text:
Aug. 2, 2010 Something about having a sister -- even a little sister -- makes 10- to 14-year-olds a bit less likely to feel down in the dumps.
That's one of several intriguing findings from a new study on the impact siblings have on one another. Brigham Young University professor Laura Padilla-Walker is the lead author on the research, which also sorts out the influence of siblings and the influence of parents within families.
"Even after you account for parents' influence, siblings do matter in unique ways," said Padilla-Walker, who teaches in BYU's School of Family Life. "They give kids something that parents don't."
Padilla-Walker's research stems from BYU's Flourishing Families Projectand will appear in the August issue of the Journal of Family Psychology. The study included 395 families with more than one child, at least one of whom was an adolescent between 10 and 14 years old. The researchers gathered a wealth of information about each family's dynamic, then followed up one year later. Statistical analyses showed that having a sister protected adolescents from feeling lonely, unloved, guilty, self-conscious and fearful. It didn't matter whether the sister was younger or older, or how far apart the siblings were agewise.
Brothers mattered, too. The study found that having a loving sibling of either gender promoted good deeds, such as helping a neighbor or watching out for other kids at school. In fact, loving siblings fostered charitable attitudes more than loving parents did. The relationship between sibling affection and good deeds was twice as strong as that between parenting and good deeds.
"For parents of younger kids, the message is to encourage sibling affection," said Padilla-Walker. "Once they get to adolescence, it's going to be a big protective factor."
Many parents justifiably worry about the seemingly endless fighting between siblings. The study found hostility was indeed associated with greater risk of delinquency. Yet Padilla-Walker also sees a silver lining in the data: The fights give children a chance to learn how to make up and to regain control of their emotions, skills that come in handy down the road.
"An absence of affection seems to be a bigger problem than high levels of conflict," Padilla-Walker said.
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text:
Translation of ramp in Spanish:
- 1 1.1 (slope) entrance or on ramp (US)vía (feminine) de acceso (a una autopista)exit or off ramp (US)vía (feminine) de salida (de una autopista)Example sentences1.2 (on ship, aircraft)
(for passengers) escalerilla (feminine)(for vehicles) rampa (feminine)Example sentences1.3 (platform) 1.4 (hump) (British) speed ramp → speed bump
- Michelle rolled my wheelchair up the ramp on the stage, and I got to the microphone.
- The temple rises from the valley floor in three colonnaded terraces connected by ramps.
- They would also like to see the playground levelled and a ramp installed.
- I stumbled up the boarding ramp and entered the code sequence that would open the main hatch for me.
- There was no flying, of course, as the ramps, runways and aircraft were also ice covered.
- They hoist their bags on to the ramp, step up into the back of the aircraft and pass their bags forward to the cargo hold.
- Paddy O'Callaghan said that adults and children were crossing the road on a speed ramp.
- Controversial speed ramps at the Woodstock Service Station in Athy will be lowered.
- If we cannot control this, we're going to have to have ramps on all the roads.
- (British) [colloquial]Example sentences
- Share ramping is an evil and insidious force within any economy.
- The web may be the future for our finances, but it's also prey for a new, illegal craze, share ramping.
- What's more, their wide spreads makes dealing in penny shares expensive, plus their prices are notoriously volatile and susceptible to ramping.
What do you find interesting about this word or phrase?
Comments that don't adhere to our Community Guidelines may be moderated or removed.

source: openbmb/Ultra-FineWeb


text:
'Cat-Eye' Boy Video Said To Show Chinese Child Who Sees In Dark
By: Natalie Wolchover
Published: 01/31/2012 09:46 AM EST on Lifes Little Mysteries
According to a news reel from China, a young boy there possesses the ability to see in the dark. Like a Siamese cat's, his sky-blue eyes flash neon green when illuminated by a flashlight, and his night vision is good enough to enable him to fill out questionnaires while sitting in a pitch black room — or so say the reporters who visited Nong Yousui in his hometown of Dahua three years ago.
The footage of Nong and his strange-looking eyes originally surfaced in 2009; it got little attention at the time, but is now making a splash all over the Web. If the boy really does have a genetic mutation that confers night vision, then he would be an interesting subject for analysis by vision scientists, evolutionary biologists, and genetic engineers alike — but does he?
The experts we shared the video with say Nong does have unusually colored irises considering his ethnicity, but he's not the next step in human evolution.
Night vision is made possible by a layer of cells, called the tapetum lucidum, in the eyes of cats and other nocturnal animals. This thin layer is a "retroreflector" — when a beam of light hits it, it reflects the light directly back along its incoming path. The reflected beam constructively interferes with the incoming light beam, amplifying the overall signal that hits the retina and enabling the animal to see in very low-light conditions. Retroreflection also causes cat eyes to flash when they are lit upon at night, and experts say Nong's eyes, if they are truly catlike, should do the same. [Red-Green & Blue-Yellow: The Stunning Colors You Can't See]
"It would be easy to test the boy's eyes for retroreflection (eyeshine), which would be indicative of a tapetum lucidum," said Nathaniel Greene, a physicist at Bloomsburg University of Pennsylvania who has studied retroreflection.
In fact, such a test is run in the video.
In the footage, Nong's teacher claims the boy's eyes flash when shined with a flashlight in the dark, but the reporters don't seem to be able to catch the effect on camera. When Nong's eyes are illuminated in the dark, they appear normal. James Reynolds, a pediatric ophthalmologist at State University of New York in Buffalo, noted, "A video could capture [eyeshine] easily, just like in nature films of leopards at night."
Furthermore, there is no single genetic mutation that could produce a fully formed and functioning tapetum lucidum, Reynolds explained; such an ability would require multiple mutations, which don't just happen all at once. Evolution happens incrementally, he said, not by leaps and bounds. "Evolutionarily, mutations can result in differences that allow for new environmental niche exploitation. But such mutations are modified over long periods. A functional tapetum in a human would be just as absurd as a human born with wings. It can't happen," he told Life's Little Mysteries.
On the other hand, in the footage, the reporters gave Nong a questionnaire to fill out while sitting in a dark room, and they acted surprised by his ability to see and complete the fill-in-the-blank form. Even if he doesn't have cat eyes, he may nevertheless have unusually good night vision, Reynolds said. He could have a rod-rich retina, for example — a retina that contains a higher than usual number of cells involved in light detection. Or the video could be a total hoax.
"It is hard to say what the truth is about this boy," said Dennis Brooks, professor of ophthalmology at the University of Florida's College of Veterinary Medicine. "A good ophthalmic examination by a physician ophthalmologist is in order, I think."
- 6 Paranormal Video Hoaxes Debunked
- How Many Genetic Mutations Do I Have?
- Which Superheroes Don't Have Superpowers?

source: HuggingFaceFW/fineweb-edu


text:
Israeli researchers discover evidence of feast dating back 12,000 years
Burial site of female shaman found close to Sakhnin includes funeral fetish objects.
An archaeological site near Sakhnin has turned up evidence of a ritual meal going back some 12,000 years, far earlier than researchers had previously thought such events took place.
Over the years archaeologists have found considerable evidence of large-scale funeral feasts from the Neolithic (New Stone Age ) era onward. That period was characterized by the rise of agriculture, which spurred mankind's transition from a nomadic to a sedentary way of life. That revolutionary change, roughly 9,500 years before the common era, was attended by the development of collective rites and rituals, which helped ease the transition from a foraging existence to a farming one.
The burial pit uncovered this year in a cave in the Lower Galilee suggests such collective rites were being practiced as early as the Upper Paleolithic (Late Stone Age ), more than 12,000 years ago.
A Hebrew University team led by Dr. Leore Grosman has discovered remnants of a funeral feast held by members of the Netufian people, a prehistoric culture that lived across the Levant region. The feast appears to have marked the burial of a female shaman, and in addition to her body, the site contains 50 complete tortoise shells and body parts of a wild boar, eagle, cow, leopard, two martens and a complete human foot.
The grave was excavated at Hilazon Cave, near the Sakhnin, in the Lower Galilee. The dig started in 1995, and since then archaeologists have discovered three large pits containing the remains of 26 people.
In an article published yesterday in Proceedings of the National Academy of Sciences of the United States, Grosman and colleagues Dr. Natalie D. Munro, of the University of Connecticut, and Prof. Anna Belfer-Cohen, who like Grosman is at the Hebrew University's Institute of Archaeology, describe the grave as "providing a rare opportunity to investigate the ideological shifts that must have accompanied these socioeconomic changes."
The researchers said the grave contained at least 300 kilograms of meat, enough to feed a number of large families. The tortoises alone, they said, could have fed at least 35 people.
The researchers said the funeral feast represented part of the new cultural apparatuses that developed to help ease the transition into new ways of life. "This period saw the establishment of relations between individuals and large societies, and the passage into family units," Grosman said yesterday. "Rituals like the funeral feast were held to that end," she said.
"The Natufians are the first culture that employed cemeteries. Essentially these are testimony to the sedentary life and complex cultural rites that had not been seen beforehand," Grosman said. "Members of the Natufian culture have one leg in the Neolithic and another in the Palaeolithic. These latest finds help us understand that transition."


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Topic: FileLogger (Read 14015 times) previous topic - next topic
I've created a new library for Arduino to append data to files in microSD memory cards. It is based on previous work by David Cuartiello, and it has been used in GPSLogger by Raúl Hevia.
This project focus in just one simple functionality: logging data to a file in SD cards from Arduino boards.
We are trying to get it 1) fast and 2) small, so this library can be used in other projects based on arduino with little impact on memory resources and performance.
By now, it takes about 175 mSecs to append 512 bytes to the file, so transfer rate is about 2925 bytes per second.
The library memory footprint is:
 * 3764 bytes in program memory (Flash)
 * 542 bytes in data memory (SRAM)
The library has been contributed as OpenSource unde GPL license, you can find source code here:
Does the SD card need to be prepared in any fashion, does it need to be formatted a certain way, before using it with this library?
Does the card need to have a file created, with a particular label, before using it with the library?
Can data be added to more than one file on the SD card?
Using FileLogger, where would data be entered on the arduino board (which pin, or pins)?
My Hardware/Libraries already has an MMC folder, I'm assuming that it will be different from MMC folder that the FileLogger requires, which would result in a conflict. (I'm assuming)
Hi prakat,
yes, the SD card need to be formated with FAT16.
You need to create a file in the root folder, the name is not important as you will give the name of the file when you call the function append(). In fact you can log to more than one file specifying differente file names. The only restriction for the files is that the size must not be zero (at least one character must be written before using the liberay).
This library has been tested with the microSD shield by Libelium: _URL_
Anyway I guess this should work with any SPI aware shield.
There should be no conflict with mmc library, as I didn't modify it.
Hope this help
Thanks edugarcia!
I am looking forward to trying this out.
So far, I can't get the example to compile. I get:
In function 'void loop()':
error: 'File_logger' was not declared in this scope
The 3.o files were created when I started the IDE. Am I missing something?
~ Clifford Stoll
try to update from subversion, I changed the example some days ago and forgot to change the example code. The point is that from now on you should use FileLogger::append() instead of File_logger.append().
sorry about it,
How is data read from the SD card?
Can data be entered directly to a PC from the card via USB?
Thank you for your previous information. :)
yes, data can be read directly from PC. You can open the file with any text editor (i.e. notepad).
What's your experience regarding when you can pull the card? Must power be off?
~ Clifford Stoll
in my experience you can pull the card anytime, I haven't had any special care about it and never lost data.
Anyway, I have found from time to time (maybe 1 in 20 times) that the system doesn't recognise the card after inserting it, so write fails (the function append() returns!= 0). A friend has proposed a workaround: to write some header in the file before writing the real data. If this write fails, the led blinks five times to inform, so you should remove and re-insert the card. It isn't a perfect solution, but it works.
I've uploaded a new release of the library, V05.
I have removed from MMC the SPI related code, and I have coupled MMC to the Arduino SPI Library instead, as some of you have reported having problems with SPI and this library.
By the way, if you are using SPI in your projects, you can remove Spi.cpp from FileLogger library, it will work.
Together with some small changes in code, we have won 163 bytes in Flash memory in this release, so total size is 3601 bytes now.
Enjoy it,
Eduardo García.
Will this library tolerate the following scenario?
1 - I write several lines to the SD Card
2 - I remove the SD card and re-insert it
3 - I write more lines to the SD Card
I am trying it with your example code, and I get file errors when I try to write after re-inserting the card. The only way to fix it seems to be resetting the Arduino.
I guess there is some conflict with the monitor serial libraries that I'm using to read keystrokes and write messages, so from time to time I have found such errors, but I think if you use fileLogger in a standalone application, with no monitor, it will work fine.
Anyway, there is a workaround: anytime you find errors writing after re-inserting the card, close and reopen the serial line (click on the icon at the upper right). This will not reset Arduino, only the serial line.
_USER_, I had the same problem (I am using the SD card socket from Sparkfun, not MicroSD, with a Panasonic card). Also, mine is running on solar and if the voltage dropped and then came back up, the card would stop working.
I made a change in nanofat.cpp (this is a TOTAL hack, but I may go through it again when I have time). Basically it was erroring out in locateFileStart when it called mmc::readSector. I added code to line 183, after the second-to-last closing bracket in the function:
Code: [Select]
} [glow]else {
 return false;
So it will still return false to show it had an error, but it will reinitialize the card and usually works on the next write, although sometimes it take 2 writes to kick it back on.
I anybody with better coding skillz wants to improve on my hack, feel free. :D
I'm using FileLogger lib.
I would like to create a function for logging info bat i have a problem with variables:
my code:
Code: [Select]
void write_log(char msg[]){
 byte buffer[length];
 buffer = msg;
 FileLogger::append(FILE_LOG, buffer, length);
on my loop:
Code: [Select]
write_log("test 123 prova 123");
but error generated
Code: [Select]
In function 'void write_log(char*)':
error: incompatible types in assignment of 'char*' to 'byte [(((unsigned int)(((int)length) + -0x000000001)) + 1)]
please help me?
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text:
Note: This tutorial was transfered from my old website, and it's now updated with more information
Before we start, we need to define several stuff:
- PathTool (aka PenTool) - A tool use to create paths.
- Point (aka Anchor) - self explanatory :D
- Line (aka Segment) - a connection between 2 points (not more and not less then 2)
- Control (aka Handle) - a special kind of point that controls the curve of a Line. From each point you have 2 controls - one for the line that ends at the point and one for the line that starts at the point.
- Stroke - one or more Points (Anchors) which are conected to each other. A closed stroke is a stroke where the first and last points are connected, and an Open Stroke is a stroke where the first and last points are not connected.
- Path - a path is a collection of one or more strokes
|An illustration showing the different parts of a path. |
There are 3 strokes in this illustration:
(1) a classical curved stroke, (2) A polygonal stroke and (3) an open curved stroke
PathTool Tutorial - Basics
|The tool options tab showing the options|
for the path tool
Here is a basic demonstartion of using the Pentool/PathTool:
|An illustration showing how a segment between two|
points bends, depending on the positions of it's handles
Now we need to explain 2 more things:
- An Active Point is the last point (anchor) that you clicked on. A point can also become active if you drag a line that it's connected to (see explanations in the illustration below)
- A control (handle) becomes visible only if the point it's part of is active.
By controling the handles you can have up to 2 curves per line so if you want more you will need more dots.
In the animation above I clicked on the line and dragged, once next to each point.
Excercise - Drawing a tip of a brushNow let's try to be more practical: let's create something!
|An illustration showing what|
you should do
Create the first two points by clicking on the canvas (while using the path tool in design mode) and then bend the line between them as showed above (by clicking on it and dragging). To curve the path like this I first clicked next to the bottom point and dragged to the right and then clicked next to the top point and dragged to the left.
Now create the third point by cliking the canvas in the position showed above.
What happened?! why didn't the new point Connect to the old one?
The answer is simple: GIMP connects the new point only when the active point before you created the new one, was at the end of the path (when a point is selected and becomes active it will look empty and a frame will appear in the place you should have a filled circle). When dragging the segment between two points, both of them become active and so GIMP doesn't know which point to connect to the new point.
In order to reconect this point, make sure it's active (if not, click on it), now Ctrl+Click on one of the dots at the end to connect it. Most of the times you won't need to do manual connections since the points will be connected automatically. This only happens if you have more then one active point or when the active point is not at the end of a path.
Later on in this tutorial, we'll see how to bend line segments without going through this trouble.
We will now delete the newly created point (it was created for education purpose only, to show you the above bug and how to connect points) by clicking the backspace or delete buttons on the keyboard. Now connect our second dot to the first one.
Now bend the new line segment as shown below (drag the line first to make the handles emerge, and the fine tune the curve by moving the handles)
|Finishing the tip of the brush|
- Design - Deafult
- Edit - Ctrl
- Move (Stroke) - Alt
- Deleting - Holding Shift on Edit (Ctrl) mode and clicking on it. See the comment at the end of the tutorial about straighting curved strokes.
- Moving - Clicking on it and dragging in Design mode.
- Adding at end - Design mode, active point should be open at one side
- Adding at the middle of segment - Clicking on a segment in Edit (Ctrl) mode
- Deleting - Holding Shift on Edit (Ctrl) mode and clicking on it
- Moving - Clicking on it in and dragging in Design mode
- Connecting - Clicking on a point in Edit (Ctrl) mode while both active point and the point you are clicking on are unconnected at 1 or 2 sides
- Deleting - Holding Shift on Edit (Ctrl) mode and clicking on it
- Moving (When Visible) - Clicking on it in and dragging in Design mode
- Moving (When Invisible) - Clicking on it's Point (Anchor) and dragging in Edit (Ctrl) mode
- New - Clicking anywhere in design mode when the active point is connected on both sides or when there is more then one active point or Clicking Shift while in Design mode and then clicking anywhere you want.
- Move - Clicking on a stroke and then dragging while in Move (Alt) mode.
PathTool Tutorial - Selections and Stroking
Selection - a selection from a path is basically the area inside the path. When the path is Open, it's treated like there is a straight line from the starting point to the end point.
When we have an area covered by 2 paths (or any other even number) it won't be selected. Imagine a ring in real life, the edges of the ring are 2 circles when one is inside another and the area covered by both rings is the hole.
When we have an area covered by 1, 3 (or any other odd number) it will be selected. When we have an area covered only by one path it will be selected since this is how we defined the selection. When an area is covered by 2 (or any other even number) paths it will be a hole so when we have 3 (or any other odd number) it will be full again since we have 1 path inside a hole (the 2 paths cancel each other so we we have nothing in this area except for the one path and then this is the selection)
|An illustration showing the selection created by different paths|
Stroking - stroking a path (to stroke a path) means to draw along it's lines. In order to do this simply click on the path you want to stroke inside the paths dialog (To open it, go in the menu to Windows→Dockable Dialogs→Paths) to make it the active path, and then go to the Edit→Stroke Path...
In the dialog that will pop you can select how to stroke the path, which tool to use it and you can set many other options - try playing with it.
|An Illustration showing some example of what can be achieved by different configurations for stroking the path|
Important Tips/Tricks for easier usage
Drawing Curved Paths
It's very annoying to have to draw a polygonal path and only then to curve it. In fact, you can draw a curved path right away! This requires a bit of practice but this is how it works:
When you create a new point in design mode, instead of clicking and releasing the mouse right away, click and drag. The handle will move to where you drag your mouse and this way you can create curved paths directly when drawing them!
A path looks smooth when it passes through a point, if both of it's handles look as if they are on one straight line.
|An illustration showing when a path is smooth|
Note that the two handles don't have to be symmetrical (when the point is the center of the symmetry) in order for the point to look smooth.
In order to make both handles symmetrical, while dragging one handle hold the Shift button and the other handle will become symmetrical!
Straightening line segments
If you want to draw a polygonal stroke, you can simply toggle the checkbox labled "Polygonal" in the tool options tab (see screenshot above). But, if you want to straighten one line in a curved stroke it's a bit harder.
A staright line segment is produced when the handle coming out from each of it's points, is exactly as the same location as the point - to achieve this one can simply "Delete" the handles (see keyboard shortcut above) of the two points of this line segment.


Redux basics in less than five minutes
Redux basics in less than five minutes
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Heelllooo there. Now if you were anything like me, you probably found learning Redux quite a cumbersome task. The purpose of this article is to simplify the concepts and bring you to a high level understanding of Redux and how it works.
Redux in a nutshell is a state management library. One of the core parts of Redux is what is called the store which you could think of as a cloud that sits on top of your application and holds the current state of your app at a given point in time.
So, a few things you need to know about the store :
 1. It is the single source of truth, meaning all your UI elements fetch state and any updates to application state from the store and only from the store
 2. The store is not directly mutated because the store in its nature is an immutable object.
So how then do we actually update the state? I am glad you asked. Because the store is an immutable object, we write a function called a reducer, that takes the store as an argument and returns an updated store with the updated state.
Another core piece of Redux is what is called the reducer. All the reducer really is, is a function that takes the current instance of the store and returns an updated store. The reducer does not touch global state at all, mutate any arguments or have any side effects.
The last major piece in this puzzle is called the action. The action is just a plain JavaScript object that describes what just happened. The action represents what just happened and can really represent any action a user might perform on your application e.g. adding an item to cart, deleting a record, updating their name on their profile etc. The action informs the reducer on what needs to be changed. Based on the type of action, the reducer then knows what properties of the state must be updated.
How does it all work under the hood?
 1. Whenever an action is performed by the user, an action object is created and dispatched. This is done through the dispatch method which takes in an action as an argument
 2. The store will forward the action to the reducer (Note that the store is in charge of calling the reducer)
 3. The reducer will then receive the action, compute a new state based on the action type and will then return the new state to the store
 4. The store will then set the state internally and notify all the UI components about the update
 5. The UI components will then pull the updated state from the store and refresh themselves accordingly.
This is a VERY, VERY high-level explanation of Redux. Under the hood, it is a bit more complex but it is important to understand the basics because it will inform your understanding of the deeper operations and complexities of the library. I hope this helped! Please share if you think this might help someone else!
Till next time 😃
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text:
Patient and Family Rights and Responsibilities
Boston Children's Hospital ("Hospital") is committed to respecting and protecting the rights of its patients and families. We strive to provide care that is sensitive to culture, race, religion, gender, sex, gender identity, sexual orientation, marital status, disability, source of payment and national origin. This bill of rights provides information about our commitment to you and your family.
In this hospital, you and your family have the right to:
- Receive medical care without regard to race, creed, color, national origin, religion, sex, gender identity, sexual orientation, marital status, age (within guidelines), or disability.
- Receive prompt life-saving treatment in an emergency without discrimination on account of economic status or source of payment and without delay for purposes of discussing source of payment.
- Receive considerate, safe and respectful care and to have all reasonable requests responded to promptly and adequately within the capacity of the Hospital.
- Receive care that is individualized to support and address your or your child's age, personal dignity and needs.
- Obtain the name, staff position and licensure status, if any, of all persons who examine, observe or treat you by means of an identification badge required to be worn by all such persons.
- Refuse to be examined, observed, or treated by students or any other hospital staff in training. This will not affect your or your child's access to psychiatric, psychological, or other medical care and attention.
- Refuse to serve as a research subject and/or to receive care when the primary purpose of that care is educational or informational rather than therapeutic.
- Upon request, obtain an explanation as to the relationship, if any, of the Hospital to any other health care facility or educational institution insofar as said relationship relates to your care or treatment.
- Be given a copy of the "Patient and Parent or Legal Representative Rights and Responsibilities." If you cannot read them or understand them, someone will translate or explain them to you.
- Have your spiritual, cultural and psychosocial needs respected and supported.
- Receive care in a safe setting and to be free from all forms of abuse or harassment.
- Discuss any ethical issues you may have regarding your or your child's treatment with the nursing and medical staff. If your questions are not answered or further concerns exist, you may contact the hospital Ethics Advisory Committee.
- Upon request, to receive a list of names, addresses and telephone numbers of pertinent state client advocacy groups and protective services.
- For rape victims of childbearing age, to receive medically and factually accurate written information prepared by the Commissioner of Public Health about emergency contraception, and to be provided with emergency contraception upon request.
- If refused treatment because of economic status or lack of a source of payment, to have prompt and safe transfer to a facility that will receive and treat you or your child, with the hospital arranging for transfer with appropriate clinical information and staff if necessary.
Privacy and confidentiality
- Have privacy during medical treatment or other rendering of care.
- Have confidentiality of all records and communications in accordance with Massachusetts and federal law.
- Access information contained in your clinical records within a reasonable timeframe and to receive a copy of your clinical records in accordance with Massachusetts law and Hospital policy.
- Receive a copy of the Hospital's privacy practices at the time of your registration.
- You may choose not to be listed in the hospital directory. This means that our staff will not forward phone calls or tell visitors where you are. Mail, flowers or gifts will not be delivered to you. Patient Directory information includes patient name, location and phone number within the Boston Children's facility.
- Request that the Hospital communicate your confidential health information only in accordance with applicable law and the Hospital's privacy practices.
- Not have your confidential information discussed in public areas of the Hospital.
- To find out how your confidential health information may be used and what disclosures have been made as required by state and federal law.
- Request certain restrictions of the use or disclosure of your health information unless it interferes with patient care, treatment, or Hospital operations.
- Designate visitors unless such visitor(s) would pose a risk to the patient, other patients, staff, or would otherwise interfere with hospital operations.
- Deny visitors to the extent permitted by law. This right does not apply to people who are directly involved in your care.
- Request an amendment or correction to your confidential health information, if you believe the information is incomplete or incorrect as permitted by applicable law.
- Refuse any contacts for fundraising or marketing activities.
- File a complaint about any of the Hospital's health information practices by contacting the Hospital's Privacy Officer at _PHONE_ or HIPAA Compliance Manager at _PHONE_. Or if you believe your rights have been violated, you may contact:
The Office for Civil Rights
United States Department of Health and Human Services
200 Independence Avenue, S.W.
Room 509F HHH Bldg.
Washington, D.C. 20201
Decision making and consent/participation in care
- Except when emergency services are required, a physician or other clinician will provide you and/or your family with sufficient information that you can understand about your condition, planned treatment, procedures, including potential benefits, risks or side effects, and prognosis so that you may be involved in decisions regarding your care, treatment and services.
- Based on such information, give informed consent to your care and treatment in accordance with Massachusetts law.
- Make advance directives if you are 18 years of age or older. This means you have the right to direct your health care or choose someone to make health care decisions for you if you are no longer able to make your own health care decisions.
- Have your decisions regarding organ donation honored within the limits of the law or hospital capacity.
- Have a family member or legal representative promptly notified of your admission to the hospital.
- You have the right to a clear explanation of the results and outcomes of any treatment or procedure, including unanticipated outcomes.
- Be informed by your physician or other clinician of any ongoing needs following your discharge from the Hospital and the availability of resources in your community that can help you.
- Receive information regarding access to special services such as guardianship, advocacy services and protective services.
- Refuse consent for care, treatment and services to the extent permitted by law. You also have the right to be fully informed of the effects of refusing treatment and the potential medical consequences of your actions.
- Consult with a specialist at your request and expense.
- Transfer to another hospital subject to Massachusetts law. A transfer will be made only when medically appropriate and only when appropriate information related to the care, treatment, and services provided is exchanged with care providers at the receiving facility. Any transfer, except in an emergency, would be fully explained and provisions for continuity of care would be made.
- Receive care that reasonably accommodates for special needs.
- Information about any research or education projects that affect your child's care or treatment. You have the right to give permission or to refuse to join in these projects. You will receive care regardless of whether you refuse to participate in these projects.
- Care that incorporates pain management.
- Receive regular, age-appropriate pain assessments, prompt responses to complaints of pain by staff, and to be involved in the decisions about pain management.
- Be free from seclusion and restraints of any form that are not medically necessary and do not improve your child's well being. Use of restraints for medical, surgical or behavior management will be in compliance with applicable law and Hospital policy. Restraint includes either a physical restraint or a drug that is being used as a restraint. Seclusion is the involuntary confinement of a person in a room or area where the person is physically prevented from leaving.
- Upon request, receive a copy of an itemized bill or other statement of charges and an explanation of the bill and/or charges, regardless of the source of payment.
- Receive information about financial assistance and free health care.
The members of your or your child's health care team will:
- Introduce themselves to you or your child.
- Explain their roles in your or your child's care.
- Seek your opinion about the goals of your or your child's care and take the time to listen to you.
- Speak and write respectfully to you and/or your child.
- Confirm your or your child's identity by checking your wristband or asking your name and date of birth before administering any medication or treatment.
A positive environment
To provide care that respects a person's stage of growth and development, we:
- Consider you or your child's interests and needs, not just those related to illness.
- Ensure that our staff understands the needs and concerns of children, teenagers and young adults.
- Provide opportunities for patients to grow and learn.
- Try to keep your schedule or child's schedule and activities as normal as possible.
- Encourage you to bring your or your child's clothes and special items from home.
In this hospital, you have the responsibility to:
- Share with your care providers information about your or your child's health, such as a complete health history, symptoms, treatments, medicines taken and any other information that could bear on your or your child's health. You should report perceived risks to your or your child's care and unexpected changes in your or your child's condition.
- Tell us how you want to take part in your or your child's care and ask us questions if you do not understand any part of the care or what you are expected to do to participate in that care.
- Follow the treatment plan and instructions provided to you by nurses and other health care providers and express any concerns about your ability to follow the proposed care plan or course of care, treatment or services.
- Let us know if you are not satisfied with your or your child's care or with any other aspect of your experience at the Hospital.
- Respect


JPA : Entity Manager
As you read in the guide for EntityManagerFactory, to control the persistence of your objects you will require at least one EntityManagerFactory. Once you have obtained this object you then use this to obtain an EntityManager. An EntityManager provides access to the operations for persistence of your objects. This short guide will demonstrate some of the more common operations.
Important : An EntityManagerFactory is designed to be thread-safe. An EntityManager is not
You obtain an EntityManager from an EntityManagerFactory as follows
EntityManager em = emf.createEntityManager();
In the case of using container-managed JavaEE, you would instead obtain the EntityManager by injection
EntityManager em;
In general you will be performing all operations on a EntityManager within a transaction, whether your transactions are controlled by your JavaEE container, by a framework such as Spring, or by locally defined transactions. In the examples below we will omit the transaction demarcation for clarity.
Persisting an Object
The main thing that you will want to do with the data layer of a JPA-enabled application is persist your objects into the datastore. As we mentioned earlier, a EntityManagerFactory represents the datastore where the objects will be persisted. So you create a normal Java object in your application, and you then persist this as follows
This will result in the object being persisted into the datastore, though clearly it will not be persistent until you commit the transaction. The LifecycleState of the object changes from Transient to PersistentClean (after persist()), to Hollow (at commit).
Persisting multiple Objects in one call
When you want to persist multiple objects with standard JPA you have to call persist multiple times. Fortunately DataNucleus extends this to take in a Collection or an array of entities, so you can do
As above, the objects are persisted to the datastore. The LifecycleState of the objects change from Transient to PersistentClean (after persist()), to Hollow (at commit).
Finding an object by its identity
Once you have persisted an object, it has an "identity". This is a unique way of identifying it. When you specify the persistence for the class you specified an id class so you can create the identity from that. So what? Well the identity can be used to retrieve the object again at some other part in your application. So you pass the identity into your application, and the user clicks on some button on a web page and that button corresponds to a particular object identity. You can then go back to your data layer and retrieve the object as follows
Object obj = em.find(cls, id);
where cls is the class of the object you want to find, and id is the identity. Note that the first argument could be a base class and the real object could be an instance of a subclass of that. Note that the second argument is either the value of the single primary-key field (when it has only one primary key field), or is the value of the object-id-class (when it has multiple primary key fields).
Deleting an Object
When you need to delete an object that you had previous persisted, deleting it is simple. Firstly you need to get the object itself, and then delete it as follows
Object obj = em.find(cls, id); // Retrieves the object to delete
Deleting multiple Objects
When you want to delete multiple objects with standard JPA you have to call remove multiple times. Fortunately DataNucleus extends this to take in a Collection or an array of entities, so you can do
Collection objsToRemove = new HashSet();
Modifying a persisted Object
To modify a previously persisted object you take the object and update it in your code. When you are ready to persist the changes you do the following
Object updatedObj = em.merge(obj)
Modifying multiple persisted Objects
When you want to attach multiple modified objects with standard JPA you have to call merge multiple times. Fortunately DataNucleus extends this to take in a Collection or an array of entities, so you can do
Object updatedObj = em.merge(coll)
Refreshing a persisted Object
When you think that the datastore has more up-to-date values than the current values in a retrieved persisted object you can refresh the values in the object by doing the following
This will do the following
 - Refresh all fields that are to be eagerly fetched from the datastore
 - Unload all loaded fields that are to be lazily fetched.
If the object had any changes they will be thrown away by this step, and replaced by the latest datastore values.
Getting EntityManager for an object
JPA doesn't provide a method for getting the EntityManager of an object as such. Fortunately DataNucleus provides the following
EntityManager em = NucleusJPAHelper.getEntityManager(obj);
Level 1 Cache
Each EntityManager maintains a cache of the objects that it has encountered (or have been "enlisted") during its lifetime. This is termed the Level 1 Cache. It is enabled by default and you should only ever disable it if you really know what you are doing. There are inbuilt types for the Level 1 (L1) Cache available for selection. DataNucleus supports the following types of L1 Cache :-
 - weak - uses a weak reference backing map. If JVM garbage collection clears the reference, then the object is removed from the cache.
 - soft - uses a soft reference backing map. If the map entry value object is not being actively used, then garbage collection may garbage collect the reference, in which case the object is removed from the cache.
 - strong - uses a normal HashMap backing. With this option all references are strong meaning that objects stay in the cache until they are explicitly removed by calling remove() on the cache.
You can specify the type of L1 Cache by providing the persistence property datanucleus.cache.level1.type. You set this to the value of the type required. If you want to remove all objects from the L1 cache programmatically you should use em.clear() but bear in mind the other things that this will impact on.
Objects are placed in the L1 Cache (and updated there) during the course of the transaction. This provides rapid access to the objects in use in the users application and is used to guarantee that there is only one object with a particular identity at any one time for that EntityManager. When the EM is closed the cache is cleared.
The L1 cache is a DataNucleus plugin point allowing you to provide your own cache where you require it.


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What is EURO-ELSAV?The EURO-ELSAV project is a concerted action which aims to analyse the major reasons for ethical, legal, and social concerns surrounding vaccine policies in research and public health. Eventually the project aims to establish a European Multidisciplinary Network devoted to monitoring ethical, legal and social aspects (ELSA) of new vaccines and vaccination policies.
The important changes that have occurred in vaccination - due to new molecular biology and the better understanding of the immune system - make up the background of the project. The ability to manipulate DNA, the ability to synthesise oligopeptides and "package" them in different ways, the development of new adjuvants, the ability to enhance the type and persistence of the immune response, have overturned conventional views on vaccination. There are currently about 20 vaccines in use in addition to the six (tuberculosis, poliomyelitis, diphteria, pertussis, tetanus, measles) of the WHO Expanded Programme on Immunization (EPI), but about 34 other different vaccines are currently being investigated. In June 1995, after the initiative of the European Commissioners E. Cresson, M. Bangemann, and N. Kinnock, the EC set up a Task-force devoted to "Vaccination and Viral Diseases (TFV-V). In its presentation the TFV-V stated:
"Public perception of vaccines is substantially different to that of medicinal products. Despite the fact that vaccines have had an enormous impact on public health, immunisation has been a subject of controversy since 1721 and the introduction of variolation by Lady Montagu. Since many vaccinated individuals are young and healthy, they do not perceive the benefits to social welfare and observe only adverse affects. On the other hand, the effects of medicinal products, which ameliorate pathologic states, are better perceived by individuals. A succesful vaccination programme requres positive attitudes and social responsibility from individuals. It is therefore important to stress the role of public health authorities in properly informing and educating the public on the advantages of vaccine" (p. 18)"
The project takes up this purpose.
The Bergen part of EURO-ELSAVThe objective of the Bergen part of the EURO-ELSAV project is to explore the ethical and legal issues involved in international collaboration in vaccine trials. A large number of the new vaccines under investigation, such as malaria vaccines, are for diseases prevalent in developing countries. Some, such as HIV vaccines, are for disease which are major health problems in both developed and developing countries. Many trials will therefore be carried out as collaborative ventures. In the past few years, the ethical issues surrounding such collaborative trials have been hotly debated. The Bergen part of the project is dedicated to an investigation of these issues.
Here are some links that will introduce you to the some of the
discussion currently going on:
This page was last updated Saturday, 17-Apr-2004 23:31:09 CEST


Some things to pay attention to if you have blood type 0
Red blood cells (erythrocytes) in the blood of persons with blood type 0 do not contain any components that may interfere with the other blood groups, so those who have this blood type can give blood to anyone, but they can only accept blood from people with the same blood type.
Some things to pay attention to if you have blood type 0
This kind of blood group is special and different from others. They tend to be more susceptible to infections, but at the same time have special qualities. They are born leaders and generally successful in all areas of life. On the other hand, however, they are prone to health problems such as ulcer, iodine deficiency, water retention, obesity and various thyroid problems.
Interestingly, in Japan, people with blood type 0 are considered to belong to a certain type of personality, so everybody is asked about their blood type when they are interviewed for a job. It is believed that these people will become devoted employees because their ancestors were great hunters who had greater risk appraisal abilities. It has also been shown that people with blood type 0 are smarter than persons in other blood groups.
Hyperactivity and insecurity
Anxiety is the number one enemy of persons in this blood group, and at the same time they are hyperactive and inattentive. In addition, lack of physical exercise and unbalanced eating results in poor thyroid function, which may cause obesity.
READ THIS: Blood Type Diet: Eating for Types O, A, B, & AB
That is why people with blood type 0 are recommended to avoid drinking alcohol and coffee, because substances in these drinks increase adrenaline levels. It is also recommended that they do sports 3-4 times a week in order to lower their stress hormone level, which causes excessive adrenaline production and promotes anxiety.
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Posted on Apr 15, 2010 | Comments 0
The school is the best place to learn new things. Kids enjoy being in school especially if they get to learn stuffs through fun and wholesome learning experiences.
Not only do they get to learn about how to read and write but also how to become responsible, industrious, kind, and caring towards other living things like animals.
The classroom is the ideal place for learning. Aside from books, visual aids, and other instructional materials, teachers should also consider having an aquarium in the classroom.
Here are the reasons why you should have an aquarium in the classroom:
1. Help children learn about different species of aquatic plants and animals
Having an aquarium can expose kids to all kinds of marine life like fishes and seaweeds. They will be able to observe how they grow and how they interact in their habitat.
2. Teach children about responsibility and caring for living things
Now that you have a class aquarium, children can learn about being responsible and how to take care of marine life by doing their part in feeding the fishes and cleaning the aquarium.
3. Encourage children to help one another
Children will be encouraged to work together and help each other in order for your aquarium to have healthy fishes and plants.
Aquariums should not only be confined in our homes but also in other places like in the classrooms. They are not only decorations but they serve as avenues for learning. [Aquarium decoration]
Posted in: Fish Aquarium


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though some may be very close in number.
Accurate measures must be to and from heel-points,
even though the time of the snapshot is the instant of
9. Aberrations aren't measured as a distinct
Aberrations are anything that
changes the heel-point position and/or rotates the
foot-line after heel-contact of the current foot, but
before the next heel-contact of the other foot.
These are slides, jumps, foot (toe) extensions and
rotations on the planted foot, etc. A spin turn is an
aberration, but a step turn isn't.
This is a
complex and variable set of movements which is separated
from the other 7 parameters by the choice of the time
snapshots as the time of heel-contact, rather than
Aberrations is a fundamental
parameter which accounts for all relevant changes in the
position of the planted foot.


Licensee Award: Job of the Year
Job of the Year
 - Date Format: MM slash DD slash YYYY
 - Company name, City, State and Description of Company.
 - Building description and location of building.
 - Pipe system description. Length, type, diameter, material, function, connections. Location of pipes (in walls, ceiling, or floor inside parking garage, basement, lobby, etc.)
 - Describe the problems the customer was facing before Nu Flow. Why did they choose Nu Flow?
 - Cleaning, preparation, long segments, what was preserved (marble floor, residents' units, landscape, historical structures, etc), problems avoided. Was there any destruction? Was there any disruption to business operations? How long did it take to complete the work? What was the result?
 - Name, Title, Company
 - Company Name. Location. How long have you been a Nu Flow licensee?


Quick Answer: What Year Did Joseph In The Bible Die?
Is Joseph the son of Jacob the father of Jesus?
Matthew 1:1–17 begins the Gospel, "A record of the origin of Jesus Christ, the son of David, the son of Abraham: Abraham begot Isaac, …" and continues on until "…
Did Jesus have a twin?
How old was Joseph when Jacob died?
How many children did Mary have after Jesus?
Why is Joseph so important in the Bible?
How old was Joseph when he married Mary?
So while Mary was probably 13–14 or so, Joseph was likely right around 28–34 or so. Some apocryphal accounts state that at the time of her betrothal to Joseph, Mary was 12–14 years old, and he was ninety years old.
How many Joseph was in the Bible?
Three: (1) A son of Jacob (Genesis 30: 22–24). (2) The adoptive father of Jesus (Matthew 1:16). (3) And Joseph of Arimathea (Matthew 27: 57–60, Mark 15:42–46, And Luke 23:50–56).
Who is the son of Jesus?
How old was Virgin Mary when she had Jesus?
What was Jesus last name?
When did Joseph die in Bible?
What happened to Joseph son of Jacob in the Bible?
According to tradition, his bones were buried at Shechem, oldest of the northern shrines (Joshua 24:32). His story is told in Genesis (37–50). Joseph, most beloved of Jacob's sons, is hated by his envious brothers. … They prostrate themselves before Joseph but do not recognize him.
What did Joseph's Coat represent?
In Genesis Joseph's father Jacob (also called Israel) favored him and gave Joseph the coat as a gift; as a result, he was envied by his brothers, who saw the special coat as an indication that Joseph would assume family leadership.
How long was Joseph in the pit?
Who is Gods wife?


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At the most case scenario, companies migrate leads from RD Station to Pipedrive when attends certain aspects of a MQL. This automation create or update a lead on RD Station every time that you create a new deal on Pipedrive.
- 1. Pluga keeps an eye on every deal created on your Pipedrive.
- 2. When this occur, we will create or update the lead on RD Station.
- 3. Remember: when you create your automation, you can define the event name of the lead converted. [example: "novo_deal_pipedrive"], what helps you to include this lead in a certain automation pipeline on RD Station!


Search Ms. Lane's SLP Materials
Articulation: Minimal Pairs in Sentences - K and T (Fronting/Backing)
This worksheet addresses the /k/ and /t/ phonemes in the word-initial position of sentences. Good for extra practice with the phonological process errors of fronting or backing!
 1. Replies
 1. You're welcome! I don't think there are enough materials out there with minimal pairs in sentences. Usually I just see individual word flash cards and activities, but producing both phonemes in the same sentence is a little more difficult.
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By "compatible" I mean, if $R$ is my relation and $+$ my operation, then if $aRb$ and $cRd$, then $(a+c)R(b+d)$. For an congruence relation this is claimed, but also that $R$ must be an equivalence relation, but there are relations, like $<$ that fulfill the first statement, but are not equivalence relation's. Are there any terms for such relations and are they studied in mathematics?
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You have chosen the right word, compatible is a standard technical term for the notion. – André Nicolas Feb 1 '13 at 19:33
1 Answer 1
up vote 3 down vote accepted
...are they studied in mathematics?
Considering a functional relation $R$, the compatability says, in functional notation: $R(a+c)=R(a)+R(c)$. In other words, the function preserves that operation. Of course we study examples of such relations all the time whenever we are looking at homomorphisms!
If you're asking if relations in general are studied this way, then maybe so. While searhing I came across a paper by Saunders MacLane which looks like a relevant example:
He talks about regarding a homomorphism of things in a category with an operation $S\rightarrow B/L$ instead as a "many valued function" from $S$ into $B$ (that is, every pre-image is related to the multiple things in the coset of the image). It remains "compatible", but is no longer a true function.
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Another way to look at R preserves the operation is that it commutes with it. But is this the same setup as the OP's? $aRb \wedge cRd \to (a+c)R(b+d)$ versus $R(a+b)=R(a)+R(b)$? There are obvious distinctions such as the number of arguments, implication versus equality, and also in the first case there is a conjunction and $+$, while in the latter only $+$ operator. – alancalvitti Feb 2 '13 at 2:13
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The logistics industry is complex, and managing supply chains can be challenging for many companies. That's why many businesses turn to third-party logistics providers offering various logistics services, such as transportation, warehousing, and order fulfillment. However, while there are many advantages to using a 3PL provider, there are also some potential drawbacks.
This blog post will explore the pros and cons of using third-party logistics providers.
- Increased efficiency and cost savings: One of the most significant benefits of using a 3PL provider is increased efficiency and cost savings. By outsourcing logistics operations to a 3PL provider, businesses can leverage the provider's expertise and resources to optimize supply chain management. This can lead to faster delivery times, reduced transportation costs, and more efficient warehousing.
- Scalability and flexibility: Another advantage of using a 3PL provider is scalability and flexibility. As businesses grow and their logistics needs change, a 3PL provider can adapt to meet those needs. This allows companies to scale their logistics operations up or down as needed without investing in additional resources.
- Access to technology and expertise: 3PL providers often have access to the latest logistics technology and expertise. This can help businesses stay updated with the latest trends and innovations in logistics, which can be challenging to keep up with on their own. Additionally, 3PL providers can provide valuable insights and advice to help businesses improve their supply chain operations.
- Loss of control: One of the most significant drawbacks of using a 3PL provider is the potential loss of control. When outsourcing logistics operations to a third party, businesses must rely on the provider to manage their supply chain effectively. This can lead to a lack of visibility and control, which may concern some companies.
- Dependence on the provider: Another potential disadvantage of using a 3PL provider is dependence on the provider. If the provider experiences operational issues, such as delays in transportation or warehouse problems, it can significantly impact the business. Additionally, companies may become reliant on the provider and find switching providers challenging or bringing operations in-house.
- Communication and cultural barriers: Finally, using a 3PL provider can lead to communication and cultural barriers. Language and cultural differences may create challenges if the provider is located in a different country or region. These barriers can lead to misunderstandings and delays in logistics operations.
In conclusion, a third-party logistics provider can offer businesses many advantages, including increased efficiency, scalability, and access to technology and expertise. However, there are also potential drawbacks, such as loss of control, dependence on the provider, and communication and cultural barriers. Therefore, as with any business decision, it's essential to carefully weigh the pros and cons before deciding whether to use a 3PL provider.


How to develop an Equality Indicators tool in your city
Equality Indicators tools are developed through a collaborative, iterative process involving input from local government, community members, and non-profits, in addition to examination of local disparities and government priority areas.
While the steps in the process may change somewhat depending on local context and need, there are seven primary steps in the general process:
 1. Researching local inequalities, disadvantaged groups, and governmental priorities and areas of focus.
 2. Based on what has been learned during the research phase, creating a draft framework for the tool.
 3. Soliciting feedback from a wide range of stakeholders, including government agencies, community members, and non-profits, ranging from service providers to research and policy groups.
 4. Revising the draft framework in accordance with the feedback received.
 5. Testing the indicators: assessing the availability and quality of regularly-collected data, and evaluating the potential value of each indicator once a data source has been identified.
 6. Revising and soliciting additional feedback as needed.
 7. Finalizing the tool.
Questions to consider
 - How will an Equality Indicators tool be used in your city? And more specifically, how will your city government use the tool? How will it be integrated into other City initiatives?
 - Who will be responsible for maintaining the Equality Indicators tool in your city?
 - When will data be updated, and how will it be made available to the public?
Working with the CUNY Institute for State and Local Governance
The Equality Indicators are adaptable to any U.S. or international city. Whether your city is rural or urban, data rich or data poor, we will work with you to design a relevant and meaningful framework.
Our team has deep expertise in indicator development. We will collaborate with you at every stage of tool development, from the planning to the implementation stage. We can also work with you on funding strategies.
Interested in working with us? Contact us at


text:
- Majors, Departments and Programs
- Degree Requirements
- Global Focus
- Certificate Programs
- Arts & Culture
- Honors/Independent Study
- Internships & Student Research
- Scholarships & Fellowships
- Law, Medicine, Business
- Honors & Distinctions
- Student Accessibility Services
- Graduate Study & Non-Traditional Programs
- Meet the Deans
- Academic Calendar
Associate Professor: Grande; Assistant Professors: Anderson, Wright; Certification Officer and Educator in Residence: Cocores; Professor James, acting chair
The Education Department views American education as a reflection of a set of political, economic and cultural relationships that reflect the dominant social arrangements of U.S. society. Teaching is therefore viewed as a political act. The goal of the Teacher Education Program is to produce critical educators who understand that one of the consequences of living in a pluralistic society is the existence of a variety of conflicting views of what it means to be educated. As such, it works to instill in students a sense of responsibility to participate in the political process by which educational policies are initiated, employed and resisted.
The Department employs a social justice curriculum where students are expected to: (1) achieve excellence in their field, (2) understand classrooms as a reflection of larger social-political and economic forces, (3) develop critical and anti-bias pedagogies and, (4) to view the classroom as a dynamic and dialectical space.
There will be changes in the certification regulations for students who plan to apply for certification after July 1, 2014. (These changes will not affect the students who graduate in June of 2014 as long as they complete all of their requirements and apply for certification before July 1, 2014). Students should check with the Education Department Certification Officer for details.
Connecticut College is accredited to prepare elementary school teachers, grades K-6. Candidates for an elementary certificate may major in any of the academic departments of the College. Certification students will also receive instruction in special education as part of their course work. Connecticut College is also accredited to prepare music teachers, K-12; for the requirements for the major in music with a concentration in Music Education see page 122.
The prospective elementary teacher must have a minimum of 39 semester hours in general education, including a survey course in U.S. History and study in the following areas: natural sciences*; social studies; English; mathematics**; and foreign language or fine arts. The education department may specify areas of general study depending on a candidate's background.
All students must also meet the following professional requirements: Education 103 (2 credits), 223, 304, 313, 341, 445 and 450; Human Development 111, 225. It is advisable to take Education 223 and Human Development 111 in the freshman year, Human Development 225 and Education 341 in the sophomore year, and Education 304 and 313 in the junior year.
During either the first or second semester of the senior year, the student will devote the full semester to teacher preparation, taking Education 445 concurrently with Education 450.
*Requires course in science department.
**Requires course in mathematics department.
Connecticut College is accredited to prepare secondary school teachers in the following fields: English, history-social studies, Spanish, mathematics, biology, chemistry, general science, earth science, and physics. Connecticut College is also accredited to prepare music teachers, K-12; for the requirements for the major in music with a concentration in Music Education see page 122.
The prospective secondary teacher must have a minimum of 39 semester hours in general education including a survey course in U.S. history and study in five of the following areas: natural sciences*; social studies; fine arts; English; mathematics**; and foreign language. The education department may specify areas of general study depending on a candidate's background. In addition, candidates for secondary certification generally must major in the area in which they seek certification.
The student must also meet the following professional requirements: Education 103 (2 credits), 223, 225, 305, 450, and 457; Human Development 225 and 307. It is advisable to take Education 223 in the freshman year. In the senior year the student will devote one semester primarily to teacher preparation, taking Education 450 concurrently with Education 457.
*Requires course in science department.
**Requires course in mathematics department.
Learning Goals in the Education Major
The Education Department at Connecticut College prepares students to teach in public schools. In following the liberal arts tradition, they approach the study of teaching and education as an intellectual pursuit and not a practitioner model that stresses ″techniques.″ The aim is to prepare students to not only assume their roles as classroom teachers but also as active citizens and public intellectuals. The following goals and competencies are a sample of how student learning is assessed throughout the program.
- To educate teachers who understand that excellence in teaching begins with deep knowledge and a critical understanding of their subject matter as a means of developing high standards of achievement and excellence for their K-12 students.
- Candidates demonstrate knowledge of their subject matter by not only meeting State requirements but also Connecticut College standards of excellence in their major area(s) of study.
- Candidates demonstrate understanding of the national, state, and professional standards within their subject matter as well as critical knowledge of the major principles and constructs.
- To educate teachers who understand that education and schooling are shaped by larger socio-historical, political, economic, and geographic contexts.
- Candidates demonstrate a critical understanding of the history of education and schooling in the United States as it relates to and has been connected with the process of nation building and globalization.
- Candidates demonstrate a critical understanding of knowledge as both situated and historical.
- To educate teachers who construct critical pedagogies that are situated in and shaped by students′ prior knowledge, local contexts and community knowledge.
- Candidates demonstrate knowledge of the current and historical issues relevant to the greater New London community.
- Candidates understand and build upon the knowledge and assets students bring to the classroom.
- To educate teachers who understand the relationship between power and knowledge and who create classrooms as critical sites of action where essential questions related to educational access, opportunity, conditions and outcomes.
- Candidates demonstrate an understanding of classrooms as sites of struggle, possibility and transformation where the relationship between knowledge and power is engaged.
- Candidates understand differentiated instruction through a critical framework.
- To educate teachers who understand literacy as having multiple dimensions, forms and functions that develop both inside and outside of schools. Literacies are meaning making processes in which dynamics of power, voice, access, subjectivity, and representation are operating.
- Candidates demonstrate critical knowledge about the processes of language acquisition and literacy. That is, they demonstrate understanding of the relationship between language and power through their ability to employ approaches that disrupt compensatory and deficit models, especially as they relate to English Language Learners and ″struggling readers and writers.″
- To educate teachers who understand assessment and evaluation as contextual, as forms of inquiry and ongoing processes of reflection and praxis.
- Candidates demonstrate knowledge of the differences among formative and summative assessments and evaluation and how to use them effectively as part of instruction.
While the Education Department is committed to working with all area schools in our coursework, we continue to develop special partnerships with New London and Groton schools.
EDUCATION 103 AIDS, BULLYING, AGGRESSION/SUICIDE, DRUG PREVENTION AND CONFLICT RESOLUTION FOR TEACHERS Preparation for elementary and secondary teacher candidates to address these challenges to health and well being with their students. Members of the class will engage in a critical examination of accepted methods and materials with an emphasis on: risk factors, approaches to prevention, teaching strategies, and the evaluation of educational materials. Two hours of credit, marked as pass/not passed. C. Cocores
EDUCATION 223 FOUNDATIONS OF EDUCATION An introduction for students to the notion of schools as sites of political struggle. Students examine this problematic through the historical, sociological, political, and economic lenses as well as contemporary theories of education: liberal/progressive, traditional/conservative, and revolutionary/critical theories. Students apply these theories to their examinations of contemporary public schools and classrooms. Students are required to complete a minimum 20-hour in-school practicum as part of this course.
Open to freshmen and sophomores; and to juniors and seniors enrolled in an education certificate program. Enrollment limited to 25 students per section. Offered both semesters. This course satisfies General Education Area 3 and is a designated Writing course. M. James, S. Grande
EDUCATION 225 CURRICULUM AND CLASSROOM ASSESSMENT This course connects learning and teaching with methods of K-12 classroom assessment. Students will learn how to plan and develop assessment tools that support their pedagogical decisions. Through the lens of critical pedagogy, students will evaluate and interpret data produced by different forms of assessment.
Prerequisite: Course 223. Enrollment limited to 40 students. Staff
EDUCATION 226 GENDER AND HUMAN RIGHTS This is the same course as Gender and Women′s Studies 226. Refer to the Gender and Women′s Studies listing for a course description.
EDUCATION 270 TEACHING AND LEARNING FOR SOCIAL CHANGE: POWER, AGENCY, AND ACTION An examination of the theory and methods of social justice approaches in education. Key questions engaged by the course include: What are the tensions, barriers, and possibilities when students are decision-makers and change agents in the educational process? What are the theoretical, curricular, and methodological approaches to student-led participatory action research projects? Students will analyze case studies to develop a range of perspectives on social change projects in education.
Open to soph


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Date Presented 03/26/20
Weakness of the affected UE is common poststroke. However, it is important to be aware that the less-affected UE is also mildly affected poststroke. In this longitudinal study, we revealed that the motor and functional ability of the less-affected UE improved significantly during the first six months poststroke. The impact of this UE on bilateral functioning needs to be further investigated.
Primary Author and Speaker: Samar Hmaied Assadi
Additional Authors and Speakers: Debbie Rand
Contributing Authors: Noa Doron, Shelly Peri, Haim Barel, Israel Dudkiewicz, Gabi Zeilig, Revital Gross-Nevo


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She Said Theatre makes Sydney debut with Fallen, an all-female provocation
These days, the London suburb of Shepherd's Bush is best known for its BBC facilities, its permanent market, and Loftus Road, home ground of Queens Park Rangers FC.
But in the 1840s, what is now a densely developed area was semi-rural, with tracts of open farmland. An ideal environment, thought the novelist Charles Dickens, for a home for "fallen" women.
Urania Cottage, the residential reformatory for women Dickens set up with financial backing from a banking heiress, is a biographical footnote in the life of the prodigiously energetic novelist and social reform advocate. Few knew anything of it until British writer Jenny Hartley published Charles Dickens and the House of Fallen Women in 2008.
Now Urania Cottage is the inspiration for a new Australian play, Fallen, written by Seanna van Helten and staged by the Melbourne-based She Said Theatre.
So what was a "fallen woman" and what did you do to become one?
"Maybe you grew up in an orphanage, or your father ended up in a debtor's prison," says Penny Harpham, company co-founder and the director of Fallen. "Or you could be a petty thief or a sex worker."
Dickens, she explains, would go into the streets and gaols and hand-select women he thought suitable for reform. "He was looking for something in their character he deemed worthy," Harpham says.
Dickens believed fallen women could wipe the slate clean through training in the household arts, reading, gardening and learning the piano. His goal was to reform the women so they were fit for export to the colonies as marriage material.
"I read the book and I thought, this is insane," says Harpham. "No one knows about this. We are talking about how Australia was founded, on these people being sent to Australia. We are still sorting this out. By zooming in on this really specific time, we can show people how it still resonates today."
Fallen doesn't offer conventional period drama. Instead, van Helten and Harpham use the historical record as a springboard into an examination of Victorian patriarchy and its ongoing echoes.
"We are coming at this as contemporary feminist theatremakers," Harpham says. "We are asking questions. Our story tells of a year in the life of this house and the relationships, desires, disappointments and heartbreaks these women experience as they enter into the program, then start to question the program itself."
Fallen marks the Sydney debut of She Said Theatre, which Harpham and van Helten, both VCA graduates, formed in response to the gender imbalance in creative positions in theatre.
"We have men in the company but we have a rule that on every project, we have more women than men," Harpham says. "We don't ever want to get into a position where we say, 'wow, why aren't there many female voices in the room?'"
She Said Theatre also addresses diversity issues by ensuring that in every production, there are opportunities for those the mainstream theatre industry might be overlooking.
For Moreblessing Maturure, Fallen offers a rare opportunity to work in a "colour-blind" environment.
"I'm originally from Zimbabwe, so for me to play in an Australian period piece is really exciting," Maturure says. "My character is Julia, a young girl who has been living on the streets ever since she lost her father – she literally lost him in the crowd on [Queen Victoria's] Coronation Day and never saw him again, and so she found herself in this house. For her it's safer and she wants to learn how to be a 'better woman'."
Rebecca Montalti plays Isabella, one of the hard cases in the home. "She might see herself as the leader of the pack but I see her as someone who is scared and fragile and vulnerable," Montalti says. "She acts out of fear, like any bully."
Chantelle Jamieson plays Rosina, an upper class girl whose father has gone bankrupt. "We meet her dealing with the constraints that this institution is putting on her," Jamieson says. "Dickens set it up for positive reasons but there's no single way of being female that fits everybody. They are all struggling to fit the mould."
Where Seymour Centre, Chippendale
When April 6-22, Tuesday-Friday, 7.30pm, Saturday, 2pm & 7.30pm, $35-$44, seymourcentre.com
Stars Lucy Goleby, Megan Holloway, Chantelle Jamieson, Abbie-lee Lewis, Moreblessing Maturure, Rebecca Monalti, Eloise Winestock
Director Penny Harpham


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With the recent riots in London, Manchester, Birmingham, and other locations, it is an apt time to examine crowd behaviour and the 'mob mentality.'
So, what causes mob mentality?
There are a number of explanations for mob mentality within social psychology. These include:
Deindividuation – when people are part of a group, they experience a loss of self-awareness.
Identity – when people are part of a group, they can lose their sense of individual identity.
Emotions – being part of a group can lead to heightened emotional states, be that excitement, anger, hostility, etc.
Acceptability – behaviours that are usually seen as unacceptable suddenly become acceptable when others within a group are seen to be carrying them out.
Anonymity – people feel anonymous within a large group, which reduces their sense of responsibility and accountability.
Diffusion of Responsibility – being part of a group creates the perception that violent or unacceptable behaviour is not a a personal responsibility but a group responsibility.
The larger the group or crowd, the more likely that there will be deindividuation and diffusion of responsibility.
It is generally believed that everyone is capable of this mob mentality. However, research does suggest that some personalities or circumstances make it more likely. For example:
Adolescents who lack a stable family can gain a sense of identity when part of a group.
People are more likely to take part in looting during times of hardship.
Particularly emotional events such as football matches.


Definition of 'Severability'
A clause in a contract that allows for the terms of the contract to be independent of one another, so that if a term in the contract is deemed unenforceable by a court, the contract as a whole will not be deemed unenforceable. If there were no severability clause in a contract, a whole contract could be deemed unenforceable because of one unenforceable term.
Also known as a "severability clause" or a "savings clause".
Investopedia explains 'Severability'
A contract with a severability clause is essentially one contract divided into many different parts: default on one component of the contract does not prevent the rest of the contract from being fulfilled. If a sentence, clause or term in a contract is deemed invalid by a court, then this problem area of the contract will most often be rewritten to fit both the contract's original intent and the requirements of the court.
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what is the pH of a.0020M NaOH solution?
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Posted on (Answer #1)
You need to evaluate pH using the following equation, such that:
'pH = -log(NaOH)'
Since the problem provides the concentration of '0.002M', you need to replace it in formula above:
'pH = -log(0.002) => pH = -(-2.69) => pH = 2.69'
Hence, evaluating the pH of the '.002 M NaOH' solution yields 'pH = 2.69.'
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Pacific Northwest cemeteries have a wide variety of military markers for every conflict since the Civil War. Sometimes, the smaller cemeteries are those with the greatest number of veterans.
Take George Kelley, one of the integral founders of Fall City, WA.
According to Jack's History of Fall City, George Kelley was part of Company 1, 64th regiment of the Illinois Volunteers. This regiment saw first-hand action at the Battle of Kennesaw Mountain, the siege of Atlanta and Sherman's March to the Sea, an infamous campaign that began with Sherman's troops leaving Atlanta, Georgia on November 15 and ending with the capture of the port of Savannah on December 21.
Kelley later participated in a military Grand Review in front of President Lincoln.


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A constant function is a linear function for which the range does not change no matter which member of the domain is used.
for any x1 and x2 in the domain.
With a constant function, for any two points in the interval, a change in x results in a zero change in f(x).
Graph the function f(x) = 3.
The graph of a constant function is always a horizontal line.


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Person vs. Individual
Difference Between Person and Individual
It is quite common for people to call a person as an individual and an individual as a person. The two words are often made use of in place of one anther as if they are synonyms and are found to be used interchangeably. But these terms are not the same. Is it that these convey the same meaning, or some differences do exist between the terms 'an individual' and 'a person' to justify the existence of these two different terms? We will know through this article.
The person is derived from persona which is Greek word for the mask of an actor. In the olden days one actor had to play more than a single character and different roles, he just used a mask and the concept of persona grew from here. It was the word persona that gave birth to the nouns 'personality' and 'person' in English. The concept of person is even more primitive than those of mind and body. A person is an entity who has an ability to think and work and not his mind or his body respectively. Again, a person is a living entity. Any person who goes into the shelter of death is regarded as a 'dead person', but the important point to note here is the addition of the term 'dead' before the noun 'person'. A person is not an island that survives alone instead he is a social being and lives and remains in touch with other people. He has feelings which he shares with others.
This is where the concept of individual enters. The society that consists of innumerable people, has many individuals who have particular, unique and distinct characteristics that are specific to them only. A crowd consists of individuals but each individual is a person as well. The term 'Individual' is used to refer to the specific characteristic features that are unique to a particular person. Any person who is a neighbor of a famous personality or rather a celebrity often uses this word 'individual' for describing him as a person.


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As we all know, the new KPUP grading system is composed of four different parts: Knowledge, Process, Understanding, and Performance. Knowledge covers the facts and information taught. Process tests how students assess or process the knowledge taught to them. Understanding is how the students understand and explain the lesson after processing it. Performance is the product or outputs of the students. As changes are added, we should expect some effects as well. Being a second year high school student myself, I have experienced the good and bad sides of this grading system.
First of all, it had a good effect on the students in terms of giving effort in academics. Why? The answer is simple. All the graded seat works, quizzes, and long tests are now called assessments, and therefore they carry the same weight in terms of grading. This will enable students to study more and be more conscious about their grades.
On the other hand, it may also affect many people like me. Since seat works are given to students very often and they weigh a big part of our grades, it tends to stress the students out because it is just like having a quiz every other day. Another thing is that the process and understanding parts of the assessments can be subjective to some people. It did not affect me directly, but it did to some of my classmates. It is hard to get a concrete answer to those questions because not everyone has the same opinion and way of processing knowledge on a certain topic. Therefore it can give some students a hard time to adjust.
In addition, school work just doubled this school year. A lot of students are already stressed out due to the amount of projects they have. I personally think that KPUP is affecting this indirectly. As the number of projects increase, the risks of not submitting them on time will also increase. What happens if no output is submitted? Students will have to say good bye to the 30% of their grades. Therefore, I think there should be a balance between the KPUP grading system and the amount of work given to the students, especially because this is just the first year of implementing KPUP.
written by JP Lee


When Your Man Is on the Spectrum
 - Author: Pnina Arad
 - Language: English
 - Category: Business, Self-Help, How To
When Your Man Is on the Spectrum
Could your partner be on the autism spectrum?
Many women cope with indescribable hardship, communication lapses and severe emotional deprivation in their romantic relationships, without even suspecting that their partner might be on the autism spectrum. Others realize this was the issue all along only after years of living with self-doubt, confusion, and the feeling of having lost their sanity.
In this book you will discover:
 - Why most adults with high-functioning autism are not diagnosed.
 - How autistic traits are expressed in a romantic relationship while going unnoticed by others outside of it.
 - What experiences women in neurodiverse relationships share in common.
Drawing on her extensive doctoral research, the existent body of literature and her professional experience as a couple counselor and coach specializing in neurodiverse relationships, Dr. Pnina Arad invites you to join her on a startling and enlightening journey that will open your eyes and provide new perspectives on the familiar life stories of friends, relatives and patients. Some may even echo your own personal story.
This book brings together for the first time, the most comprehensive current empirical data and clinical knowledge, while telling the stories of women throughout the most significant stages of their lives. The information is presented in a simple and clear language, accessible to anyone who wants to know, understand and overcome the puzzling challenges of neurodiversity in romantic relationships.
Dr. Pnina Arad is the founder of 'LeadUp', a qualified couple counselor, group facilitator and women's empowerment life coach, specializing in neurodiverse relationships. She has helped hundreds of women and couples in Israel and around the world to surmount their challenges and change their lives.


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How it works
- APSL scholarships are aimed at school children between the ages 9 to 17, or up to the completion of GCE A levels, whichever comes first,
- The Scholarship Coordinator, through local coordinators, informs the Sri Lankan schools of the bursary, eligibility criteria and how to apply,
- Teachers look out for gifted children at risk of dropping out of education due to economic hardships,
- Children identified are discreetly approached and informed of the scheme, provided with application forms and encouraged to apply,
- Applications completed by parents or guardians and countersigned by schools headteachers are sent to the APSL Scholarship panel for consideration,
- Selected applicants are informed in writing. They sign to accept the offer and provide a bank account in the child's name to receive the funds,
- Each recipient is given Rs5000 during the first month followed by Rs3000 each month thereafter.
On-going monitoring is carried out through the local coordinators who provide regular reports to APSL, to ensure that
- Appropriate use of funds for the befit of the child – through a monthly statement from Parent / guardian,
- Educational progress: through copies of end-of-term school reports.
- Which determines the continuation of funding from one year to the next.


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Native American Language Program Gets Funded for Another Year
The Oklahoma Breath of Life — Silent No More program recently received a $90,000 grant from the National Science Foundation (NSF) to hold another weeklong workshop next year.
The first workshop was held last summer at the University of Oklahoma's Sam Noble Oklahoma Museum of Natural History. It was designed to give participants the tools to help revitalize endangered Native American languages.
National Geographic's Enduring Voices Project lists Oklahoma as a language hotspot—an area with many languages near extinction. "Oklahoma boasts the highest density of indigenous languages in the United States," says the project's website. "This hotspot includes languages originally spoken in the region, as well as those of tribes from farther east that were forcibly relocated onto reservations here."
Jim Hopper, director of the Otoe-Missouria Youth Leadership Department, attended the Breath of Life workshop held last year because he fears tribal youth are facing an identity crisis. "They want to know what it means to be Otoe-Missouria, but they don't understand the tribe's native language," he told The Oklahoman.
He attended the workshop to better prepare himself to help the youth of his tribe learn the language. According to The Oklahoman, he only knew a few words before attending the workshop, he now posts words around his home for his 7 and 2 year olds to see and incorporates the language into youth programs he organizes.
"If we don't get youth involved now, then it will be gone forever," Hopper told The Oklahoman.
Hutke Fields, another 2010 workshop participant agrees. "We'll lose it if we don't use it," he told The Oklahoman. Fields, principal chief of the Natchez Indians, said Breath of Life helped his community computerize a dictionary so Natchez people in South Carolina can practice with their counterparts in Oklahoma.
The program is able to continue thanks to the grant-writing efforts of Mary Linn, associate curator of Native American languages at the Sam Noble Museum, and Colleen Fitzgerald, chairman of the University of Texas at Arlington's Department of Linguistics and Teaching of English to Speakers of Other Languages.
Fitzgerald said UT Arlington is creating linguistic databases that will enable the creation of online dictionaries—like the one for the Natchez—that will help revitalize the many endangered Native languages.
Oklahoma Breath of Life was modeled after a program at the University of California, Berkeley, where a biannual workshop is held for California Indians whose languages have no fluent speakers.
The next Oklahoma Breath of Life workshop will be held May 20 to 25, 2012. Linn hopes more than the eight participants from Natchez, Osage and Otoe-Missouria attend. She also wants the program to become self-supporting.
"They may be silent, but they can be spoken again," she told The Oklahoman.


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American Heritage® Dictionary of the English Language, Fourth Edition
- n. An overhead window, as in a roof, admitting daylight.
- n. Light from the sky.
Century Dictionary and Cyclopedia
- n. A window placed in the roof of a house, or in a ceiling; a frame set with glass, whether horizontal or in one or more inclined planes, and placed in a roof or ceiling, or in some cases, as in photographers' studios, forming a considerable part of the roof, for the purpose of lighting passages or rooms below, or for affording special facilities for lighting, as for artists' or photographers' needs.
- n. The light of the sky; specifically, the blue or pale white color of the aërial vault. The light of the sky is, in general, reflected sunlight. Its color is due to the size of the reflecting particles, blue light coming from the finest gaseous particles and red light from larger vaporous ones. Blue light may also come from the molecules of the gases mixed together in the atmosphere. The white light with which the blue is adulterated comes from larger particles or globules of water that reflect all the colors of the sunlight. The blue light is polarized in a plane perpendicular to the sun's rays, the white light in the plane of the sun's rays; the resultant light is polarized according to the law combining these two elementary conditions.
- n. Illumination by means of the light of the sky: as, a studio with a good skylight.
- n. A window, dome, or opening in the roof or ceiling, to admit natural light.
- n. Diffuse sky radiation—solar radiation reaching the earth's surface after having been scattered from the direct solar beam by molecules or suspensoids in the atmosphere
GNU Webster's 1913
- n. A window placed in the roof of a building, in the ceiling of a room, or in the deck of a ship, for the admission of light from above.
- n. a window in a roof to admit daylight
- From sky + light. (Wiktionary)
"The term skylight had been used by submariners since first venturing under the polar ice cap."
"They warned that a skylight is an easy entry for a bandido."
"Sleeping on the deck by the cabin skylight, I was very close to her when her revolver went off, and continued to go off."
"The skylight is already in the roof so I can't make it smaller."
"This was too much, and the black, afraid more of Van Horn than of Jerry, turned and fled for'ard, leaping to safety on top of the eight Lee-Enfield rifles that lay on top of the cabin skylight and that were guarded by one member of the boat's crew."
"A dirty skylight provided illumination during the day, but now the skylight was a rectangle of black, and the only light came from a feeble Victorian lamp that sprouted from the ancient desk like an iron mushroom."
"Directly below the skylight was a reflecting pool and fountain (empty now), its intricate mosaic of colored tiles depicting fish swimming in a river."
"When we originally started breeding birds of prey in captivity we brought in some very, skittish birds and whenever anybody went past the aviary the birds just went mad, and we thought they must be upset by the disturbance, so someone came up with the bright idea of what's called a skylight and seclusion aviary."
"But even when Pete stretched to his full height, the skylight was a foot above him and more than a foot beyond the car."
"But he slept over there, " said Mallett, nodding to the farther end of the corridor, where underneath the skylight was a large circular basket, lined with an old rug."
These user-created lists contain the word 'skylight'.
Words that connote making an exit, places to exit, means to an exit.
Environmental Ice and Snow
(excluding all the food ice)
Looking for tweets for skylight.