text:
The Consumer Assessment of Healthcare Providers and Systems (CAHPS) Hospice Survey empowers hospice organizations by attracting referral sources, driving business growth, and sustaining compliance with industry regulations, including the current pay-for-reporting requirements and the shift to value-based care on the industry's horizon. By evaluating hospice patient and caregiver experiences, the CAHPS Hospice Survey delivers valuable insights to hospice organizations and contributes to ongoing efforts to improve patient and family experiences. Understanding the impact of the CAHPS Hospice Survey and how to improve ratings is essential to hospices' long-term growth and sustainability.
Question 6 – Communicating Provider Arrival Time
Question 6 is the first of six questions comprising the Communication with Family domain, designed to assess the hospice team's communication proficiency.
Since the CAHPS Hospice Survey is administered two months after the patient's death, the patient's primary informal caregiver is the survey recipient and intended respondent. Primary informal caregiver refers to the person most knowledgeable about the patient's care. Examples include a spouse/partner, child, parent, another family member or a friend of the patient. Although the patient-caregiver relationship is not always familial, the term "family member" throughout the survey refers to the hospice patient.
This question evaluates the caregiver's perception of how frequently the hospice team communicated their visit arrival times throughout the patient's care. Optimizing performance on this question relies on the hospice team's ability to keep the patient's primary informal caregiver aware of visit times and facilitate clear and continuous communication regarding scheduling and arrival.
Tips to Improve Arrival Time Communication
- Establish visit expectations at the start of care by setting up a schedule that meets the patient's needs and accommodates input from the informal caregiver.
- Notify the patient/caregiver when unforeseen delays in arrival time arise (e.g., the provider is running late in traffic).
- Provide reminders for upcoming visits using agency-established protocol (e.g., routinely call the day before morning appointments and the morning before afternoon appointments).
- Communicate with the patient's caregiver any time the patient's status warrants a schedule adjustment and invite input before making any changes, to ensure continued feasibility and convenience.
- As an organization, maintain a culture that empowers providers to sustain communicative relationships with patients and their informal caregivers and acknowledges the integral role they play in hospice care.
Best Practices and Talking Points
Communicating visit arrival times is a critical element of optimizing patient and family engagement in healthcare. Hospice organizations should employ standard protocol that informs patients and caregivers when visits are scheduled and includes ongoing correspondence that reminds patients and caregivers of upcoming appointments as care progresses. The following best practices and talking points facilitate productive communication related to visit arrival:
- At the start of care, identify the appropriate contact for providing visit reminders. If the patient and caregiver live separately, providers can direct visit reminders to the patient but reach out to the caregiver after each appointment to confirm completion of care. I'm going to call your son to confirm that I just visited you.
- Inform the patient/caregiver when to expect visit reminder calls and what phone number to expect them from. I will call you the day before each appointment from this number. If you need to reschedule an appointment, call me at this number.
- At the end of each visit, inform the patient and caregiver when the next visit is scheduled. The next visit is scheduled for Tuesday next week at 9 AM. I will call you on Monday to remind you.
- The most recent Facts and Figures published by National Hospice and Palliative Care Organizations (NHPCO) indicates that approximately half of hospice patients receive care in nursing and inpatient facilities. For these patients, faxing or sending weekly schedules to the respective facility offices is a good way to ensure caregivers at the facility are aware of patient schedules and can anticipate providers' arrival.
- Plan and arrange schedules strategically to ensure they fulfill each patient's needs and work in the context of providers' schedules with other patients. Electronic health record platforms can help streamline scheduling operations and increase seamlessness as hospice providers manage the day-to-day demands of delivering comforting care to patients and their families.
Check our blogs for the series on improving CAHPS Hospice Survey scores by systematically reviewing each survey question and exploring opportunities for improvement. Our next installment will continue the discussion on optimizing communication between hospice care providers and recipients to improve the quality of patient and family lives.


text:
Zarate: Undergraduate Research a Path to Success
Inside USD -- Sonia Zarate is right where she wants to be — and that's to the benefit of every student at the University of San Diego. As the new director of USD's Office of Undergraduate Research, Zarate wants to help students make the most of their education and set them on a personal path toward success.
"Academic excellence is achieved when we provide students both theory and experiential experiences," she says, "Students learn better when they hear it, see it and do it; research is the do. Additionally, when students are taught the process of generating new knowledge, they become vested and engaged in their own learning process.
"Universities should strive to include research activities into the programming for all undergraduate students," Zarate continues. "It becomes even more so important for students to engage in research activities as undergraduates, because this is the time that they are deciding what to do. By participating in research now, students can make an informed decision about whether or not to include research in their academic and professional careers." (Full Article)
Office Of Undergraduate Research

source: openbmb/Ultra-FineWeb


Take the 2-minute tour ×
I'm working on a plot with translucent 'x' markers (20% alpha). How do I make the marker appear at 100% opacity in the legend?
import matplotlib.pyplot as plt
plt.plot_date( x = xaxis, y = yaxis, marker = 'x', color=[1, 0, 0,.2], label='Data Series' )
plt.legend(loc=3, mode="expand", numpoints=1, scatterpoints=1 )
share|improve this question
Really an interesting question, quite useful. Thanks! – Pablo Navarro Oct 12 '12 at 13:38
add comment
1 Answer
up vote 1 down vote accepted
If you want to have something specific in your legend, it's easier to define objects that you place in the legend with appropriate text. For example:
import matplotlib.pyplot as plt
import pylab
line1 = pylab.Line2D(range(1),range(1),color='white',marker='x',markersize=10, markerfacecolor="red",alpha=1.0)
line2 = pylab.Line2D(range(10),range(10),marker="_",linewidth=3.0,color="dodgerblue",alpha=1.0)
plt.legend((line1,line2),('Text','Other Text'),numpoints=1,loc=1)
Here, line1 defines a short, white line (so essentially invisible) with the marker 'x' in red and full opacity. As an example, line2 gives you a longer blue line with no markers visible. By creating this "lines," you are able to more easily control their properties within the legend.
share|improve this answer
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Your Answer


Chicago Treasures: Art Shay and Garry Wills
March 14, 2007
Download Story
Gary Wills
The theme of place and identity is powerfully revealed through first hand accounts from the people and personalities who have transformed the city through their vision and ingenuity. The Chicago Treasures series focuses on Chicagoans who have imagined what Chicago could be - people whose work has defined the city, while the city has defined their work. From architects who have built the City's skyline to journalists and authors who give voice to people and places to entrepreneurs who give strength to the City of Big Shoulders and to artists who draw from and interpret the City's inner spirit, this series will frame the question: Why Chicago? What opportunities does the city offer to those who wish to take risks; what challenges does it reveal; and what are the rewards and frustrations that they continue to face?
Renowned magazine photographer Art Shay and Pulitzer Prize-winning historian Garry Wills have spent decades chronicling America's stories in words and images. They'll join Chicago Public Radio's Steve Edwards for a lively conversation about their work, their long-time friendship and their mutual passion for Chicago.
Recorded Wednesday, March 14, 2007 at Chicago History Museum.


text:
There are several ways to specify options for MySQL programs:
List the options on the command line following the program name. This is common for options that apply to a specific invocation of the program.
List the options in an option file that the program reads when it starts. This is common for options that you want the program to use each time it runs.
List the options in environment variables (see Section 4.2.4, "Setting Environment Variables"). This method is useful for options that you want to apply each time the program runs. In practice, option files are used more commonly for this purpose, but Section 5.3.3, "Running Multiple MySQL Instances on Unix", discusses one situation in which environment variables can be very helpful. It describes a handy technique that uses such variables to specify the TCP/IP port number and Unix socket file for the server and for client programs.
Options are processed in order, so if an option is specified
multiple times, the last occurrence takes precedence. The
following command causes mysql to connect to
the server running on
mysql -h example.com -h localhost
If conflicting or related options are given, later options take precedence over earlier options. The following command runs mysql in "no column names" mode:
mysql --column-names --skip-column-names
MySQL programs determine which options are given first by examining environment variables, then by reading option files, and then by checking the command line. This means that environment variables have the lowest precedence and command-line options the highest.
You can take advantage of the way that MySQL programs process options by specifying default option values for a program in an option file. That enables you to avoid typing them each time you run the program while enabling you to override the defaults if necessary by using command-line options.
An option can be specified by writing it in full or as any
unambiguous prefix. For example, the
--compress option can be given
to mysqldump as
--comp because the latter is ambiguous:
mysqldump --compmysqldump: ambiguous option '--comp' (compatible, compress)
Be aware that the use of option prefixes can cause problems in the event that new options are implemented for a program. A prefix that is unambiguous now might become ambiguous in the future.

source: HuggingFaceFW/fineweb-edu


text:
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text:
Menezes, Pradeep L and Kishore, * and Kailas, Satish V (2006) Studies on friction and transfer layer using inclined scratch. In: Tribology International, 39 (2). pp. 175-183.
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Friction influences the nature of transfer layer formed at the interface between die and sheet during forming. In the present investigation, basic studies were conducted using 'Inclined Scratch Test' to understand the mechanism of transfer layer formation during sliding of pins made of an Al-Mg alloy on EN8 steel flats of different surface roughness under dry and lubricated conditions. The surfaces produced can be categorized into three different types: (a) uni-directional (b) 8-ground and (c) random. Rubbing the EN8 flat in a uni-directional manner and a criss-cross manner on emery sheets produced the uni-directional and 8 ground surfaces. The random surfaces were produced by polishing the EN8 flats using various abrasive powders. The influence of the 'nature of surface roughness' on material transfer and coefficient of friction were investigated. Scanning Electron Microscopy studies were performed on the contact surfaces of the Al-Mg alloy pins and EN8 steel flats to reveal the morphology of the transfer layer obtained. It was seen that the transfer layer is dependant on the coefficient of friction. The coefficient of friction, which has two components-the adhesion component and the plowing component, is controlled by the 'nature of surface'. A surface that promotes plane strain conditions near the surfaces increases the plowing component of friction.
|Item Type:||Journal Article|
|Additional Information:||Copyright for this article belongs to Elsevier.|
|Keywords:||Friction; Nature of surface; Inclined scratch|
|Department/Centre:||Division of Mechanical Sciences > Materials Engineering (formerly Metallurgy)
Division of Mechanical Sciences > Mechanical Engineering
|Date Deposited:||19 Jan 2006|
|Last Modified:||19 Sep 2010 04:23|
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text:
iCub Robot Learns to Talk Like a Baby
June 15th, 2012
When last we saw iCub, he was learning to crawl like a baby and even count numbers like one. Now he has learned to talk like one. Human instructors have taught the bot to talk like a human infant, learning the names of simple shapes and colors so far.
Their work is all about the characteristics of a human child of about 6 to 14 months, minus all of the pooping and slobbering. They are particularly interested in the transition from babbling to the first word forms. This version of the iCub robot is named DeeChee.
At three-foot-tall, he's huge compared to a baby of 6 to 14 months, which I'm sure makes for some creepy scenes in the lab. Researchers think certain cognitive processes are shaped by the bodies in which they take place. For instance, a brain in a vat would think and learn very differently than a brain in a body. The robot isn't capable of thinking as yet, but I guess you could say that this endeavor is all about learning how to think.


text:
Due to the intrinsic properties of concrete and the requirements for thermal and structural performance existing standard concrete panels are fairly thick and heavy. This is also due to the use of steel as reinforcement, which requires a minimum thickness of 30 mm concrete cover.
The minimum thickness requirements of concrete can be avoided by use of carbon reinforcement. In SESBE we developed reactive powder concrete (RPC), which shows a superior mechanical performance and durability. However, RPC is also extremely brittle. Carbon fibers and carbon fiber grids mitigate this brittleness.
Panels of RPC were then combined with a new mineral based insulation material into sandwich elements and half elements. The insulation layer consists of modified and functionalized foam concrete. Foam concrete is non-flammable and light. For the elements, specific anchorage solutions were developed.


text:
The Learner First is an Amotai registered business in New Zealand. Amotai verifies Māori and Pasifika-owned businesses and holds a national database of Māori and Pasifika-owned businesses that are ready for work. You can read more on their website here.
Curriculum Leads Project
Theory of Change
If kaiako (teachers and others who support learners) are supported to design curricular learning that (1) builds from a shared, cultural understanding of well-being and (2) embeds culturally responsive pedagogical practices, they and their ākonga (learners) will create cultures of well-being in which everyone (ākonga, kaiako, whānau/families) progresses toward self-identified goals.
Developed by The Learner First and the New Zealand Ministry of Education, the Curriculum Lead Project is the culmination of many reports, reviews, and initiatives that pointed to the need for well-being to be incorporated across the many pathways for education and the national curriculum in New Zealand. Designed as a national resource that is regionally based, the Curriculum Lead roles strengthen the Ministry's frontline curriculum resources and engage schools, kura, early learning services, and kōhanga reo to create curriculum that is right for today and tomorrow, supporting the cultures, identities, languages, and well-being of all ākonga.
Across New Zealand, teachers identified that they need more support to include well-being into the design of their learning programs. Desired support centered on:
- a purposeful, integrated, and intentional approach to well-being,
- well-being embedded in local curricular design and marau-ā-kura,
- marau-ā-kura localized to whānau and ākonga aspirations and to the learning context, and
- an emphasis on learning progression and development.
The aim of the Curriculum Leads is to improve how teachers can develop their local curriculum using the resources and guidance to achieve better learning outcomes and enrich their learners' well-being. Leads work with kaiako to design local curriculum that responds to children's wellbeing needs, and to create the right environment in which children and youth will thrive.
In response to identified areas of need, the Curriculum Lead Project was designed with The Learner First's framework to support kaiako to:
Develop a shared language of wellbeing in local contexts.
The foundation of well-being in individual schools, kura, early learning services and kōhanga reo is a shared language and understanding—among learners, kaiako, and whānau—that supports the delivery of learning and development of desired outcomes.
Create a culture of learning and wellbeing for ākonga and their whānau.
The culture of a learning environment determines learners' experiences. Ākonga learn best, and experience the greatest well-being, in environments where they feel known, cared for, and supported to succeed—not only academically, but in all aspects of life. A shared definition of success is determined by weaving national curricula with the aspirations of ākonga and their whānau.
Use curriculum decision making to design teaching and learning that develops wellbeing.
Kaiako learn to use the curriculum as a springboard to wider well-being outcomes, weaving well-being into everyday learning experiences no matter the learning context.
Embed positive and culturally sustaining pedagogical practices.
Processes for improving pedagogy, along with strategies and approaches that have proven effective for developing well-being in an academic setting, give kaiako practical ideas on how to shift practice.
Progress toward self-identified well-being goals.
Progression is at the heart of well-being learning. Kaiako are supported with a range of tools for identifying goals, planning their actions and monitoring progress along the way.
Interested in Learning More?
Contributive Learning develops self-understanding, connection, knowledge, and competency.
When these come together, we add to the world. And that leads to meaning, fulfillment, and well-being.
Reach out today to learn more or get started!
Don't bring down—lift people up.
Don't subtract—add to the world.
Learn to contribute, in your way, every day.


text:
The Jaws of Life are actually a set of rescue tools
made by several different companies. This includes Hurst (who hold the trademark for Jaws of Life), Amkest, and others.
These tools are hydraulic powered, and have many different uses. There are four main types of tools:
- Spreaders - Used to open doors by applying an unbelievable amount of pressure to the door to pop the Nader pin. We usually can open a door in under a minute with them. They are also used to do an emergency dash roll (discussed below)
- Cutters - These are used to, well, cut things. Generally these are used when opening the door is either not feasable, or would not provide enough access. We would then cut the door posts, and take the roof off to access the patient.
- Combination tools - these tools have both spreaders and cutters built in to them. Good for departments with not a lot of room on their fire trucks.
- Rams - These are used to push things. Generally we would use these if someones legs were trapped under the dash. We would put one end in the corner of the door, and extend the other until it push the dash as far as we needed it to go (or as far as the tool will let us).
Besides Hydraulic tools, there are a myriad of hand tools
that can be used. For example, a crash axe
has a point and axe on one end, and a can-opener looking contraption on the other. Generally we can take the roof off of a car with a crash-axe, a metal hand-saw, and a jar of dish soap in the time it takes them to set up the hydraulic tools.
We have also used the tools to assist the sheriff's office with forcing entry into a house, for tearing down a swingset, and other rescues.


text:
|Writen By Angie (Parizo) Baumhover on 6/27/98
This page is copyrighted and not to be used without written permission from Angie Baumhover
|DAPPLE - Spots where some of the color is lighter, can occur in all colors. The color is usually lighter than the base color.
If the dappling occurs in the eyes, the eyes are blue (may not be solid blue.) Dapple is not a carried gene,
one parent must be dapple for any of the puppies to be dapple.
|DOUBLE DAPPLE - Only occurs when both parents are dapples but does not mean the entire litter is dapple or double dapple;
there can be solid colors produced. Must have areas of white on the body for it to be a double dapple. Both parents must
be dapple to produce a double dapple.
|DAPPLE PIEBALD - AKC does NOT recognize this pattern. This comes from breeding a dapple carrying for piebald to
a piebald and/or from breeding a solid carrying piebald to a dapple carrying piebald. The dog will appear to look like
a double dapple even though it is not. Dapple Piebald's should be registered as a Dapple. Dapple Piebald's should
only be bred back to a solid that dose not carry for piebald.
|PIEBALD - Piebald only occur when both parents are piebald or carry it. Areas of full color on a white background,
example; fox terrier. They may also have ticking (small spots of color in the white field, example; English Setter.)
which may just be a few little spots on the toes and muzzle, or the ticking may be heavy. You can have different
patterns on a piebald in the spots. Piebalds do not have any blue in their eyes. Both parents must be piebald or
carry the piebald gene.
|BRINDLE PIEBALD - Brindle and Piebald are both a separate pattern however AKC does accept both patterns on
one dog; they are registered as a brindle piebald. This pattern is commonly seen on red piebald. The base color
(red) will have stripes of black in the color with the piebald pattern also showing.
|BRINDLE - Stripes all over, looks a lot like a tiger, commonly seen with red.
|SABLE - (can only appear in long hair) These terms (especially sable) are often mistakenly used to refer to an interspersion
of black hairs on back and neck over red color. A true sable/wildboar will appear to be black/tan from a distance. The
undercoat beneath being red, Sable/Wildboar is a very heavy layer of black over the base coat color. This is an
uncommon pattern. This is a pattern that can not be truly labeled until pup reaches 6 months of age.
Many pups labeled sable/wildboar lose the black overlay and become simply red with no pattern.
|Phone: _PHONE_ | Email: _EMAIL_
Copyright © to Starlight Kennel. All rights reserved.
All Graphics and Content Copyrighted
WI Number 402120-DS


text:
Q: Do I need to use a different type of resin in hot weather to do windshield repairs?
A: The short answer is no. For optimal windshield repairs, you need a resin with the best formulation of the following attributes: viscosity, elasticity, elongation, shrinkage, shore hardness, lap sheer strength, tensile strength, and a refractive index that matches the glass. You also need a resin that's appropriate for the weather conditions you are working in. Delta Kits' MagniBond resin meets all of the standards previously mentioned, and can be used to complete optimal windshield repairs in all types of weather conditions.
What can cause delamination, commonly referred to as "flowering" or the "Daisy Effect?" The three factors are heat, pressure and aged glass. With a Delta Kits I-100 low pressure injection system, you are able to control the pressure and flow of the resin into the break to help avoid flowering. Other injectors using air to force resin into the break are more likely to cause flowering because of the necessity to use higher pressure. If you use that type of system you may need to use a higher viscosity resin in hot weather. For this reason, Delta Kits offers resins of various viscosities to accommodate all windshield repair technicians. However, if you are using a Delta Kits windshield repair system, MagniBond resin is the only resin you need for all weather conditions and all types of windshield damage.
MagniBond resin has less acrylic acid than other resins, making it safer to work with, yet maintains the exceptional bonding strength and durability Delta Kits users have come to expect. Delta Kits has passed the BSI (British Standards Institute) requirements for repair strength, clarity, and durability, with flying colors.
While we're on the subject of warm weather repairs…a few of last month's hot weather tech tips are worth repeating. You can reduce the risk of crack-outs and flowering by following these steps:
- If possible, do your repairs in a climate controlled environment or a shaded area.
- Make sure the glass is between 70-100 degrees Fahrenheit, and that your resin is within 10 degrees Fahrenheit of the glass.
- Do not spray cold water, alcohol or any other cold liquid on the glass. When cooling the windshield, do it gradually and if you must use a liquid try soaking a towel in warm water and laying it across the windshield. The moist towel will draw the heat from the glass quite effectively.
- Use the floor and defroster vents to cool the entire cabin of the car, to minimize the risk of cracking the glass. If you cannot run the car, at least roll down the windows to equalize the inside temperature.
- Use a Delta Kits HX1000 Heat X-Changer for spot cooling.
Using the right resin and taking the proper precautions will make hot weather repairs a breeze!


You Ask! We Count!
Number of Atheists in the World
How many atheists are there in the world?
In 2007, there are an estimated 157,529,444 people worldwide who are atheists. This is according to data compiled from the 2010 World Factbook of the United States Central Intelligence Agency.Â This number represents about 2.32% of the world population at that time. Translated to current population statistics there would be about 170,088,267 atheists in the world today.
This fact is verified on : February 28, 2010.
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text:
Production Line Introduction
This process line uses double screw extruding technique to replace the traditional steam boiling process. It includes mixing, extruding, shaping, frying and flavoring process, no needing boiler, with simple process, high efficiency and little pollution. The raw materials can be rice powder, corn powder, wheat flour individually or their mixture. Only by changing the moulds, shaping or cutting machine, the shapes can be various, like sticks, square sheet rib chips, diamond chips, wavy chips, pillow shapes and bugles etc. The taste is savory and not greasy.


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Girls' World
Girls' World
May 2021
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Girls' World is a children's magazine for girls ages 7-12. It's filled with crafts, party ideas for fun with friends, and advice for everything in a girl's life! It's designed to inspire creativity through artwork, crafts, and recipes.
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United States
A360 Media, LLC
$6.58(Incl. tax)
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7 Issues
in this issue
2 min.
make a tabletop basketball game!
What you'll need: • scissors• paint brushes• glue• permanent markers (in various colors)• crayons• paper plate• bottle cap• rubber band• paint in various colors• construction paper• metallic markers (optional)• glitter glue (optional)• shoebox (one that has a connected, fold-over lid)• popsicle sticks• small paper cup• white modeling clay Directions: 1 Unfold and cut off the three flaps around the lid of the shoebox; cut off the front panel on the bottom of shoebox. Cut diagonally down the side panels on the bottom of the shoebox. Turn the box so the bottom of it is facing away from you. 2 Next, lightly mix brown and white paint on disposable plate. Paint flat areas of the shoebox to make your basketball court. 3 Trim construction paper into a rectangle for the free throw lane. Glue it to…
1 min.
happy birthday!
Headband 1. Draw a circle that's open at the bottom with a short line at the end of each side. Outline the shape. 2. Draw bubble letters that spell out "Birthday Girl" on top of the headband. 3. On top of the letters, draw two lines connected to star shapes. 4. Use all different colors to color in your creation. Cake 1. Draw a horizontal circle with a triangle indent on the left side. 2. Underneath, add a rounded square in front and a rounded half-square in back. 3. Draw five rounded layers on the left side of the cake. 4. Draw five circular cherries on top and squiggly lines on the cake. Color! Candles 1. Create bubble letter-style numbers "1" and "2" right next to each other. (If you're not turning 12, feel free to draw your own age.) 2. Outline…
4 min.
make macarons!
INGREDIENTS: • 1 cup almond flour• ⅔ cup powdered sugar• 2 medium egg whites, at room temperature• salt• ¼ cup caster sugar• food coloring• ½ cup unsalted butter, softened• ⅓ cup powdered sugar• 1 teaspoon almond extract• piping bag• ⅓-inch piping tip• silicone mat DIRECTIONS: 1. Preheat your oven to 300°F. 2. Sift the almond flour and powdered sugar into a large mixing bowl, getting rid of any lumps. Mix the almond flour and powdered sugar together. 3. In another bowl, use a hand mixer to beat the egg whites and salt until they form soft peaks. A little at a time, add the caster sugar and whisk until the egg whites are thick and glossy. Add food coloring and mix to combine. 4. Gently fold the sugar and almond mixture into the egg whites. Make…
1 min.
get to know vice president harris!
Kamala Devi Harris was born on October 20, 1964 in Oakland, California. Kamala's name means "lotus flowUr" Yn tXU language Sanskrit. It's an important symbol for her Indian culture! Kamala learned all about politics and law while she was in college. That prepared her for her career in politics! Her mom, Shyamala Gopalan, was born in India and her dad, Donald J. Harris, was born in Jamaica. One of her favorite books is The Lion, the Witch and the Wardrobe. Kamala's family includes her husband, Doug Emhoff, and her stepchildren, Ella and Cole. Their nickname for their stepmom is Momala! She has one younger sister named Maya Harris. Kamala had a lot of important jobs before becoming vice president! She was a district attorney: a lawyer who makes sure criminals are charged for their crimes; the attorney…
1 min.
are you an earth expert?
1 Earth is the third planet from the sun. 2 Earth has been around for about 150 years. 3 It's the largest planet in the solar system. 4 The planet is mostly covered in land. 5 Earth orbits, or moves, around the sun. 6 Earth also moves by rotating on its own axis. 7 Earth's outer layer is hard and rocky. 8 The equator is an imaginary line around it. 9 Earth is shaped like a perfect circle. 10 We know that Earth tilts on its axis. 11 Gravity stops it from floating into space. 12 Earth is 10 miles away from the sun. 13 It's the only planet that supports life. 14 About 8.5 million people live on Earth. 15 At the center of it, there's an inner core. 16 The majority of Earth's water is salty. 17 There are seven continents on Earth.…
1 min.
make someone smile!
DIRECTIONS: You can make this compliment box for your mom or your grandma! Cut out the shape below, making sure not to cut off the tabs. Fill in the blanks with a pen or marker. Afterwards, fold in the tabs, arrange all the sides into a box and tape everything together. If you want, you can place a small photo of the two of you (or some other small present) inside. Give it to your mom or grandma on May 9 and tell her to roll the box like a dice whenever she needs to hear some kind words!…


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- Slides: 14
Literal and Non-Literal Meanings of Words and Phrases 3 rd Grade – ELA Common Core Aligned CCSS. ELA-LITERACY. L. 3. 4. A Use sentence-level context as a clue to the meaning of a word or phrase. CCSS. ELA-LITERACY. L. 3. 5. A Distinguish the literal and nonliteral meanings of words and phrases in context (e. g., take steps). CCSS. ELA-LITERACY. RL. 3. 4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Literal and Non-Literal Meanings of Words and Phrases
Literal What is literal language? v Literal language is language that means the literal, or dictionary, meaning of a word or phrase. v It would be the meaning of a word if you looked it up in a dictionary.
Non-literal What is non-literal language? v Non-literal expressions are sayings that have meanings beyond what can be understood by their common words. v Writers use non-literal language to help readers better picture or understand something. v Writers and speakers also use common expressions, called idioms, to indicate something beyond what the words actually mean.
Idiom An idiom is a word or phrase that means something different from its literal meaning. What is an idiom? v An idiom indicates something beyond what the words actually mean. This is called non-literal. It does not mean what it actually says. v You can figure out what an idiom means by using context clues, or familiar words around the idiom. v The word idiom is pronounced i-dee-um.
Let's look at some examples:
Julian would not hurt a fly. Literal Meaning If a fly was bothering Julian, he would not swat at it because he wouldn't want to hurt it. Non-literal Meaning Julian is kind and is never mean to anyone.
My dad is a couch potato. Literal Meaning My dad is an actual potato that grew underground and now sits on a couch. Non-literal Meaning My dad spends a lot of time doing very little and watches a whole lot of TV.
Ms. Lopez wanted to tell Martin to shape up or ship out. Literal Meaning Martin needs to start exercising to get in shape or else Ms. Lopez will put him on a ship. Non-literal Meaning Martin needs to start behaving and being kind to Julian.
When Martin spoke to Ms. Lopez, there was a frog in his throat. Literal Meaning While Martin was talking, somehow a frog was in his throat making noise. Non-literal Meaning Martin's voice was hoarse or he couldn't speak due to fear.
Now try some on your own:
Ms. Lopez told Martin to stop beating around the bush and tell her about teasing Which picture shows the literal meaning and which one shows the Julian. non-literal meaning? Write the answer on the line below each picture. Then click to check. Literal Meaning Non-literal Meaning
While reading the book, Mr. Higgins told the class he wants all eyes on him. Which picture shows the literal meaning and which one shows the non-literal meaning? Write the answer on the line below each picture. Then click to check. Non-literal Meaning Literal Meaning
Ms. Lopez told Martin that someone spilled the beans about him teasing Julian. Which picture shows the literal meaning and which one shows the non-literal meaning? Write the answer on the line below each picture. Then click to check. Literal Meaning Non-literal Meaning


Centrifuge Machines
Centrifugation is a process of separation of two mixed substances (one being a liquid) that involves the mixture being subject to rotation at a very high speed. In physics, centrifugal force is considered a pseudo force which can be felt but cannot be well defined. The resistance offered to such a force is used in the process of centrifugation which is one of the simplest and least expensive methods to separate mixtures.
The churning of butter from cream is the best example to illustrate centrifugation. A simple device called centrifuge is used to rapidly churn cream which emulsifies over a period of time (depending on its volume) to form butter. The earliest centrifuge was simply a wooden spindle with an extended handle. Centrifuges have, over the years, evolved into more than simple spindled instruments and find application in laboratories, medicine and industries today.
A laboratory centrifuge is adopted to separate suspended particles from a medium. An ultra-sensitive lab centrifuge can be employed in case of organic suspensions, particularly those that contain living matter like bio-molecules. Industrial centrifuge application ranges from simple chemical isolation to sorting molecules of isotopes, the technology backing which is of utmost importance in designing anti-nuclear shields. A home centrifuge could involve simple application in the kitchen and surprisingly enough, a dryer employed to dry wet clothes is also a centrifuge.
Centrifuges are essential in every manufacturing and research unit to obtain pure samples of a substance. The process of procuring test samples would otherwise have to employ complex processes which are uneconomical as they require immense financial investment. It is therefore a great idea for all manufacturing sectors to invest on a centrifuge after through scanning of its application to help cut cost while maintaining a competitive test process.
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A polo shirt, also known as a golf shirt and tennis shirt, is a form of shirt with a collar, a placket with typically two or three buttons, and an optional pocket.
All three terms may be used interchangeably. Polo shirts are usually made of knitted cloth (rather than woven cloth), usually piqué cotton or, less commonly, interlock cotton, silk, merino wool, or synthetic fibers. A dress-length version of the shirt is called a polo dress.
History of the tennis shirt
In the 19th and early 20th centuries, tennis players ordinarily wore "tennis whites" consisting of long-sleeved white button-up shirts (worn with the sleeves rolled up), flannel trousers, and ties. This attire presented problems for ease of play and comfort.
René Lacoste, the French seven-time Grand Slam tennis champion, felt that the stiff tennis attire was too cumbersome and uncomfortable. He designed a white, short-sleeved, loosely-knit piqué cotton (he called the cotton weave jersey petit piqué) shirt with an unstarched, flat, protruding collar, a buttoned placket, and a shirt-tail longer in back than in front (known today as a "tennis tail"; see below), which he first wore at the 1926 U.S. Open championship. Beginning in 1927, Lacoste placed a crocodile emblem on the left breast of his shirts, as the American press had begun to refer to him as "The Crocodile", a nickname which he embraced.
- the short, cuffed sleeves solved the tendency of long sleeves to roll down
- the soft collar could be loosened easily by unbuttoning the placket
- the piqué collar could be worn upturned to protect the neck from the sun
- the jersey knit piqué cotton breathed and was more durable.
- the "tennis tail" prevented the shirt from pulling out of the wearer's trousers or shorts
In 1933, after retiring from professional tennis, Lacoste teamed up with André Gillier, a friend who was a clothing merchandiser, to market that shirt in Europe and North America. Together, they formed the company Chemise Lacoste, and began selling their shirts, which included the small embroidered crocodile logo on the left breast.
Application to polo and other sports
Before Lacoste's 1933 mass-marketing of his tennis shirt, polo players wore thick long-sleeve shirts made of Oxford-cloth cotton. This shirt was the first to have a buttoned-down collar, which polo players invented in the late 19th century to keep their collars from flapping in the wind (Brooks Brothers's early president, John Brooks, noticed this while at a polo match in England and began producing such a shirt in 1896). Brooks Brothers still produces this style of button-down "polo shirt". Still, like early tennis clothing, those clothes presented a discomfort on the field, and when polo players became aware of Lacoste's invention in the 1930s they readily adopted it for use in polo.
In 1920, Lewis Lacey, a Canadian born of English parents in Montreal, Quebec in 1887, haberdasher and polo player, began producing a shirt that was embroidered with the logo of a polo player, a design originated at the Hurlingham Polo Club near Buenos Aires. The term polo shirt, which previously had referred only to the long-sleeved buttoned-down shirts traditionally used in polo, soon became a universal moniker for the tennis shirt; no later than the 1950s, it was in common usage in the U.S. to describe the shirt most commonly thought of as part of formal tennis attire. Indeed, tennis players often would refer to their shirt as a "polo shirt," notwithstanding the fact that their sport had used it before polo did.
In 1972, Ralph Lauren included his "polo shirt" as a prominent part of his original line called Polo, thereby helping furthering its already widespread popularity. While not specifically geared for use by polo players, Lauren's shirt imitated what by that time had become the normal attire for polo players. As he desired to exude a certain "WASPishness" in his clothes, initially adopting the style of clothiers like Brooks Brothers, J. Press, and "Savile Row"–style English clothing, he prominently included this attire from the "sport of kings" in his line, replete with a logo reminiscent of Lacoste's crocodile emblem, depicting a polo player and pony. This worked well as a marketing tool, for subsequently, due to the immense popularity of Lauren's clothing, a majority of English-speaking westerners began to refer to Lacoste's tennis shirt as a "polo shirt". Still, "tennis shirt" remains a viable term for all uses of Lacoste's basic design.
Over the latter half of the 20th century, as standard clothing in golf became more casual, the tennis shirt was adopted nearly universally as standard golf attire. Many golf courses and country clubs require players to wear golf shirts as a part of their dress code. Moreover, producing Lacoste's "tennis shirt" in various golf cuts has resulted in specific designs of the tennis shirt for golf, resulting in the moniker "golf shirt". Golf shirts are commonly made out of polyester, cotton and polyester blends, or mercerized cotton. The placket typically holds three or four buttons, and consequently extends lower than the typical polo neckline. The collar is typically fabricated using a stitched double-layer of the same fabric used to make the shirt, in contrast to a polo shirt collar, which is usually one-ply ribbed knit cotton. Golf shirts often have a pocket on the left side, to hold a scorepad and pencil, and may not bear a logo there.
- Brooks Brothers
- Polo Ralph Lauren
- Tommy Hilfiger
- Calvin Klein
- U.S. Polo Assn.
- Greg Norman
- PGA Tour
|Wikimedia Commons has media related to Polo shirts.|
- McKean, Erin (2013). The Hundred Dresses: The Most Iconic Styles of Our Time. USA: A & C Black. p. 71. ISBN 978-1-4725-3585-6.
- "Lacoste Sportswear – Fashion Designer Encyclopedia".
- The Story of Lacoste. Retrieved from _URL_
- Style & Design: Lacoste. Time Magazine, Winter 2004. Retrieved from _URL_
- The Brand Channel, Lacoste profile.
- The Crocodile
- The Birth of the Crocodile
- Butterworth, Helen. "The History of the Polo Shirt". Retrieved 22 November 2012.
- "Brooks Brothers – About Us".
- Fashion Encyclopedia, "Brooks Brothers".
- Monday, Sept. 01, 1986 (1986-09-01). "A Popular Shirt Tale". TIME. Retrieved 2012-07-09.
- Official Ralph Lauren history website: "1972".
- Official Ralph Lauren history website: "1967".
- "Dress Code", BURLEIGH HEADS GOLF CLUB
- "Dress Code: Proper Golf Attire", Long Island National Golf Club


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|Home » Curriculum » Grammar Stage Art History
A Child's History of Art
V. M. Hillyer
Divided into three sections: painting, sculpture, and architecture, V. M. Hillyer's art history for children is just as engaging as his famous history for children. Each section covers the history of that art form chronologically, beginning with ancient civilizations. With chapter titles such as "Ü and Jr." for the chapter describing Albrecht Dürer and Hans Holbein the Younger, or "Speaking of Spaniards" for the chapter describing El Greco, Velasquez, and Murillo, the book is full of interesting details that help children distinguish the differences between artists and their styles. It is illustrated with a representational painting or sculpture for each artist studied, or each style discussed. Additional works that are famous or might be of interest are mentioned in the text, and can be looked up at one of the museum sites listed below. This book is an excellent overview of the subject for all grades in the grammar stage.


Interactive art
New exhibit at DuPage Children's Museum lets kids play with art
You won't hear anyone say, "Don't touch the artwork" at the DuPage Children's Museum. In fact, their new exhibit "Animals in Artland: Wild Wings" encourages kids to touch, push, trace and rub all kinds of art.
From the moment we stepped off the elevator on the second floor, my sons were mesmerized by the giant "Ornithopter" which flapped its wings whenever someone triggered its motion sensor. But that was just the beginning.
For a relatively small exhibit, the designers have provided endless opportunities to learn and explore.
The kinetic sculptures gave my boys the chance to pump and crank different handles to make the artwork "fly." Being 4 and 5 years old, they thought making artwork move was the "coolest."
The museum's designers have also wisely provided "Can You Find It?" booklets to help kids explore on different levels, from finding individual colors to matching small portions of artwork. The books encouraged us to move around the exhibit to find its hidden secrets.
Anchoring the space is a giant wooden tree house that kids can climb into. At the top level they find binoculars they can use to spot many beautifully sculpted birds hanging high throughout the room. The "tree" was also filled with birds that sounded calls when squeezed.
My 4-year-old climbed and played happily for twenty minutes just in this space. Meanwhile my older son was fascinated with the light table, where he could combine parts from different animals to create his own creature. Inspired by the picture of a "Rhinomingo" he made his own "Elebear."
In addition to interacting with the works of professional artists, my sons happily made their own art. They loved using the foam, plastic and wooden shapes to make their own birds and designing their own crayon rubbings.
As usual at the DuPage Children's Museum, staff and volunteers were everywhere to help kids make the most of their experience.
DuPage Children's Museum is located at 301 N. Washington St. in Naperville. General admission in $7.50 per person, $6.50 for ages 60 and over. Visit or call _PHONE_ for more information.
Alena Murguia


Why Is This Important to Know For BDSM
Written by
Home / Resources / Human Body / Muscles
Why Know about Muscles?
When engaged in play, you are interacting with a lot of different muscle groups in a variety of ways. Depending on the positioning of the bottom (such as standing, sitting, suspended, etc) the muscles will be in different states of tension. The tension can be a pretty important difference between enjoyable and harmful play. As part of personal care for you and your partner, knowing more about how the muscles of the body work can enhance your play, reduce some dangers of muscle damage, and increase the effectiveness of your aftercare.
What You Need to Know About Muscles
The more you understand about how your body works, the safer you will be able to play with your partner. Knowing about and being comfortable with your body is also an important step to be present in the moment for your scene. All these things add up to a more enjoyable play experience. These topics cover some general and specific knowledge about the muscles in the human body.
Keeping Yourself Healthy Makes For Better Play
There is more to be healthy than being thin and what healthy means for everyone will vary depending on their medical history, current health status, and body type. Engaging in kinky activities can place extra stress on the body so keeping your body in a healthy state will help you reduce any unwanted injuries as well as increase your healing time. When you have healthy and strong muscles, you also may be able to try a wider variety of BDSM scenarios that might not be possible when you are in worse shape. Keep yourself healthy and increase your play experience and safety.
Written October 22, 2011 | Updated April 26, 2015
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Article References
Ackerley, S. K. (n.d.). Muscle Tissue. Retrieved 10 21, 2011, from Developmental Biology Online:
Allen, M., Bagg, A., Hamilton, J., John, K., Fricker, J., de Burgh, J., et al. (2007). The Human Body Book. New York: DK Publishing.
Mackenzie, B. (1999). Muscle Types. Retrieved 10 21, 2011, from BrianMac:
The Nemours Foundation. (1995). Your Muscles. Retrieved 10 21, 2011, from Kid's Health:
Wise Geek. (2003). What are Tendons. Retrieved 10 21, 2011, from Wise Geek:
Image References
Header Image: | Retrieved April 26, 2015
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PET – MRI exhibits properties such as absolute anatomical localization and volume confirmation in the quantity and detection of molecular traget along with its advantages scuh as a reduction in the radiation dose compared to PET – CT.
PET – MRI plays a potential role in imaging atherosclerotic plaques and evaluation of myocardial viability/hibernation. For example, it can present hemodynamic result such as atherosclerotic plaque load and ischemia.
Detection of the threshold for local glucose use by PET and scar transmurality by MRI in determining the size of viable myocardial tissue is a valid method to predict improvement in the regional Wall movement in the subacute period.
With the PET and MRI combination,
PET – MRI in cardiology ensures rapid imaging without exposure to additional radiation.


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Online social networks have become increasingly ubiquitous and understanding their structural, dynamical, and scaling properties not only is of fundamental interest but also has a broad range of applications. Such networks can be extremely dynamic, generated almost instantaneously by, for example, breaking-news items. We investigate a common class of online social networks, the user-user retweeting networks, by analyzing the empirical data collected from Sina Weibo (a massive twitter-like microblogging social network in China) with respect to the topic of the 2011 Japan earthquake. We uncover a number of algebraic scaling relations governing the growth and structure of the network and develop a probabilistic model that captures the basic dynamical features of the system. The model is capable of reproducing all the empirical results. Our analysis not only reveals the basic mechanisms underlying the dynamics of the retweeting networks, but also provides general insights into the control of information spreading on such networks.
ASJC Scopus subject areas
- Biochemistry, Genetics and Molecular Biology(all)
- Agricultural and Biological Sciences(all)


unk UNK ( - )
1. unk UNK married unk WALLER.
unk WALLER was the son of Richard WALLER (bef1690- ) and Jane PIKE ( - ). He and unk UNK had the following children:
William WALLER (bef1759- )
Second Generation
2. William WALLER, son of unk WALLER and unk UNK, was born before 1759. He was an Ironmonger. He married Rebecca PRIOR on 2 February 1780 in Fareham.
Rebecca PRIOR and William WALLER had the following children:
Thomas WALLER (bef1786- )
Third Generation
3. Thomas WALLER, son of William WALLER and Rebecca PRIOR, was born before 1786. He was a Carpenter. He married Sarah BESWICK on 11 May 1807.
Sarah BESWICK was born in 1786. She died in 1786. She and Thomas WALLER had the following children:
Thomas Walter WALLER (_PHONE_). Thomas was born in 1808 in Bursledon, Hampshire. He was a Cabinet Maker. He died on 10 February 1872. He was buried in Southampton Cemetery.


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Re: puzzle of the negrito: isolated archaic populations
Gerold Firl (_EMAIL_)
9 Dec 1996 21:02:33 GMT
In article , _EMAIL_ (John A. Halloran) writes:
|> In article _EMAIL_ (Gerold Firl) writes:
|> >Why are the negrito referred to as "australoid"? There seems to be solid
|> >grounds for viewing them as populations of longstanding separation.
|> Cavalli-Sforza was analyzing a group of people that others call "australoid"
|> on the basis of "superficial, anthroposcopic characters, skin color, hair or
|> body shape, and there is always the suspicion that they are the product of
|> convergence because of a common climate. Thus far genetic data have not
|> helped to recognize a relationship." The History and Geography of Human Genes,
|> p. 356.
On the basis of hair type, the negrito would never be considered
australoid. The negrito have frizzy or kinky hair, while the
australian aborigines have straight or wavy hair.
A connection with the melanesians might be postulated, though the
melanesians do not show any indication of a long-term rainforest
|> "They clearly show greater similarity to their neighbors in India or
|> Southeast Asia than to New Guineans or Australians." "The separation is
|> clearly too great and the gene flow from neighboring populations too important
|> to find a significant relationship with the present data by this method." ibid.
Gene flow between negrito and surrounding populations clearly does
present a problem, since the negrito are in the very last stages of
being wiped out completely. The andamen islands probably represent the
purest remaining negrito population, though they are also threatened.
Rather than comparing negrito genetics with papuans or australians, I
would be interested in seeing a comparison with african pygmies.
|> >I'm confused by the comparison of dravidian and australian genetics; surely
|> >these two peoples and the negrito must be viewed as branches of the human
|> >family tree which separated long ago? Can you explain why cavalli-sforza makes
|> >such a comparison?
|> Probably because others have sought to link "pre-Dravidian" people with the
|> "australoid" Negritos. On the same page referenced above he compares the
|> "Australoid" Kadar population of Kerala, India with Negritos in the
|> Phillipines and finds a very large distance between them. He studied the
|> Kadar because of the distance between them and other Indians. On p. 239, they
|> say, "The Kadar, a small tribal group (about 1000 individuals) in Kerala, is a
|> major outlier. This may be due to drift but is interesting because,
|> morphologically, the Kadar are considered an Australoid group in India.
|> Extreme types have some Negrito characters - that is, frizzy hair instead of
|> straight or wavy hair and especially dark skin - but is has been suggested
|> that some observed examples of frizzy hair are due to rare admixture with
Interesting; I'm not familiar with the Kadar.
The other remnant population mentioned earlier are the vedda, often
compared to australoids, and found in sri lanka, celebes, and possibly
also arabia. They are often considered to be more closely related to
caucasians than to africans or asians. Cavalli-sforza seems a little
loose and vague about throwing racial terms like "australoid" around.
Disclaimer claims dat de claims claimed in dis are de claims of meself,
me, and me alone, so sue us god. I won't tell Bill & Dave if you won't.
=-=-=-=-=-=-=-=-=-=-=-=-=-=---- Gerold Firl @..hplabs!hp-sdd!geroldf


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Back in 2008 California voters approved, by a narrow margin, to build the first high-speed train network in the United States. Last week, the plans moved ahead on the high speed rail when the California State Senate approved a critical funding bill. The "bullet" train is supposed to address growing transportation needs as well as create more jobs in California, where unemployment is currently 10.8%. However, these ideal outcomes come at an enormous price. The planning and building of the high-speed train network is estimated to cost nearly $68 billion. The state legislature has yet to approve the $2.7 billion from the voter approved bond money. Once approved, if it is approved, the federal government can then contribute the promised $3.3 billion funding, and building can begin.
Here are ten reasons why the California High Speed Rail Authority believes the "bullet train" will prove to benefit majorly the state of California:
1. First and foremost, the high-speed rail will create more jobs. As many as 100,000 construction related jobs each year that the system is being built as well as nearly 450,000 permanent new jobs statewide created by the economic growth the train system will generate over the next 25 years.
2. Reduced dependence on foreign oil: 12.7 million barrels less per year.
3. Reduced greenhouse gas emissions: 12 billion pounds less per year.
4. Improved air quality.
5. Faster travel on the ground between major metropolitan areas.
6. Congestion relief on freeways and at airports.
7. The trains system will cut air pollution and smog throughout California because the electric power to the trains can be produced by renewable sources like wind and solar.
8. 800 miles of track and up to 24 stations, meaning the railway will be highly accessible.
9. Cheaper, faster, and more convenient travel connected to local public transportation.
10. Enhanced public safety due to separation of tracks and existing roads and highways.
Do you think the California high-speed railway's price tag matches the potential benefits?


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Nov 4, 2012
Host Your Own Cranberry Day
Last year, my 1st grade teaching partner, Kelley, told me she celebrated Cranberry Day with her students each November. Since she grew up in Massachusetts this was a given! However, since I have lived my entire life in California, I had never heard of this celebration, but thought it sounded wonderful. It was! The parents donated all the supplies we needed and several volunteered to run one of the stations.
I kept it simple last year, but decided I would add a few more activities that Kelley had shared with me this year. I can't wait!
The children will rotate through the following stations:
1. Taste Test: Which do you like? (unsweetened juice, sweetened juice, dried cranberries, fresh cranberries, cranberry sauce, cranberry muffin, etc.)
2. Freshness Test: Do the cranberries bounce?
3. Video: Growing and harvesting cranberries
4. Drying Cranberries
5. Using Cranberry Dye
6. Stringing Cranberries (Make a popcorn and cranberry garland)
7. Observe Cranberries Using Your 5 Senses
We will also complete a "Can, Have, Are" sheet which we will use later during our writing period
and complete a Class Graph to determine who did and did not like the taste of fresh cranberries.
They will also read a little Did You Know? Cranberry Facts book I created using facts I gathered for the Ocean Spray website. It includes facts about Cranberry Day, how cranberries were used by the Native Americans, where and when cranberries are grown and harvested, how they were served at the Pilgrims feast, and more.
The booklet and other activities I created to help me implement the activities listed above are available now in my TPT store. Check it out!
You can grab a FREEBIE page from the packet HERE as well.
Happy Cranberry Day!


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Graco Cozy Duet Baby Swing And Rocker, Lambert - Walmart.com ( Graco Baby Swing Chair Awesome Ideas #5) Photos Gallery
Babyba•by (bā′bē),USA pronunciation n., pl. -bies, adj., v., -bied, -by•ing.
- an infant or very young child.
- a newborn or very young animal.
- the youngest member of a family, group, etc.
- an immature or childish person.
- a human fetus.
- [Sometimes Disparaging and Offensive.]a girl or woman, esp. an attractive one.
- a person of whom one is deeply fond;
- (sometimes cap.) an affectionate or familiar address (sometimes offensive when used to strangers, casual acquaintances, subordinates, etc., esp. by a male to a female).
- a man or boy;
fellow: He's a tough baby to have to deal with.
- an invention, creation, project, or the like that requires one's special attention or expertise or of which one is especially proud.
- an object;
thing: Is that car there your baby?
- of or suitable for a baby: baby clothes.
- of or like a baby;
infantile: baby skin.
comparatively little: a baby car.
- treating babies: a baby doctor.
- to treat like a young child;
- to handle or use with special care;
Swingswing1 (swing),USA pronunciation v., swung, swing•ing, n., adj.
- to cause to move to and fro, sway, or oscillate, as something suspended from above: to swing one's arms in walking.
- to cause to move in alternate directions or in either direction around a fixed point, on an axis, or on a line of support, as a door on hinges.
- to move (the hand or something held) with an oscillating or rotary movement: to swing one's fists; to swing a club around one's head.
- to pull or turn (a propeller) by hand, esp. in order to start the engine.
- to turn in a new direction in a curve, as if around a central point: to swing the car into the driveway.
- to suspend so as to hang freely, as a hammock or a door.
- to influence or win over;
manage or arrange as desired: to swing votes; to swing a business deal.
- to direct, change, or shift (one's interest, opinion, support, etc.).
- to turn (a ship or aircraft) to various headings in order to check compass deviation.
- to move or sway to and fro, as a pendulum or other suspended object.
- to move to and fro in a swing, as for recreation.
- to move in alternate directions or in either direction around a point, an axis, or a line of support, as a gate on its hinges.
- to move in a curve, as around a corner or central point: The highway swings to the east.
- to move with a free, swaying motion, as soldiers on the march.
- to be suspended so as to hang freely, as a bell or hammock.
- to move by grasping a support with the hands and drawing up the arms or using the momentum of the swaying body: a monkey swinging through trees.
- to change or shift one's attention, interest, opinion, condition, etc.: He swung from mere indifference to outright scorn.
- to hit at someone or something, with the hand or something grasped in the hand: The batter swung and struck out.
- to be characterized by a modern, lively atmosphere: Las Vegas swings all year.
- to be stylish, trendy, hip, etc., esp. in pursuing enjoyment.
- to engage uninhibitedly in sexual activity.
- (of married couples) to exchange partners for sexual activity.
- to suffer death by hanging: He'll swing for the crime.
- swing round the circle, to tour an area on a political campaign.
- the act, manner, or progression of swinging;
movement in alternate directions or in a particular direction.
- the amount or extent of such movement: to correct the swing of a pendulum.
- a curving movement or course.
- a moving of the body with a free, swaying motion, as in walking.
- a blow or stroke with the hand or an object grasped in the hands: His swing drove the ball over the fence.
- a change or shift in attitude, opinion, behavior, etc.
- a steady, marked rhythm or movement, as of verse or music.
- a regular upward or downward movement in the price of a commodity or of a security, or in any business activity.
- a work period coming between the regular day and night shifts.
- a change by a group of workers from working one shift to working another.
- freedom of action: to have free swing in carrying out a project.
- active operation;
progression: to get into the swing of things.
- something that is swung or that swings.
- a seat suspended from above by means of a loop of rope or between ropes or rods, on which one may sit and swing to and fro for recreation.
- the maximum diameter of the work machinable in a certain lathe or other machine tool.
- in full swing, operating at the highest speed or level of activity;
in full operation: Automobile production is in full swing.
- take a swing at, to strike or attempt to strike with the fist: to take a swing at a rude waiter.
- of or pertaining to a swing.
- capable of determining the outcome, as of an election;
deciding: the swing vote.
- designed or constructed to permit swinging or hanging.
- acting to relieve other workers when needed, as at night.
Andand (and; unstressed ənd, ən, or, esp. after a homorganic consonant, n),USA pronunciation conj.
- (used to connect grammatically coordinate words, phrases, or clauses) along or together with;
as well as;
in addition to;
moreover: pens and pencils.
- added to;
plus: 2 and 2 are 4.
- then: He read for an hour and went to bed.
- also, at the same time: to sleep and dream.
- then again;
repeatedly: He coughed and coughed.
- (used to imply different qualities in things having the same name): There are bargains and bargains, so watch out.
- (used to introduce a sentence, implying continuation) also;
then: And then it happened.
- [Informal.]to (used between two finite verbs): Try and do it. Call and see if she's home yet.
- (used to introduce a consequence or conditional result): He felt sick and decided to lie down for a while. Say one more word about it and I'll scream.
on the contrary: He tried to run five miles and couldn't. They said they were about to leave and then stayed for two more hours.
- (used to connect alternatives): He felt that he was being forced to choose between his career and his family.
- (used to introduce a comment on the preceding clause): They don't like each other--and with good reason.
- [Archaic.]if: and you please.Cf. an2.
- and so forth, and the like;
et cetera: We discussed traveling, sightseeing, and so forth.
- and so on, and more things or others of a similar kind;
and the like: It was a summer filled with parties, picnics, and so on.
- an added condition, stipulation, detail, or particular: He accepted the job, no ands or buts about it.
- conjunction (def. 5b).
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Blood Cells, Molecules, and Diseases Volume 48, Issue 1, 15 January 2012, Pages 7–10
A search for β thalassemia mutations in 4000 year old ancient DNAs of Minoan Cretans
Jeffery R. Hughey et al.
Ancient DNA methodologies can be applied in the investigation of the genetics of extinct populations. A search for beta thalassemia mutations was performed on 49 Minoan individuals from the Bronze Age who were living in the island of Crete approximately 4000 Years Before Present (YBP). Standard precautionary measures were employed in the laboratory to ensure authenticity of the DNA extracted from the ancient bones, resulting in the successful analysis of DNA of 24 Minoans. DNA sequencing focused on the Intervening Sequence 1 (IVS-1) of the beta globin gene and its splicing junctions. 63% of the thalassemia mutations observed among modern Cretans reside in beta IVS-1. None of the Minoan individuals carried one of the IVS-1 mutations known to cause beta thalassemia; however, only one was expected to be observed if the average frequency of beta thalassemia heterozygotes in the Minoan population was the same with that of modern day Cretans (7.6%). One individual contained a C to G substitution in position 91 of the IVS-1, located 40 bp 5′ to the intron 1/exon 2 junction. Functional studies indicated that the mutation did not affect mRNA splicing or stability, and most likely represented an innocent single nucleotide polymorphism.


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TN Has Seven New Historical Places
News release from Tennessee Historical Commission:
NASHVILLE - The Tennessee Historical Commission has announced seven Tennessee sites have been added to the National Register of Historic Places. The National Register of Historic Places is the nation's official list of cultural resources worthy of preservation. It is part of a nationwide program that coordinates and supports efforts to identify, evaluate and protect historic resources. The Tennessee Historical Commission administers the program in Tennessee.
"These listings highlight some of the diverse places that tell the story of Tennessee's unique history," said Patrick McIntyre, executive director of the Tennessee Historical Commission. "Our office is proud of its role in ensuring recognition of these time-honored places that help give Tennesseans a sense of pride in their communities."
Sites recently added to the National Register of Historic Places include:
Fort Anderson on Militia Hill - The Coal Creek War is a significant part of Anderson County's history and the remains of the fort near Lake City are an excellent representation of this event. The site consists of trenches and earthworks from around 1892, which were constructed by the Tennessee Militia who came to the area to put an end to the coal miners' uprising. Miners were fighting against the corrupt and unjust convict leasing system. The Coal Creek War was a key event in the conflict between the mining industry, the state and free miners that helped end the convict leasing system.
Johnson City Country Club - A.W. Tillinghast, a nationally known golf course designer and developer of the strategic golf course, designed the course at the Johnson City Country Club. The large tee boxes, rolling hills, deep sand traps and tiered greens that comprise the golf course are all trademarks of Tillinghast's original design. Only nine of the 18 holes at the golf course were built in 1919; the remaining holes were completed in 1941 and 1948. As the premier golf course in the region, the Johnson City Country Club promoted high school and college golf and hosted many charitable events. It is important for its landscape design and for its part in Johnson City's recreational history.
Memphis Landing - This Memphis cobblestone landing was first listed in the National Register as part of the Cotton Row Historic District in 1979. More recent research showed that the landing has national importance as a major inland port. Cotton was a major crop for more than a century and for most of that time Memphis was a major shipping point for cotton. Beginning in 1838 when the landing was a mud flat, through the paving of the landing in the 1850s, and through changes in the early 20th century, the approximate 11 acres that comprise the Memphis Landing played an essential role in the commercial development of the U.S.
Park-Elkins Historic District - The Park-Elkins Historic District is a two-street area located in the larger Sylvan Park neighborhood of Nashville in Davidson County. There are 130 principal buildings along Park and Elkins avenues, between 42nd Avenue on the east and 50th Avenue on the west. Most of the district is residential, although there are churches, a park and a commercial building included in the nomination. This area is a good representation of the growth and development of suburban West Nashville from the late 1880s through the mid-20th century. The Park-Elkins Historic District contains good examples of Queen Anne, Queen Anne Cottage and bungalow-style houses.
Piney Flats Historic District - Sullivan County's Piney Flats Historic District includes the historic core of the community. The majority of the properties are houses, but there is also a cemetery, church, school, commercial building and small-industry buildings. The Queen Anne style predominates, along with many bungalow houses. Growth of the community began when the East Tennessee and Virginia Railroad arrived in the region. Easier access to the railroad meant that new businesses came to Piney Flats. Wolfe Brothers and Co., a woodworking company, took advantage of the improved transportation and became a major employer. The existing historic resources represent the historic and architectural development of Piney Flats.
Russell House - Located in Springfield in Robertson County, the Russell House was built for Charles and Julia Russell in _PHONE_. It is an important example of the Colonial Revival style in Springfield. The asymmetrical façade is different from most Colonial Revival houses in the area, but the house does have several character-defining features of the style. The over-sized broken or swan-neck pediment over the entry, sidelights, multi-light double-hung windows and brick corbelling below the eaves and on the chimneys are important elements of the Colonial Revival style on the exterior of the Russell House. Inside, the main design features of the house include wood-paneled doors, an elaborate curved main stair, built-in shelving/storage, paneled wainscoting and a variety of fireplaces.
Whitaker-Motlow House - Located in the community of Mulberry in Lincoln County, the Whitaker-Motlow House was built around 1846 and re-built in 1909 following tornado damage. The style of the house combines Greek Revival and Italianate designs. The second story of the house was severely damaged in the 1909 tornado and re-built in the same style as the 1846 house. Important architectural features of the house include the one bay, two-story portico with its bracketed pediment, paired multi-light windows with shutters, brick pilasters and the main entry with transom and sidelights. Inside, the house retains a historic fireplace and original woodwork.
Links to each of the completed nomination forms can be found in the site descriptions listed above. For more information about the National Register of Historic Places or the Tennessee Historical Commission, please visit the Web site at _URL_.


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Communicate Through Social Networking
At the heart of Oracle WebCenter Portal is the concept of group participation and social networking, linking users and information together in useful ways. For example:
- Sales people can contribute to reports and planning documents linked to a CRM record.
- Managers can bring together data from enterprise systems with documents in Microsoft Office, and securely share the results with customers and colleagues.
- Users can manage documents and projects in a WebCenter Portal: Spaces, create and edit project documents in a wiki, and send related announcements to space members.
The services that support these group concepts are:
- Activity Graph: Enables users to quickly view the most recent documents, discussions, and announcements in one location. Enables tracking of any kind of activity that the user performs in order to influence results and recommendations from other services.
- Announcements: Offers an effective group communication mechanism for important activities and events.
- Blog: Provides the means for an individual or a community to share personal insights with online audiences. This service supports two types of blogs: personal blogs for individual users, and community blogs that enable members to share their views on a particular topic.
- Comments & Likes:.
- Discussions: Enables community discussions on a set of topics, facilitates quick resolution of issues, and provides a searchable knowledge base.
- Documents: Enables users to display and manage their documents and files in a content repository.
- Events: Provides group calendars to enable users to schedule meetings, appointments, and any other type of team event. Additionally, a dedicated Events page is available to every space where the moderator has enabled the Events service.
- Instant Messaging and Presence: Enables users
to see who in their community is online, and provides instant access
to interaction options, such as sending an instant message, writing a
mail message, and displaying a peer's profile.
- Links: Provides an easy way for users to share their knowledge with others. Often, there are many tasks that require users to remember the relationship between different items. For example, an employee might have to remember where to file their expense reports, and also have to remember where the document describing the rules has been stored. Using Links, users can connect seemingly unrelated items together. In this way, they do not have to rely on memory and new users receive the benefit of their work.
- Lists: Allows users to create and manage all types of lists. This is an extremely powerful capability for users to keep track of meeting action items, open issues, new product or project ideas, project status, and more.
- People Connections: Enables users to quickly assemble their business networks. The People Connections service includes task flows or portlets that show off a user's profile, visualize the user's connections list or network, display all the invitations pending and accepted from others, deliver a whiteboard (often called a wall) to project out relevant information about one's role or self, and provide a means to monitor and manage received and given kudos.
- Polls: Enables any user to take a poll of their constituents and users to gather consensus, get their feedback and make informed decisions. The Polls building environment is a wizard based approach at determining the list of questions with the different responses. At the end of taking a poll, users can be presented with a graph of the results as well so that they can understand the overall results as well.
- Tags: Provides a way for users to mark items that they use infrequently so that they can find them quickly when required. In addition, tagging allows for others to find items based on their own labels instead of a corporate taxonomy. The capability to tag items delivers a better organization of information based on how users really use and label the items, often called a folksonomy. Since tags are directly integrated with searching, users can immediately find what they need.
- Wiki: Provides a means of working simultaneously on documents and sharing ideas, either in the context of communities, or as individuals.


Stage 0: Lots of lecture – not much else to say about that.
Stage 1:
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Stage 2: Start with the question: Which is more difficult – pulling a truck or pulling a lineman across astroturf? Students will immediately have opinions one way or another. (Usually they think that pulling a truck is harder because it's "heavier".)
I split the students into group and have each group agree on which object will be more difficult to pull and guess how much force each will require. (This is my favorite part of the lesson – so often students have no concept of how much force a Newton is. If they ask for some guidance, I inform them that I weigh about 500 N. Students find this shocking. They think 500 N is a HUGE amount of force.)
Once each group has their guesses solidified, we then watch this video and the students work to explain why a flea was able to pull something so heavy (no friction!):
I have the students make a list of factors they think might affect an object's friction and have them test them out (different weights, different surfaces, etc.) This leads us nicely into coefficients of friction and other discussions.
Usually at this point, students are still convinced the truck will require more force – after all, pretty much all of our tests confirmed that heavier objects ARE more difficult to pull. We try it out (I let them each try to pull my car using an ENORMOUS force sensor that one of the math classes built last year). They then try pulling each other across astroturf – most of the students were not strong enough to pull ANY of their classmates across the turf.
(These are the lessons that I have actually given in my 3 years of teaching AP Physics.)
Stage 0: So, Torque is force multiplied by the distance to the pivot point. You must use the component of the force that is perpendicular to the distance. Torque makes things rotate. Awesome, huh?
Stage 1: Torque lab stations:
Stage 2: We started class by watching this video:
The obvious question is "holy crap, how did that happen?" which provided a nice segue from our study of fluid mechanics (which we are just finishing) into torque.
We started by listing factor that might affect whether or not a truck would get knocked over by wind. We then analyzed the fluid mechanics behind it and began our analysis of the actual tipping.
(I have to admit I am a little embarrassed that stage 0 and stage 1 are real lessons that at one point I thought were pretty awesome.
I am trying out a new technique for test and exam review this year with my AP Physics students. They all have a year of honors physics behind them, so reviewing concepts is mostly a waste of time. They know the material pretty well, and right now are just struggling with fitting it all together. (Knowing when they can and cannot use COE, how to break down a complex problem into smaller parts, etc.) I have had a lot of requests from students to just tell them the steps they will need to go through to solve some of the problems. And while that sounds like a lot of fun (ahem) I am not convinced it will be worthwhile. I want them to get used to working through problems that they have never seen before and to learn how to use their understanding instead of a scripted procedure to solve problems.
So I am trying two different techniques for test "reviews".
First, goal-less problems. They are awesome. And sooo easy to create. Just take an AP problem (or any problem for that matter) and remove the question. Then we can discuss what we can(or cannot) solve for and how to solve for each unknown. (There are usually lots and lots of possibilities.)
Second, (and this is what I am doing this week) I want them to solve "real" problems. So I will find a video on youtube, an video of Angry Birds, etc. and have them analyze the physics. (This is again similar to a goal-less problem, but a little more fun.) On Monday, we will be looking at a video of the blue Angry Birds (the ones that split into 3 birds in the air) to figure out what exactly is happening. Is momentum conserved? Energy? Why? Are they on Earth? In order to speed up the process I went ahead and loaded the video into Tracker and printed out the x and y position and velocity graphs. Yes, I realize that ideally they could do this themselves, but for the purpose of a test review I want to spend the time actually looking at the physics instead of learning how to use the software. It should still be a challenge for them to figure out what parts of the graphs are relevant and how to use them for momentum and energy problems (this is not something we have specifically done yet.) Hopefully practicing with a fairly open-ended and less structured problem will make them more comfortable when they see an unfamiliar problem that lists all of the information they need and tells them specifically what questions they need to answer.
This is my third year teaching AP Physics. I have the benefit of being able to teach a group of students who have already completed (successfully) a year of honors physics (which I also taught). This is fabulous, except for the fact that they already know pretty much all of the content they need. In the past, no matter how interesting I tried to make the class, it still felt like I was just re-teaching them stuff they already knew (which I was) and they were bored (for valid reasons). This year, I completely changed things around.
The first week or so of class I spent going over some details that we had kind of breezed over last year (when to rotate coordinate systems, further analysis of the difference between static and kinetic friction, etc.). We then spent one day reviewing the "models" that we had developed last year – ie, constant velocity, constant acceleration, projectiles, COE, COM, central force, etc and reviewed when each was and was not valid. (During this time, the students were also working through some AP problems for homework.)
Now that they have their heads back in the game and refreshed their memories, we have the rest of the trimester (until about Thanksgiving) to do some real physics. Stuff that they are interested in and that requires a little more thinking than just trudging through problem after problem (or watching me trudge through problem after problem). I realized (not surprisingly) that there are about a million youtube videos out there that are AP problems in disguise! Except they're even better, because they require the students to decide what information they need (instead of having it listed for them at the top of the page). Awesome. (Plus, the students think they're pretty cool. That never hurts anything.)
Today, we started our first project. I showed them this video:
Without any prompting, the kids immediately asked "is that real?" Well, I have no idea. Why don't we find out? (Actually, I do have a pretty good idea. But I wasn't about to tell them that.) The class was split between students who were convinced it was fabricated and those who really, really wanted it to be real.
Since this was their first problem of this kind we came up (as a class) with a list of information that they would need to collect in order to solve the problem. (I let them come up with the list and simply wrote their suggestions on the board. I really, really wanted to jump in a few times to point out why some of these pieces were irrelevant, but I refrained. Remember how I'm trying to be less helpful? Yeah, that's hard sometimes. But worth it. As it turns out, once they started working the problem most of them figured out what info was irrelevant and what stuff mattered.) The students spent the rest of class looking up distances and determining whether or not this could reasonably be a real shot or if it was faked. Tomorrow we are going down to the gym and using my Flip camera to collect videos of them attempting half-court shots. (And let me tell you, they are pretty darn excited about that.) That way we can compare the analysis of a real shot to the youtube video.
Next project: car crash anaysis, maybe?
I have two main goals for myself this year (both of which are way harder than I would have thought):
 1. Really listen to my kids. Don't correct them, but pay attention to what they're saying and try to figure out where their misconceptions are.
 2. Be less helpful. I have talked repeatedly about how it's okay to make mistakes as long as we learn from them. It's impossible to learn from mistakes if your teacher jumps in and fixes them before you can make any.
For the past couple of days in my 9th grade physics class, we have been discussing motion maps and position-time graphs (along with the buggy lab). I introduced motion maps by talking about what you can tell about a person's