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Dr. Morton Cooper reports outstanding results from using Direct Voice Rehabilitation (DVR) with Bowed Vocal Cords. Covering over 100 cases between 1961 and 2005, his success ratio is excellent (90%+).
Dr. Cooper's success and cures of this condition were detailed in his textbook Modern Techniques of Vocal Rehabilitation in 1973. From that time on, Dr. Cooper reports faster results because of discoveries he has made with locating the right pitch of voice, the right placement of voice, the better way to breathe right for speaking, and focusing in on the voice image and voice identity, which he finds are all key to successful voice rehabilitation.
The condition of bowed vocal folds as referred to in this book may be functional or organic in etiology. Bowed vocal folds that are functional in nature are created by voice misuse and abuse and may be alleviated by voice rehabilitation. Organic bowed vocal folds have an organic condition or nodules, polyps, or polypoid degeneration in addition to the bowing. Although surgery may be necessary to remove the organic lesions (especially polypoid degeneration) prior to voice rehabilitation, the bowing and the growths are often amenable to voice therapy.
Differentiating Bowed Vocal Folds from Paralytic Dysphonia and Myasthenia Laryngis
Bowed vocal folds may be confused with two other dysphonic conditions which produce a noticeably breathy voice: paralytic dysphonia and myasthenia laryngis.
Myasthenia laryngis is a term used by Jackson to describe " a morbid entity characterized by asthenia of the phonatory musculature of the larynx, especially the powerful overworked thyroarytenoideus muscles." (1940, p. 434) Jackson considers myasthenia laryngis as a muscular disability. He posits a continuum of this condition, with the possibility of controlling the early stages through extended voice rest and proper voice training. He adds: "that cure is obtainable only in the earlier stages of the disease." (p. 461) According to Jackson, myasthenia laryngis is created by too high a pitch in singing and in speaking; voice abuse is the chief etiological factor.
Differential diagnosis between myasthenia laryngis and unilateral paralytic dysphonia in the intermediate (cadaveric) position cannot be made auditorily by the voice therapist. A similar auditory presentation (leakage of air and effortful voice) is afforded to the voice therapist by these two conditions. Unilateral paralytic dysphonia with the cord in the paramedian position may also resemble myasthenia laryngis auditorily, but an effortful volume at the optimal pitch level may reveal a natural voice. Myasthenia laryngis in the final stage does not present a discernible optimal pitch nor a clear tone. The voice quality is noticeably breathy.
The voice therapist may be able to determine if the patient has temporarily bowed vocal folds (functional or organic) or myasthenia laryngis in the final stage. If the patient is able to laugh at his optimal pitch level with a clear tone that is not breathy, the patient has bowed vocal folds. If the sound continues to be breathy when the patient is using the optimal pitch level, then myasthenia laryngis may be present.
In this final stage of myasthenia laryngis, the vocal folds may be bowed, but they respond minimally to maximal voice rehabilitation. The condition of bowed vocal folds (functional or organic) may be considered to be on a continuum leading to myasthenia laryngis (first stage and second stage) if voice misuse is persistent.
In some cases of unilateral paralytic dysphonia, the paralyzed cord is bowed in the midline position or in the paramedian position. If the paralyzed fold is in the midline position, voice rehabilitation alone is often successful. If the cord is in the paramedian position and voice rehabilitation alone is unsuccessful, a Teflon injection followed by voice rehabilitation may be necessary (see Paralytic Dysphonia).
When the vocal fold is paralyzed in the midline position or if the patient is in the first stage of myasthenia laryngis, the patient's production of the optimal pitch level as directed by the voice therapist may immediately result in a clear and normal voice. A program of voice rehabilitation must be undertaken to maintain the optimal pitch.
Wilson recommends lowering the habitual pitch for bowed cords: "In addition, it is often necessary to eliminate voice abuse such as loud talking and yelling, to establish correct pitch usage often by lowering the habitual level, and to improve the clarity of the voice." (1966, p. 79)
Clinical experience with 42 patients with bowed vocal folds is entirely contrary to this point of view: almost all of these patients had been using to low a pitch level. Raising the pitch of voice for these patients as well as increasing the oronasal resonance eliminated the bowing and created an efficient voice.
Voice therapy for bowed vocal folds is similar to that used for paralytic dysphonia in which the paralyzed cord is in the median position. (The therapy is described under Paralytic Dysphonia.)
Of the 32 patients seen with functional bowed vocal cords, the following conclusions may be drawn:
- Of the 32 patients seen, 26 (81.25%) entered therapy.
- Of the 26 patients entering therapy, 24 (92.3%) completed therapy.
- Of the 24 patients completing therapy, 7 (29.2%) had long-term therapy and 17 (70.8%) had short-term therapy.
- Of the 24 patients completing therapy, the results were: 20 (83.3%) excellent, 2 (8.3%) good, and 2 (8.3%) fair.
- The comparison between males and females seen: 20 (62.5%) males and 12 (37.5%) females.
Of the 10 patients seen with organic bowed vocal cords, the following conclusions may be drawn:
- Of the 10 patients seen, 10 (100%) entered therapy.
- Of the 10 patients entering therapy, 7 (70%) completed therapy.
- Of the 7 patients completing therapy, 3 (42.9%) had long-term therapy and 7 (57.1%) had short-term therapy.
- Of the 7 patients completing therapy, the results were: 5 (71.4%) excellent and 2 (28.6%) good.
- The comparison between males and females seen: 3 (30%) males and 7 (70%) females.
- Of the 10 patients seen, in addition to the bowing: 7 had nodules (5 no surgery, 2 postoperative), 1 had a polyp (1 post-operative), and 2 had polypoid degeneration (1 no surgery, 1 postoperative).
A few testimonials from former Bowed Vocal Cord and Spastic Dysphonia patients:


text:
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deep inside the whorl, biding their time until it is their turn to emerge.
Some root development is also occurring during these same first five weeks. In fact, the successful development of the first three or four sets of nodal roots during this time will go a long ways to ensuring successful stand establishment of the crop.
Even though new leaves and some roots are developing during this time, the rate of increase in total plant dry matter is relatively slow. The photosynthetic "factory" is small, as is the size of the raw material accumulator devices (aka, the roots).
Up until about the three leaf stage determined by number of visible leaf collars, corn seedlings are dependent primarily on the energy and nutrition reserves of the kernel to sustain their development. Beyond the three leaf stage, seedlings increasingly "wean" themselves from the kernel reserves and slowly become more dependent on the developing nodal root system.
READ THIS. During this important transition from dependence on kernel reserves to dependence on the nodal root system, corn seedlings are easily sidetracked when growing conditions are not adequate for maximum photosynthesis and rapid development of the nodal root system. Consequently, the appearance of corn seedlings during these early leaf stages can be downright ugly during extended periods of cloudy, cool weather. Throw in some excessively wet soils plus a little soil compaction plus a pinch of frost damage and you have a good start on a recipe for "crappy" stands of corn. The best remedy for most fields of yellow-green corn seedlings suffering from the effect of "crappy" growing conditions is the return of ample sunshine and warmth.
A 2-leaf stage corn seedling with a yellow-green appearance indicative of 'crappy' growing conditions
This period of transition during "crappy" growing conditions is exactly when that band of starter fertilizer you placed 2 inches over and 2 inches below the seed begins to pay for itself as the fledgling first nodal roots begin to tap into that fertilizer band sometime after the 2-leaf stage. Remember that prior to this leaf stage, young seedlings are relying primarily on the kernel reserves and do not use much additional soil nutrients. As the kernel reserves "play out" and the first few nodal roots tap into the starter band around the 2-leaf stage, the so-called "starter kick" begins to occur and seedling appearance will begin to improve by the 4- to 5-leaf stage of development.
The good news is that if the plants "hang in there" until they reach the five or six leaf stage, a miraculous turn of events usually occurs. The final leaf is created at the main growing point of the plant (near the top of the "pyramid" of stalk tissue) and the plant turns its attention toward developing the reproductive structures known as the tassel and ears.
Yellow-green corn seedlings; late V2 to early V3 stage of development
At the same time, the size of the photosynthetic "factory" and its supporting staff of roots is reaching a critical mass that is finally capable of manufacturing greater and greater amounts of energy. With greater amounts of available energy, the "factory" begins to convert more and more of the incoming nutrients and carbon dioxide into sugars, starches, and other plant dry matter.
Subsequently, the stalk begins to elongate rapidly, the roots begin to develop rapidly, the tassel develops rapidly, the tiny ears within the ear shoots develop rapidly, and suddenly the plant is growing like wildfire. From about knee-high corn to the onset of pollination, the corn crop progresses through its most rapid growth phase (aboveand below-ground), including the uptake of the lion's share of soil nutrients for use during the grain fill period.
Yellow-green corn seedlings; late V2 to early V3 stage of development
By now you may be wondering what's the moral of this story?
Primarily, it's a reminder to take time once in a while to look at this King of Crops with a certain amount of awe and wonder.
Secondarily, be reminded that an ugly duckling of a corn crop that reaches the five to six leaf stage in reasonably good condition will usually turn the corner and become a beautiful swan of a corn crop during the next few weeks.
Thirdly, be reminded that true yield potential is just beginning to be determined at the start of this rapid growth phase. Ugly corn up to this point in time has not necessarily lost its yield potential. Ear size is determined rom about knee-high to shoulder-high corn. Weather during pollination and grain fill finish off the yield determination.
While we often moan and complain about the looks of young corn, it often surprises us with acceptable yields in the fall.
Nielsen, RL (Bob). 2007. Ear Size Determination in Corn. Corny News Network, Purdue Univ. [online]. Available at [URL accessed May 2010].
Nielsen, RL (Bob). 2008. A Recipe for Crappy Stands of Corn. Corny News Network, Purdue Univ. [online] [URL accessed May 2010].
Nielsen, RL (Bob). 2008. Growing Points of Interest. Corny News Network, Purdue Univ. [online]. Available at [URL accessed May 2010].
Nielsen, RL (Bob). 2010. Determining Corn Leaf Stages. Corny News Network, Purdue Univ. [online]. Available at [URL accessed May 2010].
Nielsen, RL (Bob). 2010. Root Development in Young Corn. Corny News Network, Purdue Univ. [online]. Available at [URL accessed May 2010].
April brought many warm days with excellent field conditions that allowed nearly 70% of corn and near 20% of the soybeans to be planted by the end of the month. As we enter May, temperatures have dropped and the water spigot has opened. The recent cold spells over the past weekend (~May 9th) raise concerns with cold injury to soybeans, especially in the northern third of the state. Some areas also experienced freezing temperatures around the 28th of April in east-central Indiana, though emerged soybeans were minimal at that point.
Will freezing air temperatures kill soybeans?
NO, if the soybeans had not emerged. Soybeans that had not emerged should not be injured from a cold snap since the soil and/or residue were "insulating" the seeds and developing seedlings. However, exposure to long periods of cold temperatures increases the risk of damage to soybean seedlings from diseases and insects.
YES (potentially), if the soybeans had emerged. Soybean seedlings exposed to freezing temperatures are more prone to injury than corn due to the growth patterns. The growing point of the corn plant is protected until about the V5 growth stage; whereas, the soybean's growing point is exposed to the elements as soon as it emerges.
The first soybean part exposed to the air temperatures and the elements is the hypocotyl (lower stem) followed by the cotyledons (seed leaves). The hypocotyl pulls the cotyledons out of the soil and looks like a shepherd's crook (Figure 1). The hypocotyl will straighten as the soybean seedling develops, which will lift the cotyledons up and "rest" them above the hypocotyl (Figure 2).
Figure 1. Emerging soybean seedling (shepherd's crook): hypocotyl and cotyledons
Figure 2. Emerged soybean seedling that has straightened
What soybean part is injured due to the cold temperatures – the hypocotyl, the cotyledons, or the unifoliate leaves?
The soybean plant will die or is already dead if the hypocotyl is discolored or water-soaked (Plant B in Picture 3). The cotyledons and unifoliate leaves may still be green, but they will soon die or the plant will be "clipped off" as the hypocotyl deteriorates. However, the plant will likely survive if the hypocotyl and the cotyledons remain green even with dead unifoliate leaves (Plant A in Picture 3). The axillary buds will develop at the cotyledonary node since the apical bud, the growing point, is dead. Thus, the plant may develop split stems from this node (Picture 4). Each stem will grow and develop "normal" producing leaves, flowers, pods and beans, but the plant may be more prone to lodging later in the season.
Figure 3. Plant A has a green hypocotyl and cotyledons and will likely survive. Plant B has a discolored hypocotyl and water-soaked cotyledons and unifoliates, and it is dead. (Photo Credit: Phil Walker, Planted April 7, 2010 near Columbia City, Indiana)
Figure 4. Split-stem growth aftger freeze damage to unifoliate leaves
Will I need to replant due to cold injury?
Soybeans have a tremendous ability to compensate for various plant to plant spacings (row widths and plant populations). In a recent article, we discussed the appropriate seeding rates to attain the target plant stand at harvest and ultimately, the appropriate plant stand to maximize yield and profitability. That target at harvest is approximately

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text:
- Enter a word for the dictionary definition.
From The Collaborative International Dictionary of English v.0.48:
marmot \mar"mot\ (m[aum]r"m[o^]t; 277), n. [It. marmotta, marmotto, prob. fr. L. mus montanus, or mus montis, lit., mountain mouse or rat. See Mountain, and Mouse.] 1. (Zool.) Any rodent of the genus Marmota (formerly Arctomys) of the subfamily Sciurinae. The common European marmot (Marmota marmotta) is about the size of a rabbit, and inhabits the higher regions of the Alps and Pyrenees. The bobac is another European species. The common American species (Marmota monax) is the woodchuck (also called groundhog), but the name marmot is usually used only for the western variety. [1913 Webster +PJC] 2. Any one of several species of ground squirrels or gophers of the genus Spermophilus; also, the prairie dog. [1913 Webster] Marmot squirrel (Zool.), a ground squirrel or spermophile. Prairie marmot. See Prairie dog. [1913 Webster]


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Efforts to provide "reliable energy for all" are making little progress in Africa, a new Afrobarometer analysis shows.
Expansion of the electric grid appears to have stalled in most surveyed countries, and only about four in 10 African households enjoy a reliable supply of electricity, a marginal improvement from survey findings three years previously.
Findings from national surveys in 34 African countries are detailed in Afrobarometer's new Pan-Africa Profile on electricity, released today. The analysis shows that stark differences in access and reliable supply remain between countries, and rural residents and the poor are still at a great disadvantage when it comes to lights and power. This may explain why fewer than half of Africans think their government is doing a good job when it comes to providing a reliable supply of electricity.


text:
Bayesian Stochastic Differential Equation Modelling with Application to Finance
MetadataShow full item record
In this thesis, we consider some popular stochastic differential equation models used in finance, such as the Vasicek Interest Rate model, the Heston model and a new fractional Heston model. We discuss how to perform inference about unknown quantities associated with these models in the Bayesian framework. We describe sequential importance sampling, the particle filter and the auxiliary particle filter. We apply these inference methods to the Vasicek Interest Rate model and the standard stochastic volatility model, both to sample from the posterior distribution of the underlying processes and to update the posterior distribution of the parameters sequentially, as data arrive over time. We discuss the sensitivity of our results to prior assumptions. We then consider the use of Markov chain Monte Carlo (MCMC) methodology to sample from the posterior distribution of the underlying volatility process and of the unknown model parameters in the Heston model. The particle filter and the auxiliary particle filter are also employed to perform sequential inference. Next we extend the Heston model to the fractional Heston model, by replacing the Brownian motions that drive the underlying stochastic differential equations by fractional Brownian motions, so allowing a richer dependence structure across time. Again, we use a variety of methods to perform inference. We apply our methodology to simulated and real financial data with success. We then discuss how to make forecasts using both the Heston and the fractional Heston model. We make comparisons between the models and show that using our new fractional Heston model can lead to improve forecasts for real financial data.
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Longman Dictionary of Contemporary English homepage
2 verb
assault2 [transitive]
1 to attack someone in a violent way:
Two men assaulted him after he left the bar.
sexually/indecently assault
He was found guilty of indecently assaulting a student.
2 literary if a feeling, sound, smell etc assaults you, it affects you in a way that makes you uncomfortable or upset:
The noises and smells of the market assaulted her senses.
3 to strongly criticize someone's ideas, plans etc
4 to try to do something very difficult:
a task force to assault the problems
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text:
Monday, 14 January 2019
The Pears National Centre for Autism Education
This one day session is designed for staff who have a leadership role that includes responsibility for developing provision for pupils on the autism spectrum within a school setting.
The training will:
- Enhance delegate's knowledge and understanding of good autism practice
- Help delegates to question, evaluate and develop autism practice within their setting
- Provide delegates with the tools to audit staff skills and identify training needs
- Develop skills and knowledge so that delegates can support their organisation to meet/exceed the requirements of external reviewers such as Ofsted and be compliant with legislative requirements.


Un tratado inédito sobre la idea de nobleza atribuido a Francisco de Rades y Andrada
Dacosta Martínez, Arsenio
Mota Placencia, Carlos
Full Text
This article presents an edition and commentary of what appears to be the opening chapters of a treatise on the idea of nobility (and the definition of several concepts related to it) attributed to Francisco de Rades y Andrada, chronicler of the military orders. The text, written before 1599, is contained in a manuscript of the National Library of Spain in the company of several significant texts related to the genealogy and history of the Sarmiento family (that of the dedicatee of the treatise, don Diego Sarmiento de Acuña ) and Renaissance copies of two medieval texts quite relevant in the history of reflections on nobility in Spain: a) the Spanish translation of a famous speech by Alonso de Cartagena at the Council of Basel in 1434; b) the Spanish version by Charles, Prince of Viana, of De vera nobilitate (written by Buonaccorso da Montemagno ca. 1429, translated into Italian by Angelo Decembrio for Íñigo López de Mendoza, Marqués de Santillana). These, together with a list of Knights of Calatrava admitted to the order between 1535 and 1595, could be supplementary material for Rades' Chronicle of the Military Orders (1572), and look very congenial with the activities and attitudes of Rades as historian: always faithful to legislation and medieval documents and contemptuous of the fantasies and philological and historical inaccuracies frequently found in SixteenthCentury Spanish writers on the concept and implications of nobility


Since the beginning of the global emergency, airports in the country developed a preventive protocol to continuously evaluate risks and mitigate the potential spread of COVID-19, including sanitary inspections of aircrafts and the use of technology to identify passengers with a fever, among others.
In this video, AERODOM, holding company for Las Americas Airport in Santo Domingo, illustrates some of the prevention & control methods that are in place, including the use of masks, new sanitation technologies and rearrangement of wait lines to maintain a safe distance between passengers.


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Young intelligent child
|Name Length||8 Letters|
More info about Balamadi
The name Balamadi is a Hindi, Indian name which means Young Intellect, Young Intelligent Child, Young Thinker. Balamadi is a boy name parents mostly chose for their baby boys.
Images for name Balamadi
Names Similar to Balamadi
Traits of Balamadi with Lucky Number 7
People with lucky Number 7 person is peaceful and affectionate soul, and by nature rather reserved and analytical. The overwhelming strength of the number 7 is reflected in the depth of thinking that is shown; they will garner knowledge from practically every source that they find. Intellectual, scientific and studious, they don't exit a premise until they have dissected the subject and arrived at they own independent conclusion. This is a very spiritual number and it often denotes a sort of spiritual wisdom that becomes apparent at a fairly early age. They need a good deal of quiet time to be with their own inner thoughts and dreams.
They dislike crowds, noise and confusion. They are very thorough and complete in their work, the perfectionist who expects everyone else to be a meet a high standard of performance, too. They evaluate situations very quickly and with amazing accuracy.
They rely heavily on their experiences and their intuition, rather than accepting advice from someone; their hunches usually prove to be very accurate, and knowing this, they are one who tends to follow the directions they seem to guide. It is easy for them to detect deception and recognize insincere people.
They aren't the one to have a wide circle of friends, but once they accept someone as a friend, it is for life. they really aren't a very social person, and their reserve is often taken to be aloofness. Actually, it's not that at all, but merely a cover up for their basic feeling of insecurity. They actually like being alone, away from the hustle and bustle of modern life. In many ways, they would have fit in better in much earlier times when the pace of life was less hectic.
In the most negative use of the 7 energies, they can become very pessimistic, quarrelsome, and secretive. A lucky Number 7 individual who is not living life fully and gaining through experiences, is a hard person to live with because of a serious lack of consideration and because there is such a negative attitude. The negative 7 is very selfish and spoiled. If they have any of the negative traits they are very difficult to get rid of because they tend to feel that the world really does owe them a living or in some way is not being fairly treated. Fortunately, the negative 7 is not the typical 7, at least not without some mitigating positive traits. This number is one that seems to have some major shifts from highs to lows. Stability in feelings may be elusive for them.


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CASB Majority Report
Flight Crew Scheduling Practices | Fatigue Assessment
Flight Crew Fatigue
Flight Crew Scheduling Practices
Daily flight-time limits and minimum crew-rest requirements have been established to reduce the potential for aircrew fatigue. Examination of the flight crew's flight time records for the month of December 1985 determined that the flight-time limitations of FAR 121.521 had been exceeded twice. In the 24-hour period commencing 0206 GMT, 05 December 1985, the flight crew's flying time was recorded as 13 hours 22 minutes, that is, 1 hour 22 minutes in excess of the 12-hour maximum. In the 48-hour period commencing 1018 GMT, 03 December 1985, the flying time recorded was 22 hours 24 minutes. Following this, only seven hours elapsed before the crew initiated its next flight. FAR 121.521 requires that a minimum of 18 hours crew rest be given when a flight crew member has been aloft for more than 20 hours during any consecutive 48 hours.
A review of FAA special surveillance reports determined that, on other occasions, Arrow Air flight crew had exceeded the requirements of FAR 121.521 with respect to flight-time limitations and crew rest.
It was the stated intent of the flight crew to ferry the aircraft to Oakland, California on completion of the night to Fort Campbell. The Board estimates that, at the completion of this flight, the crew would have accumulated about 15 flight hours in the 24 hours commencing with departure from Cologne. The crew's duty day would have approached 20 hours. Because the flight to Oakland was to be conducted without passengers, it was not considered an FAR 121 flight. Rather, it was to be conducted under the provisions of FAR 91. FAR 91 does not include any flighttime limitations or minimum crew-rest requirements. Thus, the flight could be conducted within the provisions of applicable FARs.
By scheduling non-revenue ferry flights under the provisions of FAR 91 at the completion of a series of FAR 121 flights, flight-time limitations and crew-rest requirements designed to reduce the potential for aircrew fatigue can be circumvented. The Board can find no reason to justify the absence of such limits and requirements for flights conducted by FAR 121 certificated air carriers under FAR 91.
To a large extent, the prevention of flight crew fatigue is dependent on the scheduling practices and policies of the air carrier. In the United States, the FARs provide a framework within which the carrier must operate; however, it is incumbent on the carrier to devise workable policies that meet the operational needs.
The pilot-scheduling policy developed by Arrow Air makes no reference to flight-time limits, duty-day limits or minimum crew rest It was determined by the Board that company scheduling procedures did not address flight crew fatigue factors. No maximum duty-day limit was established.
Fatigue Assessment
A detailed analysis of available information pertaining to each flight crew member's vulnerability to fatigue was undertaken. Consideration was also given to identifying behavioural evidence that could be attributed to fatigue. and the causal sequence of events leading up to the accident.
It was the opinion of the medical expert who testified at the Board's public inquiry that, in the 12 days leading up to the accident, the flight crew had been consistently exposed to work patterns and fatigue-inducing factors which were highly conducive to the development of chronic fatigue. These factors included short layovers, night departures, multiple time-zone travel, and a flight-hour accumulation of almost 57 hours in the previous 10 days.
There are no accepted toxicological tests which can verify the presence of, or quantify the influence of, fatigue. However, research has empirically identified certain fatigue-induced behaviours and associated performance decrements.
An analysis of what was known of the flight crew's behaviour while in Cologne, during the flight, and while on the ground in Gander indicated no clear behavioural pattern that could be associated with fatigue. As a result, the Board could not determine whether any individual flight crew member was in fact fatigued nor establish any cause and effect relationship between probable fatigue and the accident sequence.
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Square Strike Wedge offers golfers the ability to significantly reduce the number of fat chips from off the green with its specially created design.
With a full sole and structure of a putter, golfers can use their putting stroke to smoothly chip the ball out of trouble and onto the dance floor as golfers like to call the green.
Is there a learning curve with the Square Strike Wedge?
Yes, with any chipping iron, there will be an introductory period that creates the need for a few practice sessions on a nearby putting green.
Golfers will need to get used to the upright nature of the club and how it needs to be swung as the lofted clubface will present a few exciting challenges at first glance.
The purpose of the club is to bridge the gap between a putter and wedge so that the golfer gets the control and accuracy of a putter, but with the loft and ability to free the ball from the trouble that a wedge provides.
What golfers who use a chipping iron discover over time, is that their short game becomes much more consistent and trustworthy.
Instead of dreading an upcoming chip shot, golfers are instilled with a renewed confidence that spills out with their play around the green.
What is the loft of the Square Strike Wedge, and why is that important?
The loft of the Square Strike Wedge is 45 degrees, roughly equivalent to what you'd find in a typical 9-iron. Other chipping irons set their loft a bit higher, around 37 degrees, the standard loft for 7 irons.
The loft is important for several reasons, the biggest of which is that loft determines the height of the shot. A chipping iron has loft so that it can be used in situations other than just off the green.
For example, a chipping iron can be used from the light rough, because the wide sole at the base of the clubhead can move through the grass without snagging or catching, allowing it to contact the golf ball cleanly. Loft helps lift the ball above any potential dangers that could knock the golf ball offline and cause a longer putt.
Yes, the company has made sure that the club conforms to USGA standards and is legal to use in any tournament, whether it be competitive or for a relaxed charity function.
By tailoring the club to look and feel like a putter, the Square Strike Wedge maintains simplicity while also sharing the characteristics of a wedge.
Another reason that the club conforms is that it uses a standard grip that you'd commonly find on an iron.
Even though the chipping iron may look like a putter, USGA rules prohibit from using the large grip and flat edge that you would commonly find on a flat stick.
Why is the Square Strike Wedge the length of a putter?
Another question that most golfers ask when handling a chipping iron for the first time is why does it have the shaft length of a putter.
The answer is simple; because by molding it in the form of a putter, it makes the club easier to use for beginning golfers and high handicappers who need the most help around the green by conforming their short game clubs to a similar style.
Since the Square Strike Wedge is 35 inches in length, when you hold the club, you'll notice how close it feels to handling a putter.
Yes, there are a few noticeable differences, such as the loft and grooves on the clubface and the lack of sizeable putting grip.
But those differences can be worked around as the novice golfer looks to find consistency with their short game.
By mimicking the putting stroke with the chipping iron, the wedge helps golfers find confidence in their game.
What Others Are Saying


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Mon, March 20, 2017, noon:
Dean Yang, Taken by Storm
Ambler, Catherine, Diego Aycinena, and Dean Yang. 2015. "Channeling remittances to education: a field experiment among migrants from El Salvador." American Economic Journal: Applied Economics, 7(2): 207-232.
We implement a randomized experiment offering Salvadoran migrants matching funds for educational remittances, which are channeled directly to a beneficiary student in El Salvador chosen by the migrant. The matches lead to increased educational expenditures, higher private school attendance, and lower labor supply of youths in El Salvador households connected to migrant study participants. We find substantial "crowd-in" of educational investments: for each $1 received by beneficiaries, educational expenditures increase by $3.72. We find no shifting of expenditures away from other students, and no effect on remittances.
PMCID: PMC4437739. (Pub Med Central)
Country of focus: El Salvador.


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Jump to navigation Jump to search
- (idiomatic) To emulate the behavior/behaviour that is generally attributed to the individual named.
- He did a Henry VIII and got married six times.
- Do a can either refer to the actions of a famous person, real or fictitious, that would be understood by most anyone, or to the actions of an individual known mainly by the speaker or writer and the audience or readers.
- The beginning "do" conjugates in the same way as do.
To emulate the behavio(u)r generally attributed to the individual named


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SixPotatoe can navigate autonomously following routes that are defined in the "Routes.h" file. In this file, there are five routes already predefined so you can see how this navigation works. You can modify these routes or write your own routes for your own purposes. The routes are:
- LittleP – This is a route that loops around and returns to the starting point. It needs and area of about 3 meters on a side to run.
- Fat8 – This route traces a figure eight and needs about twice the space of LittleP.
- LittleSquare – This route traces a little square and is the only route that can probably be run inside of a house.
- Dance – This route makes a bunch of short turns and needs an area of about 3 meters on a side.
- BigOutNBack1 – This route simply goes out about 40 meters, turns around and returns to the starting point. It needs a good-sized street with no cars parked on it.
You can run each of these routes by selecting one of the five routes using the left knob (CH5) on top of the controller. There is a template in the Mechanical Drawings.pdf file that you can cut out and attach to the controller to help you select the route. Once you have selected the route, you can start the route by pushing the CH4 slider forward. If SixPotatoe is balancing, the route will be started immediately. If SixPotatoe is off and leaning against something, you can start the route by pressing on the CH3 on/off button. The route will run to completion where control will be returned to the hand controller. You can stop the route at any time by pulling the CH4 slider all the way back. In any case, the slider should be pulled back at the end of the run.
If you want to write your own routes there are only four commands. Remember that all distances are in meters and speeds are KPH.
- P – Every route must start with this command. The first parameter is the X-Y coordinate of the starting point with the X and Y separated by a comma. The X is the left-right coordinate with positive values to the right. The Y is the near-far coordinate. The second parameter is the original orientation of SixPotatoe in degrees.
- G – This is the "Go" command. It causes SixPotatoe to go to the specified X-Y coordinate specified as the first parameter. The second parameter is the speed. The speed parameter is optional, but it must be specified with the first G or T command. All following commands will use this speed unless a different speed is specified on that command.
- T – This is the "Turn" command. The first parameter is the number of degrees to turn. Plus values will cause a turn to the right and minus values will cause a turn to the left. The second parameter is the radius. As with the G command, the speed is optional.
- F – This is "Fini" and all routes must end with this command.


Why Practise Fertility Yoga?
Claria Yoga_Fertility Yoga
What is yoga?
To understand what fertility yoga is, it is a good idea to remind ourselves first of what yoga is. In an age where Instagram yoga is quickly becoming the general benchmark for practising, achieving the picture-perfect pose is becoming the priority, followed closely by physical fitness. The roots of why the practice exists in the first place are often forgotten. Though a much gentler practice of yoga, Fertility Yoga goes back to the roots, helping mind and emotions settle through movement and breath, allowing the practitioner to connect with a deeper part of themselves and find perfect balance.
How we practise yoga frequently reflects how we 'practise' or live life.
The word yoga means 'to unite' and 'to connect' – to connect with yourself, with life, with an experience, and to bring together as a whole the physical, mental, emotional and spiritual dimensions of a person's being. Through yoga, we can experience our mind through our body, through how we move and breathe. How we use our breath in yoga is an uncannily accurate indicator for how we live our lives. If the breath is erratic and shallow when faced with a challenging pose, we may be pushing ourselves beyond our limits, allowing our ego to take over and, as a result, disconnecting from our true selves and becoming off-balance. If on the other hand the breath is calm and deep, we are connected, moving through the challenge with focus, and accepting where we are at that moment – we are balanced. How we practise yoga frequently reflects how we 'practise' or live life.
Modern-day life
Over the last 50 years, the pace of life has increased with the advent of technology; stress is on the rise with day-to-day pressures coming from more to do and less time within which to do it; many more women invest in their careers and choose to start a family later in life; our environment has changed with increased pollution in the air we breathe, pesticides and antibiotics present in the food we eat, chemicals lacing the water we drink, and mobile phones and tablets disrupting our sleep patterns. This all contributes to increased stress on both physical and mental levels. Coincidentally, infertility numbers are increasing with one in seven couples affected by fertility issues in the UK alone, ranging from egg/sperm deficiencies to the inability to carry a pregnancy to term.
Fertility yoga
Countless studies have been conducted on the link between stress and the human body's performance, with the NHS now reporting that one in five visits to a health physician are stress-related. Day-to-day life is already stressful. Add infertility problems to it and the stress levels peak considerably. Yoga, meditation and mindfulness are now being encouraged by the medical profession for stress management.
The whole practice helps to create a safe, nurturing space that welcomes new life.
Fertility yoga is a modified version of classic yoga, conceived specifically to work on encouraging blood flow, energy and space in the reproductive area, and fostering calm, positivity and balance across mind and emotions. Using modified postures, breath work, relaxation, positive mantras and visualisation, it is a more yin practice to balance the yang of day-to-day life. By gently easing stress and tension, fertility yoga helps to rid the body and mind of factors that could be contributing to physical and energetic blockages that are standing in the way of conception or being able to sustain a pregnancy. It allows women and their partners to give themselves permission to relax, reducing the intensity of their lives, and coming back into balance.
The sequences are designed to be gentle, slow and nurturing. They can be planned for specific times of the month and even for each phase of an IVF cycle.
 - Movement and postures are chosen to invite increased energy, flow and good circulation into the reproductive areas of the body, and to work on easing stress and tension out of those key areas.
 - Pranayama (breath work) invites a sense of connection between mind and body to facilitate the flow of energy.
 - Meditation and visualisation help to maintain mindfulness, positivity and calm to keep anxiety at bay.
The whole practice helps to create a safe, nurturing space that welcomes new life, whether it's being used in preparation for conception or during an IVF cycle.
Practise Fertility Yoga with Claire
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Social Studies with Ms. Streitman
What's happening in class?
UNIT 1: FOUNDATIONS OF GOVERNMENT
Studying the Amendments
Amendment Essay Final Assessment
9/22-30 Focus on the First Amendment
10/3- 10/4- 5th and 6th Amendments
10/10- Review 5th and 6th Amendments, Write a Case Brief
10/17, 10/18-19, 10/20-21
9/12-16 What happened at the Constitutional Convention?
9/20-21 Why did we create the Bill of Rights?
10/3 - 10/5-6: Current events, test review, test
10/6-10/7- Review Test, 1st Amendment Quiz, and 5th/6th Amendment
UNIT 2: CITIZENSHIP, PARTIES AND ELECTIONS
Political Interest Groups
Voting Rights and Elections
Democracy: Global Perspectives
Signposts of Democracy
Evaluating the United States
Signposts Through Cartoons, Photos & Skits
The Spread of Democracy Across the Globe
Signpost Multimedia Presentations
A look at the European Union
Purpose & Requirements for Joining
Should Turkey join or be admitted?
IMF and World Bank
Introductory Unit: Civilizations, Ancient Sumer, and Ancient Rome
Week of October 3rd
Week of October 10th
Week of October 17th
Roman Architecture Project
UNIT 1- Europe in Middle Ages
Role of the Church in Europe during the Middle Ages (11/14)
Life in Medieval Towns
Decline of Feudalism!
UNIT 4- West Africa
Unit 4 Assessments
Ms. Streitman's Twitter Account


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| The title of this article is official, but it comes from a non-English source.|
If an official name from an English source is found, the article should be tagged with
F-Zero X Expansion Kit
F-Zero X at its core uses a control point system to generate track geometry. This is how the X Cup functions when generating track designs randomly. When the control points are arranged in a certain order in the 3D editor, it generates that shape. It is then up to the player to decide how wide the track is at certain parts, how much twist to apply at each control point (great for creating loop structures, banked turns, or inverted segments), track features (Dash Zone, Traps, etc.), track types (Pipe, Cylinder, etc.), if certain segments have rails, decorative elements (track appearance, buildings, etc.), the world (Mute City, Big Blue, etc.), the music, and the track name.
A machine, when editing, will race around the track to indicate to the player which direction is the correct direction of travel.
During editing, the player has a chance to test run the track by clicking the steering wheel icon in the bottom right corner of the screen. The machine used is always the Blue Falcon, is invincible, and parts of the HUD are missing.
The Track Editor feature was again utilized in F-Zero Climax. The player could create tracks from any planet of their choosing using predesignated pieces. No pieces are unlockable for this mode, and the tracks cannot be as complex as the in-game courses.
This mode also could generate passwords that, when another user with the game put the password into their system, generated the track. Players utilized this to share tracks over the internet.
| This article is a stub.|
You can help the F-Zero Wiki by.
|Championship • Course Edit • Death Race • Demonstration • Emblem Editor • F-Zero Shop • F-Zero TV • Garage/Create Machine • Grand Prix • Password • Pilot Profiles • Practice • Replay • F-Zero GX Story • F-Zero: GP Legend Story • Survival • Time Attack • Zero Test|


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- To: mathgroup at smc.vnet.net
- Subject: [mg2794] Infinity
- From: CHAN MUN CHOONG
- Date: Sun, 17 Dec 1995 02:07:57 -0500
Can someone please tell me how the symbol Infinity in Mathematica is
actually represented in the computer?
When we use Infinity in Integrate, what value does it take?
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The question which always comes up in my sessions about SQL Server 2008 is according to my most loved feature in SQL Server 2008, the MERGE command. People always ask me how the performance comparison with MERGE is compared to some standard / traditional mechanisms like SQLCommand / SQLDataadapter / MERGE.
Well, for that reason I created a small test setup described in the following:
I created a sample database containing 1.000.000 rows using the data generator from Visual Studio for database Professional. That database should server as the basis for the upcoming tests. I am running the etest on a virtual machines with a non-dedicated disk for SQL IO (therefore results may differ in your environment).
The test will do simply do the following, having two nested loops involved:
a) Loop through the first loop for a step in 1000n number of rows (increasing for 1000 rows each loop).
b) Within the first loop, do another loop, doing the mentioned stuff below for a 50n step of datasize (increasing 50 possible bytes each loop)
1.Call the different manipulation methods, by themselves they will do the following
1.1 Load data from the database giving the variable number of rows defined in the loop.
1.2.Scramble the data, in terms of Insert / Update / Delete something. (Notice that I will use an extra column "deleted" for those manipulation methods which cannot work with the state of the current data row like Merge)
The scramble will update or Insert the specified amount of data (another variable in our loop) by using a random sized string.
1.3 Call the update methods
1.4 Stop the time only for the command execution (not the Command generation or anything else)
Other Test Properties:
Tests per iteration are always executed twice to assure that we do not suffer from any IO bottlenecks / log writing in the background.
Transactions: All commands (except the Merge command which does an implicit transaction on its own on the server) are wrapped into user transaction to reflect a productional environment for the case the commands fail and have to be rolled back.
TestReset: TestData was reset to a previous state using a separate table after ten iterations of the first loop.
CommandCaching: Most people have command Caching implemented in their application, preventing the application / datalayer to create commands everytime they are called as Command creation can be an expensive process, it will inititalize the commands the first time and store it in a Dictionary for later use.
The results were extracted from the LoggingTable, always picking the best run for an inner iteration per permutation. From the results file and the following graphics, we can see that the execution of the MERGE statement is pretty good for a small number of rows / amount of data. As the test was done using cached commands and a local server instance, instead of doing the transfer over the wire I will try managing to use another test having two machines running the client on the first machine and the server on the second one. The test (presented in Excel) can be seen in the attachment of the blog entry.
If anyone wants to do a replay, the sources are available here.


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Pixton is a website, created by a husband and wife team, that allows teachers and students to construct their own comic strips. There are a variety of comic strip layouts, numerous character and background choices, and a ton of creative options This is a great learner-centered tool that allows students to construct their own knowledge and display it in a way that is meaningful to them by allowing them to create comics representing their concepts and ideas.
|Price||Depends on number of students|
|Type of learning||Humanism, Constructivism|
|Ease of Use||★★★★|
|Class Size||Each student requires a smartphone, tablet, or computer, cost-limited depending on resources|
|ISTE Standards for Students||Knowledge Constructor, Creative Communicator|
Pixton is accessed through an account that can either be held by a school/district or an individual teacher. The accounts do cost money but the pricing is very reasonable. If you are looking for a new and creative way to engage your students and assess their knowledge and understanding, I strongly recommend checking out Pixton today!
If you are a teacher purchasing the account for just your students then you will have to buy a monthly account. The cost is adjusted for the number of students you have. The cost per student goes down as your number of students goes up. For 100 students, the cost is a little under $20 a month. If a school or district is purchasing the account, they are able to purchase an annual account for $1.75 per student.
Pixton is accessible through any web browser and can be accessed on phones, tablets, and computers. Pixton offers a free app for smartphone or tablet use. The website does not specify if there is a preferred browser to use.
Ease of Use
Pixton is very easy to use. It is relatively intuitive when constructing comics because all of the icons have images indicating what they do. For example the icon with a face can be clicked to add a character. Similarly, click the icon with an picture on it to add a background image. The Pixton website has a tutorial that runs the first time you access the program. You can also access the tutorial through the help center by clicking on the question mark icon at the bottom. In the help center you will also find videos on how to do various things on the website and an FAQ section. You can also directly contact the owners from the help center.
For teachers, there are a ton of resources. You are able to create your own assignments or borrow from pre-existing ones. There are a variety of layouts to suit your instructional needs including timelines, mind maps, and storyboards. Pixton also allows for a lot of creativity. You can upload your own images for the background, you also have direct access to creative commons images.Accessibility, Equity, Power & Bias
In terms of accessibility, it is unclear whether this website is navigable by keyboard or accessible by screen readers. I contacted the owners to inquire about accessibility, but I did not receive a response. The great thing about this tool is that it makes learning more accessible to studentswith hearing impairments because the text is right there on the page!
I was very impressed with Pixton's equity. They have a wide variety of characters, both male and female, in various roles that do not adhere to stigmatizing stereotypes. Additionally you can change the skin color on every character rather than having to go looking for a business man with darker skin, you can just choose the type of character and customize the skin color. The backgrounds are quite varied, but you are also able to upload your own background to better reflect the setting if you see fit. This website is significantly more equitable than other comic creator sites like Witty Comics.
You are able to type in any language that uses the 26 letters on the qwerty keyboard, it is not clear if one can type other languages that use other letters or characters.
Pixton & the SAMR Model
- Substitution: Students can make comic strips digitally rather than by hand.
- Augmentation: Teachers can create a standard comic with blank text and have the students come up with the narration and comments to summarize a particular event.
- Modification: Students can create their own comics with specified characters or events to demonstrate their understanding of a certain event.
- Redefinition: Students can create their own comics with their own characters, settings, and text to construct their own knowledge about a concept, event, character, or anything else you can think of. Students can customize backgrounds with their own images and change the color of skin, hair, and eyes of their characters. The digital aspect of this tool makes it easier for less artistically inclined students to be encouraged and inspired.
Math: Have students create a comic strip outlining how to carry out certain mathematical process, like long division, fractions, or order of operations. By adding in their own backgrounds they can include visual and textual explanation.Science: Have students summarize a scientific discovery or the evolution of a scientific concept in comic form. Or have students construct a comic that illustrates a scientific process like photosynthesis. English/Language Arts: Have students summarize a scene, book, or character by constructing a comic strip. They could also construct a timeline about these developments. Art: Comics strips can encourage creative expression and Pixton is a way to motivate students who are self-conscious about their drawing skills to still be creative and expressive.
History: Students can break historical events down into digestible and relatable stories through the creation of a timeline. Have them tell the story of the Boston Tea Party or Genghis Khan in a fun and creative new way. Or, have them create their own political cartoons to discuss current events.
- Pixton Teacher Resource Page
- Pixton iPad App
- Teacher Tips on Using Pixton in the Classroom
- Teacher Tutorial Playlist for Pixton Comics
How to Use Pixton
- Go to _URL_
- Scroll to the bottom and click on "I am an educator"
- Click "Try Pixton Now"
- Input your personal information and click "get started"
- Start exploring and creating!
Azman, F. N., Zaibon, S. B., & Shiratuddin, N. (2015, November). Digital Storytelling Tool for Education: An Analysis of Comic Authoring Environments. In International Visual Informatics Conference (pp. 347-355). Springer International Publishing.
Maldonado, N., & Yuan, T. (2011). Technology in the classroom: from Ponyo to "My Garfield Story": using digital comics as an alternative pathway to literary composition. Childhood Education, 87(4), 297-301.
Rogers, M. F., & Myles, B. S. (2001). Using social stories and comic strip conversations to interpret social situations for an adolescent with Asperger syndrome. Intervention in School and Clinic, 36(5), 310.


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Endless fun in a simple little tube!
Listen to it pop as you stretch it up to four times its original length. Bend it into all kinds of shapes – Even connect it with other Pop Tubes! You can also stretch it all the way out and swing it around to hear it whistle!
- Keep little hands busy, resolve anxiety, let them bounce, pull, twist, and fall in love.
- Colorful Play and Fun Tubing –Pop Tubes with new twist on connectors! Fun and functional sensory toys that pop, stretch, and connect making these pop tubes the go-to toy for playtime.
- These open toys are specially designed for all busy little fingers, and are also exciting toys to ease the movement of children.
- These provide tactile stimulation, fine motor skills and auditory feedback, making them perfect sensory toys for children.
- Create Unique Sounds – Snap, bend, pop, twirl and connect these awesome tubes! Provides tactile stimulation, fine motor skills and auditory feedback. Even better when used for hours of fun!
- Lightweight but durable – These pop tubes are made of super thick non-toxic PP plastic, durable and sturdy, hard to break by kids; Lightweight and portable, easily carry them for outside activities.
Normal: diameter 3cm / 1.18inch, length 23-70cm / 9.06-27.56inch,
Color might be slightly different due to the color calibration of each individual monitor.
Please allow slightly measuring deviation due to manual measurement.


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While Peaslee, Burnap, Vitale, and Earley are responsible for the design and appearance of Meridian Hill Park, it is Mary Henderson who lobbied Congress in support of the acquisition of the land and its development as a park.
Mary Henderson was the wife of Missouri Senator John B. Henderson, who introduced the thirteenth amendment to the Constitution that abolished slavery. In 1887, after he had retired from the Senate, John and Mary Henderson returned to Washington from Missouri and bought up dozens of lots outside the northern boundary of the city in the area known as Meridian Hill. At the foot of the hill, the Hendersons built a large brownstone home that became known as "Henderson's Castle." Mary Henderson's interest in the immediate neighborhood, which coincided with the City Beautiful Movement of the early 20th century, ultimately led to the construction of the park.6
As a visionary, activist, and health enthusiast, Mary Henderson was determined to make Meridian Hill the gateway to the Nation's Capital, and poured her energies into accomplishing this goal. She also realized that she could make a great deal of money buying and selling land in the area, and in doing so could control the type of development that would take place there. Mrs. Henderson bought blocks of real estate and had elaborate residences constructed that she sold as embassies. The architect, George Oakley Totten, Jr., designed nearly a dozen buildings on l5th and 16th Streets in the Meridian Hill area to enhance the area for diplomatic uses.8
With a genuine interest in civic improvement, Mrs. Henderson frequently lobbied Congress for various projects to improve and beautify the Meridian Hill area. In 1900, she supported a plan by architect Franklin W. Smith to construct a colossal presidential mansion on Meridian Hill to replace the White House. However, this plan never came to fruition.
In 1911, mostly because of Mary Henderson's persistent lobbying efforts, Meridian Hill was considered as a possible site for the construction of a memorial to Abraham Lincoln. John Russell Pope, who also designed the Temple of the Scottish Rite and the Lincoln Birthplace memorial, prepared designs for the memorial. Pope proposed a towering memorial recalling the Mausoleum at Halicarnassus that would havestraddled 16th Street, a design rejected by the Commission of Fine Arts because the strength and size of the structure did not fit in with the residential nature of its surroundings Even after the Commission rejected Meridian Hill as a site forte Lincoln Memorial, Mrs. Henderson petitioned Congress in 1912 with another design for the memorial that she had commissioned by Frederick Murphy and W. B. Olmstead. This design too was rejected.
Mrs. Henderson's most well known crusade was to change the name of 16th Street to "Avenue of the Presidents," and to line the street with busts of all the Presidents and Vice Presidents of the United States. While she actually succeeded in having legislation passed to change the name of the street in 1913, the Commission of Fine Arts denied her request to construct the busts. One year later, because the name "Avenue of the Presidents" proved to be unpopular, the original l6th Street name was restored.
When the Commission finally decided to develop Meridian Hill as a public park, The land was purchased from Mary Henderson. Several times, she was successful in persuading Congress to appropriate funds, so that work on the park would continue. Following her death in 1931, the Commission of Fine Arts praised her efforts and her vision of Meridian Hill. A report by the Commission stated: "Persistently she labored during four decades, persuading and convincing Senators and Representatives; single-handed and alone she appeared before committees of Congress to urge approval for the work of development. She won.
from: Meridian Hill Park Cultural Landscape Report. NPS and architrave, p.c architects.
6 Washington Renaissance: Architecture and Landscape Architecture of Meridian Hill. Meridian House International, Washington, DC., 1989 p.1.
8 HABS, p. 13
10 Washington Renaissance: Architecture and Landscape Architecture of Meridian Hill. Meridian House International, Washington, DC., 1989 p. 5.
11 HABS, p.13
Did You Know?
Concerts at Meridian Hill Park have included such diverse entertainers as Bo Diddley, Pearl Bailey and the Von Trapp Family Singers.


HM 230 : Lodging Management
Transcript title
Lodging Management
Grade mode
Standard letter grades
Contact hours total
Lecture hours
Explore current operational practices of lodging operations throughout the world. Study management functions related to front office, housekeeping, marketing, reservations, maintaining customer accounts, laws affecting lodging operations and typical service problems. Go on field trips to learn about different kinds of lodging operations throughout the state.
Learning outcomes
1. Identify the internal and external components of managing lodging operations.
2. Explain the theory of yield management as it relates to lodging operations.
3. Determine guest room availability and how to deal with overbooking situations.
4. Summarize the functional areas of lodging properties.
5. Identify careers in the lodging industry.
Content outline
Travel and Tourism
Hotel Development
Hotel Management and Operations
Food service Management
Beverage Management
Meetings, Conventions, and Special Events
Recreation and Leisure
Global Gaming and Casino Operations
Globalization of Hospitality
Required materials
Required textbook, web simulation code.
Grading methods
Grades will be determined by weekly homework, midterm exam, and final exam; may include discussion, short essays, and in-class presentation.
Outside of


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Causes of Facial Trauma
Facial trauma can be caused by accidents, falls or sports injuries. The umbrella medical term for facial injuries is maxillofacial trauma. It can cause disfigurement and loss of function and treatment pathways will depend on the extent and complexity of the injuries.
There can also be significant psychological impact from facial trauma
There are 14 main bones in the face which are, in many parts, fragile and easily compromised. Reconstruction protocols are likely to involve specialists from different disciplines.
Treatment of Facial Trauma
Consultants will examine facial structures and use X-rays, CT and MRI scans to determine the extent of the trauma.
The hospital's oral and maxillofacial surgeons are experienced at repairing complex facial trauma that impact the jaw, eye sockets and other bones in the face as well as the soft tissue and nerve damage caused by lacerations. They are also skilled in selecting the optimum treatment pathways and rehabilitation programmes to ensure that all the physical and emotional aspects of facial trauma are considered.


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Q and A With Jamie P. Merisotis: June 2011
Jamie P. Merisotis has been president and CEO of Lumina Foundation for Education, the nation's largest private foundation committed solely to enrolling and graduating more students from college, since 2008. Before he joined Lumina, Merisotis was founding president of the Institute for Higher Education Policy, a nonpartisan higher-education research and policy center.
He spoke with State Legislatures about the challenges of increasing college completion rates.
State Legislatures: Everyone knows that trends in state budgets present challenges and concerns for higher education. Do you think there are any opportunities for states and for higher education in this tight economic climate?
Jamie P. Merisotis: The current climate poses an excellent opportunity for state leaders to examine the role of higher education in creating stronger futures for all citizens. State budget cuts, though certainly challenging, present an opportunity to ask what is working most effectively in higher education and explore ways to improve traditional ways of allocating resources.
A good place to begin is to approach funding a state's colleges and universities differently. Reward colleges for increases in student performance, rather than for enrollment, or what peers spend, or across-the-board increases or decreases over last year's funding. Today, at least 15 states have legislation or are actively pursuing performance-funding policies. These policies and proposals generally follow four basic principles:
- They use simple and understandable formulas with a primary focus on student success, such as course and degree completion, especially for those student populations that are lagging.
- They recognize institutional differences. Two-year schools are different from four-year institutions, and a research university is different from other types of colleges and universities. These differences in mission and orientation should be reflected in the details of performance measures.
- They include progression measures, such as year-over-year increases, to protect against large fluctuations of funding among institutions.
- They commit a meaningful amount of total appropriations – at least 5 percent – to performance.
Their efforts point the way for how a state can signal to its colleges that meeting completion goals is a top public priority.
Difficult budget times should not stall these efforts. In fact, Indiana used completion metrics as a tool to allocate necessary mid-term budget cuts in early 2010. As a result, colleges and universities that were doing a better job in meeting the state goal of increasing completion saw their budgets cut less than others.
SL: Lumina Foundation talks about improving the productivity of American higher education. What does "productivity" mean and what are the policy levers that state legislators can consider?
Merisotis: Lumina Foundation defines higher education productivity as increasing the numbers of college graduates with available resources while preserving academic quality. Productivity has also been described as how inputs are used to produce outputs or degrees. We know that the completion and attainment rates vary considerably among institutions of higher education, from two-year colleges, to public four-year universities and among private and for-profit institutions. Discussions of institutional productivity provide a way to look at outcomes across types of institutions.
In our work with states to address institutional productivity, we have identified an approach called "Four Steps to Finishing First" as a guide to states to launch productivity projects that make sense for their colleges and universities.
Step 1: Rewarding Institutions That Focus on Students' Completing Quality Programs, Not Just Attempting Them
Step 2: Rewarding Students for Completing Courses and Degree or Certificate Programs
Step 3: Expanding and Strengthening Lower-Cost Models to Deliver High-Quality Instruction
Step 4: Investing in Institutions That Demonstrate the Result of Adopting Good Business Practices
SL: Lumina's "Big Goal" is to increase College Completion so that 60 percent of adults have a postsecondary credential by 2025. What are the three most important ways state legislators can engage and contribute toward this goal?
Merisotis: We are pleased that the Big Goal, or what we also refer to as Goal2025, has been adopted by states, other foundations, and many national organizations in response to the need to increase higher education attainment in our country. It has become a national goal and we are pleased to support that goal in our role as a national foundation with a singular focus on increasing postsecondary attainment of degrees and credentials to 60 percent by the year 2025.
Lumina Foundation believes there are three essential steps a state must take to position itself for national leadership and economic competitiveness: setting goals, publicly reporting and using common completion metrics, and aligning funding to meet these goals.
Let's begin with the first of these points: setting goals. It is imperative that a state set statewide completion goals that are broadly agreed upon by the key stakeholders. These goals also should be defined at the college and university level. This will ensure that every campus in the state knows how many students they are responsible for graduating to meet the needs of the state and the country. This will also help identify which groups of students are struggling and therefore may require new and different support and incentives to graduate in a timely fashion.
Once a state's campuses share a common direction through completion goals, I encourage you to take advantage of the common completion metrics adopted by the National Governors Association. These metrics measure student movement to and through certificate and degree programs. They help shine a light on gaps in the current accountability system, particularly in areas such as credits to degree and developmental education. To best pinpoint these gaps, the state should report these metrics annually to the public in a user-friendly manner. They should also be disaggregated by age, race, and income so that we can tell who is being well served by higher education and where we can improve.
That brings us to the third step: aligning funding to meet the completion goals. Two policies in particular are common-sense ways to take that step. One, again, is performance funding – funding colleges based on student completion rather than on other factors – and the other is revising financial aid policies to support timely completion.
SL: The decline in state funding for higher education indicates that states are rethinking the "public" nature of public higher education. What do you think about this? How important is it for the state to maintain a public system? Has it come time for us to think about a more market-driven system?
Merisotis: It is absolutely critical to maintain a public higher education system which has served our nation well. Public colleges and universities are the portals of opportunity; they ensure that access to higher education is an enduring value. That access – coupled with a redoubled effort to ensure student success – is the surest way to maintain a high quality of life for all Americans.
Higher education is a market serving many individual and social needs. We have the best of both worlds: public institutions of higher education that serve a wide range of needs of students and society alongside thriving and responsive private institutions –nonprofit and for-profit – that deliver both traditional education and specialized training. The vast diversity of American colleges and universities reflects the history and evolving mission of higher education in our country.
As we work to dramatically increasing postsecondary attainment, it is important to keep further opportunities for students to earn high-quality degrees and credentials. With high-quality learning as the constant, the public and private opportunities for higher education need to continue to evolve, improve, and expand.


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Money is a big cause of stress for many….People suffering from financial problems are three times more prone to mental issues. They are at greater risk of developing depression and psychotic illnesses. They may indulge in alcohol and substance abuse or become prone to committing suicide.
Money-related issues do not arise only when you are sinking in debt. They may show up in several other forms too. For example, some people may work multiple jobs not because they need to, but out of the sheer thrill of getting paid more.
People with financial disorders show self-destructive and self-limiting financial behaviours. A few of the broad categories are:
1. Money avoidance disorder: People suffering from this, tend to obsesses about money. They are excessively risk averse and live in financial denial.
2. Money worshipping disorder: They are prone to pathological gambling. People suffering from this disorder are workaholics, spendthrifts, and tend to hoard things, and buy compulsively.
3. Relational money disorder: This disorder is mostly seen in relationships, where people are financially dependent on each other. An example of this is adults who are financially dependent on their parents. Financial cheating (lying about where or how the money was spent) is common in people suffering from this disorder. Excessive giving — buying whatever a loved one (spouse, kid) asks for in order to keep them happy in the relationship — is also an indicator of this disorder.
People with low self-esteem and self-confidence may also seek comfort in money and are at risk of being perpetual debtors. For example, they may shop to feel better about themselves.
People who grow up lacking financial security, despite being successful adults, tend to be extremely careful with their money. They may even be overly careful to safeguard or invest their earnings.
Money should be used for all your needs and some leisure. The only time your alarms should go off is when you are spending more than you are saving.
Came across this article by Susan Jose in Hindustan Times and graphic on the net.


Take the 2-minute tour ×
The Wikipedia page for Joule heating explains
However, I wonder why they only talk about ions. Of course, electrons can easier interact with particles, which also have a long range field, but what about the non-charged particles which are also all around?
Is Joule heating only between electrons and ions?
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I guess they have metals in mind. For a solution (electrolyte) it is clearly not the case because each charged molecule (ion) is surrounded by neutral molecules (since most of the molecules are neutral) and in liquid molecules can't just fly through, they are in a constant collision.
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Museum in a Box - Minibeast
Boxes are currently available each school term for set loan periods of three weeks. Museum in a Box can be sent to and collected from any educational institution within New South Wales.
The Minibeasts box is a resource designed specifically for Early Childhood. The topic was chosen to complement children's fascination with creatures that they find in their environment. It includes a great variety of 'treasures' - real insects and spiders embedded in resin, a large model ant, insect finger puppets, handmade silk butterfly wings, a specially created wooden ladybug puzzle, posters and books.
- 8 real insects and spiders embedded in clear plastic
- A large ant model, great for investigating body parts and as a drawing stimulus 'Magnetic minibeasts', 3 sets of magnetic minibeasts with a magnet board
- The 'Food Game'; designed as a simple introduction to food webs
- The 'What am I?' game; a simple classification activity
- 2 silk butterfly wing dress-ups, made especially for the box
- A handmade original wooden Ladybird puzzle, a sensory delight!
- A shiny green dung beetle hand puppet
- 12 finger puppets just for fun!
- Minibeast posters and reference books
- Teachers notes and a Box Journal
Karen Player, Manager Museum Outreach


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After second MN cold weather drinking-related incident, UND examines dangers, student safetyTwo incidents involving Minnesota college students found outdoors in sub-zero temperatures in recent days have alerted officials to the dangers of drinking and cold weather. One student died. The other may lose her hands. The incidents have led people to examine student safety at the University of North Dakota during cold weather.
By: Adam Ladwig, WDAZ


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Recently, The Benefits of Technology discussed how modern innovations help researchers either find lost sites or recover important data that was considered long gone.
This past weekend, the BBC reported another fascinating development and this one hails from the Vienna Academy of Sciences.
Rome has over 40 Jewish and Christian catacombs tunneling more than 100 miles in and around subterranean Rome. However, due to structural concerns, the Vatican only allows public access to approximately 1,600 feet of these treasures. Other catacombs can be accessed only by special permission.
Over the past three years, a team of 10 scientists have been mapping the largest one, Saint Domitilla, via laser scanner. The scanner looks deceptively like something one would find in an astronomy store but has a more complex programming.
The instrument collects data by sending out light impulses. The impulse bounces off the catacomb wall back into the scanner which then records the information in its database as a specific location point. Over time, these points build up into a pixilated photo. Since the scanner turns while it's sending light impulses, the end result photo is a 360 degree view of both the frescoes and the actual building structure.
The ability to study the structural aspect of these tombs in 3-D was the plus in using the laser scanner as opposed to the more inflexible video option.
Unfortunately, there are no plans at this time for scanning all of the catacombs but this hasn't been ruled out entirely. However, the Vienna Academy has promised to share its findings on Saint Domitilla once the data has been studied. This release is tentatively planned within a year's time.
This means researchers can now expect to see unique fresco art finally brought to the light after 2,000 years in darkness.
For more photos and carvings, see Tales From the Crypts.


Mathematics and Clinical Concepts, Part V: Using Relations to Organize Clinical Information
We saw in the last post that taking the Cartesian product of two sets results in a collection of ordered pairs. Now, we are going to explore how ordered pairs and larger groupings can be used to organize information using relations.
Here is the definition of a relation taken from Discrete Mathematics with Applications, by Epp:
Let A and B be sets. A relation R from A to B is a subset of A x B. Given an ordered pair (x, y) in A x B, x is related to y by R, written x R y, if, and only if, (x, y) is in R. The set A is called the domain of R and set B is called its co-domain. (1)
This definition makes it clear that a relation R is a subset of the Cartesian product of two sets. It further clarifies that the subset of ordered pairs contained in the relation is determined by whatever R is. Here is an example. Suppose we have two sets: A= {1, 2, 3}, B = {2,3,4}. The Cartesian product of these two sets is the set of ordered pairs:
A x B = {(1, 2), (1,3), (1,4), (2,2), (2,3), (2,4), (3,2), (3,3), (3,4)}
From here, we can define a relationship on A x B that selects out the type of ordered pairs we are interested in. Let's say we are interested in a relation x R y where R = x < y. Analyzing A x B, we can see that the ordered pairs that fulfill the x < y relation are:
x R y = {1,2), (1,3), (1,4), (2,3), (2,4), (3,4)}
Using relations
Even though relations are defined as a subset of a Cartesian product, there is no requirement that they be generated in that way. Here is a clinical example. Suppose we are building a clinical app and the goal is to track patients and their diagnoses. We can began by defining a relation from the set of patients to the set of diagnoses – specifically that a patient x has diagnosis y. We will call this relation Problem List (PL). (The ellipses indicates that there are many more pairs than are listed.)
PL = {(Doe, headache), (Smith, chest pain), (Green, asthma), …}
This relation could have been created by taking a list of patients and a list of diagnoses, generating the Cartesian product, then checking each pair to see if it actually represents a real situation (i.e., Mr. Doe actually has complained of headaches). However, it could just as easily have been generated by clinicians adding patient problems into our app. The important thing is that relations obey certain mathematical rules, and we can make use of those rules for any relation regardless of how it was created.
Databases and relations
Since we know that relations are derived from sets, we can use a relation to generate a set. For example, we know that ordered pairs in the relation PL have a patient's name for the first value and a diagnosis for the second. With this knowledge, we could reconstruct the set of all known ailments (at least among this patient population) by simply collecting into a set all of the diagnosis elements from the ordered pairs. We could do the same with the patient elements and find everyone who has at least one problem. Assuming the pairs exist in our software as a collection of PL objects, we could generate the list of all ailments using code similar to this:
Add_SecondValue to Ailment_List
Of course, there is no reason to limit the relation to ordered pairs (referred as a binary relation); relations may have an arbitrary number of elements. Such relations are referred to as n-ary relations, and they are the starting point for relational databases.
We can expand our PL relation to contain more elements by adding DOB, diagnosis date and doctor.
Expanded PL = (Name, DOB, Diagnosis, Diagnosis_Date, Doctor)
(Doe, 12/15/1967, headache, 03/15/2013, Jones)
(Smith, 06/07/1949, chest pain, 05/11/2013, Brown)
(Green, 10/09/1988, asthma, 09/25/2013, Smythe)
Using this relation, we can ask more complex questions such as: "How many doctors are there?"; "Who has asthma"; "When was Mr. Doe diagnosed with a headache?" Relational algebra, the mathematical basis of relational databases, provides the formal rules for manipulating n-ary relations (queries, joins, selections, projections, etc.).
Equivalence relations
Thus far, I have discussed relations between two or more sets. However, relations on a single set are interesting and useful as well. Using relations on a single set, we can explore general relation properties such as reflexivity, symmetry, and transivity (1). Let's start with a clinical example. Suppose we have a set of terms for medical ailments.
A = {MI, myocardial infarction, hypertension, HBP, high blood pressure, …}
We will apply the relation: x R y such that R= x is a synonym for y. A set of ordered pairs that meet this requirement is listed below.
x R y = x is a synonym for y = {(MI, MI), (myocardial infarction, myocardial infarction), (MI, myocardial infarction), (myocardial infarction, MI), (hypertension, HBP), (HBP, high blood pressure), (HBP, hypertension), (hypertension, high blood pressure), (high blood pressure, hypertension), high blood pressure, HBP), (HBP, HBP), (hypertension, hypertension), (high blood pressure, high blood pressure) }
Pairs such as (MI, MI) and (high blood pressure, high blood pressure) demonstrate reflexivity because each term is synonymous with itself. This is the same as saying x is a synonym for x.
Symmetry is illustrated by pairs such as (MI, myocardial infarction), (myocardial infarction, MI), which demonstrate that the relation is bi-directional. In other words, it shows that just as x is related to y, y is related to x. In plain English: MI is a synonym for myocardial infarction (MI, myocardial infarction) and myocardial infarction is a synonym for MI (myocardial infarction, MI).
The pairs (hypertension, HBP), (HBP, high blood pressure), (hypertension, high blood pressure) demonstrate the link between terms. Namely, hypertension is a synonym for HBP; HBP is a synonym for high blood pressure; therefore, hypertension is a synonym for high blood pressure.
Any relation that exhibits reflexivity, symmetry, and transivity is referred to as an equivalence relation (1).
If a relation is an equivalence relation, it can be used to generate equivalence classes. An equivalence class is the set of all terms that are related to a specific term in the relation (1). An equivalence class is represented symbolically as [a] (1). Thus the equivalence classes for hypertension and myocardial infarction are represented as:
[hypertension] = {HBP, high blood pressure, hypertension}
[myocardial infarction] = {MI, myocardial infarction}
Equivalence classes can be useful in a number of situations. For example, using the above synonym relation, we could create a thesaurus that could automatically map synonyms to a preferred term. One possible use case would be mapping various terms in an EHR to the preferred SNOMED term for that ailment.
Partial-order relations
Mathematically speaking, partial order relations are relations on a single set that are reflexive, transitive, and anti-symmetric. Partial order relations are useful for organizing things into hierarchies. A good example of a partial order relation for real numbers is "<=". Using this relation, numbers can be sorted in ascending order: 1<=2<=3<=4…
Partial order relations are everywhere. Courses for a college major have prerequisites and must be taken in a specific order. If we say that for a biology degree, the courses that must be completed are the set {101, 102, 115, 201, 202, 234, 267, 301, 305, 410, 421, 431}, and lower-numbered courses must be completed before those with higher numbers, this represents a type of less-than relation.
This prerequisite relation will contain pairs such as (101,101), (202,202), thereby demonstrating reflexivity. (Of course, we can ignore this property when advising students.)
Anti-symmetry enters the picture because pairs such as (101, 201) and (201, 301) are included, indicating that 101 must be taken before 201 and 201 must be taken before 301. However, it is impossible to take 201 before 101 or 301 prior to 201. Therefore, these relations are not symmetric; they go only one way—from lower to higher.
Finally,


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Traveling Luck for Hlíðarfjall, (IC34), Iceland
Where is Hlidarfjall?What's around Hlidarfjall?
Wikipedia near Hlidarfjall
Where to stay near Hlíðarfjall
The timezone in Hlidarfjall is Atlantic/Reykjavik
Sunrise at 09:54 and Sunset at 17:46. It's Dark
Latitude. 65.6500°, Longitude. -23.8500°
Satellite map around Hlíðarfjall
Loading map of Hlíðarfjall and it's surroudings
Geographic features & Photographs around Hlíðarfjall, in (IC34), Iceland
- a tract of land with associated buildings devoted to agriculture.
- Hóll (2.1km)
- Rimi (3.2km)
- Hvammseyri (3.9km)
- Stekkjabakki (3.9km)
- Lambeyri (4.2km)
- Gileyri (4.5km)
- Eysteinseyri (5km)
- Vinðeimar (5.2km)
- Kvígindisfell (5.9km)
- Höfðadalur (6.3km)
- Bakki (6.7km)
- Hólar (6.7km)
- Sæból (7.4km)
- Grandi (7.8km)
- Fremri Hvesta (8.2km)
- Tannanes (8.2km)
- Neðri Hvesta (8.6km)
- Sellátrar (8.9km)
- Hringsdalur (9.5km)
- Bakki (9.7km)
- a narrow, straight or curved continuation of a beach into a waterbody.
- Þúneyri (9.5km)
- rounded elevations of limited extent rising above the surrounding land with local relief of less than 300m.
- Lambeyrarháls (7km)
- tracts of land with associated buildings devoted to agriculture.
- Hvesta (8.6km)
- a long, narrow, steep-walled, deep-water arm of the sea at high latitudes, usually along mountainous coasts.
- Tálknafjörður (5.6km)
- a surface with a relatively uniform slope angle.
- Hálfdan (6.7km)
- a bluff or prominent hill overlooking or projecting into a lowland.
- Rimamúli (2.4km)
- a body of running water moving to a lower level in a channel on land.
- Botnsá (7km)
- a break in a mountain range or other high obstruction, used for transportation from one side to the other [See also gap].
- Krókalaut (9.5km)
Airports close to Hlíðarfjall
Patreksfjordur(PFJ), Patreksfjordur, Iceland (12.2km)
Isafjordur(IFJ), Isafjordur, Iceland (58.2km)
Reykjavik(RKV), Reykjavik, Iceland (200.4km)


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The HHVT is a web-based tool that predicts the daily number of emergency department (ED) visits for heat-related illness across North Carolina. The current version of the tool inputs 5-day National Weather Service (NWS) point forecasts of daily maximum heat index and employs empirical relationships to translate these values into useful information regarding the probability of emergency department visits due to the heat. It is geared towards public health officials and emergency management personnel across the state of North Carolina. The current, updated version of the tool incorporates important feedback gained from community engagements with stakeholders.
The foundation of the tool is previous research that examines vulnerability and exposure to heat-related illness (HRI) in North Carolina. The findings of this work revealed a specific geography to heat-related illness, focused in rural areas of North Carolina and greatest among populations that are exposed to high heat.
Higher rates of HRI occur in eastern North Carolina, particularly in counties in and near the Sandhills (counties include Bladen, Scotland, Robeson, Sampson). HRI incidence rates are significantly lower in and near cities (including Raleigh, Durham, Charlotte, Greensboro, Burlington) and in western North Carolina, where the mountain range results in cooler summer temperatures.
Vulnerability: the degree to which a person (population) is sensitive to, or unable to cope with, negative effects of heat (definition adapted from IPCC).
At Risk: a person (population) that experiences greater exposure to heat.
Emergency Department (ED) Visits: patient visits to an emergency department. An ED specializes in the short-term care of patients who present without a prior appointment. Note: EDs do not include urgent care facilities.
Incidence Rate: the number of new heat-related illness ED visits per the population at risk.
Who's at risk for heat-related illness?
The most vulnerable populations to heat are those with an inability to cool down efficiently in high temperatures. These include older persons (65 years and older) and those under the age of five years old. However, in North Carolina, the most at risk populations are those often exposed to both high temperatures and humidity. These populations are often engaged in outdoor occupations or activities, such as exercise, yard work, or occupational tasks.
Isolated and rural populations are most at risk for HRI, particularly in the Coastal Plain (eastern North Carolina) and Piedmont (middle of North Carolina). These communities are removed from metropolitan locations and include only small towns. Urban populations experience the lowest heat-related illness, but are still vulnerable to high temperatures due to the urban heat island effect, which causes urban locations to be warmer than surrounding rural locations.
Working Age Demographic (15 to 54 years old)
The most at risk population in North Carolina is the 15 to 54 age group. Although these populations are less vulnerable to heat-related illness, they are most at risk due to their increased likelihood of engaging in outdoor activities and occupations. Heat-related illness occurs more frequently in males in the 15 to 54 age group range than in females of the same age range. Within this age group, heat-related illness occurs more often on the weekdays (Monday-Friday) and in the months of June, July, and August.
The 15 to 17 age demographic is the most at risk of demographics under 18 years old. This population is likely to engage in organized sports. Compared to other age groups, this age group experiences higher rates of heat-related illness in August and September with the onset of high school.
Elderly Age Demographic (65 and Older)
Although lower rates of HRI are observed in NC, this population is still vulnerable to HRI if exposed to high heat. Relative to other age demographics, this population experiences higher rates of heat-related illness in June when high summer temperatures are first observed.
Other risk factors for HRI in NC
Other risk factors increase the likelihood of heat-related illness in certain populations. Some of these risk factors include, but are not limited to, living in a mobile home, engaging in labor intensive agriculture or other strenuous outdoor occupations, limited access to air conditioning, low educational attainment, and living below the poverty live.


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It was June 15, 1669 and a French explorer by the name of Louis Jolliet would become the first documented European to find and explore Lake Erie.
Long before the summer Louis Jolliet found the lake, it was inhabited by a few small Native American tribes that lived off various parts of the the lake. The Erie tribe and the Attawandaron tribe were two of the peaceful or "neutral" tribes in the area. The Europeans were very familiar with both tribes and knew they refused to practice violence. Quite some time later, the lake was given its name, "Lake Erie" after the Erie tribe. "Erie" originally comes from the shortened version of "erielhonan", an Iroquoian word that means "long tail".
Though Jolliet was the first known European to explorer Lake Erie, his efforts were limited and many others would come to explore the region over the years.
After Jolliet's explorations on Lake Erie, he headed south for his next adventure to explore the Mississippi river. Over the years he continued to explore North America and eventually spent his later years further north in Canada.