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Banana rots the fastest in both room temperature and refrigerator and the apple rots the slowest in room temperature and refrigerator. This means that the bananas don't last really long before they rot and the apple lasts along time before it rots. That will be Bananas and pears.
- 1 What fruit molds the fastest?
- 2 Why does a banana rot faster than an apple?
- 3 What fruit browns the fastest?
- 4 What causes fruit to rot faster?
- 5 How fast does a banana mold?
- 6 Why does a banana grow mold?
- 7 Why should you not put bananas with other fruit?
- 8 Can you ripen an apple?
- 9 Why do avocados ripen next to bananas?
- 10 What is the fastest rotting food?
- 11 What browns faster apple or banana?
- 12 Why do Granny Smith apples turn brown?
- 13 Why does fruit get moldy?
- 14 What causes an apple to rot?
- 15 What will happen if fruits are damaged?
What fruit molds the fastest?
What foods grow mold the fastest? Fruits/Vegetables As moisture allows bacteria to breed, juicier fruits and vegetables, such as peaches, plums, tomatoes and cucumbers, are more likely to get moldy quicker than are those with harder peels and rinds, such as bananas, apples, peppers and squash.
Why does a banana rot faster than an apple?
Bananas ripen faster than apples because they are more sensitive, as they have softer cellular tissues. This also speeds up ripening, which if allowed to continue for too long a period, they will rot.
What fruit browns the fastest?
Once exposed to oxygen, enzymes in the apple begin converting natural chemicals called polyphenols into 'melanin', an iron-containing compound that gives the flesh a brown, rusty colour. The reaction happens quickly, and so a sliced apple can start to turn brown in only a few minutes.
What causes fruit to rot faster?
Some of the primary culprits are air, moisture, light, temperature, and microbial growth. Most fruits and vegetables spoil easily because of damage caused by microorganisms. Microorganisms such as bacteria, yeast and molds need water and nutrients for growth, energy and reproduction.
How fast does a banana mold?
My original question was "Which Fruit does Mold Grow the Fastest on?" From my experiment I found out that the banana grows mold the fastest, with a time of 6-7 days, then the orange with a time of 7-9 days.
Why does a banana grow mold?
Because bananas are soft inside and out, they are susceptible to certain threats that make them unusable. Your bananas may also start to mold as they rot, so look for spores on the surface of the peel. Mold on a banana peel looks similar to the mold on bread, and if you see it, the bananas have to be thrown away.
Why should you not put bananas with other fruit?
There's a reason why you should keep apples or bananas separate from other fruit. These two — and others — produce large amounts of ethylene gas, the so-called "fruit ripening hormone." As they reach maturity, their ethylene levels increase, according to the University of Maine Extension.
Can you ripen an apple?
The bottom line: Apples don't ripen nor improve in quality at home after they're picked. You may have seen on another website that apples will ripen after being picked. This leads many consumers to the (false) belief that if they have unripe apples at home, they can let them ripen on the counter or in a cool place.
Why do avocados ripen next to bananas?
Many ripening fruit produce the hydrocarbon gas ethylene as they ripen, which itself triggers more ripening. Bananas are especially productive sources of the gas, and putting one that's in the process of going brown next to apples, pears or hard avocados will greatly speed up their ripening.
What is the fastest rotting food?
20 Foods That Spoil the Fastest
- Green Beans.
What browns faster apple or banana?
I was right that the apples turn brown faster because, when apples been cut open air rushes in to the apple to make it age after just about several minutes. Bananas on the other side doesn't turn brown that fast because it is less likely to age. 34min. 35min.
Why do Granny Smith apples turn brown?
When an apple is cut, enzymes (and iron in the apple) chemically react with oxygen. The fruit quickly begins to oxidize, and its flesh turns brown.
Why does fruit get moldy?
Mold often grows on fruit because the conditions are just right to culture the spores. Since fruit is moist, it is ground zero for harboring this microscopic fungi. Fruit provides the nutrients and moisture for mold to thrive. Mold spores, in this case, usually travel through the air and land on the fruit's surface.
What causes an apple to rot?
Apples turn brown because of a chemical reaction called "oxidation", which is caused by oxygen from the air. Oxygen is one of the most reactive chemicals known, and there are many kinds of oxidation reactions. The fridge does not stop chemical reactions, so bacteria will still rot the food eventually.
What will happen if fruits are damaged?
It also turns fruit and vegetables brown. When fruit tissue is damaged because of heat, cold, age or mechanical stress, its cells break open and the phenolic compounds and the enzyme are released and mix with oxygen in the air. As a result the damaged tissue turns brown almost immediately.


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More and more is written about the 16th century prophecies of French astrologer Nostradamus. But Nostradamus, who was born Michel de Nostredame in 1503, was equally famous in his lifetime for his skills as a physician. Nostradamus studied medicine in Montpellier and began practicing as a physician in 1525. He is most famous for his innovative techniques for treating plague victims, especially because he successfully treated so many ill patients. In 1550, Nostradamus began writing his prophecies, earning him new fame and an appointment as royal physician to King Charles IX. His final prediction came when he told a priest, You will not find me alive at sunrise. He died early the next morning, on this date in 1566.
Copyright Aetna InteliHealth, Inc., 2012. All rights reserved.

source: HuggingFaceFW/fineweb-edu


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Fix a set $ \Gamma\subset \mathbb F_p$, the field with $p$ elements and a parameter $\epsilon>0$. The Bohr set $B(\Gamma,\epsilon)$ consists of those $x$ for which $x\cdot \Gamma\subseteq[-\epsilon p,\epsilon p]$ - I am identifying the interval with its image mod $p$. The standard lower bound for $B(\Gamma,\epsilon)$ is then $\epsilon^{|\Gamma|}p$ (which is given by the pigeon-hole principle) and this is in fact what one expects (more or less since one expects the events $x\gamma\in[-\epsilon p,\epsilon p]$ with $\gamma\in\Gamma$ to be independent trials). Since $\Gamma\subset B(B(\Gamma,\epsilon),\epsilon)$, this lower bound can miss the mark. What I want to know is if there is something about $\Gamma$ that will tell me it should have the expected size.
EDIT: I have figured out some estimates in the case that $\Gamma$ is dissociated, see below. I am wondering if one can do better in this case, or if one can be more general.
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1 Answer 1
To some extent one can obtain upper bounds on $B(\Gamma,\epsilon)$ when $\Gamma$ is quite special. For instance, when $\Gamma$ is dissociated (which is to say, the sums $\sum_{s\in S}s$ are distinct for each $S\subset \Gamma$) then one can say something. Indeed, any dissociated set of size $d$ cannot be contained in an interval of size $\epsilon p$ if $2^d\geq d\epsilon p$ which shows that if $\epsilon< 2^d/dp$, then $B(\Gamma,\epsilon)$ consists only of the zero element. From this one can obtain bounds for larger $\epsilon$ using $|B(\Gamma,2\epsilon)|\leq 4^d|B(\Gamma,\epsilon)|$. One could also obtain bounds when $\Gamma$ is dissociated by appealing to Rudin's inequality.
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text: Species formed during the decomposition of silane-methane-hydrogen mixtures ([SiH4]x:[CH4]y:[H2]z), by spatial plasma separation technique using the TCDDC (Two Consecutive Decomposition and Deposition Chambre) systeml, are evaluated by mass spectrometric analysis and related with the structural and electro-optical properties for either amorphous (a-) or microcrystalline (μc-) thin films. Results obtained show that in the plasma region, the main reaction is the direct fragmentation of SiH4 by electron impact whilst near the growing surface, the main detected species are excited. The kind of species and their intensity depend strongly on the power density (dp), mixture gas ratio (g = CH4 /SiH4+CH4), static electromagnetic (ξ, B) fields and r.f. frequency (f), used. Since CH4 has a threshold decomposition higher than that one of SiH4, the species presented at the plasma region are, mainly, methyl, dimethyl and CH2-CH2 graphitic-like chains depending, mostly, on dp and on g. By diluting the mixture in H2, we observe the existence of active H2 species that, for high dp, may lead to a transition from the amorphous to microcrystalline phase, as well as a carbon incorporation in the amorphous tissue as graphitic-like bonds. This allow us to infer the merit of the TCDDC system in producing a-/μc-thin films that can be applied to photovoltaic and other applications.

source: openbmb/Ultra-FineWeb


text:
Clinical Teaching and Learning Experiences
A Resource Collection to Support Innovations in Health Professions Education
Designed by diverse educators, this working collection features clinical learning experiences, which can be readily used or easily adapted for specific, local settings. The collection is actively used by thousands of medical educators around the world.
Initially launched in response to the COVID-19 pandemic's significant impact on the teaching and learning of health professionals, this open repository of curated resources is intended to complement MedEdPORTAL's collection on virtual learning and the special edition of Building Better Curriculum series on learning remotely.
Submit your resources for the next phase of this collection
As this collection continues to grow and evolve beyond the pandemic, we seek new teaching and learning experiences across both virtual and in-person settings. All submissions are welcome but innovations on these topics are of particular interest: (1) diversity, equity, and inclusion, including antiracism; (2) quality improvement and patient safety; and (3) telehealth.


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When the father of Welsh poet Dylan Thomas was dying, it inspired Thomas to write one of his most famous works, "Do not go gentle into that good night." The poem encourages Thomas's father, and its readers, to fight for their lives when they approach death. The constant refrain in the poem is "Rage, rage against the dying of the light," meaning that one should defy death as much as possible. Similarly, in the opening stanza, Thomas states, "Old age should burn and rave at close of day" (2), continuing his theme of staying strong, as well as the metaphor of nighttime as death.
Thomas isn't necessarily negative in his attitude toward death. He writes, "…wise men at their end know dark is right" (4). By this he means that smart people realize that death is the next logical step, and they acknowledge that it must happen. The rest of the poem offers examples of people who come to realize their misconceptions about life, and how this makes them reluctant to die. One of these instances is, "Grave men, near death, who see with blinding sight/Blind eyes could blaze like meteors and be gay,/Rage, rage against the dying of the light" (13-15). "Grave," or sad, men, that are dying are finally able to see with astounding clarity ("blinding sight") how even people in unfortunate situations are capable of being happy. Even people with "blind eyes" can "be gay." In these stanzas Thomas conveys the notion that our regrets in life tend to make us feel that we are not ready for death.
The last stanza of the poem is a direct plea from Thomas to his father: "And you, my father, there on the sad height,/Curse, bless, me now with your fierce tears…" (16-17). Thomas refers to his father's near-death state as "the sad height"; it is an achievement to have made it through to the end of our lives, but it is obviously bittersweet. Dylan Thomas's appeals to his father to "curse" and "bless" him with his "fierce tears," mean that although Thomas will be saddened by his father's death, he wants his father to make him appreciate life. The tears have to be "fierce" in order to display how passionate his father was about life. The poet then entreats his father to follow the commands he's been making throughout the piece: "…I pray,/Do not go gentle into that good night./Rage, rage against the dying of the light" (17-19). These instructions are made more powerful by the fact that Thomas includes the phrase, "I pray." He is begging his father to do what he asks. Above all else, Thomas wants his father to fight for his life, rather than just give up, because Thomas sees the value in his father's, and all, life.


understanding of male psychology and attraction pdf
Understanding Of Male Psychology And Attraction Pdf
By Noah T.
On Sunday, April 25, 2021 12:57:31 AM
File Name: understanding of male psychology and attraction.zip
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Published: 25.04.2021
When Love Meets Money: Priming the Possession of Money Influences Mating Strategies
Money is an important factor that influences the development of romantic relationships. The current paper examines how the feeling of having relatively more or less money influences human mating strategies in long-term and short-term mating contexts under the framework of evolutionary psychology.
We recruited mainland Chinese college students involved in steady, heterosexual romantic relationships to participate in two experiments. In each study, we experimentally triggered participants' feelings of having relatively more or less money and then examined their thoughts and behaviors related to mating.
Results of Study 1 showed that men who were primed to feel that they had relatively more money were less satisfied with their partners' physical attractiveness than those primed to feel that they had less money, suggesting that the subjective feeling of having more or less money may affect men's preferences regarding the physical appearance of a mate in a long-term relationship.
Interestingly, this difference was not significant for women. This finding suggests that people who feel they have relatively more money may have more interest in an attractive alternative than those who feel they have relatively less money.
The differences in mating strategies between and within the genders brought about by money support the evolutionary hypothesis that individuals adopt conditional mating strategies in response to environmental conditions. Additionally, the results of experimental studies provide evidence for the causal effects of money on mating strategies.
These findings have both conceptual and practical implications for the psychology of evolution and romantic relationships. Money is often involved in love stories.
There are complex outcomes derived from the meeting of money and romantic love, and it is often difficult to conclude that money is either a promoter or an inhibitor of love. Some scholars have made efforts to explore the relation between money and romantic relationships, with a particular focus on the effects of women's income on the stability of long-term relationships e. However, the mixed findings from these studies e.
Some researchers have examined the influences of money on human relationships in laboratory experiments e. The experimental methods help to control for the influence of certain factors and allow researchers to make causal conclusions about the effects of money. Researchers have found that money tends to separate people from others and weaken social bonds due to the self-sufficient mental state it creates Vohs et al.
However, little is known about whether money can generate the social distancing effect in the mating context. One way to find the answer is to look back to our ancestral past and explore the roles of resources in our ancestors' mating process. On the basis of previous research findings and techniques, the current studies aimed to explore the effects of money on romantic relationships under the framework of evolutionary psychology.
Specifically, we conducted two experiments and examined individuals' mating preferences and selectivity in response to the amount of money they possess in the long-term and extra-pair mating contexts. Attitudes toward a long-term partner and an attractive alternative can well predict the stability and development of relationships Rusbult, Therefore, the current paper could provide new evidence on the influence of money on romantic relationships.
Additionally, findings from the two studies will help us better understand the processes of human mating and enrich the literature on evolutionary psychology. Next, we review the related literature and elaborate on how we built our research on prior work. Human mating strategies are solutions to the adaptive problems that our ancestors confronted to achieve reproductive success over our long history.
According to Trivers' theory of parental investment, women devote much more effort and time to offspring than men due to internal gestation, lactation, and extended parental care.
Sex differences in terms of minimum parental investment might lead to sex differences in the adaptive problems and optimal strategies used for reproductive success. Specifically, men's reproductive success is constrained by the number of fertile women, whereas women's reproductive success is constrained by their access to the continuous resources from one or more mates to rear children and the quality of a mate's genes.
Thus, two significant differences in mating strategies have evolved between men and women. First, men and women differ in the relative importance they place on a mate's physical appearance and resources. Whereas both men and women prefer an attractive mate, men are more likely to value a mate's physical attractiveness, which signals a woman's fertility and reproductive value, than women.
On the other hand, women are more likely to attach importance to a mate's resources than men e. Second, men have evolved a stronger interest in short-term mating and desire more mates than women e. Massive within-sex differences in mating strategies exist together with these sex differences.
For example, physically attractive men are more likely to engage in short-term mating than unattractive men Lukaszewski et al. This flexibility of human mating is well explained by the theory of strategic pluralism Gangestad and Simpson, Put simply, both men and women adopt conditional mating strategies depending on specific environmental factors or personal characteristics and aim to maximize or optimize their reproductive opportunities. Next, we focus on material resources or money and discuss how they influence human mating strategies.
The resources acquisition characteristic reflects a man's mate value Waynforth and Dunbar, ; Li et al. Evolutionary psychologists believe that individuals with high mate value are more likely to choose a sex-typical preferred strategy to achieve reproductive success than those with low mate value Buss and Schmitt, Therefore, men with more money can make higher demands with regard to women's physical attractiveness and engage more in short-term mating than men with less money.
Results of empirical studies have supported this proposition. For example, Waynforth and Dunbar used personal advertisement data and found that men offering resources had higher mate standards than those who did not. Yong and Li found that men had higher requirements for a potential mate when primed with large resources. Furthermore, some researchers suggest that showing immediate resources is an effective way to obtain short-term mating opportunities Cloyd, ; Hill et al.
According to Chang et al. Following this reasoning, possession of money could also be viewed as a cultural extension of weapon-like male attributes which help them win in intrasexual completion. Previous studies have showed that individual differences in weapon-like characteristics e.
Thus, cues to resources in the environment may lead men to choose the adaptive strategies to deal with intrasexual competition and maximize their reproductive success.
On one hand, when men do not have enough resources such as money to win in intrasexual competition, it would be more beneficial for them to remain stable in the current relationship.
Thus, men with less money may set lower standards for the current partner and tend to be more satisfied with her than men with more money. On the other hand, men with more money may become more confident and dominant in intrasexual competition, and are more likely to maximize their reproductive success by seeking more mates.
Generally, physical attractiveness reflects a woman's mate value more than material resources do Koyama et al. Historically, material resources or money are directly related to women's primary adaptive problem, so the amount of money that women possess might affect their reproductive benefit-cost analysis.
According to strategic pluralism theory Gangestad and Simpson,, women make a trade-off between a mate's parental investment and genetic benefits contingent on environmental conditions. When women possess sufficient resources to rear children independently, they may have less need for men's resources and benefit more from choosing a partner with good heritable qualities.
Some studies have provided evidence that women's access to resources is indeed associated with an increased mate preference for physical attractiveness e. However, in the experiment conducted by Yong and Li, women did not increase their mate standards for physical attractiveness when primed with a larger sum of money.
We believe that differences in factors such as research methodology, selection of variable indicators, and sample characteristics among these studies might contribute to the mixed findings.
For example, in some previous studies, participants who were not required to be involved in a romantic relationship were instructed to give preference ratings on a potential or imagined partner e. If women are already committed to a long-term relationship, they might not get more reproductive output by making higher demands regarding the unchangeable physical characteristics of a current partner. In this regard, an increased mating standard for physical attractiveness may impair the stability of the current relationship.
Losing a long-term relationship has a larger reproductive cost for women than for men. Therefore, historically, relationship status of women could influence their mating strategies. Even if committed women possess sufficient resources, they might not increase their demands with regard to a long-term mate's physical appearance. On the other hand, researchers have highlighted the possibility that women seek good genes through extra-pair mating Pillsworth and Haselton, They believe that sometimes it would be adaptive for some women to secure sufficient resources from a long-term partner and obtain heritable benefits from extra-pair mates.
Similarly, it is reasonable to believe that women are more likely to engage in extra-pair mating when they have their own access to money and depend less on men's resources. However, previous studies indicated that women are more likely to protect the relationships than men e. Thus, we expect that the amount of money on possesses would cause a smaller variance in women's extra-pair mating than in men's.
As mentioned earlier, women have less need for men's resources when they possess their own resources to take care of children.
Even so, they may not reduce their mating standard for resources. Theoretically, they can maintain the mating standard that matches with their physical attractiveness Pawlowski and Dunbar, or increase it due to the positive assortative mating effect Kalmijn, The structural powerlessness hypothesis Buss and Barnes, provides another possibility.
According to this hypothesis, women are excluded from power


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turn to coal."
- charcuterie (n.)
- 1858, from French charcuterie, literally "pork-butcher's shop," from charcuter (16c.), from obsolete char (Modern French chair) cuite "cooked flesh," from chair "meat" (Old French char, from Latin carnem; see carnage) + cuit, past participle of cuire "to cook." Cf. French charcutier "pork butcher; meat roaster, seller of cooked (not raw) meat."
- chard (n.)
- 1650s, from French carde "chard" (14c.), perhaps via Provençal, from Latin carduus "thistle, artichoke" (see harsh).
- Chardonnay (n.)
- type of wine, 1907, from French chardonnay, originally the type of grape used to make the wine, supposedly named for the town of Chardonnay, Saône-et-Loire, in eastern France. The name is said to be from Latin Cardonnacum.
- charette (n.)
- also charrette, c.1400, "a chariot, a cart," from Old French charrete "wagon, small cart" (12c.), diminutive of charre (see car). Meaning "collaborative session" is by 1982.
- charge (v.)
- early 13c., "to load, fill," from Old French chargier "to load, burden, weigh down," from Late Latin carricare "to load a wagon or cart," from Latin carrus "wagon" (see car). Senses of "entrust," "command," "accuse" all emerged in Middle English and were found in Old French. Sense of "rush in to attack" is 1560s, perhaps through earlier meaning of "load a weapon" (1540s). Related: Charged; charging. Chargé d'affaires was borrowed from French, 1767, literally "charged with affairs."
- charge (n.)
- c.1200, "a load, a weight," from Old French charge "load, burden; imposition," from chargier "to load, to burden" (see charge (v.)). Meaning "responsibility, burden" is mid-14c. (e.g. take charge, late 14c.; in charge, 1510s), which progressed to "pecuniary burden, cost, burden of expense" (mid-15c.), and then to "price demanded for service or goods" (1510s). Legal sense of "accusation" is late 15c.; earlier "injunction, order" (late 14c.). Electrical sense is from 1767. Slang meaning "thrill, kick" (American English) is from 1951.
- chargeable (adj.)
- late 15c., "burdensome," from charge (v.) + -able. Sense of "subject to a tax or payment" is from 1610s; that of "liable to be made an expense" is from 1640s; that of "liable to be charged" (with an offense, etc.) is from 1660s.
- charger (n.)
- late 15c., "one who loads," agent noun from charge (v.). Meaning "horse ridden in charging" is from 1762.
- chariot (n.)
- mid-14c., from Old French charriot "wagon" (13c.), augmentative of char "car," from Late Latin carrum "chariot" (see car).
- charioteer (n.)
- late 14c., from Old French charioteur, from charriot (see chariot). As a verb from 1802. Related: Charioteered; charioteering.
- charisma (n.)
- "gift of leadership, power of authority," c.1930, from German, used in this sense by Max Weber (_PHONE_) in "Wirtschaft u. Gesellschaft" (1922), from Greek kharisma "favor, divine gift," from kharizesthai "to show favor to," from kharis "grace, beauty, kindness" (Charis was the name of one of the three attendants of Aphrodite) related to khairein "to rejoice at," from PIE root *gher- "to desire, like" (see hortatory). More mundane sense of "personal charm" recorded by 1959.
Earlier, the word had been used in English with a sense of "grace, talent from God" (1875), directly from Latinized Greek; and in the form charism (plural charismata) it is attested with this sense in English from 1640s. Middle English, meanwhile, had karisme "spiritual gift, divine grace" (c.1500).
- charismatic (adj.)
- 1851, in Bible commentary and theology, in reference to the operation of the Holy Spirit and prophetic ecstasy in the early Church (from the use of Greek kharismata in Rom. xii), from Latin stem of charisma + -ic. As a movement in modern Christian churches which believes in divine gifts of healing, etc., attested by 1936, reflecting the older sense of charisma.
- charitable (adj.)
- c.1200, in reference to the Christian virtue, from Old French charitable, from charité (see charity). Meaning "liberal in treatment of the poor" is from c.1400; that of "inclined to impute favorable motives to others" is from 1620s. Related: Charitableness; charitably.
- charity (n.)
- mid-12c., "benevolence for the poor," from Old French charité "(Christian) charity, mercy, compassion; alms; charitable foundation" (12c., Old North French carité), from Latin caritatem (nominative caritas) "costliness, esteem, affection" (in Vulgate often used as translation of Greek agape "love" -- especially Christian love of fellow man -- perhaps to avoid the sexual suggestion of Latin amor), from carus "dear, valued," from PIE *karo-, from root *ka- "to like, desire" (see whore (n.)).
Vulgate also sometimes translated agape by Latin dilectio, noun of action from diligere "to esteem highly, to love" (see diligence).
Wyclif and the Rhemish version regularly rendered the Vulgate dilectio by 'love,' caritas by 'charity.' But the 16th c. Eng. versions from Tindale to 1611, while rendering agape sometimes 'love,' sometimes 'charity,' did not follow the dilectio and caritas of the Vulgate, but used 'love' more often (about 86 times), confining 'charity' to 26 passages in the Pauline and certain of the Catholic Epistles (not in I John), and the Apocalypse.... In the Revised Version 1881, 'love' has been substituted in all these instances, so that it now stands as the uniform rendering of agape. [OED]
Sense of "charitable foundation or institution" in English attested by 1690s.
- charivari (n.)
- "rough music," especially as a community way of expressing disapproval of a marriage match, 1735, from French charivari, from Old French chalivali "discordant noise made by pots and pans" (14c.), from Late Latin caribaria "a severe headache," from Greek karebaria "headache," from kare "head" + barys "heavy" (see grave (adj.)).
- charlatan (n.)
- 1610s, from French charlatan "mountebank, babbler" (16c.), from Italian ciarlatano "a quack," from ciarlare "to prate, babble," from ciarla "chat, prattle," perhaps imitative of ducks' quacking. Related: Charlatanism; charlatanical; charlatanry.
- king of the Franks (742-814), literally "Carl the Great," from French form of Medieval Latin Carolus Magnus (see Charles + Magnus).
- masc. proper name, from French Charles, from Medieval Latin Carolus, from Middle High German Karl, literally "man, husband" (see carl).
- Charles's Wain (n.)
- Old English Carles wægn, a star-group associated in medieval times with Charlemagne, but originally with the nearby bright star Arcturus, which is linked by folk etymology to Latin Arturus "Arthur." Which places the seven-star asterism at the crux of the legendary association (or confusion) of Arthur and Charlemagne. Evidence from Dutch (cited in Grimm, "Teutonic Mythology") suggests that it might originally have been Woden's wagon. More recent names for it are the Plough (by 15c., chiefly British) and the Dipper (19c., chiefly American).
The seven brights stars in the modern constellation Ursa Major have borne a dual identity in Western history at least since Homer's time, being seen as both a wagon and a bear: e.g. Latin plaustrum "freight-wagon, ox cart" and arctos "bear," both used of the seven


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What started out as an idea among friends 65 years ago has transformed into an international event, drawing the interest of travelers far and wide and even earning recognition as one of the top 100 events in North America. National Geographic published a feature story on this unique international celebration on the United States' southernmost city and its neighbors across the border.
Yet, the festival has never lost its hometown flavor. Today, marching in a parade is a childhood memory cherished by most adults, and watching the floats and marching bands delight new generation of children of all ages. Mothers still sew their children's outfits for the big week in late February and fathers still paint mustaches on their boys for the celebration honoring the traditional and romantic life of the Mexican cowboy.
Although the actual Charro Days celebration is traced to a gathering of the Pan American Round Table civic club in Brownsville in 1937, its antecedents go back much farther, 110 years to be exact. That's when merchants in bustling Matamoros, Mexico, Brownsville's sister city, hearing of American settlers in Texas near the Nueces River, loaded up their wares and dressed up in their traditional costumes to visit and do business.
There, the groups met and shared the first bi-cultural celebration on record. And although only 75 to 100 merchants participated in that first event, the seeds were planted for the eventual celebration which has now become Charro Days.
Unfortunately, war broke out between Mexico and the fledgling Texas Republic and the event became a memory for the residents of both sides. In 1937, as Brownsville merchants staggered by the blow of the Depression, members of the Pan American Round Table decided to fight adversity with, what else, a fiesta!
"Here are two nations represented by Brownsville and Matamoros," said Brownsville businessman Kenneth Faxon, offering the same solution their Mexican counterparts had tried before. He suggested that the town dress up in traditional Mexican costumes and play Mexican music.
"Let's have a fiesta and tell others what we have to offer," Said Faxon, who is credited as the founder of Charro Days.
Those first Charro Days scenes take you back to the newsreels of yore, with horse-drawn, hand-made floats. Then there are the charros and china poblanas– women wearing traditional colorful Mexican dresses– on horseback, store window decorations, fireworks, a carnival, Triple L dances at the country club, a costumed street dance, a Teen Age Grand Ball, and, of course, the costumed Grand Ball.
One can't forget that the birth of Charro Days coincided with the Big Band era. In 1939, the Ran Wilde Orchestra swung for the dancers at the Grand Ball, followed in consecutive years by the likes of the Eddie Fitzpatrick Orchestra, Johnny Randolph's Band, Fray Harness, Pepe Sandoval, the Aguilar Group, Xavier Cugat, and Desi Arnaz.
And who can forget the years when Tito Guizar, Mario Moreno "Cantinflas", Skinnay Ennis, Mike Ornales and his Orchestra, the Falcon Recording Orchestra, Tex Benneke's Orchestra, Dorsey's Band, Freddy Martin's Coconut Grove Orchestra, Les Elegart and his Orchestra, Shep Fields, Ralph Martiere, came to Brownsville to join its celebration with Matamoros, its sister city?
Yet, in spite of its nationwide appeal for talent, Brownsville's own singing legend, Chelo Silva, made her debut and triumph during the first Charro Days accompanied by Orquesta Tipica Mexicana's leader and Brownsville's own Vincent Crixell.
In time, what started out as a celebration of the friendship between twocities blossomed into an event which drew generals, politicians, celebrities, and statesmen from throughout the hemisphere.
Nowadays, a tradition started by Texas Gov. Price Daniel and Tamaulipas Gov. Norberto Trevino Zapata in 1962 still continues, with a host of other dignitaries ready to take their place should one or the other not be able to attend. Military marching bands from both countries still continue the tradition started during the original holiday, when Mexico City's Banda Artilleria marched down Elizabeth Street, Brownsville's main street.
As if to recognize the area's history– the first shots in the Mexican-American war were fired just north of Brownsville's city limits– delegations from both cities join hands across the Rio Grande in a reversal of the first encounter of both cultures. Flowers of friendship are then tossed into the river to be carried into the nearby waters of the Gulf of Mexico.
Although it may be hard to believe in today's climate and changing relationships between governments, the U.S. border in 1954 was open, meaning no immigration restrictions, for residents of Mexico to enter Brownsville and join in the fun. Marimbas, mariachis, and norteno-music bands wandered down Brownsville streets and played their music to the delight of the celebrants. In 1961, a special radio show broadcast the fiesta live and the world heard the festive sounds of Charro Days.
During this time, the Mr. Amigo organization was formed and it now holds concurrent events as it honors a personality or a statesman from Mexico who has contributed to the relationship between both countries. The events of the organization are woven around the fabric of friendship formed by the Charro Days celebration.
And more recently, SombreroFest, an organization which takes over Washington Park in the city's heart and transforms it into a carnival-like atmosphere with musical groups and fun contests, has also stood on the foundation built by Charro Days.
Through wars and conflicts, Depression and a changing economic and political climate, Charro Days has managed to persevere and live up to the edict of its founders. Cosmopolitan, yet down home, it remains a festival that celebrates the people, their cultures, and their unique geographic location between two nations. It has never strayed from that simple, yet elegant mission: "Let us tell people what we have and let us continue to be good neighbors."


text: The back of this wooden chair, which belonged to the scribe Reniseneb, is handsomely veneered with ivory and embellished with incised decoration showing the owner seated on a chair of identical form. It is the earliest surviving chair with such a representation, and it is the only non-royal example known. The scene and accompanying text have funerary import and may have been added following Renyseneb's death to make the chair a more suitable funerary object. The high quality of its joinery and the harmony of its proportions testify to the skill of ancient Egyptian carpenters. The mesh seat has been restored following ancient models.


text:
1.12.3 BLOX.BDropDown: flexibility
- Create the popup widget to be used for the
'drop-down list'. It is a BList by default, but you can
use any other widget, overriding the 'list box accessing'
methods if necessary.
- Create the widget that will hold the string chosen from
the list box and answer it. The widget must be a child of 'self
- Answer the height of an item in the drop-down list. The
default implementation assumes that the receiver understands
_TAG_, but you can modify it if you want.
- Called when an item of the listbox is highlighted. Do
nothing by default
- listSelectAt: aPoint
- Select the item lying at the given position in the list
box. The default implementation assumes that list is a BList, but
you can modify it if you want.
- Answer the text currently chosen in the list box. The
default implementation assumes that list is a BList, but you can
modify it if you want.
- Answer the text that the user has picked from the widget and/or
typed in the control (the exact way the text is entered will be
established by subclasses, since this is an abstract method).
- text: aString
- Set the text widget to aString


The beauty of fish bones
By | July 15, 2010
An x-ray of Carangoides gibber, commonly known as the imposter trevally, a small tropical fish.IMAGE: KYLE LUCKENBILL, ANSP
Sandwiched between two floors of dead fish at Philadelphia's Academy of Natural Sciences, Kyle Luckenbill is creating art.
As the Academy's curatorial assistant resident dead fish paparazzo he photographs and x-rays the institution's 3,000 species-defining specimens as part of a National Science Foundation grant. "We didn't really plan an exhibit with the project, but it was one of those things where it was sort of a no-brainer," Luckenbill says.
So far, Luckenbill has x-rayed about 500 specimens, about a dozen of which are on display in an exhibit called "All Types of Fishes," part of the museum's rotating "Art of Science" series. "Imagery like this is really created as a scientific tool, but we look at it and say, 'but gosh, it's beautiful!'," says Barbara Ceiga, vice president for public operations at the Academy. "Sometimes people who actually are producing it are like, 'you want to hang what on the wall?'"
Inadvertent artistic endeavors aside, the x-ray project has identified new species and has even provided the final ruling on a world-record breaking fish caught in New Jersey. If the fish turned out to be a red hake, it counted as a world record fish, but if it were a white hake, it was just a big fish. (The red hake broke the record at 12 pounds and 13 ounces and measured 33 inches long and 19 inches around!) The "primary type" specimens, which Lukenbill x-rayed for the exhibit, are the standard-bearers for their entire species. Primary type specimens are the first members of their species to be systematically described and named in the literature, and define the telltale characteristics of the species.
The Academy has about 1.5 million fish specimens in total, the majority of which are secondary types. The 3,000 primary type specimens upon which Lukenbill focuses sit in alcohol or formalin filled glass jars, and some since the 1800s. Over time, the solution degrades the samples, making their documentation and study more difficult. "They start to decalcify, the bones start to break down and it's tougher to get a really good x-ray," Luckenbill explains. "It's important to do this stuff now, because a few years down the line, there'll be nothing left and you can't get a decent x-ray."
X-rays are crucial identification tools because the number of vertebrae is a defining feature of many species; for some types of fish, it's the only way to tell the difference between two closely related species. In order to preserve the primary type specimen intact, researchers can't cut them open and count their backbones. Luckenbill fishes a quarter-sized Chrysiptera punctatoperculare, collected in 1946, out of a jar the size of a salt shaker. He delicately wipes the excess alcohol off on a towel browned by fish goo. The tiny fish is propped up on a cloud of fluffy white polyfill before he leaves it on the exam table. A few clicks from the other side of the lead door, and the fish is bombarded by x-rays, its image captured by one of only three digital x-ray machines of its ilk on the US East Coast. Sometimes, this process gives Luckenbill a bit of trouble, especially with the larger specimens--like the Academy's extensive eel collection. When the specimens are preserved in formalin, they become rigid. The long eel bodies are forever locked into a spiral formation, taking on the cylindrical shape of the jar. When lifted out of their jars, the eel can't be flattened out without breaking bones or destroying delicate structures. So Luckenbill meticulously snaps shots of each part of the eel and aligns them using Photoshop. The resulting images of intricate fish bones against a stark black background beg for closer inspection. "You take something you think you're familiar with and you show someone a hidden part of it, a surprising part of it, there is something really delightful about that," says Ceiga. "You think, 'I thought I knew what fish were, but I had no idea.'"
Ceiga says that she can see the understanding dawning on the faces of visitors to the gallery. "As they start to look at things more closely you see the thought process of grouping things," she says. "That's learning, even though you don't feel like you are learning." The "Art of Science" series was started about 18 months ago with an exhibit of 200 year old botany drawings and pressings. The fish x-rays will be on display through the end of July, and will be followed by "A Many-Colored Glass: Ethereal Images of Microscopic Marine Life," an exhibit of colorized photomicrographs of diatoms which opens August 7.
Avatar of: anonymous poster
anonymous poster
Posts: 2
July 16, 2010
The Smithsonian already did a book on this.
Avatar of: Sergio Vasquez
Sergio Vasquez
Posts: 24
July 16, 2010
Despite the lack of novelty, I highly doubt the Smithsonian also exhaustively cataloged the cumulative sum of extant bony fish.\n\nAlthough there are better ways of doing it...\n\nGoogle Numira.\n
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text: One …. money word problems help students understand the words we use when example of literary analysis essay talking about money. mar 10, 2008 · write down everything you spent money on today, from the utility bill you paid by check to the bus ride you paid for with cash. 9 practical steps to solve your financial problems without an ivy league education 1. example #4: solving problems for money jan 06, 2014 · slader actually pays you to solve problems for certain high school textboxts. mar 06, 2018 · but money doesn't sample apa style research paper only generation of computer assignment afford rainforest writing paper freedom from meaningless work. each individual or team solving problems for money is going how to work cited page to have different needs and may need a different technique to encourage problem solving. write my custom paper the band-aid solution business plan templets is actually the best kind of dissertation research grants solution because it involves solving a problem with the minimum amount solving problems for money of effort spanish transition words persuasive essay and time and cost.". in this money math worksheet, your child will solve word problems by adding and subtracting dollars and how to write a descriptive essay about a picture cents.


Tuesday, May 15, 2018
"Scientists can finally track [ancient Rome's] economic booms and recessions—thanks to the exhaust of its massive coin-making operation, preserved for centuries in Greenland's ice sheet"
Why does the amount of lead in the atmosphere tell us something about the Roman economy? "It's a proxy for coin production. That's the biggest thing," said Seth Bernard, a professor of ancient history at the University of Toronto. When the Roman government needed to pay for something, it ordered the creation of new silver coins. These coins were produced, in part, in mines on the Iberian peninsula. But these mines didn't excavate pure silver: Instead, they unearthed an ore of silver, lead, and copper that had to be smelted into silver. This process filled the air with lead pollution.
Once in the air, these lead emissions did not stay in one place. Instead, it wafted with the winds, eventually blowing into squalls and storms over Greenland. When these storms deposited lead-tainted snow or sleet over the Arctic island, the precipitation fused with the ice sheet and became its newest layer.
When compared with other studies, research suggests that Western Europe may have seen higher lead emissions during the Pax Romana than at any time prior to the Industrial Revolution, nearly 1,800 years later.
This finding reverses a widely cited study from the 1990s that reached almost exactly the opposite finding.


text:
|This article does not cite any references or sources. (January 2012)|
Hastings Rashdall (1858–1924) was an English philosopher who expounded a theory known as ideal utilitarianism.
Son of an Anglican priest, he was educated at Harrow and received a scholarship for New College, Oxford. After short tenures at St David's University College and University College, Durham, Rashdall was made a Fellow of New College, Oxford, and dedicates his main work, The Theory of Good and Evil, to the memory of his teachers Thomas Hill Green and Henry Sidgwick.
The dedication is appropriate, for the particular version of utilitarianism put forward by Rashdall owes elements to both Green and Sidgwick. Whereas he holds that the concepts of good and value are logically prior to that of right, he gives right a more than instrumental significance. His idea of good owes more to Green than to the hedonistic utilitarians. "The ideal of human life is not the mere juxtaposition of distinct goods, but a whole in which each good is made different by the presence of others." Rashdall has been eclipsed as a moral philosopher by G. E. Moore, who advocated similar views in his earlier work Principia Ethica.
His historical study, The Universities of Europe in the Middle Ages, was described in the introduction to its recent reprinting as "one of the first comparative works on the subject" whose "scope and breadth has assured its place as a key work in intellectual history."
He was president of the Aristotelian Society from 1904 to 1907, a member of the Christian Social Union from its inception in 1890, and was an influential Anglican modernist theologian of the time, being appointed to a canonry in 1909. Rashdall was also a Berkeleyan, believing in metaphysical idealism.
He was Dean of Carlisle from 1917 to 1924.
"Happiness represents satisfaction with one's existence as a whole."
Selected works
|Wikisource has original works written by or about:
- Rashdall, Hastings (2010). The Universities of Europe in the Middle Ages, 2 vols. in 3 parts. Cambridge: Cambridge University Press [orig. Oxford: Clarendon Press]. ISBN 978-1-108-01813-5.
- Doctrine and Development: University Sermons (1898)
- Christus in Ecclesia: Sermons on the Church and its Institutions (1904)
- The Theory of Good and Evil (1907)
- Ethics (undated)
- Philosophy and Religion (1910)
- Is Conscience an Emotion? Three Lectures on recent ethical theories (1914)
- Conscience and Christ: Six Lectures on Christian Ethics (1916)
- The Idea of Atonement in Christian Theology (London: Macmillan, 1919)
- The Moral Argument for Personal Immortality in King's College Lectures on Immortality (1920)
- God and Man 1930
|This biography of a British philosopher is a stub. You can help Wikipedia by expanding it.|


Equal Access Act Essay
Cheap Custom Writing Service
In 1984, President Ronald Reagan signed into law the federal Equal Access Act (EAA). This law permits student-initiated noncurricular clubs to meeting during noninstructional time, if a given public secondary school maintains a "limited public forum." In addition, if a public school permits other noncurricular organizations to meet on school grounds outside of instructional time, it cannot bar religiously oriented student groups.
EAA was passed on the heels of a thrice-defeated proposed amendment to the U.S. Constitution that would have permitted state-sanctioned prayers in public schools, and the original legislative intent behind EAA was specifically religious. However, in the midst of the legislative process, the original wording was modified to include secular, noncurricular groups.
EAA's constitutionality was later upheld in Board of Education v. Mergens (1990). At the time, religious conservatives hailed the Supreme Court's 8–1 decision. However, the Mergens decision also built the foundation for later conservative discontent. In his lone dissent, Justice John Paul Stevens predicted that to meet the law's requirements, school districts would have to bar most groups from using their facilities if they wanted to ban controversial organizations such as the Ku Klux Klan.
Justice Stevens's observation proved to be prophetic. By the mid-1990s, Gay-Straight Alliances (GSAs), which are student-initiated clubs for both straight and gay secondary students, formed at public schools across the United States. In some instances, public school officials permitted the groups. But in the case of Salt Lake City, Utah, the local school board chose to ban all noncurricular groups rather than permit the GSA, which was their only other option under the constraints of Mergens and EAA. The student group later won in federal court, and the courts have consistently maintain the right of GSAs to form if the school district in question maintains either an open public forum or limited public forum. In lay terms, thanks to the EAA, if a school district permits a Bible club to meet on school property, it must permit a Gay-Straight Alliance to also meet. It is an ironic legacy from a conservative presidency.
 1. Grattan, R. M. (1999). It's not just for religion anymore: Expanding the protections of the Equal Access Act to gay, lesbian, and bisexual high school students. George Washington Law Review, 67, 577–599.
 2. Lipkin, A. (1999). Understanding homosexuality, changing schools: A text for teachers, counselors, and administrators. Boulder, CO: Westview Press.
 3. MacGillivray, I. K. (2004). Sexual orientation and school policy: A practical guide for teachers, administrators, and community activists. Lanham, MD: Rowman & Littlefield.
 4. Russ, J. A., IV (1997). Creating a safe space for gay youth: How the Supreme Court's religious access cases can help young people organize at public schools. Virginia Journal of Social Policy & the Law, 4, 545–577.
 5. Walsh, M. (1990, June 13). School religion club is constitutional, Court rules. Education Week. Available from _URL_
See also:
Always on-time
100% Confidentiality


text:
Main Menu>Curriculum Management>Maintain Schedule of Classes>Enrollment Cntrl Tab
How to Establish Enrollment Controls
1. In the Class Status drop down box, select a status. To open the class to enrollment, select Active.
2. In the Enrollment Capacity field, type a numeric value for the course capacity. This value represents the maximum number of students who can enroll.
3. Click Save.
4. Determine if the Add Consent and Drop Consent field values are accurate. The system defaults to No Consent indicating that no instructor or departmental consent is required for students to enroll.
5. If student-specific permission is required for a student or students to add or drop the class, select either Dept Cnsnt or Inst Cnsnt from the appropriate Add or Drop Consent drop box.
6. Click Save.
7. Click the Basic Data tab.
8. Select the Student Specific Permission check box.
9. Click Save.
NOTE: None of the Enrollment Cntrl tab's Auto Enroll/Wait List features are currently enabled. These features are scheduled for activation in a later release.
How to Create a Tentative Section, Halt Enrollment on an Active Class Section, and Cancel a Section with Enrollment
- Creating a tentative section of a class allows you to work with reserve cap sequences or groups without students being able to enroll in the class section
1. In the Class Status drop down box, choose Tentative Section.
2. Click Save. Note that the Enrollment Status field reflects a status of Closed. Thus, while the course has an enrollment capacity assigned, students can't enroll.
- If enrollment in an active class section must be halted...
1. In the Class Status drop down box, select Stop Further Enrollment.
2. Click Save.
- To cancel the class after students enrolled in it...
1. Select the Cancel if Student Enrolled check box.
2. Then, in the Class Status drop down box, choose Cancelled Section.
3. Click the Cancel Class button. The Enrollment Status field now has a value of Closed. And the Total column reflects a value of 0.
4. Click Save.


text:
Almost fifty years ago, the United Nations set standards that reached international consensus and limited male correctional employees' activities in female inmate residences. These restrictions were of particular importance to women prisoners. It is well documented that female prisoners who are particularly vulnerable, are traumatized by unwanted touching, assault, harassment, and invasion of their physical privacy and integrity. Despite this population's history and international legal standards, there was a significant turn around in penology. The resulting cross-gender supervision for housing units and body searches became the norm in the United States.
This article examines how the U.S. penal system transposed themselves form the benign protectors of modesty and dignity of female prisoners form the intrusions of male staff, to administering the present day correctional systems that generally permit cross-gender body searches and housing unit supervision in female prisons.
2 Margins 175 (2002).
Geer, Martin A., "Protection of Female Prisoners: Dissolving Standards of Decency" (2002). Scholarly Works. 385.


text:
Managing the Generations
By Kerry L. Roberts and Pauline M. Sampson
Generational differences are common in schools; after all, for the most part students and their teachers have always come from different generations. We'd like to call attention to another kind of generational difference in districts: those among school board members, administrators, and teachers.
For many reasons, including economics and changing demographics, many districts have three or even four generations working for it. We note this because people born in different generations see and perceive situations, values, and work differently, and they communicate differently. This is a broad generalization, of course, but the era in which you grow up does influence your outlook, philosophy, and work habits.
Understanding generational differences can help school board members and superintendents lead more effectively. They can make the differences work to the advantage of the district and to improve student achievement.
Subscribers please click here to continue reading. If you are not a subscriber, please click here to purchase this article or to obtain a subscription to ASBJ.


text:
Hacksaws are handy cutting tools that are useful additions to a homeowner's toolbox or small garage shops.What is a Hacksaw
A hacksaw is a metal-framed saw used primarily for cutting plastic and metal pipes and other small household materials. The U-shaped bow frame holds a thin, wide blade between its spigots (clips) and a plastic or wood handle at one end. Some models use an adjustable frame to accommodate 8-, 10-, or 12-inch blades as needed. Depending on the cut desired, metal blades will have 14, 18, 24, or 32 teeth per inch, with the denser teeth best for cutting smaller objects.How to Safely Use a Hacksaw
To install a blade, turn the adjuster on the handle or frame until there is slack and the holes at each end of the blade can be inserted into the spigots. Make sure that the teeth are pointed away from the handle. Tighten the adjuster.
To safely use a hacksaw, firmly place the material to be cut into a vice (if possible). Place the saw's central teeth on the line to be cut and push the saw in a short stroke to start the cut. Continue the cut, making sure the end of the object being cut is held and will not crack due to the unsupported weight. For safety, keep hands and other objects away from the sharp teeth.How to Maintain a Hacksaw
Replacement hack saw blades are available at most hardware stores. Make sure you select the appropriate blade as indicated by the number of teeth per inch. Do not use a thinner coping saw blade in a hacksaw.Tools Related to the HacksawNot what you're looking for? Try these:
- Home Repair Tools: Whether you prefer to use the Yellow Pages for anything that needs fixing around the house or consider yourself a regular do-it-yourselfer, there are a handful of tools that everyone should have in their tool box. Learn all about them in this article.
- Hand Tools: Learn about some of the most common tools you'll want to have around the house, most of which are used by hand, in this helpful article.
- Handsaws: A handsaw is just what it sounds like -- a tool you use to manually cut something. Some of the most common handsaws include ripsaws, coping saws, and hacksaws. Find out more about handsaws here.
- Coping Saw: A coping saw in another useful handsaw to have around the house. It is used most often to make curved cuts on thin materials. Learn more about coping saws here.


text:
Part of Speech: Verb, transitive
Meaning: 1. To fish by pulling a line through the water. 2 To try to lure or incite someone by passing something where they can see it. 3. (Obsolete) To sing in the manner of a round or simply merrily.
Notes: We have reduced the 14 meanings of today's Good Word to the three central ones in the Oxford English Dictionary. Most of this word's meanings are obsolete, like No. 3 above, and as you can see from the three we selected, they are quite disparate.
In Play: About the only time you will hear the third meaning of this word is when you (or someone else) is singing the Christmas carol, Deck the Halls:
"Don we now our gay apparel
Fa la la la la la la la la
Troll the ancient Yuletide carol
Fa la la la la la la la la."
Otherwise, you will hear it used in its second meaning: "Hackers troll the Internet looking for computers they can crack into."
Word History: Today's Good Word's origin is as mysterious as the disparity of its meanings. It can be traced back only as far as two Old French words, troller "to go hunting" and trôler "to meander, wander about". The latter may have originated in Germanic trollen "to roll", but the two later merged and finally disappeared from most dialects. You can see how the senses of the French words might be related to the first two meanings of today's word, but where the third meaning came from is anybody's guess. The verb has no relation to the noun troll, which was borrowed from Norwegian. (Let us all troll a melody of Yuletide thanksgiving to Peggy Nielsen for suggesting this elderly member of the English vocabulary for today's Good Word.)
Come visit our website at for more Good Words and other language resources!


text:
Research Question: Does the amount of caffeine consumed increase after periods of alcohol consumption, as opposed to normal amounts of caffeine consumption?
Relevant Background: It is popular trend for college undergraduates to consume caffeine during informal meetings and when preparing for examinations. Caffeine is also consumed in order to enhance performance. College students also consume alcohol. College students have the highest rate of binge drinking, which is irregular and controlled consumption of alcohol. Binge drinking is defined as at least one episode of drinking four or more drinks during the past two weeks for women, and at least one episode of drinking five or more drinks during the past two weeks for men. Previous research findings suggest that there is a weak or nonexistent relationship between caffeine and alcohol consumption.
Hypothesis: The amount of caffeine increases after periods of alcohol consumption.
Participants.Twenty-five Saint Anselm College students participated. Ten participants
were male and 15 participants were female. All participants were 21 years of age or older.
Procedure. After voluntarily completing an Informed Consent Form, participants in the
study answered two daily self-report questionnaires over a three week period.
Materials. Participants answered a Daily Caffeine Consumption Questionnaire and a Daily
Alcohol Consumption Questionnaire over a three week period.
Daily Caffeine Consumption Questionnaire. Participants recorded the type of beverage,
food, and/or over-the-counter preparations, as well the amount consumed and the time of
consumption. Caffeine content of beverages, foods, and over-the-counter preparations was
calculated using the United States Department of Nutritional Services caffeine conversion
chart (see link).
Daily Alcohol Consumption Questionnaire. Participants recorded the type and amount
of alcoholic beverages that were consumed. Open-ended questions assessed the time period
between the first and last drink(s), and major events of the day, such as exams and papersthat were
due. Daily perceived stress was addressed through a Likert-type scale, ranging from
extremely low to extremely high.
Statistical Analyses.A two (male vs. female) by two (week vs. weekend) mixed analysis of
variance (ANOVA) was used to examine average caffeine and alcohol consumption over a three
week period. A Chi-Square analysis was used to examine an interaction between gender and binge drinker. The
analyses were conducted using the SPSS 8.0 for Windows computer program.
1. Men and women consumed relatively the same amount of caffeine throughout the three week
2. Men consumed more alcohol both during the week and during the weekend compared to women.
3. Men and women who did binge drink consumed more alcohol overallcompared to men and women who
did not binge drink.
4. Men who did not binge drink consumed more caffeine overall compared to the men who did binge
drink over the three week period.
5. Women who did binge drink consumed more caffeine compare to women who did not binge drink
over the three week period.
6. There was no increase in the amount of caffeine consumed after periods of alcohol
Conclusions: No relationship between caffeine and alcohol consumption was found. New studies need to be conducted on the relationship between caffeine and alcohol consumption in which more participants are used to alleviate the problem of gender effects. Also, a longer testing time is needed in order to find a consistent pattern of both caffeine consumption and alcohol consumption. New methods for recording caffeine consumption and alcohol consumption need to be designed. Finally, reasons for consuming caffeine and alcohol should be assessed, which may lead to an answer as to why a relationship between caffeine and alcohol consumption exists, or why a relationship does not exist.
Would you like to know more about binge drinking?
Would you like to find out more about caffeine?
Are you interested in knowing the caffeine content of your favorite
foods and beverages?
More information about Saint Anselm College
More information about the Psychology Department at Saint Anselm's College


text:
Researchers from the Validation and Business Applications Group (VAI) at the Universidad Politécnica de Madrid's School of Computing have developed a multilingual search engine to query a contents repository written in Interlingua using questions formulated in any language. The search engine returns a precise answer in the language in which the question was formulated.
Interlingua is a language-independent contents representation. The United Nations' Universal Networking Language (UNL) is the only living, general-purpose Interlingua specified by standards, handbooks and governing organizations. UNL was created to break Internet language barriers. The VAI is the UNL support group for the Spanish language.
The multilingual search engine is a question answering system that aims to return precise answers to questions about facts formulated in the user's mother tongue, e.g. Who discovered America and in which year? The answer to this question would be Christopher Columbus in 1492.
Information in UNL
The novelty of this system is that the question can be formulated in English, French, Spanish or any other language, and the system will return an answer formulated in this same language without any translation from source to target languages, because the information base that the system searches is written in UNL.
Supposing that the answer is implicit in the question, the system exploits the features of the UNL representation of the user's question to find the answer. The search engine works by deducing the answer from the question rather than finding the answer to the question.
The search engine is responsible for searching the text corpus written UNL to find the answer as follows. First, it searches the text corpus for statements that could contain the answer. Second, it determines which of this set of statements contains the answer, and what the answer is. It then generates the answer in the same language that the question was formulated in.
In response to the question, Why was Aubert awarded the Caméré prize?, for example, the search engine searches the repository and locates a graph. From the graph, it deduces the answer to the question, i.e. for a new type of movable dam.
Researchers used the UNESCO's biographical encyclopaedia as an information base for the exercise concerning the French engineer Jean Aubert (_PHONE_). This encyclopaedia has 25 articles, which have been translated to UNL and contain 101 UNL expressions and 2534 universal words.
The results of this research -82% precise answersare very promising. A total of 75 different questions (when, how, who) were formulated, to which the right answer was known beforehand. Other questions for which the repository contained no answer were formulated to examine system behaviour in such cases. The results confirm the validity of this search engine for developing multilingual question answering systems.
The findings of this research, developed by Jesús Cardeñosa (VAI director), Carolina Gallardo and Miguel A. de la Villa, were presented at the 8th International Conference FQAS 2009 (Denmark, October 2009) and were published in Lecture Notes in Artificial Intelligence 5822, Springer, Berlin, September 2009, pp 500 ff.
The above story is based on materials provided by Facultad de Informática de la Universidad Politécnica de Madrid. Note: Materials may be edited for content and length.
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Industries & Practices
Education Law
 School political activity
 Political activity on school property: What legal restrictions apply?
 As the election approaches, questions arise in many school districts about what political activity is permissible on school property. Can staff distribute campaign flyers on school grounds? Can the levy committee post pro-levy signs on school grounds? Can a school board member running for re-election solicit campaign contributions from employees at school? Can students wear campaign attire at school? The legal rules are complex and vary depending on whether staff, students or outside groups are involved. This article provides a brief, general overview of the law governing political activity on school property to help guide your analysis of situations that may arise.
 Legal restrictions on campaign activity by school employees and officials
 Public school employees have First Amendment rights to engage in campaign activity on their own time as private individuals. They do not have the same freedom to engage in campaign activity at school.
 Ohio law prohibits public boards of education from compensating any employee for "time spent on any activity to influence the outcome of an election" regarding a candidate for public office or the passage of a levy or bond issue or other ballot issue. [1] It is not always easy to determine what constitutes activity to influence the outcome of an election, but that would certainly include handing out campaign flyers that advocate for or against a candidate or ballot issue, urging colleagues to vote for a candidate or issue, and preparing campaign mailings. Accordingly, public school employees cannot engage in such campaign activity on paid time, including paid time after the school day (e.g., while working as a coach or club advisor). Board policy may also restrict political activity such as distribution of campaign literature. If so, that policy must be enforced even-handedly.
 It is not yet clear whether the wearing of campaign buttons during instructional time constitutes prohibited campaign activity under Ohio law, but it may be prohibited under board policy. Boards of education have the authority to ban attire containing political messages during the school day, without regard to the content of the message being conveyed. This type of viewpoint-neutral regulation has been held not to violate the First Amendment. [2]
 A teacher's expression of personal views about a candidate or issue during instructional time is problematic because of the perception created that the school endorses the message, as well as the fact that the teacher is being compensated by the board during that time. Teachers may, however, discuss political issues and candidates in a viewpoint-neutral manner, if the discussion is part of an instructional activity and there is a legitimate pedagogical reason for it.
 What if a board member running for re-election wants to solicit campaign contributions from employees on school grounds during the school day? Ohio law prohibits solicitations of contributions from a public employee while the public employee is performing official duties or in areas of a public building where official business is transacted or conducted. [3] In addition, even if the board member promised not to solicit campaign contributions, coming onto school grounds to campaign in any manner during the school day may violate board policies regulating visitor access to school buildings or political activity on school grounds.
 Use of school premises by staff and outside groups
 If a candidate's campaign committee or the school levy committee wants to hold a meeting in a school building, is that allowed? Yes, under certain conditions and in accordance with the requirements of the school board's policy regarding use of school facilities (which typically requires payment of a reasonable fee).
 Boards of education are required to permit the use of premises on a viewpoint-neutral basis for purposes, including educational and civic meetings and other purposes that promote the welfare of the community, as long as the meetings are open to the general public and take place during non-school hours. [4]
 What if a candidate wants to put up signs on school grounds? Many boards of education forbid the posting of signs on school grounds as a matter of policy. If your board has not addressed the issue, then you should bear in mind that any access you decide to permit must be viewpoint neutral. In other words, if you allow pro-levy signs on school grounds, then you must also allow anti-levy signs; if you allow a board member running for re-election to post signs, then you must also allow the opponent's signs.
 What if a school employee wants to copy levy campaign flyers while on a break? Ohio law forbids the use of public funds and resources on campaign activity, including activity in connection with a levy or bond issue. [5] Even the minimal amount of resources involved when sending or receiving an email is prohibited. This means that school employees cannot use their district e-mail accounts for campaign activity. Likewise, school employees cannot use other school equipment, such as school copiers, for campaign activity free of charge. This prohibition applies regardless of the nature of the campaign activity – even if a school employee who serves on the levy committee is making copies of levy campaign literature or using school resources to make pro-levy signs. If board policy permits outside groups to use school equipment upon payment of a reasonable fee, however, then school employees may do the same.
 Student political activity
 Can students wear political buttons to school? The law governing political speech by students is more expansive than the law governing school staff, usually permitting such speech to occur.
 The general rule established by the United States Supreme Court dates back to the Tinker case in which the Court overturned a school regulation banning the wearing of a black armband in protest of the Vietnam war. [6] The Supreme Court held that a school's regulation of any form of speech or expressive conduct violates the First Amendment unless the school reasonably believes that the speech will "substantially and materially interfere" with schoolwork or discipline. A school cannot prohibit student speech merely to avoid controversy or the expression of an unpopular viewpoint.
 Notwithstanding the general rule, schools can prohibit speech that is vulgar, lewd, indecent or plainly offensive. [7] Boards of education may also adopt reasonable, viewpoint-neutral dress code regulations. For example, some boards have banned all attire containing any type of message, regardless of the message. Otherwise, however, it is generally permissible for students to come to school wearing campaign buttons or t-shirts.
 Must a student be allowed to hand out campaign leaflets in hallways if it is affecting traffic flow between classes and causing disorder? No. Schools are generally permitted to enforce reasonable, content-neutral time, place and manner restrictions on speech. For example, an Ohio federal court upheld a school regulation that required a student to post his leaflets on bulletin boards and distribute them during lunch rather than handing them out in the hallways. [8] Any such regulation has to be enforced even-handedly, however, without regard to view being espoused by the student.
 Can a school exercise control over students' political speech in the student newspaper? Yes, to some extent, since the views expressed in the newspaper might be perceived as having been approved by the school. The United States Supreme Court has held that schools have some authority to edit the content of student speech in school-sponsored publications, "so long as their actions are reasonably related to legitimate pedagogical concerns." [9] In other words, a school can regulate student political speech if it is deemed to be inconsistent with the school's educational mission.
 [1] R.C. 9.03; R.C. 3315.07; 1991 Op. Att'y Gen. No. 1991-064.
 [2] Weingarten v. Bd. of Educ., 680 F. Supp. 2d 595 (S.D.N.Y. 2010).
 [3] R.C. 3517.092.
 [4] R.C. 3313.76; R.C. 3313.77; R.C. 3313.78.
 [6] Tinker v. Des Moines Indep. Community Sch. Dist., 393 U.S. 503 (1969).
 [7] Bethel Sch. Dist. v. Fraser, 478 U.S. 675 (1986).
 [8] M.A.L. v. Kinsland, 543 F.3d 841 (6th Cir. 2008).
 [9] Hazelwood v. Kuhlmeier, 484 U.S. 260 (1988).
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Maryland is a Governing State in the Partnership for Assessment of Readiness for College and Careers (PARCC), a consortium of 24 states working together to develop an assessment system aligned to the Common Core State Standards. The new assessments will be anchored in college and career readiness; provide comparability across states; and be able to assess and measure higher-order skills such as critical thinking, communications, and problem solving.
The assessments will be computer-based and will include a mix of constructed response items, performance-based tasks, and computer-enhanced, computer-scored items.
PARCC will assist educators in the classroom by providing instructional tools to support implementation, student achievement data, professional development modules, and educator-led training to support "peer-to-peer" training. K-12 educators across the consortium of PARCC states will be involved throughout the development of the PARCC assessments and related instructional and reporting tools to help ensure the assessment system provides the information and resources educators need most.
The PARCC assessments will be fully implemented in Maryland in the 2014-15 school year and will replace the Maryland School Assessments.
To view the PARCC Frameworks and additional information about the new assessments, visit the PARCC website at _URL_.
To view sample test items for PARCC, click here.
To learn more about Maryland's involvement in PARCC, click here.


Gift of a sacred pause
One of the kindest gifts we can offer ourselves throughout the day is the gift of a sacred a pause. The invitation is to interrupt our habitual ways of thinking and feeling and make contact with awareness, a state that David Rome calls grounded aware presence.
The following exercise only takes a few minutes and can be done any time, any where. The fruits of this practice are immediate. As we open ourselves up to awareness — the essential quality of our being — we connect to a trustable home base and a boundless source of support, freedom, and love. Many report feelings of receptivity, well-being, ease, and trust.
Pausing in this way is similar to walking in fog. At first you don't notice you're getting wet, but after repeated pauses you're saturated. Please experiment. See what's true for you, and let me know!
Awareness Exercise: A Sacred Pause*
"The foot feels the foot when it feels the ground." ~Buddha
Begin by bringing awareness out of your head and into your body. It doesn't matter whether you're sitting, standing, or lying down. Start by sensing your position. Are you comfortable or is something achy and tense? Can you make yourself 5% more comfortable by shifting your posture in some way? Allow yourself to take two or three deep breaths and settle. As you settle, see if you can notice that your body is being supported by the earth. Through the force of gravity, we're in constant connection to the earth. See if you can soften and let go of some of your muscular holding, trusting your weight to the earth. Yielding your tension. Perhaps you feel the rootedness in your legs as you stand, or how your sit bones are supported by your chair, or how your back is supported by the floor. See if you can really trust that the earth "has you." If you allow it, your felt connection to earth can be a sacred holding, a supportive nurturance that's available anytime and anywhere. Say the word grounded softly to yourself.
"Self-knowing awareness... is like pure space." ~Longchenpa
Next, bring your attention to your sense of hearing. Be open to the noise around you and see if you can identify five different sounds. Simply label the sounds — e.g., car traffic, clock ticking, air conditioner hum, birds singing, wind in the trees, lawn mower — without getting caught up in discursive thought. As you notice the sounds, see if you can also notice the silence that surrounds the sounds. The silence out of which sounds arise. Sense the silent space around your body, and extend this sense out into the vast space that has no boundaries. You're making contact with silent, open, vast limitless awareness. There is freedom in our connection to this vastness. Say the word aware softly to yourself.
"There is a place in the heart where everything meets.
Go there if you want to find me.
Mind, senses, soul, eternity, all are there.
Are you there?
Enter the bowl of vastness that is the heart.
Give yourself to it with total abandon...
Once you know the way
the nature of attention will call you
to return, again and again,
and be saturated with knowing,
I belong here, I am at home here."
~Radiance Sutras, translated by Lorin Roche
Next, bring your attention into the center of your chest. Place your hand on your heart and feel yourself connecting to yourself. Feel your heartbeat. The heart is a sacred place in many traditions — the confluence of mind and body, sky and ground, spirit and form. The source of love. You are simply here, experiencing your basic existence. You are vitally alive in this moment. Say the word present softly to yourself.
Grounded aware presence:
Finally, let your attention encompass your whole body and say the phrase grounded aware presence softly to yourself. Feel your connection to yourself and your surrounding environment and enjoy the fruits of this pause. When you're finished, sense the possibility of bringing this awake awareness to whatever you're doing next.
*Adapted from David Rome's book Your body knows the answer.
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A Red Hat® Certified Engineer (RHCE®) is a Red Hat Certified System Administrator (RHCSA) who possesses additional skills, knowledge, and abilities required of a senior system administrator responsible for Red Hat Enterprise Linux® systems.
A RHCE is Capable of
- Configuring static routes, packet filtering, and network address translation.
- Setting kernel runtime parameters.
- Configuring an Internet Small Computer System Interface (iSCSI) initiator.
- Producing and delivering reports on system utilization.
- Using shell scripting to automate system maintenance tasks.
- Configuring system logging, including remote logging.
- Configuring a system to provide networking services, including HTTP/HTTPS, File Transfer Protocol (FTP), network file system (NFS), server message block (SMB), Simple Mail Transfer Protocol (SMTP), secure shell (SSH) and Network Time Protocol (NTP).


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Drake, Paul. What Did They Mean By That?: A Dictionary Of Historical And Genealogical Terms Old And New. Westminister, Md. : Heritage Books, 2008, c2000. Call no. PE1667.D73 2008.
As we dig through old probate, land, court and other documents, genealogists often come upon terms that are unfamiliar. Other terms may be familiar but their meaning has changed over time. What Did They Mean By That? is a must-have for serious genealogists.
The front of the book contains a helpful list of abbreviations such as:
10br = December
orpns = orphans
p:cells = parcels, usually of land
The balance of the book is set up dictionary style, with a few illustrations sprinkled throughout. Definitions are concise and easy to understand. Each entry also includes a sentence further demonstrating use of the term. Here are some seasonal examples:
kersey: a heavy wool or wool and cotton fabric used for outer coats e.g., "She needed 4 ells (q.v.) of kersey to make winter coats for the children."
plumcake: a sweet cake made with raisins, e.g., "the term 'raisins' meant the same in the early days as it does today, and plumcakes were not made with plums."
snow roller: a horse-drawn vehicle having a huge roller instead of front wheels, used to flatten the snow on streets so as to facilitate the use of sleighs and cutters, e.g., "The purchase of a snow roller by the little town was a boon to those who had to move about during the winter."
For more historical terms, also try:
Drake, Paul. More What Did They Mean by That?: A Dictionary of Historical and Genealogical Terms : Old and New. Westminster, Md: Heritage Books, 2006.


text:
The following three Benchmarks are now running continuously:
Anatomy Benchmark: Segmentation
Anatomy3 continuous: The Benchmark tasks are the segmentation of bones, inner organs and relevant substructures. The Benchmark runs under a continuous evaluation approach - results on the test set can be obtained at any time.
***NOTICE: VISCERAL cloud services had to be turned down due to the lack of funding***
Detection Benchmark: locating lesions
Detection2: The goal is to automatically detect lesions in images. We will distribute training data with a large number of expert annotated lesions for training of detection algorithms. During the evaluation these algorithms will be applied to new data. The lesions are in bones, lungs, brain, liver, lymphnodes.
Retrieval2: The objective of retrieval algorithms will be to find cases with similar anomalies based on query cases.


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K12 LibreTexts
1.4.3: Graphing Cube Root Functions
 - Page ID
 - Graphing Cubed Root Functions
 Mrs. Garcia assigns her student the cube root function \(\ y=-\sqrt[3]{(x+1)}\) to graph for homework. The following day, she asks her students which quadrant(s) their graph is in.
 Alendro says that because of the negative sign, all y values are negative. Therefore his graph is only in the third and fourth quadrants quadrant.
 Dako says that his graph is in the third and fourth quadrants as well but it is also in the second quadrant.
 Marisha says they are both wrong and that her graph of the function is in all four quadrants.
 Which one of them is correct?
 Graphing Cubed Root Functions
 A cubed root function is different from that of a square root. Their general forms look very similar, \(\ y=a \sqrt[3]{x-h}+k\) and the parent graph is \(\ y=\sqrt[3]{x}\). However, we can take the cubed root of a negative number, therefore, it will be defined for all values of x. Graphing the parent graph, we have:
 x y
 -27 -3
 -8 -2
 -1 -1
 0 0
 1 1
 8 2
 27 3
 For \(\ y=\sqrt[3]{x}\), the output is the same as the input of \(\ y=x^{3}\). The domain and range of \(\ y=\sqrt[3]{x}\) are all real numbers. Notice there is no "starting point" like the square root functions, the (h,k) now refers to the point where the function bends, called a point of inflection.
 Let's describe how to obtain the graph of \(\ y=\sqrt[3]{x}+5\) from \(\ y=\sqrt[3]{x}\).
 We know that the +5 indicates a vertical shift of 5 units up. Therefore, this graph will look exactly the same as the parent graph, shifted up five units.
 Now, let's graph \(\ f(x)=-\sqrt[3]{x+2}-3\) and find the domain and range.
 From the previous problem, we know that from the parent graph, this function is going to shift to the left two units and down three units. The negative sign will result in a reflection.
 Alternate Method: If you want to use a table, that will also work. Here is a table, then plot the points. (h,k) should always be the middle point in your table.
 x y
 6 -5
 -1 -4
 -2 -3
 -3 -2
 -10 -1
 Finally, let's graph \(\ f(x)=\frac{1}{2} \sqrt[3]{x-4}\).
 The -4 tells us that, from the parent graph, the function will shift to the right four units. The \(\ 1 \over 2\) effects how quickly the function will "grow". Because it is less than one, it will grow slower than the parent graph.
 Using the graphing calculator: If you wanted to graph this function using the TI-83 or 84, press Y= and clear out any functions. Then, press (1÷2), MATH and scroll down to 4: \sqrt[3]{ } and press ENTER. Then, type in the rest of the function, so that \(\ Y=\left(\frac{1}{2}\right) \sqrt[3]{(X-4)}\). Press GRAPH and adjust the window.
 Important Note: The domain and range of all cubed root functions are both all real numbers.
 Example 1
 Earlier, you were asked to determine which student was correct.
 If you graph the function \(\ y=-\sqrt[3]{(x+1)}\), you see that the domain is all real numbers, which makes all quadrants possible. However, for all positive values of xy is negative because of the negative sign in front of the cube root. That rules out the first quadrant. Therefore, Dako is correct.
 Example 2
 Evaluate \(\ y=\sqrt[3]{x+4}-11\) when \(\ x=−12\).
 Plug in \(\ x=−12\) and solve for \(\ y\).
 \(\ y=\sqrt[3]{-12+4}-11=\sqrt[3]{-8}+4=-2+4=2\)
 Example 3
 Describe how to obtain the graph of \(\ y=\sqrt[3]{x+4}-11\) from \(\ y=\sqrt[3]{x}\).
 Starting with \(\ y=\sqrt[3]{x}\), you would obtain \(\ y=\sqrt[3]{x+4}-11\) by shifting the function to the left four units and down 11 units.
 Graph the following cubed root functions. Check your graphs on the graphing calculator.
 Example 4
 \(\ y=\sqrt[3]{x-2}-4\)
 This function is a horizontal shift to the right two units and down four units.
 Example 5
 \(\ f(x)=-3 \sqrt{x}-1\)
 This function is a reflection of \(\ y=\sqrt[3]{x}\) and stretched to be three times as large. Lastly, it is shifted down one unit.
 Evaluate \(\ f(x)=\sqrt[3]{2 x-1}\) for the following values of \(\ x\).
 1. f(14)
 2. f(−62)
 3. f(20)
 Graph the following cubed root functions. Use your calculator to check your answers.
 1. \(\ y=\sqrt[3]{x}+4\)
 2. \(\ y=\sqrt[3]{x-3}\)
 3. \(\ f(x)=\sqrt[3]{x+2}-1\)
 4. \(\ g(x)=-\sqrt[3]{x}-6\)
 5. \(\ f(x)=2 \sqrt[3]{x+1}\)
 6. \(\ h(x)=-3 \sqrt[3]{x}+5\)
 7. \(\ y=\frac{1}{2} \sqrt[3]{1-x}\)
 8. \(\ y=2 \sqrt[3]{x+4}-3\)
 9. \(\ y=-\frac{1}{3} \sqrt[3]{x-5}+2\)
 10. \(\ g(x)=\sqrt[3]{6-x}+7\)
 11. \(\ f(x)=-5 \sqrt[3]{x-1}+3\)
 12. \(\ y=4 \sqrt[3]{7-x}-8\)
 Answers for Review Problems
 To see the Review answers, open this PDF file and look for section 7.5.
 Term Definition
 General Equation for a Cubed Root Function The general equation for a cubed root function is \(\ f(x)=a \sqrt[3]{x-h}+k\), where h is the horizontal shift and k is the vertical shift.
 Image Attributions
 1. [Figure 1]
 Credit: Sean MacEntee
 2. [Figure 2]
 Credit: Sean MacEntee
 3. [Figure 3]
 Credit: Sean MacEntee
 4. [Figure 4]
 Credit: Sean MacEntee
 5. [Figure 5]
 Credit: Sean MacEntee


text:
Making Imperial Mentalities
Socialisation and British Imperialism
Edited by J. Mangan
Published December 8th 2011 by Routledge – 244 pages
This book discusses the way in which those born into the British empire were persuaded to accept it, often with enthusiasm. The study compares the perceptions of people at 'home', in the dominions and in the colonies. Across the diversity of imperial territories it explores themes such as the diverse nature of political socialisation, the various agents and agencies of persuasion, reaction to the 'experience of dominance' by dominant and dominated, the paradoxical impact of the missionary and the subversive role of some women. It also considers the significant issues of colonial adaptation, resistance and rejection, and the post-imperial consequences of imperialism.
Introduction: Making Imperial Mentalities J A Mangan 1 Slavery, social death and imperialism: the formation of a Christian black élite in the West Indies, _PHONE_ Patricia Rooke 2 Sisters Under the Skin: Imperialism and the Emancipation of Women in Malaya, c1891 – 1941 Janice N Brownfoot 3 Drill and Dance As Symbols of Imperialism Anne Bloomfield 4 'Mothers for the Empire'? The Girl Guides Association in Britain, _PHONE_ Allen Warren 5 Victorians, Socialisation and Imperialism: Consequences for Post-Imperial India T V Sathyamurthy 6 Christian Imperialists of the Raj: left, right and centre Gerald Studdert Kennedy 7 White Supremacy and the Rhetoric of Educational Indoctrination: A Canadian case-study Timothy J Stanley 8 'A Part of Pakeha society': Europeanising the Maori child J M Barrington and T H Beaglehole 9 Processes of Colonial Control: the Bermuda school question, _PHONE_ Robert Nicholas Bérard 10 Examinations and Empire: the Cambridge Certificate in the colonies, 1857 – 1957 A J Stockwell. Index.


Why Did Judge Immediately Halt the New Overtime Rule?
Three regulations issued by the Department of Labor (DOL) have been blocked by the courts in the past month.
The latest regulation was the final rule issued by the DOL in May doubling the weekly threshold for salaried workers exempt from overtime pay under the Federal Labor Standards Act to $47,476 annually. The regulation was set to take effect Dec. 1 and included an indexing formula that raised the threshold every three years without another rule-making.
In general, businesses are required to pay overtime for specific classes of specially protected workers (i.e. low wage, demanding physical labor, etc.)who work more than 40 hours a week. Congress however exempted, "any employee employed in a bona fide executive, administrative, or professional capacity." The Labor Department has traditionally used a 'duties test' to determine exempt workers. The agency proposes to now employ a secondary salary test to help businesses screen out nonexempt workers. Employees that earned less than $23,660 annually—the threshold set in 2004—were unlikely to be engaged in executive or administrative duties.
Many workers earning less than the new $47,476 threshold perform duties—such as fast-food manager or a starting accountant—are also likely to be involved in executive or administrative duties. The DOL estimated that 4.2 million workers and the businesses they work in would be affected under the new labor standard without their duties changing.
Business groups and 21 states sued, arguing that the rule would raise government costs by $115 million. In preparation for new rule implementation, employers have been reclassifying workers, in some cases capping hours, hiring more part-time workers and shifting duties to those that are professionals in the context of their job responsibilities.
U.S. District Court Amos Judge Mazzant noted that the, "significant increase to the salary level creates essentially a de facto salary-only test." This exceeds DOL's, "delegated authority and ignores Congress's intent by raising the minimum salary level such that it supplants the duties test." He determined the rule was, "directly in conflict with Congress's intent."
The judge issued a temporary injunction for all 50 states because, "the scope of the alleged irreparable injury extends nationwide."
For more detailed information on this ruling, please see the following documents:
 1. Complaint Filed to U.S. District Court
 2. Injunction Imposed by U.S. District Court
 3. District Court Judge's Official Ruling


text:
SUPPLIES & TOOLS:
- Solid colored & patterned cardstock
- Glue or double-stick tape
- EK Tools™ Large Heart Punch
- Chalk it Now™:
- Black & White and Natural Twine
- Pattern Heart Die-Cut Cardstock
- White Chalk
- Jolee's Boutique® Hearts Repeat Embellishments
- Adhesive – tape or glue
1. Cut a 10" diameter cardstock circle. Remove inside of circle to create wreath base.
2. Punch out 45 hearts from colored and patterned paper of choice.
3. Fold each heart in half.
4. Tape or glue three hearts together to form a dimensional heart. Create 15 dimensional hearts.
5. Using 12" of Black & White Twine, make a 4" loop and tape or glue it to the back of the cardstock ring for hanging. Leave excess twine dangling from center of wreath.
6. Tape or glue a heart shape die-cut from Pattern Heart Die-cut Cardstock tape or glue the heart shape die-cut to the dangling twine.
7. Make bow with Twine and adhere bow and one Heart Repeat Embellishments to the heart.
8. Use chalk to write Valentine's Day message.