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Google Ads has been a go-to platform for businesses looking to advertise and reach their target audience effectively. With recent advancements in AI, Google is taking its advertising capabilities to a new level. However, can AI truly replace the expertise of paid search specialists? In this blog, we will explore Google's updates related to AI in Google Ads and discuss why utilising the knowledge and experience of PPC experts is still the key to achieving optimal results.
Google has been actively integrating AI technology into its advertising platform, Google Ads, to enhance campaign management and creative processes. With the introduction of conversational AI, advertisers can now create campaigns more efficiently by simply providing high-level inputs and allowing the AI to generate relevant content and ad copy based on those inputs. This feature, showcased during Google Marketing Live 2023, aims to streamline campaign creation, save time, and increase overall productivity for advertisers.
In addition to conversational AI, Google is leveraging generative AI to automatically create assets, including text and images, for ad campaigns. This AI-driven feature eliminates the need for manual content creation and provides a wide range of options to advertisers. By analysing existing assets and relevant data, Google's generative AI can generate visually appealing and engaging ad elements, reducing the creative burden on advertisers.
While Google's AI advancements in advertising are impressive, it's important to recognise the unique skills and expertise that PPC specialists bring to the table. AI may streamline certain aspects of campaign management and content creation, but it lacks the critical human touch that a PPC expert possesses. Here are a few reasons why relying solely on AI may not generate as good of results as working with a PPC expert:
- Strategic Insight: PPC experts possess a deep understanding of campaign strategies, audience targeting, and market dynamics. They can analyse data, identify trends, and make informed decisions to optimise campaigns. AI, on the other hand, may lack the contextual understanding and intuition that a human expert can provide.
- Adaptability and Creativity: Adapting to changing market conditions and competition requires constant monitoring, testing, and refining. PPC specialists can creatively optimise campaigns, adjust targeting parameters, and create custom solutions to meet specific business objectives. AI, although efficient, may struggle to think outside the box and come up with innovative strategies.
- Communication and Collaboration: Effective communication is crucial for successful advertising campaigns. PPC experts can collaborate closely with businesses, understand their goals, and align strategies accordingly. They can adapt their approach based on feedback and build strong client relationships. AI, as advanced as it may be, cannot replace the value of human interaction and the ability to empathise with clients' needs.
Google's integration of AI into Google Ads opens up new possibilities for advertisers, offering automation and time-saving features. However, while AI can certainly enhance campaign management and creative processes, the expertise of PPC specialists remains invaluable. The strategic insights, adaptability, creativity, and human touch that paid search specialists provide are still essential if you want to achieve the best results. By combining the power of AI with the knowledge and experience of PPC experts, businesses can leverage technology and human expertise to create impactful advertising campaigns and stay ahead in the competitive digital landscape.
The Williams Commerce team has vast experience working to support your PPC advertising aims of businesses. We also understand the ins and outs of Google Advertising, so if you need support or have any questions, you know where we are.


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The LEGO WeDO set - discussed in previous posts - was made for the classroom, but it comes with two little sensors that can be used in NXT robots too. The set includes a tilt sensor as well as a proximity sensor. With a converter cable, it is possible to read the sensors using the NXT brick.
The video below illustrates the two sensors. Based on the (analog) sensor value, a tone is played. The signal from the tilt sensor is rather discrete - it only tells you wether it points up, down, left, right or wether it is held parallel to the ground.
The proximity sensor responses to changes in relative distance quite fast, making it a good solution for movement detection
Here's a diagram of the converter cable by Daniel Wittenaar (MCP):
Caution: Do not use this cable to connect a battery pack to your NXT. This will damage your NXT instantly.
Other than that, you can safely use this cable to connect PF sensors and Motors to the NXT.

source: HuggingFaceFW/fineweb-edu


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The five essential symbols of Sikhism
, known as the Panj Kakaars
(literally, "five K's"), are worn at all times by devout Sikhs
, serving as a means of identification and objects of religious pride and personal honor. The five symbols are considered sacred gifts of the Guru
and must be defended, even unto death. The Five K's are:
Kesh (unshorn hair): The Guru teaches Sikhs that man is created in the image of God. The human body is therefore an image of perfection and to alter it would be to trangress against the will of God. Thus, a Sikh must never cut, pluck, trim, shave, or wax any of the hair on his body. Hair must be kept clean and combed at all times and properly covered with a turban. A true Sikh would rather die than cut a single hair. A Sikh who trims his hair is considered a fallen one and is called a "Patit," and should be shunned by true Sikhs.
Kanga (wooden comb): The Kanga symbolizes purity and order and is used for combing one's hair. The Kanga is to be worn in the Sikh's hair at all times. A practicing Sikh combs his hair with the Kanga twice a day.
Kaach (special underwear): The Kaach is a kind of undershorts with a special pattern and stitching that Sikhs wear at all times. It sympolizes the Sikh's high moral character and reminds him of his vows against adultery. The Kaach originally developed out of practical considerations, as it allowed greater freedom of movement in combat.
Kara (iron bangle): The Kara is an iron bracelet the Sikh wears on his wrist. Much like a WWJD bracelet, the Kara reminds the Sikh not to commit sin. Because most sins must be committed with the hands, the Sikh will always have to look upon the Kara before he can commit sin.
Kirpan (sword): The Kirpan is a miniature sword that the Sikh wears around his waist with a strip of cloth called the "Gatra." First and foremost, the Sikhs are a warrior people, and thus the Kirpan serves as a reminder of their proud martial tradition and as a sign of the Sikh's readiness to fight and even die for his beliefs.


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Hills, Hollows, and Honeycomb Rock
On a rolling countryside with grassy ridges and wooded hollow, farmers till neatly around bowl-shaped depressions. Layers of limestone crop out where pasture sinks into a hole.
Streams spring out of the ground, meander along awhile, then dip underground again. The water runs clear in dry weather but swirls with much when it rains.
Sinkholes appear where soil has been slipping down cracks in the bedrock below. The hollowed-out crevices often turn into caves and subsurface channels, growing larger every time rainwater or melting snow surges through them.
No wonder there are few surface streams. Rainfall and snowmelt disappear down sinkholes and flow through underground passages. So pollution from surface or near-surface sources, such as septic systems, may drain into the groundwater that supplies private wells.
In rural areas, there are no sanitary sewers. Each household has a septic system to handle human waste, and most have a private well to supply drinking water.
But is the water good to drink?
Living With Karst - What You Can Do To Protect Soil and Groundwater!


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Cherimoya Fruit Tree
Trees are offered in large size, similar to 24" box. Remove lower branches and let it grow as a single main trunk. Fast growth, best to also order other plants that will attract bees (see jade plant below as an example) to provide optimal pollination and maximize harvest production. Fruits have high nutritious value with properties to fight cancer.

source: openbmb/Ultra-FineWeb


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September 30, 2021
Today marks the first annual Federal statutory holiday as a response to the Truth and Reconciliation Commission (TRC) Call to Action #80, which asked for a day that "honours the lost children and survivors of Residential Schools, their families and communities."
Over this past year, the discovery and confirmation of the unmarked graves have revealed more starkly than ever the loss of life, culture, and dignity associated with residential schools.
For the 26 member churches of The Canadian Council of Churches, this day provides an opportunity to also acknowledge the complicity of Christian churches who either participated in the residential school system or remained silent and failed to honour the heritage and culture of Indigenous communities.
We grieve this history and the continued practices of prejudice and discrimination; we seek forgiveness and paths of reconciliation. As disciples of Christ, we covenant to uphold the promises we pledged in our Expression of Reconciliation presented at the final national event of the Truth and Reconciliation Commission of Canada in Edmonton, Alberta on March 27‐30, 2014. We renew our commitments to deepen bonds of friendship and solidarity, striving to walk together in the ways of our Creator.
In renewing our covenant commitments articulated in 2014 to survivors and former students of Residential Schools; First Nations, Inuit and Métis peoples and their descendants, wherever they may be, we commit:
- to undertake education programs in our churches aimed at increasing our knowledge and awareness of the past; in particular, the actions and attitudes which contributed to past wrongdoings against you.
- to make the changes in actions and attitudes that are necessary to create and promote a genuine partnership with you, the Indigenous Peoples in Canada.
- to respect the right and freedom of Indigenous communities to practise traditional spirituality and teachings.
- to value the gifts of Indigenous traditional teachings in Christian worship and pastoral practices, where appropriate, in consultation with your elders.
- to recognize and combat racism, discrimination, and unearned privilege wherever they may be found in churches in Canada and the wider society.
The colour orange, which will feature prominently across Canada on this day, serves as a reminder of the need to pursue continued reconciliation, not only for the loss of life and culture through the Indian Residential School system but also for the many injustices experienced by Indigenous Peoples in Canada including countless missing and murdered Indigenous women and girls.
Why orange? The story of a simple orange shirt has been made known through the eyes of Phyllis Webstad, who attended a residential school in Williams Lake, BC in the 1970s. Webstad was initially excited to go to school and went shopping with her grandmother to pick out a new outfit for school; she chose a shiny orange shirt. That shirt was taken away from her when she arrived at the residential school and was replaced with the school's institutional uniform. The loss of an orange shirt has become symbolic of all that was taken from the children—their language, culture, family and community relationships, safety, security, and identity, sometimes even their lives. In her video about Orange Shirt Day, Webstad affirms that "whenever you wear an orange shirt, it is a little justice for us survivors in our lifetime and to acknowledge a system that can never be repeated again."
Here are some ways you can mark this important day:
- Wear orange today or the following Sunday.
- Resolve to spend time in reflection and learning and where possible participate in solidarity events organized by Indigenous people;
- In worship contexts, confess present day injustices and theologies that keep Indigenous people from flourishing;
- Pray that these injustices, especially broken treaties, will be addressed in good faith, opening the door to restored and meaningful relationships.
As followers of Christ, members of The Canadian Council of Churches affirm that every child matters. We affirm the counsel of God's word that every child has been created in the Creator's own image and likeness and as such carries incomparable value and worth. We affirm our covenant calling to pursue truth and reconciliation, thereby reflecting hope that is rooted in the gospel of Jesus Christ.
Mindful of the leading of the Creator,
And on behalf of the Executive Committee of the Governing Board of The Canadian Council of Churches,
The Rev. Dr. Das Sydney
The Canadian Council of Churches
Pastor Peter Noteboom
The Canadian Council of Churches


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The raise of Fablabs and other maker spaces is creating new opportunities for citizen-driven innovation in domains ranging from open hardware to digital fabrication, community informatics, and participatory sensing.
In the past five years, the broad availability of open hardware tools, the creation of online data sharing platforms, and access to maker spaces have fostered the design of low-cost and open-source sensors that citizens can appropriate to engage in environmental action. By collectively measuring and making sense of their environment, citizens can become aware of how their lifestyle affects the ecosystem and be inspired to adopt more sustainable behaviour.
Official bodies typically measure environmental qualities with sparse networks of high quality sensors, and the resulting data are analysed to inform policy and regulations. At the same time, with the exception of extreme cases like smog pollution, citizens tend to be unaware of the health threats that they are subjected to on a daily basis.
Moreover, they lack the means to act on their own behalf. By encouraging and enabling the creation of bottom-up sensor networks, and sharing the resulting data and knowledge, the EU-funded project Making Sense aimed to add to the available data and understanding, and contribute to a healthier and cleaner environment.
Making Sense showed how open-source software, open-source hardware, digital maker practices and open design can be used by local communities to make sense of their environments. It developed a Citizen Sensing toolkit for bottom-up citizen science.
- Urban Airq
- Smart Kids Lab
- Making sense of gamma radiation
Based on these pilots, we developed a framework for participatory environmental maker practices. It shows how to provide citizens and communities with tools to enhance their everyday environmental awareness, to enable active intervention in their surroundings, and to change their individual and collective practices.
Stakeholders and funding
Making Sense ran from November 2015 to the end of 2017. The consortium consisted of Waag (Lead partner - Netherlands), University of Dundee (UK), Peer Educators Network and Science for Change (Kosovo), Institute for Advanced Architecture of Catalonia – IAAC (Spain), and the EU Joint Research Centre (Belgium).
This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement no. 688620.


Journey to the Centre of the Earth
This was published 12 years ago
Journey to the Centre of the Earth
WHEN Brendan Fraser was in Sydney recently, he sounded nostalgic for real life - or even its filmed equivalent. Two weeks ago he was battling mummies. This week it's dinosaurs. He's been wise-cracking in the face of disaster for so long that it's easy to forget that he was once able to relate to people as well as special effects.
His latest fantasy takes him voyaging into the vivid imagination of Jules Verne, whose work has been keeping film and television companies in scripts for decades. But the big budgets really come out for a Verne story when technology takes a particularly large leap. Fifty years ago, it was the arrival of the wide screen. That was the signal that precipitated Hollywood's first version of Journey To The Center Of The Earth. It was released in Cinemascope, as was another Verne adaptation, 20,000 Leagues Under The Sea, while Around The World In 80 Days was produced by Mike Todd in his modestly titled wide-screen format, Todd-AO.
Now comes the 3D version of Journey To The Center Of The Earth, inspired by innovations in digital 3D which have cleaned up the blurred images and brightened the washed-out colours that characterised the experiments of the 1950s. Digital 3D cinemas are proliferating and the same goes for animated films in 3D. But Journey is the first live-action feature in digital 3D. It was shot with the camera system developed by James Cameron and his team for Avatar, his SF blockbuster due for release next year, and it has rivers of molten lava together with an assortment of exotic life forms shooting off the screen to land in your lap. Tyrannosaurus Rex is one. Fraser is another. A wide range of tastes are catered for.
The news that the script is a far from faithful rendering of Verne's novel will come as no surprise. The 1959 version embellished the story by adding a woman to the party and this one does the same. It also updates the action to the present.
Fraser's Trevor Anderson is a geology professor at an American college and he's about to lose funding for his research laboratory. Plate tectonics is his particular study and the lab is named in honour of his brother, Max, who disappeared during an Icelandic field expedition 10 years earlier. As it happens, Max's teenage son, Sean (Josh Hutcherson) is coming to stay with Trevor while his mother moves house. It's hardly an ideal arrangement. Sean is sulking. Trevor is panicking. In an effort to ingratiate himself with his nephew, he gives him a box of his father's belongings. An annotated copy of Verne's novel is included and Trevor decides that he's found a clue to the mystery of his brother's disappearance.
When next we see them, he and Sean are on a flight to Iceland - which is a sprightly change of pace from the original. Verne took almost nine chapters to get his explorers this far and another six to put them on the downward trail. Here, they're poised for the descent in about 10 minutes, having found Trevor a romantic interest in the comely form of Hannah (Anita Briem), their Icelandic guide. Hannah's father, a colleague of Max's, went missing when he did. Unlike Trevor, however, she's a sceptic when it comes to her father's theories about the existence of a portal to the Earth's centre, which means that she and Trevor have plenty to banter about during the brief moments when they're not fleeing, falling or fighting for their lives. An avalanche is their first challenge. It seals them into a cave and naturally enough, the only way out is down.
From this point, the stuntmen and CGI experts take complete control as the script abandons all thought of maintaining a narrative line and turns the whole exercise into a theme park, right down to the roller-coaster ride.
This feature is incorporated when the trio stumble on an abandoned mine-shaft with trolleys and tracks and take off on a vertiginous trip, which serves as an appetiser for the long drop to come.
All of Verne's main attractions are included - the underground lagoon, the mushroom forest and the storm at sea complete with prehistoric fishy creatures cannibalising one another. There are also plenty of add-ons, including a dinosaur which spits in your face - an event which passes for wit in this company. But all up - or rather, down - the movie proves the perfect showcase for 3D. I can't say that it does the same for Fraser. He needs to come up for air. Engaging as he is when playing the goof, it's high time he reminded us that he has a brain.
Most Viewed in Culture


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Be Careful How You Interpret E-Mails
If you send e-mail replies to your work colleagues regularly or ever posted a comment on a public message board, your chances are no better than 50-50 of it being interpreted correctly, even though the writer believes he or she has correctly ascertained the tone of the e-mails or comments to which they are responding 80 percent of the time.
Researchers derived those percentages based on a study of e-mail responses from 30 pairs of college students who were given a list of statements about a variety of subjects. Then, one student would send an e-mail based on the list, written in a sarcastic or serious tone. Then, the sender and recipient would guess which tone was intended and estimate how confident they were that the e-mails were properly interpreted.
Not surprisingly, senders felt their e-mail recipients would correctly predict the tone of their intentions about 80 percent of the time, but they matched the reaction of recipients only about half as often. The random factor, scientists say, that makes the difference on either side -- sending or receiving e-mails -- is egocentrism, the inability to understand how something like an e-mail or a conversation can be misinterpreted.
This occurs, researchers say, because many of us fail to take into account that we're hearing the tone of the ongoing e-mail conversation in our heads as we write it. Perhaps, the best way to avoid unnecessary misunderstandings and confrontations -- especially when the ongoing written conversation gets heated -- would be to take a short break to get some perspective before continuing.
Journal of Personality and Social Psychology December 2005; 89(6): 925-936
Wired News February 13, 2006


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Internal Report 438
Bayliss P & Choquenot D
Supervising Scientist Division
Department of the Environment, Water, Heritage and the Arts, 2003
About the report
Animal populations vary in abundance over time. Some populations have declined towards extinction and others have increased dramatically. The patterns of, and reasons for, such variation have been topics of active research for decades. Recent developments in the field, such as more detailed case studies and refined mathematical analysis, allow greater exploration of why populations vary in abundance. The Royal Society held a discussion meeting in London between 6-7 February 2002 on 'Population growth rates: Determining factors and role in population regulation' that examined the recent developments for animal populations around the world and provided directions for future research and wildlife management. The papers from a conference at which Peter Bayliss and Dr David Choquenot presented, on one theme: 'The numerical response function: rate of increase and food limitation in herbivores and predators' were published in the Philosophical Transactions of the Royal Society (London B)(2002) issue 357. Subsequently all papers were published by the Royal Society separately in a book. Details of the conference, the paper, book and seminar are outlined in this Internal Report.


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An antenna (or aerial) was a transducer designed to transmit or receive electromagnetic waves.
Communication for the Ares mission was run jointly by NASA and the ISA, so the Ares IV transmitted to and received information from NASA Mission Control in Houston, Texas. The module used a high-gain antenna and, as such, there was a delay of several minutes for messages sent from Ares IV to Earth and vice-versa. Communication between Ares IV and the surface of Mars, however, was almost instantaneous. (VOY: "One Small Step")


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Relationships: A Guide to the NAEYC Early Childhood Program Standard and Related Accreditation Criteria
Item #: 9901
# of Pages:56
Nurturing positive relationships among all children and adults takes work but greatly increases the likelihood that children will feel secure, thrive physically, get along with others, learn well, and feel like part of a community. This resource focuses particularly on NAEYC's Relationships Program Standard. Explore how positive relationships—among teachers and families, between teachers and children, and among peers—contribute to the development of harmonious classrooms, the management of challenging behaviors, and ultimately to children's abilities to regulate their own emotions and behavior.
This is one of nine booklets addressing the Standards and Criteria specific to NAEYC Accreditation of early childhood education programs. Be advised that if your program enrolls in NAEYC Self-Study (the first step toward Accreditation) it will receive a copy of this booklet, among other resources, as part of the cost of enrollment. For guidance on the self-study and accreditation processes, visit _URL_


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Child-resistant packaging is regulated by the Code of Federal Regulations in Title 16, Part 1700 as part of the Poison Prevention Packaging Act (PPPA). The purpose of this act is to protect young children (under 5) from poisonings and deaths due to open containers of hazardous products.
A package that is child-resistant should be difficult for children under 5 to open or obtain a harmful amount of the contents within a reasonable time. It should not be difficult for the average adult to open and use properly.
In order for a package to be considered child-resistant, it must be tested with children. A total of 80% tested must not be able to open the package within 10 minutes of testing. Similarly, when the packaging is tested by adults, 90% have up to 5 minutes to open and close the package so that it is child-resistant again.
What products require child-resistant packaging?
The commission of the PPPA sets rules that require child resistant packaging for specific products used in or around the house such as:
- The products present a risk of serious injury or illness to children under 5 who are able to open the packages of products and drink, eat, or handle the contents.
- The technology exists or can be developed to produce child-resistant packaging for products, that the packaging can be used with modern mass production and assembly techniques, and that the packaging will adequately protect the integrity of the product and not interfere with the product's intended storage or use.
Child-Resistant Required Packaging of Household Products
- Chemical & Cosmetic Products
- Mouthwash Products
- Drugs & Dietary Supplements
- Liquid Nicotine Containers
Exceptions to the Rules
A manufacturer can package one size of a regulated product (non-prescription) in regular packaging that is not child-resistant. The label of the packaging must include "This package for households without young children" or in smaller packages "Package not child resistant."
Learn more about packaging options for child-resistant required products from our packaging consultants.


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background-position property
Specifies the position of the background of the object.
CSS Backgrounds and Borders Module Level 3, Section 3.6Internet Explorer 9
background-position: [ [ percentage | length | left | center | right ] [ percentage | length | top | center | bottom ]? ] | [ [ left | center | right ] || [ top | center | bottom ] ]
Property values
One or two of the following values.
Integer, followed by a percent sign (%). The value is a percentage of the width or height of the object.
Floating-point number, followed by a supported length unit.
Horizontal alignment value.
Horizontal alignment is to the left.
Horizontal alignment is centered.
Horizontal alignment is to the right.
Vertical alignment value.
Vertical alignment is at the top.
Vertical alignment is centered.
Vertical alignment is at the bottom.
CSS information
Applies ToAll elements
Initial Value0% 0%
Standards information
If only one value is set, that value applies to the horizontal coordinate, and the vertical is set to "50%". If both values are set, the first value applies to the horizontal coordinate and the second value applies to the vertical.
Setting the values to "0% 0%" (initial value) positions the background-image to the upper left corner of the element's content block, which includes the padding.
Setting the background position using pixels positions the upper-left of the image at the specified x and y coordinates within the parent element. As the coordinates increase, the image moves to the right and down the visible area. By contrast, setting the background position with percentages uses a corresponding point on the image. At a position of "50% 50%" the image is effectively centered within the visible area.
This property can be set with the other background properties using the background composite property.
Starting in Windows Internet Explorer 9, the background of an element can have multiple layers. The number of layers is determined by the number of comma-separated values in the background-image property. Each of the images is sized, positioned, and tiled according to the corresponding value in the other background properties (background-attachment, background-clip, background-origin, background-position, background-repeat, and background-size). The first image in the list is the layer closest to the user, the next one is painted behind the first, and so on.
The following example shows how to use background-position to specify different background position settings for three div objects.

In the first div object, background-position is set to 90% 50%. This represents a horizontal offset of 90% relative to the width of the object and a vertical offset of 50% relative to its height. In the second div object, the value for background-position is left bottom, which is equivalent to 0% for the horizontal position and 100% for the vertical position. In the third div object, background-position is set to 50px 50px, which sets the vertical and horizontal positions at 50 pixels.
Three divs with background images demonstrating the background-position property
div {
 width: 150px;
 height: 150px;
 background-color: _TAG_;
.circle {
 background-repeat: no-repeat;
 background-position: 90% 50%;
.square {
 background-repeat: no-repeat;
 background-position: left bottom;
.triangle {
 background-repeat: no-repeat;
 background-position: 50px 50px;
See also
Build date: 2/14/2014
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Professor and Chairperson, Department of English
Ask English professor Chris Cain why anyone would want to study Old English, a language that has gone unspoken for almost 1,000 years, and he has the perfect answer. "Of course, it depends on the person you are," he grins, "but how about because it's fun! It can simply be for the enjoyment of broadening your intellectual horizons – the joy of learning."
It's just that kind of infectious enthusiasm that informs Cain's conversation about Old English literature in particular and Towson's English department in general. While noting that Towson is the only university in the area where an Old English class is offered, he also gives high marks to his department's other offerings to students.
"We're a young department, which brings a lot of fresh energy and excitement to what we do," he says. "Our faculty are not only excellent teachers, but also are really savvy in the digital humanities. Together, I think we cover all of the possible bases that a student who's interested in English studies could possibly want."
But why English over a career-track major? Cain again has a ready answer. "With some professions, there's no telling that a profession you're training for today is going to be in demand tomorrow. But if you're taking a humanities degree, you're gaining a set of important skills that don't have an expiration date. You'll always be in possession of some assets that will be valuable throughout your working life."
"The most important thing that we teach students in our department is how to read, how to write, and how to put those two skills together," he notes, "so they can become more informed and independent thinkers about the world around them."


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This also means that blowing out candles in space is four times easier than on Earth — a finding that more than justifies the Shuttle flights.
Here is the explanation from some smart people:
[A] candle can burn in zero gravity. However, the flame is quite a bit different. Fire behaves differently in space and microgravity than on Earth.
A microgravity flame forms a sphere surrounding the wick. Diffusion feeds the flame with oxygen and allows carbon dioxide to move away from the point of combustion, so the rate of burning is slowed. The flame of a candle burned in microgravity is an almost invisible blue color (video cameras on Mir could not detect the blue color). Experiments on Skylab and Mir indicate the temperature of the flame is too low for the yellow color seen on Earth.


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Stone sentries outside of the shop of Tobho Mott in King's Landing are decorated as griffin and unicorn knights. There are also plundered griffins at Vaes Dothrak. Qarth contains fountains in the shapes of griffins, dragons, and manticores. Among the grotesques and gargoyles of Dragonstone are griffins.
House Connington of Griffin's Roost has dancing griffins on their sigil, and their leaders sit the gilded Griffin Seat. The family's battle cry is "A griffin! A griffin!" According to the tale of the Knight of the Laughing Tree, the lord of griffins was present for the great tourney. Ser Alyn Connington of the Kingsguard was known as the Pale Griffin.
A Clash of Kings
- A Feast for Crows, Chapter 41, Alayne II.
- The World of Ice & Fire, The Vale: House Arryn.
- A Game of Thrones, Chapter 27, Eddard VI.
- A Game of Thrones, Chapter 36, Daenerys IV.
- A Clash of Kings, Chapter 27, Daenerys II.
- A Storm of Swords, Chapter 54, Davos V.
- A Feast for Crows, Chapter 27, Jaime III.
- A Dance with Dragons, Chapter 61, The Griffin Reborn.
- A Storm of Swords, Chapter 24, Bran II.
- A Storm of Swords, Chapter 67, Jaime VIII.
- A Clash of Kings, Chapter 2, Sansa I.


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Tent Stove Terminology
What is a Tent Stove?
A tent stove is a wood-burning appliance designed to be used inside a tent as a heat source and/or cooking device. All wood stoves consist of the same basic design components: An enclosed fire box with a fuel loading door, air intake to deliver oxygen to the fire, and a flue pipe system to vent smoke and combustion byproduct to the outside atmosphere. Generally, tent stoves are smaller, lighter, and more portable versions of the wood stoves found in homes. There are several types of tent stoves which vary in design, materials, and features to cater to a range of environments and applications – not exclusive to use in tents as the name suggests.
Tent stove terminology varies and uniquely reflective of the array of cultures and applications in which they are used.
- Descriptive expressions are most common, i.e. cylinder stoves, portable wood stoves, and wood-burning camp stove.
- Colorado Stove is the most widely used location-based designation.
- Operator specific synonyms for tent stove are the most interesting and diverse including sheepherder stove, guide stove, outfitter stove, glamping stove, cowboy stove, and camp cookers.
- DIY tent stoves are typically named after their repurposed parts – think ammo can, coffee can, or steel drum.
- Propane fired camping stoves are often confused with tent stoves, despite being extremely dangerous to use in a tent.
Featured: Sibley 500 Pro
What is a Hot Tent?
The term 'hot tent' is a common way of describing a canvas tent set up with a portable wood burning tent stove. 'Hot tenting' refers to be the activity of camping with a tent and tent stove.
Hot Tent (noun) a canvas tent that is heated with a wood burning tent stove
"I'm bringing my hot tent, we'll be fine even if it is freezing outside"
Hot Tent (verb) to heat a tent with a wood burning tent stove
"I'm going to hot tent, we'll be fine even if it is freezing outside."
Hot Tent (adjective) A tent that either warm, or attractive, or both.
"You brought the CanvasCamp? Dude, that's a hot tent!"
Ready to start hot tenting? Apply your tent stove expertise and shop for the best tent stove for you. Learn more about wood burning tent stoves by exploring our Tent Stove Buyers Guide – the complete guide to buying, owning, and operating a tent stove.


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Circular design is gaining momentum as regards creating both a sustainable built environment and public spaces. Circular design makes buildings more adaptable and facilitates the high-value reuse of a structure's materials once they have reached the end of their life.
This toolbox article The circular design of buildings summarises the circular design of buildings in eight core principles. They are based on two key elements: circular design and the circular use of materials.
Circular construction requires a different design process than the traditional approach. It involves the expertise of external parties specialising in circular design methods of flexible, detachable and waste-free construction. In terms of costs, a circularly designed building or structure does not necessarily have to be more expensive. Consider the structure's entire life cycle: over time, a circular approach results in less investment in maintenance and interim adjustments. The residual value of materials also remains higher. Some important decisions at the very beginning of the process help ensure a circular design's success, and they are outlined in the article.


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Definition of POLICE STATE
: a political unit characterized by repressive governmental control of political, economic, and social life usually by an arbitrary exercise of power by police and especially secret police in place of regular operation of administrative and judicial organs of the government according to publicly known legal procedures


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The American Experience - MacArthur
The video and Web site explore the controversial career of General Douglas MacArthur, a decorated and admired officer during WWII who was fired by President Harry Truman in 1951. Students are invited to participate in a variety of activities: discussions of heroism and "great men," WWII events in the Phillippines and Japan, Japanese culture during and after the war, and the effect of nuclear weapons on the post-WWII world. Students use primary source documents to debate whether MacArthur's career was a success or failure.
7, 8, 9, 10, 11, 12, Higher education
World History, United States History, Technology And Civilization, Technology


Deep Freeze Unfreezer
Deep Freeze Unfreezer!
Learn how to bypass Deep Freeze
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How to manually uninstall Deep Freeze
for Windows 2K/XP
by Emiliano Scavuzzo
 If you are reading this tutorial you'd probably know that Deep Freeze not always work the way it should and sometimes it can do more damage than good. Some common scenarios include the installer not being able to uninstall DF even when the disks are thawed, Deep Unfreezer not being able to thaw the disks or something worst: the system fails to boot. This tutorial explains how to manually uninstall Deep Freeze by removing it's core driver from the registry and therefore completely disabling it. This tutorial doesn't explain how to do a complete uninstallation, though. There's a lot of garbage Deep Freeze installs on the disk and registry that you'll have to find yourself, but remember that this garbage can't prevent the computer from booting or freeze the disks. You can always try to restore the registry from a point before installing Deep Freeze by using the backups saved on %windir%\repair or System Volume Information.
 This tutorial is intended for advanced users. If you don't even know what the registry is you shouldn't follow these instructions. Playing with the registry is dangerous and you could damage your system by doing so.
Always make backup copies of the registry files before trying this tutorial.
Without a complete uninstallation you may not be able to reinstall Deep Freeze on your system.
Let's get to work:
1. First we need a way to edit the registry. The way to do this depends on your situation. If your computer is thawed you can simply use Regedit. If your computer is frozen or if it doesn't boot you'll need to find another way. Here are some alternatives:
 - If you have a multiboot computer with another copy of Windows 2K/XP you can boot from there.
 - You can physically mount the disk on another computer that uses Windows 2K/XP.
 - You can use a tool that lets you boot and edit the registry. A good example of this is PE Builder that lets you build a Windows PE CD and boot Windows from there.
Windows XP can import and edit the system hive from Windows 2K (hive format 1.3) but Windows 2K can't import the system hive from Windows XP (hive format 1.5).
2. If your computer is thawed run Regedit. If it's not thawed follow one of the alternatives described above, run Regedit (or Regedt32 on Windows 2K) and import the system hive. To import the hive highlight HKEY_LOCAL_MACHINE. On the menu go to File or Registry, Load Hive and open the system hive from the control, that should be on %windir%\system32\config (from the disk where DF is installed).
3. A dialog box will open and you will be prompted to enter a name for the key where the hive will be loaded. We'll use MySystem. If you are using Windows 2K, after loading the hive close Regedt32 and run Regedit.
4. Highlight the new key HKLM\MySystem (or HKLM\SYSTEM if you didn't have to import the hive) and select Edit and Find from the menu.
5. On the Find dialog box type UpperFilters and check only the Values checkbox. Then click Find Next.
6. The program will find a value with the name UpperFilters. Open this value and if there's a line with the name of the Deep Freeze driver (DeepFrz or DepFrzLo) delete it including the return, leaving the rest of the lines intact. Also, if you are using ThawSpace and you want to get rid of it delete that line too (ThwSpace), if you want to keep the ThawSpace leave it there. Press F3 to find the next match and repeat the operation until you have fixed all the UpperFilters values inside the HKLM\MySystem key.
7. Navigate to HKLM\MySystem\Select and check the value with the name Default. It has the number of the control set key that the system will use when booted. If it is 1 the control set is ControlSet001, if it is 2 the control set is ControlSet002, and so on. We'll assume the control set is ControlSet001 but you should use the one specified by the value Default.
8. Now go to HKLM\MySystem\ControlSet001\Services and delete the keys with the name of the Deep Freeze drivers (DeepFrz or DepFrzLo and DepFrzHi). Also, if you decided to get rid of the ThawSpace delete the key with the name of the ThawSpace driver (ThwSpace).
9. That's it. Now reboot and load the system where Deep Freeze was installed and you'll notice you can make permanent changes to disks that where previously frozen.
Stat rosa pristina nomine, nomina nuda tenemus.
Copyright (c) 2005 by Emiliano Scavuzzo - All Rights Reserved


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final electron acceptor of photosynthesis
Best Results From Wikipedia Yahoo Answers Youtube
An electron acceptor is a chemical entity that accepts electrons transferred to it from another compound. It is an oxidizing agent that, by virtue of its accepting electrons, is itself reduced in the process.
Typical oxidizing agents undergo permanent chemical alteration through covalent or ionic reaction chemistry, resulting in the complete and irreversible transfer of one or more electrons. In many chemical circumstances, however, the transfer of electronic charge from an electron donor may be only fractional, meaning an electron is not completely transferred, but results in an electron resonance between the donor and acceptor. This leads to the formation of charge transfer complexes in which the components largely retain their chemical identities.
The overall energy balance (Î"E), i.e., energy gained or lost, in an electron donor-acceptor transfer is determined by the difference between the acceptor's electron affinity (A) and the ionization potential (I) of the electron donor:
In chemistry, a class of electron acceptors that acquire not just one, but a set of two paired electrons that form a covalent bond with an electron donor molecule, is known as a Lewis acid. This phenomenon gives rise to the wide field of Lewis acid-base chemistry. The driving forces for electron donor and acceptor behavior in chemistry is based on the concepts of electropositivity (for donors) and electronegativity (for acceptors) of atomic or molecular entities.
Examples of electron acceptors include oxygen, nitrate, iron (III), manganese (IV), sulfate, carbon dioxide, or in some microorganisms the chlorinated solvents such as tetrachloroethylene (PCE), trichloroethylene (TCE), dichloroethene (DCE), and vinyl chloride (VC). These reactions are of interest not only because they allow organisms to obtain energy, but also because they are involved in the natural biodegradation of organic contaminants. When clean-up professionals use monitored natural attenuation to clean up contaminated sites, biodegradation is one of the major contributing processes.
In biology, a terminal electron acceptor is a compound that receives or accepts an electron during cellular respiration or photosynthesis. All organisms obtain energy by transferring electrons from an electron donor to an electron acceptor. During this process (electron transport chain) the electron acceptor is reduced and the electron donor is oxidized.
- X + eâˆ'â†' Xâˆ'
The electron affinity, Eea, is defined as positive when the resulting ion has a lower energy, i.e. it is an exothermic process that releases energy:
- Eea = Einitial âˆ' Efinal
- Xâˆ'â†' X + eâˆ'
Electron affinities of the elements
Although Eea varies greatly across the periodic table, some patterns emerge. Generally, nonmetals have more positive Eea than metals. Atoms whose anions are more stable than neutral atoms have a greater Eea. Chlorine most strongly attracts extra electrons; mercury most weakly attracts an extra electron. The electron affinities of the noble gases have not been conclusively measured, so they may or may not have slightly negative values.
Eea generally increases across a period (row) in the periodic table. This is caused by the filling of the valence shell of the atom; a group 7A atom releases more energy than a group 1A atom on gaining an electron because it obtains a filled valence shell and therefore is more stable.
A trend of decreasing Eea going down the groups in the periodic table would be expected. The additional electron will be entering an orbital farther away from the nucleus, and thus would experience a lesser effective nuclear charge. However, a clear counterexample to this trend can be found in group 2A, and this trend only applies to group 1A atoms. Electron affinity follows the trend of electronegativity. Fluorine (F) has a higher electron affinity than oxygen and so on.
The following data are quoted in kJ/mol. Elements marked with an asterisk are expected to have electron affinities close to zero on quantum mechanical grounds. Elements marked with a dotted box are synthetically made elementsâ€"elements not found naturally in the environment.
Molecular electron affinities
The electron affinity of molecules is a complicated function of their electronic structure. For instance the electron affinity for benzene is negative, as is that of naphthalene, while those of anthracene, phenanthrene and pyrene are positive. In silicoexperiments show that the electron affinity ofhexacyanobenzene surpasses that of fullerene.
Electron affinity of Surfaces
The electron affinity measured from a material's surface is a function of the bulk material as well as the surface condition. Often negative electron affinity is desired to obtain efficient cathodes that can supply electrons to the vacuum with little energy loss. The observed electron yield as a function of various parameters such as bias voltage or illumination conditions can be used to describe these structures with band diagrams in which the electron affinity is one parameter. For one illustration of the apparent effect of surface termination on electron emission, see Figure 3 in Marchywka Effect.
From Yahoo Answers
Answers:1. oxygen - hence u wrok out, produce water (sweat) 2. reflected, if absorbed, then u can't see it. 3. carbon dioxdie and water 4. this is tricky, my guess is source of electron for photosynthesis (usually its involve in the energy production pathways of an organism) 5. aerobinc respiration
Answers:By accepting electrons, DPIP will speed up electron flow, water splitting and oxygen production. DPIP ain't NADPH so I would imagine thed dark rxn would probably be inhibited.
Answers:Pyruvate! If it is anaerobic, no oxygen would be available.
Answers:I can only find sulfate reduction in the metabolism of archea and bacteria in my bio book. It's biological science by scott freeman. Under sulfate reducers, it lists H2 or organic compounds as the e- donor, (SO4)2- as the e- acceptor. The by products are H2O or CO from the donor and H2S from the acceptor. Hope this helps.


Why choose electric forklifts?
Forklifts are essential equipment in all kinds of industries and environments, found everywhere from factory floors to retail stores.
The most common type of forklift is a sit-down, counterbalanced model with an internal combustion (IC) engine fuelled by propane, compressed natural gas (CNG), diesel, or gasoline. However, a growing number of companies are turning to electric forklifts to manage costs, efficiency, and environmental sustainability.
Electric forklifts come in many types and sizes and can offer long-term advantages when you select the right model for your work environment.
Benefits of electric forklifts
Making the switch to an electric forklift offers many benefits when compared to a traditional IC engine forklift.
Lower maintenance costs
Electric forklifts have fewer moving parts requiring maintenance and repair, and forklifts with alternating-current (AC) motors are particularly low-maintenance. Unlike their lead-acid battery counterparts, forklifts with lithium batteries don't require the need to build and maintain a battery charging and changing room.
Environmental benefits
Electric forklifts produce almost no emissions, create no fluid waste requiring disposal, and their batteries are recyclable.
Lower fuel costs
Electric forklift batteries are rechargeable, so there's no need to keep purchasing and replenishing consumables like propane or diesel. Insurance premiums for electric forklifts can also be lower than for those powered with combustible liquid and gas fuels.
Less noise and vibration
The quiet, smooth motion of an electric forklift helps reduce operator fatigue.
More flexibility
Some types of electric forklifts are designed to maneuver in narrow aisles and tight spaces, while others are able to handle much smaller items than typical forklift models.
Understand the drawbacks
It's important to understand the drawbacks of electric forklifts before deciding to make the switch. These include higher upfront costs, and the necessity for adequate electrical service and charging infrastructure, among a few others.
However, experts recommend that buyers focus on the total cost of ownership when deciding between electric and IC models. We can help with that. Try our electric forklift cost calculator to see the potential savings for yourself.
Tell us about your project
Talk to your key account manager or regional energy manager about how
electric forklifts may affect your electrical service and your bill.
Not sure who to contact? Call our business helpdesk
Lower Mainland: _PHONE_
Elsewhere in B.C.: _PHONE_


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Expressive Therapist, Activity Therapy, UofL Health-Fraizer Hospital, PRN
Location: Strathmoor Village, KY
Company: UofL Physicians
Apply for this job
This position is responsible for providing direct clinical services to child, adolescent, and adult patients utilizing art and other expressive therapies to address interpersonal issues that cause emotional distress. This includes art therapy, expressive therapy, individual art or expressive therapies; if certified, therapies addressing specific populations; if credentialed play therapy and EMDR and psycho-education. Modalities of therapy depend on clinical needs of the patient population and the experience and skills of the clinician.
1. Planning and implementation of group sessions for each population
2. Planning and implementation of individual sessions
3. Documentation of group sessions and individual sessions u
4. Completion of Activity Therapy assessments
5. Planning and assisting with programming outside of normal group hours for special events
6. Maintaining and ordering materials appropriate for art therapy interventions
7. Other tasks as assigned by manager
Required Education
-Masters degree from accredited AATA approved program or non-AATA approved program with a minimum of 18 credits in specified art therapy coursework. OR, significant progress towards MA from ATTA approved program or non-AATA approved program with min of 18 credits in art therapy coursework.
-Bachelor degree and enrollment in Art Therapy MA program
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The Spanish guitar allows the performer to reflect mother nature's beauty through music.The following blog post shows some insights on how to bring together two harmonic instruments of same or different timbres and have both performers be heard with clarity without the need of much amplification.
I am also a strong believer that all performers should have knowledge of improvisation which slowly will allow society to move away from the present western concept of classical music and possibly restore the true value of composition and music.
Farruca is a form and style of flamenco music. It may be performed with lyrics ( vocals) and as most flamenco styles in can also be danced to. It is played in 4/4, interpreted at a relative slow tempo and accompanied by melody and harmony defining a minor key.
In the following examples you will see how slow tempos are appropriate for "accelerandos" as a possible method of achieving intensity in the dance and impact on the audience.
It is very common in flamenco to relate styles to certain keys. All styles in theory can be played in all keys. Those keys that allow open strings on the guitar broaden the possibility of expression, rhythm and accompaniment of the spanish guitarist. Please follow the link above to read more on the subject


Produce Safety Training
Diane Hirsch working with produce prior to a UConn Extension food safety training. Photo: Cameron Faustian
Photo credit: Cameron Faustman
Some medium to larger Connecticut farms need to comply with the Produce Safety Rule (PSR). This includes taking an approved food safety course, implementing certain practices that can minimize risk, and keeping records related to those practices. The Connecticut Department of Agriculture conducts a variety of activities related to implementation of the rule, including developing an inspection program that meets the requirements of the US Food and Drug Administration (FDA).
UConn Extension conducts approved Produce Safety Alliance grower food safety courses and provides information and resources to help farms comply. Training details can be found at http://
Both the Department of Agriculture and Extension are encouraging all farmers to take the course, whether they need to comply with the PSR or if they are exempt or not covered by the rule. Awareness of how produce can contribute to foodborne illness and how to implement safe food handling practices on the farm benefits the industry and its customers.
Article by Diane Wright Hirsch
Cold Storage: A Sustainable Way to Preserve the Harvest
By Diane Wright Hirsch, MPH
Senior Extension Educator/Food Safety
cold storage procedure at home for fruits and vegetables
Photo Credit: NAL/USDA
A young couple I know if looking to buy their first house. She prefers older homes with character, he wants space for a big garden. They came upon an older home with a dirt basement floor….I immediately thought that it might be a good candidate for a root cellar. In earlier times, when many people grew their own food, lived miles from the nearest grocery store, and did not have the benefit of electricity or refrigeration, they often stored some fruits and vegetables for the winter in root cellars or outdoor cold storage areas or pits.
Today it can be difficult to use the basement for storage as many of us now use our basements as living spaces. We may have furnaces, boilers or woodstoves in our cellars—instead of dirt floors and cold storage shelves. We do everything we can to keep out the dampness. And houses are built to retain heat in order to save energy. And, of course, in general, Connecticut temperatures seem to be warmer longer into late fall and early winter, than they used to be. All of this means that we just have to be a bit more creative if we want to store our late summer/fall crops into mid-winter.
You should recognize that "ideal" storage conditions for many vegetables are not attainable around the average home. Commercial cold storage options often involve a modified or controlled atmosphere, reducing the oxygen and increasing the carbon dioxide level, while high humidity is maintained in an air−tight, refrigerated storage room. It is important to understand that these conditions cannot be achieved at home…your home-stored apples will not be equal to the quality of a store-bought apple in January or February.
That said, there are many lower-tech options for storing apples and other foods at home. You just have to remember to follow the rules!
 - Pay attention to and monitor temperature, humidity and air flow;
 - Keep fruits away from vegetables (fruits release ethylene which speeds the ripening process of vegetables);
 - Minimize the effects of strong smelling vegetables such as onions, cabbage or rutabagas.
Outdoor Storage
Some vegetables can be stored outdoors—or even remain in your garden, if well protected. Root crops including carrots, parsnips and turnips can remain in the garden, if rodents are not an issue. A well-drained location is essential as a muddy puddle does not do much for your stored carrots. Once the ground is cold, or begins to freeze, protect the vegetables from frost and fluctuating temperatures with insulating materials such as clean straw, hay, dry leaves, corn stalks, or wood shavings, and some soil.
Mounds or pits are a good way to store cabbage and root crops, such as carrots, beets, celery root, kohlrabi, rutabagas, turnips, and winter radishes. Use a well-drained location, and cover the ground with insulating mulch. Vegetables keep very well in pits and mounds, but once these storage areas are opened all the produce should be removed. After it's removed, the produce will keep for 1 or 2 weeks at most: use it up quickly or cook and freeze for longer storage. If rodents are a problem, try burying a 20-gallon trash can in the ground. Several small holes should be made in the bottom to allow for drainage (keeping in mind that rodents may be able to get through a dime sized hole).
Indoor Storage
A Connecticut home—especially an older one—offers several options for winter storage of fruits and vegetables. You could use a breezeway, a shed, a Bilco-type basement door area or a garage that is not used for storing your automobile, lawn equipment or chemicals that may affect the flavor of your stored produce. You may be lucky enough to live in a house with an old root cellar or a cellar that does not warm up too much when the furnace gets turned on. Check the room temperature to make sure that the area is cool enough (32˚F–60˚F) and be sure that the temperature does not fluctuate too much. The relative humidity (moisture in the air) of these locations will also affect what type of produce can be stored. Some produce (garlic, onions) store better in dry conditions, while others (apples, root crops) prefer conditions to be more humid.
A pantry, attic, or unheated room is useful for short-term storage of potatoes and onions as long as there is no danger of freezing. Low storage temperatures extend the shelf life of dried foods, such as dried beans, herbs, dried fruits and vegetables. A warm storage area, such as an attic, can be a good environment in the fall for drying herbs, beans, walnuts, or hickory nuts.
A well-ventilated basement with central heating is generally dry and has a temperature range of 50˚F to 60˚F. It may be used for ripening tomatoes and for short-term storage of pumpkins, winter squash, potatoes, sweet potatoes, and onions.
Managing your storage area
Once everything is stored away, you will need to monitor your storage areas, paying attention to temperature (can be made cooler or warmer with ventilating windows that can be opened and shut); humidity (a relative humidity of 90%–95% is very moist and good for storage of potatoes and other root crops. A relative humidity of 60%–75% is dry and good for storage of pumpkins and other squash). Check the storage area at least weekly. Look for evidence of rodents. Check to see that produce is still dry. Remove and discard anything that is rotten or moldy.
Food safety and cold storage
Exploding pressure canners and botulism scares can keep folks away from canning, but cold storage is pretty much risk free. If it doesn't work, you will see, feel or smell that your food has spoiled—and you will not eat it! Cold storage temperatures also slow the growth of spoilage organisms and enzymatic action (causes over-ripening and rotting). However, there are a few food safety hazards you should pay attention to.
First, be sure to use storage containers that are food-grade. Never use drums, garbage cans or containers that might have held garbage, pesticides or other chemicals. Be sure that the insulating materials used are not contaminated with pesticides or manure. These should be new materials and should be used only once as they will become contaminated with mold and bacteria.
An important risk to consider is that when using cold storage, particularly outdoor storage options, you need to be wary of the presence of rodents or the pesky neighborhood raccoon. Be sure to inspect the inside and outside of the root cellar. Look for gaps (even very small ones) between the ceiling and walls, walls and floors and around any air vents or windows. Search areas around vents, joints between the walls and roof and the area under the cellar. Patch any cracks or gaps around pipes or plug openings with steel wool. Use storage containers that animals cannot chew through, such as metal, plastic or tightly woven mesh with openings smaller than ¼ inch. Secure the top of the containers in the cellar or the lids of buried containers so that they cannot be opened by animals.
When you are ready to use your fruits and vegetables during the winter months, inspect everything you take out. While small amounts of mold can be removed from hard fruits and vegetables such as potatoes, generally, if there is mold, we recommend tossing it out. Mold toxins have been associated with allergic reactions and some are cancer causing agents. Wash everything thoroughly with water and a scrub brush before eating.
Finally, at the end of the season, be sure to clean all containers and the room itself in order to reduce the presence of molds and bacteria.
For more information about managing a cold storage area and a storage chart for specific fruits and vegetables, search for the following article, which was used as a source: Storing Vegetables and Fruits at Home, from Washington State University Extension, or contact the Home and Garden Education Center at or _PHONE_.
FoodCorps Making an Impact
FoodCorps service members
Our FoodCorps Connecticut service members are making a large impact across the state!
Since September 1st:
The 15 superstar service members have interacted with 6257 students!
They have harvested 355.25 lbs


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The Los Angeles Times reported Sunday that in one remote, 37-square mile forest patch, scientists found 567 outdoor farms and greenhouses.
Most used water — totaling about 18 million gallons per year — diverted from an Eel River tributary, spawning ground for the endangered coho salmon.
Despite the state push toward decriminalizing marijuana, growers remain rogue and free from oversight.
They have graded mountaintops for greenhouses, illegally cut down trees and in one case poisoned dozens of a rare forest carnivore near Yosemite called a fisher. Scientists determined most had ingested rodenticide used by growers on pot plants.
Researchers are finding a potpourri of contaminants seeping into the watershed from marijuana farms, which are unregulated and largely operate in the shadows. Fungicides, fertilizers, diesel fuel, human waste, plant hormones and soil amendments are some of the others that are ravaging the environment.
Scientists suspect that runoff from potting soil and fertilizers, combined with lower-than-normal river flow due to water diversions, has resulted in a spate of toxic algae blooms in North Coast rivers over the past decade.
The cyanobacteria outbreaks threaten public health for swimmers and kill food that salmon and steelhead trout eat. Eleven dogs have died since 2001 after ingesting the blooms.
Growers are required to obtain permits to take water from a creek but Tony LaBanca, senior environmental scientist with the state Department of Fish and Game, told the Times that less than 1 percent of growers comply with the permits, usually only after an enforcement action.
Other research has shown other effects of the state's marijuana crops — electricity use. A study in the journal Energy Policy estimated that indoor marijuana cultivation could be consuming nine percent of the state's household electric power use.
Information from: Los Angeles Times, _URL_


text: Trevor (he/they) is a bodyworker and cultural worker who is deeply invested in supporting movements for collective care and liberation. Their work acknowledges that the conditions of our lives, ancestral through preconception and into present time, have an impact on our bodies, relationships and communities. Trevor believes that bodywork is an effective way to touch in with those places of impact while being supported in relationship with another. His work is informed by his studies of pre and perinatal somatic psychology, biodynamic craniosacral therapy, massage therapy, Black, Indigenous, and Women of Color Feminist traditions, improvisational movement, and the many communities and ecosystems they are from and a part of. Trevor's approach to teaching is grounded in antiracist and queer affirming frameworks; somatic education; presence; and reverent trust in the body's inherent wisdom and capacity to heal when given space to do so. Some of Trevor's teaching experience has included adaptive and recreational circus arts, workshop facilitation in queer-affirming care practices for health care providers and educators, and supporting their local non-profit in utilizing antiracist and healing-centered approaches to support youth and young adults experiencing houselessness in northern Washington. Trevor is excited to continue deepening his study of biodynamics and to support learners on their BCST journey!


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Unlike their city counterparts, rural carriers had to post a bond before being eligible for hiring. This requirement, along with standard arguments of the day regarding women's strength and abilities, kept the job in men's hands at first. As time passed, women gradually joined the ranks of RFD carriers, unofficially at first, as substitutes for ill husbands, fathers or brothers, but soon on their own merit, and with their own bonds.
Male or female, RFD carriers faced the challenge of keeping warm in freezing cold winters, keeping wagons or sleds moving across rutted, snow-filled, or muddy roads, and of course successfully completing their daily rounds. Many carriers found small heaters to be an absolute necessity during cold winter months, others found comfort in blankets and lap robes. Local newspapers and national carrier and postmaster publications were filled with a variety of goods aimed at the keeping RFD carriers warm, and their wallets empty.


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The purpose of calf starter is to transition the calf from the milk–feeding period to the dry feeding period. Calf starter is very important to healthy rumen development, good body growth and successful weaning of the calf.
Calf starter must be palatable and nutritious. Do not use urea in starter feeds because the calf cannot digest it properly. The energy, protein, minerals and vitamins must meet the requirements of Canada's Nutrition Research Council (NRC). According to Nutrient Requirements of Dairy Cattle, specifications for dry matter starter feeds include:
- 20% crude protein
- 0.7% calcium
- 0.45% phosphorus
- 4,000 IU/kg Vitamin A
- 600 IU/kg Vitamin D
- 25 IU/kg Vitamin E
Calf starter should be offered around day five in a shallow bucket. Start off with a handful and gradually increase that amount as the calf begins to consume all that is in the bucket. Calves will eat more if they can feel the bottom of the bucket. All buckets should be should be emptied and refreshed daily with clean feed. Keep calves on starter until they achieve 70–80 kg (155–175 lb.) bodyweight, then gradually switch them to the corn over one to two weeks.
Calf starter containing a lot of molasses may pose a problem in the winter as it could freeze. In the summer, it can clump because of the hot humid weather and may attract a lot of flies. Pelleted calf starter can crumble which makes it unpalatable to the calf, so it is even more important to refresh this starter daily.
When calves are consuming 1 kg (2 lbs) of calf starter a day for three consecutive days, the weaning process can begin.


the dilemma. It only shifts it to another level: "Shall I keep the agreement or break it?" Each thinks:
"Will he or won't he keep the agreement? If he keeps it and refuses to confess, I would go scot free if I broke the agreement and confessed. If he breaks the agreement, I would be a fool to keep it, for if I kept it while he broke it, I would get the most severe sentence. So it is to my advantage to break the agreement."
The other's situation is the same, and he comes to the same conclusion. So what was the point of concluding the agreement in the first place?
There is one way the prisoners can escape from the dilemma, namely, by being trustworthy and trusting. Being trustworthy means keeping the agreement once it has been made. If both are trustworthy, they keep the agreement, which benefits both of them. Being trusting means assuming that the other will keep the agreement. We have seen that trust is as necessary as trustworthiness. For even if each is trustworthy (will not break the agreement to derive benefit from breaking it) but does not trust the other, i.e., does not believe that the other is trustworthy, then each will feel that he should break the agreement "in self defence," as it were, since to keep it while the other breaks it is to be stuck with the most severe sentence.
If both men are both trustworthy and trusting, there is no need for an explicit agreement in the first place. For if each trusts the other, each can be convinced that they will both do what is best for both of them. And if each is trustworthy, then neither will take advantage of the other's trust to gain at the expense of the other.
Situations in which two or more persons must make choices among alternatives and then face the consequences of these choices are called games. So-called games of strategy are clearly games of this sort. In chess, for example, players alternately choose among a number of possible moves. As a result of all these choices, one or the other player wins or else the game is a draw. In card games, players choose the card they are going to play next or the bid they are going to make in the light of bids already made or whatever. The outcome again depends on the choices made by the players. Associated with each outcome are payoffs, represented as numbers – positive (winnings) or negative (losses). In games of strategy played by two persons, the winnings of one are usually exactly balanced by the losses of the other. Thus the sum of the payoffs in every outcome is zero. For this reason, such games are called zerosum games. Some situations, of which we will speak below, are best represented by non-zerosum games, i.e., games in which the sum of the payoffs in the various outcomes are not necessarily equal. An example of such a game is shown in Figure 1.
In this game, each of the players makes only one choice. One of them chooses between the upper and lower horizontal rows, labeled C1 and D1 respectively. This player will be called Row. The other player, called Column, without knowing how Row has chosen, chooses either of the vertical columns, C2 or D2. Each pair of choices determines one of the four boxes. The two numbers in each box are the payoffs, the first one to Row, the second to Column. For instance, if the players choose C1 and C2 respectively, each wins 1 unit. If Row chooses C1 while Column chooses D2, Row loses 10 units (gets —10), while Column wins 10 units. If both choose D, both lose one unit.
In zerosum games, where whatever one player wins, the other must lose, the interests of the players are diametrically opposed. In non-zerosum games like the one represented in Figure 1, this is not necessarily the case. For instance, both players prefer C1C2 to D1D2.
Observe, however, that Row likes D1 better than C1 regardless of how Column chooses, since if Column chooses C1, Row gets 10 by choosing D1 but only 1 by choosing C1, whereas if Column chooses D2, Row gets -1 by choosing D1 but -10 by choosing C1.
We see that this game has exactly the same structure, i.e., leads to the same sort of reasoning as Prisoner's Dilemma. For this reason, all games with this structure are called Prisoner's Dilemma in honour of the original anecdote, suggested by A.W. Tucker, to illustrate this structure. The choice C in Prisoner's Dilemma stands for "cooperation" (choosing to promote a common interest). The choice D stands for "defection" (withdrawal of cooperation).
Many real life situations in interpersonal relations, in business, and in international relations resemble Prisoner's Dilemma. Of course, Prisoner's Dilemma, which requires each player to make only one choice, is a drastic simplification of even the simplest real life situation. But it contains the main ingredient of this type of situation and is for that reason instructive.
Competition for Markets
Castor and Pollux are two firms selling the same product. Each wants as big a share of the market as it can get. It can gain a competitive advantage by underselling the other firm. Reducing the situation to bare essentials, we suppose that each firm chooses between just two alternatives: selling the product at a low price or at a high price. If both sell at a high price, both make a profit of $1,000,000. If both sell at a low price, both suffer a loss of $1,000,000. If Castor sells at a low price, while Pollux sells at a high price, Castor captures the market and eventually makes $10,000, while Pollux, driven out of the market, goes bankrupt and loses $10,000,000. The result is reversed if Pollux undersells Castor. Taking $1,000,000 as our unit of payoff, we see that Figure 1 reflects these payoffs. Thus, the situation is an instance of Prisoner's Dilemma. If both pursue their individual interests, both lose. If they pursue their common interest, both win.
The Arms Race
The superpowers have a choice of stopping their arms race or of continuing it. If they come to an agreement to stop it and keep the agreement, both are better off. If they continue the arms race, both are worse off. If one continues to arm, while the other does not (or disarms), the first superpower gains military superiority, which supposedly enables it to intimidate the weaker adversary. Again, as in the other versions of Prisoner's Dilemma, it seems to be in the individual interest of each "player" to do one thing (here to continue arming) although it is in the interest of both to stop the arms race.
In all versions of Prisoner's Dilemma, the resolution of the dilemma can be achieved if the two make an agreement to cooperate (sell at a high price, stop the arms race), resist the temptation to violate the agreement, and, above all, trust the other not to violate it. Unfortunately, in situations of keen competition and especially in international relations dominated by a struggle for power, trusting a competitor, a rival, or an adversary is regarded as a mark of "idealism," which supposedly can be indulged in in a "perfect" world but not in a world of hard "realities." We have seen, however, what happens in situations in which each participant is a "hard-headed realist," acting so as to safeguard his individual interest. Both lose.
Iterated Games
So far we have considered only games in which each player makes just one choice. Real life situations, like real games, usually involve sequences of choices. We will introduce sequential choices by having Prisoner's Dilemma played many times in succession. Each time, each player will choose between two alternatives, C or D. The outcome of these choices will be announced. The players will then go on to make the next choice, and so on.
This iterated game can still be represented by a game in which each player makes just one choice, but now the number of alternatives is much larger. It is, in fact, enormous, but we will consider only a few of these alternatives.
The alternatives in an iterated game are called strategies. A strategy is essentially a plan of action which specifies what a player will do on each of the successive plays. His choices on successive plays will in general depend on what has happened up to the play in question. The following statement represents a choice of strategy:
"I will begin with C. On any particular play I will look back on the choices of my co-player up to that play. If he has chosen C at least one third of the time up to that play, then I will choose C; otherwise D."
Another strategy might be:
"I will start by choosing D and will continue to play D as long as the co-player plays D. As soon as he plays C, however, I will play C on the next five plays (unless the game ends) and thereafter revert to D, repeating the pattern as long as the game lasts."
Some strategies may involve the use of a random device such as a tossed coin or a rolled die. For instance:
"After every play, I will roll a die. If the co-player has played C on the preceding play, then I will play C if the die shows '1' or '8'; otherwise D. If the co-player has


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MOOC MOOC: Critical Pedagogy (MMCP) is a six-week exploration of critical pedagogy. For this fifth week, we'll be discussing Henry Giroux's Rethinking Education as the Practice of Freedom, Ivan Illich's Why We Must Disestablish School, and Ricky Lee Allen's Whiteness and Critical Pedagogy. Our discussion will center on the sites of learning and the oppression of institutions. Feel free to read/watch as much or as little as you are able (or find useful). We promise there will be no reading quizzes.
Schedule of Events:
- Read Henry Giroux, Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy
- Read Ivan Illich, Deschooling Society, Ch. 1: Why We Must Disestablish School
- Read Ricky Lee Allen, Whiteness and Critical Pedagogy
- Wednesday, February 18 at 5:00 pm EST – _TAG_ Twitter chat
- Ongoing – Participant blog posts, casual conversation, and questions shared on the community hashtag _TAG_.
The origins of critical pedagogy are outside the classroom, indeed, outside the common imagination of a school. Many critical pedagogues today continue to see the school itself, and not just the classroom, as an institution to be challenged, subverted, undermined, or ultimately, completely dismantled. Schools as a model for organizing learning are fundamentally oppressive: they force learning into a narrow schedule and space and simultaneously reinforce the notion that learning does not happen in important ways anywhere else.
Ivan Illich writes that
a … major illusion on which the school system rests is that most learning is the result of teaching. Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school, and in school only insofar as school, in a few rich countries, has become their place of confinement during an increasing part of their lives.
As a place of confinement, both physically and psychologically, schools become a place where students learn to look to authority figures and experts for answers and come to recognize only a certain set of knowledges as legitimate. Or, for too many young people of color especially, they become a place of racist confinement as a route to that next place of confinement: prison (the school to prison pipeline). To get us thinking about the most empowering and effectual sites of education, let's look at two historical American examples of schools outside the government-endorsed public system.
The Citizenship Schools and Civil Rights
The Highlander Folk School started as a labor organizing catalyst, situated in rural Appalachia. As the Civil Rights Movement began to pick up steam, Highlander turned its focus toward the movement. Septima Clark, Myles Horton, Bernice Robinson, and Esau Jenkins collaborated to create the first Citizenship School on John's Island. They brought in Robinson as their first teacher, specifically because she'd never trained as a teacher. She was a barber. But, as they said, she knew how to be with people, and that was more important.
Part of the legacy of people like Ella Baker and Septima Clark is a faith that ordinary people who learn to believe in themselves are capable of extraordinary acts, or better, of acts that seem extraordinary to us precisely because we have such an impoverished sense of the capabilities of ordinary people. (Paine, 1995, p. v)
The Citizenship Schools enabled thousands of poor blacks across the south to teach themselves the skills they needed to vote. But much more importantly, people taught each other that they could be part of changing the world around them. And the curriculum was different wherever the schools went, because the schools were run by local people, on local schedules, and with local objectives.
And once the schools had done the work they set out to do in any particular space, they faded away. They were never institutions.
Black Power and Liberation Schools
The Liberation Schools sought to be somewhat more permanent than the Citizenship Schools, and worked with children rather than adults. However, the curriculum, inspired by the Citizenship and Freedom Schools, ended up similarly, and so did the everyday practices.
In the North, the Liberation Schools were one of the first places black families could take their children to school for them to learn both self-respect and to be treated as valuable human beings. The schools were part of the Panther's Survival Pending Revolution programs, which saw themselves as helping black folks survive in a racist society.
Our concentration is not only on providing basic skills and an analytical way of thinking: we also seek to transform the way in which the youth interrelate to each other. The young people at the school are regarded as developing human beings whose ideas and opinions are respected…. Everything is done collectively in order to develop an understanding of solidarity and camaraderie in a practical way. (Hilliard, 2008, 5-6)
In this sense, the schools were very collaborative places. But they also made room for a self-image that contrasted the one broader society held: that black people have an important and dignified history.
But why create these alternative educational spaces? Henry Giroux writes that "too many classrooms at all levels of schooling now resemble a 'dead zone,' where any vestige of critical thinking, self-reflection and imagination quickly migrate to sites outside of the school only to be mediated and corrupted by a corporate-driven media culture." What if we propose, in the realm of the Liberation Schools and Citizenship Schools, alternative ways to organize learning? Perhaps at the center (if, indeed, a center is ever what we wish to have) we can place what María Elena Torre calls a contact zone, a space where:
- each participant is understood to be a carrier of knowledge and history,
- everyone holds a sincere commitment to creating change for educational justice,
- power relationships are explicitly addressed within the collaborative,
- disagreements and disjunctures are excavated rather than smoothed over and there is a collective expectation that both individuals and the group are "under construction".
The Sites of Education
In this week of MOOC MOOC: Critical Pedagogy, we will discuss the sites of critical pedagogy in the world. Join us on February 18 at 5:00 PM EST for a Twitter chat using _TAG_. Check out worldtimebuddy.com to see when to join us in your time zone. And begin thinking about the following questions:
- As teachers and learners, how do or can we begin to "learn away from schools"? Are there changes we can make to our classrooms? Our social spaces? Our living rooms?
- How might Liberation and Citizenship Schools help us imagine more broadly the way we organize our society and opportunities for learning?
- The Liberation and Citizenship School efforts focused in large part upon the dignity and self-respect of its students. What role does dignity play in our pedagogies? How do we remind students to respect themselves and their peers, and to what end?
- Are our classrooms "dead zones" and not "contact zones"? What practical changes can we make to improve the qualities of reflection and imagination even under the pressure of curricula?
If you cannot join us for our synchronous chat, feel free to post your thoughts throughout the week on the _TAG_ hashtag or in the comments below. We'll also be curating highlights from the community's blog responses on the MOOC MOOC: Critical Pedagogy homepage, where you can also find the schedule for the rest of the MOOC.
Registration is not required for MOOC MOOC: Critical Pedagogy. No personal data will be collected and everyone is welcome. However, if you'd like updates about the course, there are a few things you can do. First, follow _USER_, _USER_, and _TAG_ on Twitter. And sign up for Hybrid Pedagogy's e-mail list where we send updates about events (like MOOC MOOC) and digests of recently published articles.


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Analysis of conventional core include description of bedding, lithology, sedimentary structures, fossils, and
any other macro-features of the rock. Data used to understand depositional environment, reservoir geometry,
and reservoir quality. Can also be used to calibrate wireline logs. Results are provided in a final report
and core log panel generated by WellCad. The WellCad panel can include well logs, grain size profile,
depositional environment interpretation, and selected petrographic data.
Example Cuttings Panel
Description of macrofractures in an oriented, conventional core. Determines orientation, aperture width, and
total number of fractures. Data is plotted on WellCad panel.
Snap Shot of Fracture Analysis Panel
A robust net-to-gross determined based on a specialized, highly detailed conventional core description. Used in
highly laminated rock, such as distal turbidities or channel levee deposits. Data is plotted on WellCad panel.
Lam Count Analysis


App Description
Become a bird in the sky with a crazy survival game! City life is an opportunity for a bird - choose a bird, start a flying flock of pigeon, crow, gull or sparrow, fight for survival in nature. City Birds Simulator offers flying in the sky as pigeon, crow, gull or sparrow. Choose simulator mode - survival or quests - and become the most resilient bird in the city sky! Bird survival starts now!
Features of City Birds Simulator:
- City nature
- Survival and quests
- Choose a bird: pigeon, crow, gull, sparrow
- Bird breeding
- Realistic bird behavior
Sky gang!
Learn to control your pigeon, gull, sparrow or crow and lead a flying flock. You will meet many challenges - don't face them alone! City nature is dangerous, but you can rely on your flock for survival. Seek your bird kin, start a flock. Survival in the sky is a team effort, especially for a bird. Flying in nature with a wild flock is breathtaking!
City hunter!
Hunt is a way of survival. Some bird species, like crow, pigeon or gull, hunt in the sky, every other bird is a prey. Maintain energy to fly in city sky, fight city nature for survival. The more you hunt, the bigger your flock can be. Survival in the city nature is challenging. Hunt with your sky flock for survival - live the way of a bird of prey!
Flying and survival!
Live the life of pigeon, crow, gull or sparrow - complete bird quests, breed a new sky flock. Every bird has unique quests and ways of survival in the city sky nature. City is a playground for birds, flying in the sky. But survival is no game - a bird can die in the city nature. Flying in the sky and survival strategy - you'll find both!
Flying in the sky is a dream! Try in City Birds Simulator, be a bird and fly in the sky of a big city!
iPhone Screenshots
(click to enlarge)
City Birds Simulator screenshot 1 City Birds Simulator screenshot 2 City Birds Simulator screenshot 3 City Birds Simulator screenshot 4
iPad Screenshots
(click to enlarge)
City Birds Simulator screenshot 5 City Birds Simulator screenshot 6 City Birds Simulator screenshot 7 City Birds Simulator screenshot 8
App Changes
 - June 24, 2017 Initial release


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5th Element K-2 Class @ New Castle
Children in kindergarten through 2nd grade are invited to the New Castle Branch Library on Friday, January 11 from 12 to 2 p.m. to learn how to make monoprints with Ms. Margaret Cooke. Children will learn different ways to print images that can be duplicated again and again. Children will make monoprints using kitchen gadgets, fruit or vegetables, stamps, sponge prints, and block printing. (Kids are encouraged to wear an old t-shirt for this program.) Supplies and snacks will be provided. This class is limited to 25 children, and preregistration is required to attend this event. Please call _PHONE_ or go to _URL_ to preregister.


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Chocolate and Maple Syrup
Every day we use many things that come from trees. Fruits and nuts like apples, peaches, plums, cherries and almonds all come from living trees, as does the cocoa bean that makes chocolate! Living trees also provide spices like cinnamon, nutmeg and black pepper, and the sap from the maple tree makes maple syrup!
Many medicines also come from trees and other plants. As a matter of fact, aspirin comes from the bark of a willow tree. Scientists are still searching for new medicines in trees, which is another reason why it's so important to protect our forests. They could provide us a cure for cancer!


By an Aronszajn tree, I mean a tree of height $\omega_1$ with countable levels and no branch. Such a tree is Souslin if it has no uncountable antichains and special if it can be written as the countable union of antichains. It is well known that there is both a ccc forcing and a $\sigma$-closed forcing for adding Souslin trees and, given any Aronszajn tree $T$ (Souslin or otherwise) there is a ccc forcing for specializing $T$. Therefore we can add Souslin trees, and then specialize them, giving us new special Aronszajn trees. In this post I have a variety of questions about forcings which add Aronszajn trees that are neither special nor Souslin. The most basic of these is as follows.
Question 1: What are some of the most common ways of forcing to add an Aronszajn tree which is neither Souslin nor special? In this post Mohammad Golshani cites a theorem that immediately implies that such trees exist under certain $\diamondsuit$ hypotheses. Therefore forcings to add diamonds suffice but I'm curious whether there is a more explicit forcing where the generic is actually the tree.
My next question is about killing Souslin-ness (or whatever it's called) without specializing.
Question 2: Suppose $T$ is Souslin. Does there exist a forcing notion $\mathbb P$ such that in $V^\mathbb P$, $T$ is still Aronszajn but no longer Souslin and also not special?
I'm also curious about these questions in the case of fat Aronszajn trees: Aronszajn trees with the requirement of countable levels removed. The same ccc specializing forcing works to make such trees special so under MA all such trees are special. I'm curious whether non-special fat Aronszajn trees can be built by hand using forcing.
Question 3: What forcings will add a fat, non-special Aronszajn tree?
 - 2
 $\begingroup$ In these notes math.cmu.edu/~eschimme/Appalachian/EisworthMooreNotes.pdf a forcing to kill an A-tree is provided. It answers your second question. (Page 17.) $\endgroup$ – Not Mike Jan 12 '18 at 22:18
 - $\begingroup$ Regarding question 2, I suggest the following: suppose $T$ is the given Souslin tree and suppose all of its levels be countable. Let $P$ be the forcing notion for adding an antichain into $T$ using conditions which are finite antichains of $T$. The forcing is c.c.c and adds an uncountable antichain in $T$. I think $T$ is not special in the extension but I did not check it. $\endgroup$ – Mohammad Golshani Jan 14 '18 at 4:52
 - $\begingroup$ I may mention that the work of Laver-shelah to kill all $\aleph_2$-Soulin trees uses similar forcing using countable antichains. $\endgroup$ – Mohammad Golshani Jan 14 '18 at 4:52
 - $\begingroup$ _USER_ Mike thank you I'll check that out! $\endgroup$ – Corey Bacal Switzer Jan 15 '18 at 13:31
 - $\begingroup$ _USER_ Golshani Thanks as well. For both of the forcings you suggest do you know of a reference I can look at? $\endgroup$ – Corey Bacal Switzer Jan 15 '18 at 13:31
Regarding your comment before Question 3, you mean all such trees with size $<\mathfrak{m}$ are special. In particular, it doesn't say anything about trees of size $\geq 2^{\omega}$. Indeed, $T(\mathbb{R})$ where elements are bounded well ordered subsets of $\mathbb{R}$ ordered by end-extension is not special. It definitely has no uncountable branches.
For question 1, you can first add a Suslin tree (there are various ways of doing this), of which the most straightfoward one is to use countable well-pruned trees with end-extension (due to Jech). For the second step (which also gives yet another answer to the second question), you can pick $S\subset \omega_1$ that is stationary and co-stationary, and use a Shelah style forcing $Q(T,S)$ to make $T$ $S$-st-special (this means there exists a regressive function $f$ whose domain is $T\restriction S$ such that $t