficult to get the format perfect, particularly the 25 lines per page. If you have one of these programs, I use iPage which is one of them, it's better to fiddle with the top and bottom margins and the line spacing so you have the 25 pages than to have the other format elements perfect.
Most epublishers want the literal word count, not the NY publisher formatted word count. Sometimes, they'll tell you so on their site; sometimes, they won't.
Epublishers who don't have a print line tend not to be so hung up on word count because the word count doesn't matter as much.
Paper publishers, however, have to figure in the cost of paper as well as maintaining a certain size of book.
These days, to cut expenses, most of the big paper publishers don't want a book over 100,000 words from an unpublished or midlist author.
Wednesday, August 26, 2009
Links of Interest
GENRE SALES NUMBERS: Pimp My Book is looking at sales numbers for various popular genres. A very general overview, but his lack of information on the specific makes his commentary less than useful for those in that market.
THE GOOGLE SETTLEMENT: Microsoft, Yahoo, and Amazon join in against the Google settlement.
CRAFT: Reasons and solutions to why you can't finish writing that book.
PLOT/CRAFT: An excellent series of articles on story structure.
PROMOTION: What does and doesn't make a good website.
PROMOTION: What is your online persona? This site analyzes all the places where your name appears online. Not surprisingly, mine is equal parts books and education, but I also have a solid presence in religion for no reason I can think of.
Monday, August 24, 2009
A Dollar of Trust, CRAFT
I recently read an online discussion of whether readers of paranormal romance are as put off by poor research or bad science as other readers. Whether you believe this is true or not, as a writer, you must consider this.
Imagine that a reader gives you a dollar's worth of trust by reading your book. That trust means she expects you to give her certain things like a good story, interesting characters, and competent craft, among other things.
Every time your story fails in one of these elements, the reader takes away a bit of that money, and when there is no money left, the reader tosses the book without finishing it and will no longer trust you enough to buy the next book.
Maybe, every time the reader spots a grammatical mistake, she may take a nickel out of that dollar, or if she really hates grammatical errors, that error may cost you a quarter or the whole dollar.
Do you really want to risk losing that reader by being sloppy with grammar, science, or plot logic?
Wednesday, August 19, 2009
Links of Interest
CRAFT: Three person conversations in fiction. How to make them work.
WORLDBUILDING: A physicist explains time travel.
PROMOTION: Social Networking in 15 minutes. General overview.
PROMOTION AND SALES NUMBERS: How to use Amazon's book sale ranking to determine how effective a current promotion is.
SFWA says no.
The National Writers Union says no.
Possible Class Action Lawsuit:
PROMOTION: Should you hire a publicist?
CRAFT: How to tighten up that manuscript.
MARKET NEWS: From "Publisher's Lunch"
"Angela James has joined Quartet Press as editorial director. Previously she was with Samhain Publishing."
Monday, August 17, 2009
What Genre Is It? CRAFT
A werewolf novel that is driven forward by the worldbuilding and various werewolf political/pack struggles is urban fantasy or horror. A werewolf novel where boy wolf meets girl vampire, and they fall in love during various werewolf and vampire struggles is a paranormal romance.
You must understand what the central genre of your novel is so your novel doesn't fail by genre standards, and you will know where to market it.
Wednesday, August 12, 2009
Links of Interest
THE AUTHOR BIO: What should be in it for query letters.
QUERIES: What not to do in a query letter.
WORLDBUILDING: Patricia C. Wrede's worldbuilding questions have a new URL:
BUSINESS OF PUBLISHING: Terms used by the publishing industry.
CONTRACTS: Agent Jenny Bent discusses publishing contracts.
PROMOTION: Why A Video Will Sell Your Book
CRAFT: Ten Things to Spark Creative Ideas
CRAFT: Why a writer should know grammar.
PROMOTION: What every author website needs to contain.
EDITOR INTERVIEW: Editor Angela James of Samhain.
Monday, August 10, 2009
The Danger of AOL and Other Free Email Services
Since AOL has become a free service, they have been attaching graphic advertising at the bottom. Most of the other freebies do as well.
Why is this a problem? Many editors and agents clearly state in their guidelines that they delete any email unread that has an attachment.
Others in the business have spam filters which will probably delete your email when it arrives.
If you want your query or submission read, use a paid email service that doesn't attach ads.
Wednesday, August 5, 2009
Links of Interest
EDITOR INTERVIEW: Deb Werksman of SourceBook.
AGENTS; You've finished your novel and polished it to perfection. Now what? Agent Jessica Faust of Bookends tells you about the submissions process.
MARKETS: A listing of science fiction, fantasy, and horror anthologies.
CRAFT: The difference between craft and story and how each can trash your novel.
BUSINESS OF WRITING: When is it time to give up on a manuscript?
BUSINESS OF WRITING: "What can you do to sell you book, and more importantly, when should you do what?"
Monday, August 3, 2009
Hot, Warm, and Cold Viewpoint, CRAFT
WARM: Pamela smiled as she glanced at the hotel room numbers. Tom said he's be in in Room 82. He'd promised her champagne, roses, and a night of passion. A night to remember. She could hardly wait.


text:
Pronunciation: (in-ter"u-gā'shun), [key]
1. the act of interrogating; questioning.
2. an instance of being interrogated: He seemed shaken after his interrogation.
3. a question; inquiry.
4. a written list of questions.
5. an interrogation point; question mark.
Random House Unabridged Dictionary, Copyright © 1997, by Random House, Inc., on Infoplease.


Curriculum / Academic Standards
The Curriculum/Academic Standards Committee is a subcommittee of the Academic Senate. The Committee is responsible for studying, reviewing recommendations and advising in the general area of curriculum proposals and procedures. Specifically, the Committee is charged with recommending action on:
 1. Proposed credit and non-credit courses, revised requirements for curriculum majors, certificates of accomplishment, certificates of completion, certificates of achievement, and associate degrees
 2. Changes in titles, units, hours, prerequisites, corequisites, recommended preparation, course descriptions, student learning outcomes, course objectives, course content, representative text, and assignments
 3. Proposed course deletions and course reactivations
 4. Proposed new educational programs and revisions to existing educational programs
 5. Recommendations derived from the instructional program review process
 6. Institutional and CSU, UC, and IGETC general education requirements, major preparation and electives
 7. Standards for course requisites or other issues related to student preparation and success
 8. Appropriateness of technology-mediated instruction, stacking, and open entry/open exit
 9. Content review for recommended preparation, prerequisites and co-requisites
Academic Standards:
 1. Appropriateness of offering a specific course to pre-collegiate age students
 2. Resolution of challenges to the pre-collegiate basic skills unit limitation
 3. Repetition of courses in which as grade of "C" or better has been earned
 4. Factors used to determine" critical thinking" and "college level" courses
 5. Grading policy
 6. Board policy related to academic standards (i.e academic renewal, credit by examination, repeatability)
 7. 2+ 2 Articulation Agreements with high schools
 8. Assignment of courses to specific disciplines
 9. Assist faculty in the development of program (degree and certificate) and course level student learning outcomes


text:
Have you ever before got a collection of iMessages with crucial info that you have to share with a person else?
You could possibly ahead each iMessage separately and spam your recipient. You likewise might duplicate and the contents of each message and afterwards paste them into another message, yet that is time consuming.
Or you might utilize our suggestion below to promptly integrate several messages into a single message that could be forwarded to a 3rd party.
Right here is just how you could combine several iMessages into one message that prepares to be sent to another person:
1. Tap and hold the first iMessage that you would like to forward and afterwards select "Additional" from the popup menu as shown above.
2. Tap on the checkmark gurgles to choose the messages that you wish to ahead. Each picked message will have a white checkmark inside of a blue circle as shown listed below.
3. Touch on the arrowhead in the bottom appropriate edge of the monitor.
4. This will certainly open up the "New Message" glass, as shown above, with an iMessage that has the text from the messages that you selected in step 2. You can modify the text as needed and go into the name, e-mail address or telephone number of the recipient(s).
5. Struck the "Send out" button in the best edge to send out along the message.


text:
- Working Paper
We study the effects of greenhouse gas emissions on optimum growth and environmental policy by using an expansion-in-varieties growth model with polluting non-renewable resources. Climate change harms the capital stock. Our main contribution is to introduce and extensively explore the naturally determined time lag between greenhouse gas emission and the damages due to climate change which proves to be crucial for the transition of the economy towards its steady state. The social optimum and optimal abatement policies are fully characterized. The inclusion of a green technology delays optimal resource extraction. The optimal tax rate on emissions is proportional to output. Poor understanding of the emissions diffusion process leads to suboptimal carbon taxes and suboptimal growth and resource extraction Show more
External linksSearch via SFX
Journal / seriesEconomics Working Paper Series
Pages / Article No.
SubjectNon-Renewable Resource Extraction; Climate Policy; Optimum Growth; Pollution Diffusion lag.
Organisational unit03635 - Bretschger, Lucas
MoreShow all metadata


13 Things Parents Did In The Middle Ages That No Parent Would Do Today
It's easy to look at parenting as this "new thing," especially if you're experiencing it for the first time. However, and of course, it's not. People have been caring for, guiding, and loving their children for as long as the human race has been in existence. Still, with each generation, parenting styles come and go and evolve. If we go way back, about 700 years or so, we find quite a few things parents did in the Middle Ages that not a single, solitary parent would even think about doing today. So while parenthood might be old as time itself, it sure has changed (thankfully).
Then again, medieval moms and dads did share some of the same parenting strategies we take advantage of today. They could even be described as fans of attachment parenting, given their fondness for practices such as extended breastfeeding and bed-sharing. Time does change a few things, but it doesn't change everything. Back in "the day," society was largely divided into two groups: the aristocracy and the commoners. The nobility led, wore fancy clothes, and had access to education and privilege. The commoners worked the land or served the noble classes, largely disenfranchised as a group. Of course, as a result of the massive difference between the aristocracy and the commoners, life could be very different for the children of these two groups.
However, whether you were born into the upper crust or had to toil for your supper, parenting in the middle ages was quite different when compared to the modern view of what it means to be a mom. There were some things medieval parents did, that we would never do today, for example:
Face The Possibility That Your Child Wouldn't Survive Their First Year
Sadly the infant mortality rate was sky high in the Middle Ages. Historians estimate that a quarter of all babies born wouldn't live to see their first birthday. Of course, infant mortality is still an issue for modern-day parents. In fact, the United States ranks 180 on the world's Infant Mortality list, with 5 out of every 1,000 births.
Hire A Wet Nurse
Breastfeeding was the only option for feeding babies in the middle ages and it was normal for children to be breastfed well beyond 2 years of age.
However, if children were born into nobility or if their mother was unable to nurse them, there was another option available: a wet nurse. A wet nurse is a nursing mother who breastfeeds children other than her own. While wet nurses aren't entirely unheard of today, they're rarely used and/or spoken about openly.
Hire A Cradle Rocker
If you were a well-to-do lady in the Middle Ages, the thought of rocking your child to sleep may have been a bit too much like hard work. So, lazy ladies of the Middle Ages hired an official cradle rocker (no, really). I mean, I'm not entirely knocking it. That must have been nice (and arguably the most boring occupation in all of world history).
Leave Your Baby Unattended
Mothers of the Middle Ages were encouraged to leave their babies unattended in their cribs and go shopping, as long as they were swaddled. People of that particular time period also seemed uninterested in baby proofing their homes (yeah, "baby proofing" wasn't a thing), either. Magistrates records shows accidental deaths of infants from falling out of their cribs or being strangled by hanging cords were quite common.
Hire A Toddler Groomer
Anyone who has a toddler knows how messy they can get, and in such a short period of time. Wealthy parents in the Middle Ages hired a member of house staff known as a "Groomer" to follow toddlers around, steering them away from messy situations and helping to ensure their expensive clothes stayed clean and dry. That's the dream, my modern-day friends. That's the dream.
Give Your Baby Jewellery
Parents today aren't really into giving their children any potentially dangerous items or strangulation hazards. In the Middle Ages, however, babies were routinely given amulets and necklaces to wear that supposedly kept them safe from "evil spirits."
Pre-Chew Your Baby's Food
This is as gross as it sounds. Mothers, or nurses if the mother was too posh to do it herself, would pre-chew food to ensure it was soft and mushy before feeding it to the child. Gross.
Tie Your Toddler Up
The old phrase being "tied to mothers apron strings" is from a real life Middle Age practice of tying rambunctious toddlers to their mother by way of a string from her apron. The idea was to keep them away from harm such as open fires and stairs.
Consider Childhood Over By Age 7
In the Middle Ages childhood was thought to last only 7 years. Although children were not considered adults until they were quite a bit older, a protected childhood was over much sooner.
Send Your Kid To Work
Once childhood was "officially" over, children were expected to start giving back to the family, either by learning a trade, helping with the family business, or running the household (if they could).
Only Send Your Son To School
In the Middle Ages and right up until more modern times, girls access to education was severely restricted. Members of the upper class could have their daughter privately tutored, but most parents thought it appropriate to only teach daughters how to become wives and mothers.
Think Public Nudity Is Totally Normal
It was totally normal to see small children playing in the nude in the Middle Ages. Even older children would strip down to absolutely nothing, without a second thought about potentially offending those around them. Privacy was an unknown concept.
Marry Off Your 14-Year-Old Daughter
Although boys didn't apparently mature until 21 years old, girls were considered ready for marriage (and children of their own) at only 14 years of age. Progress is a funny thing. It has certainly taken a long time for a daughter's worth to be considered as valuable as a son's, and in terms of gender equality and access to opportunity for girls we still have a long way to go.
Still, in more ways than I count, I am glad that I'm raising children in this century, and not the Middle Ages.


text:
- Give a Gift to Education
- Just For Kids
- For Teachers
Time Travel Trunks
Our latest educational program is a time travel trunk that brings the Museum right into your classroom or educational program. Each trunk focuses on a different theme of timekeeping and is intended for use with groups of all age ranges from preschool to high school. Your group or class will embark on an exploration of time and timekeeping using the activities and artifacts in the trunk. Each trunk includes user guidelines, theme-related activities and lessons that relate to Pennsylvania State Standards of Education (if in PA), props, artifacts, and other related materials.
Discover the Treasures of Time
This trunk is an introductory kit to learning about the concepts of time, its role in our world, and how methods of timekeeping have changed. Choose from activities including making a recyclable water clock, learning the science behind the pendulum, to discovering how fruit can keep time.
Cultural Calendars: Chinese New Year Celebration
This trunk uses the Chinese New Year celebration to help students understand the unique timekeeping aspect of cultural calendar systems by comparing the Chinese New Year with Western celebrations of the New Year holiday. Teachers can help students create a mini-Chinese New Year celebration in their classroom.
Cultural Calendars: Native American Timekeeping Travel Trunk
Children will learn how Native Americans kept track of time. Crafts that recreate timekeeping pieces include calendar sticks, winter counts, and an Aztec calendar. Directions, samples of completed crafts, and explanations of the craft with the historical background are included.
Availability and Cost: Time Travel Trunks can be checked out for 2 weeks at a time, with reservations needed at least 1 week in advance. Trunks can either be picked up at the Museum during regular hours or shipped to you (your organization will be charged the shipping charges). For an additional fee a National Watch and Clock Museum educator will visit for one full day to facilitate activities.
Fee Rental period
Time Travel Trunk $50* 2 weeks
Time Travel Trunk + Museum Educator $150*+ 2 weeks (trunk) +1 school day (educator)
* Shipping costs not included
+ If requesting museum educator outside of 30-mile radius from museum, additional travel fees will apply and reservations are needed at least two weeks in advance.


Wound healing is the process that the skin goes through as it repairs damage from wounds. There are three main types of wound healing, depending on treatment and wound type. These are called primary, secondary, and tertiary wound healing.
Every wound goes through various stages of healing, depending on the type of wound and its severity. Understanding these categories, as well as the steps of the wound healing process, can help people understand how best to care for a wound.
Keep reading to learn more about the stages of wound healing, the different types of wound healing, and some treatment options.
Injury treated by medical professional.Share on Pinterest
choja/Getty Images
Primary wound healing, or primary intention wound healing, refers to when doctors close a wound using staples, stitches, glues, or other forms of wound-closing processes.
Closing a wound in this way reduces the tissue lost and allows the body to focus on closing and healing a smaller-area wound rather than the larger initial wound.
For example, a doctor might stitch up a large cut rather than allow the body to heal over the entire cut.
Secondary wound healing, or secondary intention wound healing, occurs when a wound that cannot be stitched causes a large amount of tissue loss. Doctors will leave the wound to heal naturally in these cases.
This may be more common for wounds that have a rounder edge, cover uneven surfaces, or are on surfaces of the body where movement makes stitches or other closure methods impossible.
Secondary wound healing relies on the body's own healing mechanisms. This process takes longer, which may be due to increased wound size, the risk of infection and contamination, and other factors, such as the use of certain medications.
Tertiary wound healing, or healing by delayed primary closure, occurs when there is a need to delay the wound-closing process.
This could be necessary if a doctor fears that they may trap infectious germs in a wound by closing it. In these cases, they may allow the wound to drain or wait for the effects of other therapies to take place before closing the wound.
There are several types of wounds, depending on factors such as the source of the wound and any underlying issues that may lead to it. The type may alter how doctors treat the wound or other factors in the healing process.
Wounds are typically open or closed. A closed wound is an injury that does not break the surface of the skin but causes damage to the underlying tissues. A bruise is a common example of this. On the other hand, open wounds break the surface of the skin and may also damage underlying tissues.
Some types of open wounds include:
 - Abrasions: These form as a result of rubbing or scraping the skin against a hard surface.
 - Lacerations: These are deeper cuts caused by sharp objects, such as a knife, or sharp edges.
 - Punctures: These are small yet deep holes caused by a long, pointed object, such as a nail.
 - Burns: These result from contact with an open flame, a strong heat source, severe cold, certain chemicals, or electricity.
 - Avulsions: This refers to the partial or complete tearing away of skin and tissues.
Chronic wounds may also cause breakages in the skin that need to heal. These include bedsores, other pressure injuries, and diabetes-related ulcers.
All wounds go through different healing processes, ranging from the initial wound reaction to the later stages of creating new skin.
Simple wounds, such as those without extensive tissue damage or infection, take about 4–6 weeks to heal. This does not include scar tissue, however, which takes longer to form and heal.
Scar tissue will never return to 100% strength, but it will reach about 80% strength around 11–14 weeks after sustaining the initial wound.
The following sections describe the wound healing process in more detail.
Hemostasis phase
The hemostasis phase occurs as the injury happens and is the first response from the body. The wound causes blood and other fluids to leave the body. The body responds by trying to stop this flow of blood.
Affected blood vessels constrict to reduce blood flow. As some research notes, platelets and thrombocytes in the blood start to clump together near the open wound, forming a fibrin network. This thickens the blood in the immediate area to help stop the bleeding.
This newly formed clot also prevents germs from getting into the body. This restores the skin's function as a barrier against dirt and other potentially infectious agents so that healing can begin.
The platelets release chemicals that alert the surrounding cells to start the next process and heal the wound.
Inflammatory phase
During the inflammatory phase, the cleaning and healing of the area begin.
There is generally some inflammation in the area, as the immune cells rush to the damaged tissue. White blood cells enter the area to start cleaning out the wound and move any waste away from the site and out of the body.
Proliferative phase
The proliferative phase of wound healing occurs when the wound is stable. The body's focus during this stage is to close the wound, create new tissue, and repair any damaged blood vessels in the area.
This occurs over the course of four different processes:
 - Epithelialization: This is the process of creating new skin tissue in the various layers of damaged skin.
 - Angiogenesis: This is the creation of new blood vessels in the area of the wound healing.
 - Collagen formation: This is the building up of strength in the tissue of the wound.
 - Contraction: This is the reduction and eventual closing of the wound size and area.
The combined connective tissue and blood vessels is called granulation tissue. This granulation tissue starts to form around 4 days into a wound's healing process.
Remodeling phase
During the remodeling phase, the internal wound is mostly healed. The process switches to creating strong skin to replace the temporary tissue in the area.
Some research notes that this process occurs around 2 or 3 weeks after the injury and can last for 1 year or longer. This is the active scar tissue phase of healing.
The body replaces the temporary granular tissue from the early wound with stronger scar tissue. As time goes on, the scar tissue has an increased concentration of collagen, which makes it stronger.
Treatment and home care options for a wound will vary greatly based on a number of factors, such as the location of the wound, the type of wound, and any additional treatments that are necessary.
Treatments may include any closures needed, antibiotics to protect the wound, and dressings, in addition to other forms of therapy.
Doctors will give people regular instructions on caring for their wound as it heals, as well as regular dates for check-ups to help monitor the healing process.
Learn more about how to help wounds heal faster here.
Anyone who is uncertain about the severity or type of wound or the need for treatment should contact a doctor.
Minor wounds, such as scrapes and small cuts, may not require a visit to the doctor. However, anyone who experiences a larger wound or a wound that does not stop bleeding after the application of gentle pressure should contact a doctor for a full diagnosis and treatment.
Wounds that cover larger areas of the skin, such as road rash, may also require professional medical attention. These require proper cleaning to prevent contamination and infection.
Anyone who notices symptoms of infection — such as itching, pain, and redness around the wound — should also contact a doctor.
Wound healing is a complex process with many stages, from the moment the initial wound occurs, through the various initial reactions of the body, to the process of healing itself.
The three main types of wound healing are primary, secondary, and tertiary.
Minor wounds go through the stages of wound healing fairly quickly. More severe wounds will take longer to heal.
Any symptoms of infection, as well as any major injuries, should prompt a visit to a doctor for a full diagnosis and treatment. Anyone who is unsure about their wound healing should also contact a doctor.


text: Prior to the Civil War several states established bank liability insurance schemes of two basic types. One was an insurance fund, in which member banks paid into a state-run fund that would pay losses of bank creditors. The other was a mutual guarantee system, in which survivor banks were legally responsible the liabilities of any bank that became insolvent. Both schemes did well at insuring bank creditors, but neither prevented bank panics. Bank failure rates were somewhat higher for banks that were part of these schemes. The experience with these schemes shows that regulatory incentives matter for controlling moral hazard. The schemes that provided the most control of moral hazard were those that had a high degree of mutuality of losses borne by all banks participating in the scheme.


text:
Every day during Banned Books week we're featuring a book that's been censored somewhere on social, sexual, religious or moral grounds.
See if you can guess what the book is from our description!
It's hard to imagine why today's book would be banned – it's a children's classic which has sold over 50 million copies world wide. It's a story which extols the virtues of kindness and respect. So why was it banned?
Well, if we tell you that the book was banned in apartheid era South Africa, and that it was the title of the book which they objected to – the title being the name of the horse in the book – can you guess what it is now?
Here's the answer
About Banned Books Week
Public libraries are committed to upholding the values of freedom of expression and debate, and we believe that access to information should not be restricted on any grounds except that of the law.
We believe that the ability to freely access information, whether factual or fictional, and regardless of media or format is a right, not a privilege.
To find out more about libraries and censorship visit Banned Books and the CILIP website.


text:
Discover Deadly Animals
Page Count: 36 Year of Publication: 2017
Discover Reading Early Reader
Read all about deadly animals in this Discover Reading Beginning Reader. Black widow spiders, polar bears, cobras and more are featured in manageable sentences for kindergarten, first, and second graders.
Keywords: deadly animals, deadly animals reader, snakes, lions, animal early reader, animal nonfiction, dangerous animals, discover reading, level 1 reader, beginning reading, level 2 reader, young readers,beginning readers for kids, beginning reader books,learn to read kindergarten,learn to read preschool, early reader preschool,early reader kindergarten, beginning reader kindergarten, beginning reader first grade,Beginning reader kindle unlimited, level 1 reading, books for kids, books for toddlers, books for children, ages 3 5 picture book, childrens book bedtime,childrens books,childrens books,childrens books baby,childrens picture book,early readers,education book toddler,educational,educational book,educational book baby,educational book for kids,educational preschool,gifts for kids,high-interest reading,illustrated childrens book,kids bedtime,kids book,kids book bedtime,kids book educational,kids books,kids books kindergarten,kids kindle,kindergarten,kindergarten kindle,kindergarten picture book,kindle,Kindle books,kindle books store,kindle kids books,kindle store kids books,kindle unlimited,kindle unlimited childrens,kindle unlimited kids,kindle unlimited picture,learn to read,preschool,preschool bedtime,preschool book,preschool book kindle,preschool story,preschoolers,read to kids,scholastic books,storytime,storytime books,toddler,toddler bedtime,toddler book kindle,toddler books,toddler story,xist publishing,reader, kindle unlimited early reader, kindle unlimited begging reader, popular children books, step into reading, guided reading, level 1, step 2, phonics, i can read, sight words, 1st grade reading books, i can read books, ready to read, sight words books, teach reading
Buy or ebooks from the following retailers:


text:
The Department of Defense, and each of its components, faces a daunting challenge with the decline in health among the military community as a whole, including military personnel, their families, military retirees, and other Government employees. This health challenge has significant implications on military readiness and also contributes to the increased cost of health care.
The Secretary of Defense launched the Healthy Base Initiative (HBI) in 2013 to explore various initiatives that could contribute to positive health outcomes. One result of the HBI was an endorsement to create farmers markets on military installations to improve the nutritional offerings and encourage individuals to make healthier food choices.
The goals of this guide are to enable installation leadership to:
- help installations improve healthy food options and build effective community partnerships that improve combat readiness and advance the overall health of the military community;
- understand the nature of farmers markets, how they benefit a community, and the different types and structures of markets that exist;
- determine if it is appropriate and feasible for an installation to host a market;
- determine the optimal type, frequency, and management of a market on an installation;
- develop a plan of action that sets a market up for success; and
- provide resources to facilitate the establishment and implementation of a market.


text:
Paddock & Pasture Rotation
A field is often regarded as a permanent and unchanging entity. In one sense this is correct, but if the grass is regarded as a crop, it is obvious that it is temporary and must be managed properly on a seasonal basis.
Fencing is also required to control the birds' access to pasture, so it is appropriate to regard fencing in two ways:
- external or perimeter fencing to keep out predators
- internal or pasture control fencing to restrict the movement of chickens to certain areas
As referred to earlier, chickens cannot be allowed to range on the same piece of land indefinitely; otherwise the grass will deteriorate, there will be a gradual increase in the incidence of pests and parasites, and the flock will succumb to health problems.
ADAS recommends that chickens should generally be moved to a new area of vegetation every 4 to 6 weeks, if a system of paddock grazing is used.
With a moveable house this poses no great problem; it is simply a matter of transporting it by hand or tractor, depending on its size, and re-erecting the pasture control fence of electric netting around the new area.
Rotation Small Numbers of Birds
Where only a small number of birds are kept in a house with combined run, it may be more appropriate to move it every day or every few days. If the flock is ranging in numbers well below the official limit and has a considerable expanse of pasture at its disposal, it may not be necessary to move it as frequently.
For example, a house may have a field on either side of it, with these two areas being used alternately. It is a question of relative scale, stock density and common sense, but with a commercial unit, the ADAS recommendation is a good general guide.
Rotation with Fixed Poultry House
Where fixed houses are used, the birds' access to new grazing is more difficult to arrange, but a portable electric netting fence is an effective means of controlling the flock"s ranging once it is outside.
Extract from Free Range Poultry by Katie Thear
Widely recognised as the definitive guide to modern free-range poultry management, Free Range Poultry is a practical and comprehensive guide that is up to date with legislation and research findings. These articles on land management in free-range poultry systems are extracted from the book.
Further Articles on Free Range Poultry
- Fencing for Free Range Poultry – Free Range Poultry Fencing
- Flock Density Regulations for Free Range Poultry
- Free Range Poultry Land Management
- Nature of the Land for Free Range Poultry
- Paddock & Pasture Rotation for Free Range Poultry
- Paddock Management for Free Range Poultry
- Sheltered Areas for Free Range Poultry – Free Range Poultry Shelter


text:
Glaucidium brasilianum cactorumis is an endangered subspecies of the Ferruginous Pygmy Owl. This little guy is only about 6 inches (165mm) tall, weighing in at 2 ounces (57 gm), yet he's been known to take birds as large as a Mourning Dove (Zenaidura macruora). His primary diet is reptiles, with an admixture of birds and insects. He's endangered due to loss of habitat in Arizona, mostly because of over development of his home range for human housing. If you are in Southern Arizona and you hear this guy's monotonous tooting (he can sometimes start at midnight and continue, virtually nonstop, until 8am and will sometimes toot more than 100 toots in a row, for months!) please call the Arizona State Game and Fish Commission or drop me a note.
To cite this page:
Myers, P., R. Espinosa, C. S. Parr, T. Jones, G. S. Hammond, and T. A. Dewey. 2013. The Animal Diversity Web (online). Accessed at _URL_.
The Animal Diversity Web is an educational resource written largely by and for college students. ADW doesn't cover all species in the world, nor does it include all the latest scientific information about organisms we describe. Though we edit our accounts for accuracy, we cannot guarantee all information in those accounts. While ADW staff and contributors provide references to books and websites that we believe are reputable, we cannot necessarily endorse the contents of references beyond our control.


text:
The Hardin Cemetery Disaster
Hardin, Missouri in Ray County, Missouri
In 1993, a record breaking flood occurred along the Missouri and Mississippi River that resulted in the destruction of a community cemetery that was on a scale never before experienced. Before the flooding, the cemetery contained a total of 1576 burials. Of these, 793 graves were washed out by the flood waters. For some weeks afterward, remains from the cemetery were recovered and in many cases were at quite a long distance from the cemetery. Eventually, 645 remains were recovered which means that an additional 148 remains were never located. Of the recovered remains, only 120 were able to be identified. Those remains that were recovered but could not be identified were later buried together in a mass grave at the cemetery marked by a large memorial.
Today, the cemetery still shows the incredible damage done by the flooding. The cemetery now is basically in three sections: Portions of the original cemetery are present on the east and west sides of the large middle portion that was cut away by the flooding. The west section contains two memorials to commemorate the disaster. To the east is a smaller section that was also part of the original cemetery and also includes a section of numerous tombstone placed close together. These are tombstones that were recovered from the destroyed portion of the cemetery but could not be matched with any of the recovered remains. Despite the years that have passed, to view the damage that was done is still a sobering sight. Even now, it is difficult to image the heartache the families have had to deal with.
The Hardin Cemetery is located just east of Hardin, Missouri on the south side of Highway 10. Hardin is in Ray County, Missouri and is about ten miles east of Richmond, Missouri on Highway 10. At Richmond traveling west, Highway 10 becomes Highway 210.
This large memorial is located on the west side of the cemetery. The text reads as follows:
"On July 12, 1993, floodwaters
from the Missouri River gained entrance to the cemetery. As the water rose, the
A second memorial records the names of those displaced by the flooding and reads as follows:
This is a view of the cemetery from the east side looking to the west. At the the far side are tombstones on the west side of the cemetery. The center portion where water can be seen is the washed away portion of the cemetery. The cut away area is rather deep and is normally filled with rainwater creating a lake in the center of the cemetery.
This view is of the washed away area of the cemetery and looking to the east. This gives some idea of the depth of the area removed by the flood waters. This was the the middle area of the cemetery and is where all of the graves were removed by the destructive action of the flood.
This is the area of relocated tombstones that were recovered but could not be matched with any of the recovered remains. This view is from the east side of the cemetery looking to the west with the lake area located between.
All photos and text are copyright 2011-2013 by Hearthstone Legacy Publications.
Also available: Ray County, Missouri History, Genealogy and Maps
This site features a growing collection of more than 300 Arkansas Illinois Indiana Iowa Kansas Kentucky Louisiana Massachusetts Missouri North Carolina Ohio Tennessee Texas County History and Genealogy titles. Click on the links above or the navigation buttons on the upper left sidebar to view other titles available. Click on the SEARCH tab to search our entire inventory.
* * * * *
Would you like to be notified of new publications, new features, upcoming genealogy conferences, plus exclusive special offers and promotions available only to our newsletter subscribers?
Subscribers to our FREE newsletter are always the first to know!
Do you enjoy History and Genealogy? Visit: The Lives of Our Ancestors
Do you like free? Check out the FREE genealogy and map resources at My Genealogy Hound
Send mail to
questions or comments about this web site.


text:
This Compare and Contrast Textual Details video also includes:
Activate analysis skills with the video and related materials provided here. Using a Venn diagram, class members compare and contrast the two roads in Robert Frost's "The Road Not Taken." Ask your learners to think about how the comparison helps them to see the conflict in a different way and focus on using specific details from the text in the Venn diagram. Pupils can practice their comparing and contrasting skills on two other included poems. Watch the video and accompanying coach's commentary to gain an understanding of the procedures required for the lesson.
- If you aren't logged in to Learnzillion, you will be prompted to create a free account to access all materials for this resource