text:
Etymology: < mawk n. + -ish suffix1.1.a. Inclined to sickness, feeling sick, queasy; without appetite; faint. In later use Eng. regional.
b. Having no taste or inclination for a specified action. rare.
2. Nauseating; having a nauseating or disgusting taste or smell. Also in later use: tasting sickly or insipid.
3. fig. Imbued with sickly, false, or feeble sentiment; overly sentimental.
4. slang. [See discussion above.] Slatternly. Obs. rare—0. (OED)
"Nor does the paradox and danger of this situation fail to interest and perplex the best conscience of the South. Deeply religious and intensely democratic as are the mass of the whites, they feel acutely the false position in which the Negro problems place them. Such an essentially honest-hearted and generous people cannot cite the caste-levelling precepts of Christianity, or believe in equality of opportunity for all men, without coming to feel more and more with each generation that the present drawing of the color-line is a flat contradiction to their beliefs and professions. But just as often as they come to this point, the present social condition of the Negro stands as a menace and a portent before even the most open-minded: if there were nothing to charge against the Negro but his blackness or other physical peculiarities, they argue, the problem would be comparatively simple; but what can we say to his ignorance, shiftlessness, poverty, and crime? can a self-respecting group hold anything but the least possible fellowship with such persons and survive? and shall we let a mawkish sentiment sweep away the culture of our fathers or the hope of our children?"
- W.E.B. DuBois, The Souls of Black Folk, 1903


Battle of Bloody Ridge
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Coordinates: 38°15′18″N 128°02′16.8″E / 38.25500°N 128.038000°E / 38.25500; 128.038000
Battle Kara of Bloody Ridge
Part of the Korean War
Date August 18 – September 5, 1951
Location Yanggu County, Gangwon Province, South Korea
Result United Nations victory
 United Nations
 North Korea
 People's Republic of China
United States 2nd Infantry Division South Korea 36th Regiment 15,000
Casualties and losses
2,700 [1] 8,000 dead
7,000 wounded [2]
The Battle of Bloody Ridge was a ground combat battle that took place during the Korean War from August 18 to September 5, 1951.
Located in hills north of the 38th parallel north in the central Korean mountain range, the battle was fought between the communist North Korean forces of the Korean People's Army (KPA) and United Nations forces consisting of Republic of Korea Army (ROK) units and the U.S. 2nd Infantry Division.
By the summer of 1951, the Korean War had reached a stalemate as peace negotiations began at Kaesong. The opposing armies faced each other across a line which ran (with many twists and turns along the way) from east to west, through the middle of the Korean peninsula, a few miles north of the 38th parallel. UN and communist forces jockeyed for position along this line, clashing in several relatively small but intense and bloody battles.
Bloody Ridge began as an attempt by UN forces to seize a series of hills forming a ridge which they believed were being used as observation posts to call in artillery fire on a UN supply road.
The 36th ROK Regiment made the initial attack. It succeeded in capturing most, but not all, of the ridge after a week of fierce fighting that at times was hand to hand. It was a short-lived triumph, for the following day the North Koreans recaptured the mountain in a fierce counterattack.
The next UN assault was made by the 9th Infantry Regiment of the 2nd Division. The battle raged for ten days, as the North Koreans repulsed one assault after another by the increasingly exhausted and depleted U.S. forces. After repeatedly being driven back, the 9th succeeded in capturing one of the hill objectives after two days of heavy fighting. The weather then turned to almost constant rain, greatly slowing the attacks and making operations almost impossible because of the difficulty in bringing supplies through "rivers of mud" and up steep, slippery slopes.
Fighting continued, however, and casualties mounted. The 2nd Division's 23rd Infantry Regiment joined the attack on the main ridge while the division's other infantry regiment, the 38th Infantry Regiment, occupied positions immediately behind the main ridge which threatened to cut off any North Korean retreat. The combination of frontal attacks, flanking movements and incessant bombardment by artillery, tanks and airstrikes ultimately decided the battle. Over 14,000 artillery rounds were fired in a 24 hour period. Finally, on September 5, the North Koreans abandoned the ridge after UN forces succeeded in outflanking it.
After withdrawing from Bloody Ridge, the North Koreans set up new positions just 1,500 yards (1,400 m) away on a seven mile (11 km) long (11 km) hill mass that was soon to earn the name Heartbreak Ridge.
The American soldiers called the piece of terrain they had taken "Bloody Ridge", which indeed it was: 2,700 UN and perhaps as many as 15,000 communists were casualties, almost all of them killed or wounded with few prisoners being taken by either side. The much higher communist casualties were probably caused by:
1. Discipline in the KPA was poor, and constraining orders so strict to the point where subordinate leaders were often not allowed to withdraw under any conditions, in which case the entire unit would be blooded. Even when permission was granted for a withdrawal, it often came only after the large majority of troops in the unit had been killed.
2. In most battles, UN forces had an overwhelming advantage in artillery and air support; indeed, the communists had no air support. An enormously destructive "rain of fire" could be brought by UN units against North Korean and Chinese forces which they could not answer in kind.
 1. ^ [Korea: The First War We Lost, Bevin Alexander, pages 440-42 ISBN 978-_PHONE_]
 2. ^ [Korea: The First War We Lost, by Bevin Alexander, pages 440-42 ISBN 978-_PHONE_]
 - Blair, Clay (1987). The Forgotten War. New York: Times Books. ISBN 5-550-68614-7.
 - T. R. Fehrenbach (1964). This Kind of War: The Classic Korean War History. New York: Macmillan. ISBN 0-02-881113-5.
 - (2002). Spencer C. Tucker (Ed.), Encyclopedia of the Korean War: A Political, Social, and Military History. New York: Checkmark Books. ISBN 0-8160-4682-4.
External links[edit]


text:
Earthquake map shows Tennant Creek hot spot
A new earthquake hazards map released by Geoscience Australia has revealed Tennant Creek is among the locations most likely to be affected by an earthquake.
The map shows a hot spot under Tennant Creek, along with Moe in Victoria and York and Kirwan in Western Australia.
The Minister for Resources and Energy, Martin Ferguson, says the new information should help communities to plan for the possibilty of earthquakes.
''Although these maps do not enable us to predict earthquakes, they will allow engineers and planners to design and locate buildings and infrastructure so as to better protect our communities,'' Minister Ferguson said.
He said he also expects the modelling and data - which is publicly available online - will be used by emergency managers, researchers and the insurance industry.
It may also impact Australia building standards and codes in areas most likely to be affected by earthquakes.
But the information reinforces fears that Muckaty station, around 100km from Tennant Creek, is not a suitable location for the Federal Government's proposed nuclear waste site.
Seismologists from Geoscience Australia developed the map according to the history of earthquakes in Australia.
They said Australia has experienced 168 earthquakes above magnitude 5.0 since 1950, and last year alone, 82 earthquakes were recorded at a magnitude 3.0 or above.
In 1988, Tennant Creek was struck by a 6.7 magnitude earthquake, causing around $2.5m damage.
At the time, senior seismologist from Geoscience Australia Dr Clive Collins said the quake may have been the region's last.
"We would think that the stress that caused those earthquakes has now been released and you wouldn't get another large one but it's something that really we don't know at this point," Dr Collins told 783 ABC Alice Springs at the time.
Read more about the 1988 Tennant Creek earthquake here.
Explore the Earthquake Hazards Map here.
Search ABC Local
Latest stories from ABC South West Vic. Including audio, photo, video, recipes and reviews across the region.

source: HuggingFaceFW/fineweb-edu


In the lesson on feature selection, we worked to optimize our predictions for our machine learning model for Kaggle by creating and selecting the features used to train our model.
Kaggle is a site where people create algorithms and compete against machine learning practitioners around the world. Your algorithm wins the competition if it's the most accurate on a particular data set. Using Kaggle and this Kaggle Fundamentals course, you will have a fun way to practice your machine learning skills.
In this lesson, we're going to focus on optimizing the model itself to boost the accuracy of our predictions. To do this, we'll look at a process known as model selection. Model selection is important because it helps to select the algorithm which gives the best predictions for your data.
In this lesson and lessons to follow, we'll continue working with RMS Titanic passenger data to predict which passengers survived the Titanic disaster.
 - Learn how the k-nearest neighbors and random forest algorithms work.
 - Learn about hyperparameters and how to select the hyperparameters that give the best prediction.
 - Learn how to compare differrent algorithms to improve the accuracy of your predictions.
Lesson Outline
1. Introducing Model Selection
2. Training a Baseline Model
3. Training a Model using K-Nearest Neighbors
4. Exploring Different K Values
5. Automating Hyperparameter Optimization with Grid Search
6. Submitting K-Nearest Neighbors Predictions to Kaggle
7. Introducing Random Forests
8. Tuning our Random Forests Model with GridSearch
9. Submitting Random Forest Predictions to Kaggle
10. Next Steps
11. Takeaways


Six Rules for Wargaming: The Lessons of Millennium Challenge '02
November 11, 2015
For over a decade, those of us who teach wargaming and red teaming have used Millennium Challenge '02 (MC '02) as a poster child for how not to design or run a wargame. Micah Zenko offered the most comprehensive account to date of MC '02 earlier this week here at War on the Rocks. The game was conducted by the now-defunct Joint Forces Command (JFCOM) and the credibility of the command never recovered. One of us (Gary) was a member of the MC '02 red team and extensively researched it in preparing his course on alternative analysis at George Washington University. The other (Dave) was a member of DoD's Defense Adaptive Red Team in support of MC '02.
The game was an attempt to test three JFCOM concepts: effects-based operations, rapid decisive operations, and standing Joint Force headquarters. All three were tested in smaller venues and had such significant issues associated with them that independent analysts recommended they be scrapped altogether. JFCOM's response was to get rid of the independent analysts and have its own give them better answers. That should have been the first clue for the organization's senior leadership that they had a serious problem, but the flag officer leadership of JFCOM had no experience in either gaming or experimentation. Consequently, they didn't know what they didn't know.
We offer our observations meant to give those who try to design such events in the future, and those who sponsor such efforts, some cautionary advice. There are six rules in wargame design. JFCOM batted a thousand in violating all of them.
1. Never try to mix a seminar wargame, an experiment, and a real world exercise. You will end up with too many variables to analyze any single one properly.
The differences between the three types of events are widely accepted throughout the Department of Defense, and are provided by the U.S. Naval War College:
Peter Perla, author of The Art of Wargaming, defines a wargame as: "A warfare model or simulation that does not involve the operations of actual forces, in which the flow of events affects and is affected by decisions made during the course of those events by players representing the opposing sides."
The Naval War College considers an exercise to be an "activity designed to rehearse or practice, with actual forces or assigned staff, specific sets of procedures" and an experiment as a repeatable scientific method designed to test a hypothesis.
As Zenko discusses in his account of MC '02, when the red team sank the blue American fleet, it was reconstituted several times so that the real world exercises could continue. Each time the blue force was reconstituted, red team capabilities were taken away until the blue team could finally hold its own. The reason given was that the live exercises had to continue. The control (white) cell promised red that the results of the previous runs would be noted in analysis. That did not happen.
2. Never allow the people whose concept is being tested to run a game. In MC '02, the JFCOM concepts personnel oversaw the white, red, and blue cells. There was no firewall between the concept developers and the game directors. If the red team did something to embarrass the concept, the results could be overruled.
3. Never allow concept writers to run the analysis. This is akin to allowing students to grade their own tests, and that is what happened in MC '02. No independent analysis was ever released by the command.
4. Never claim that a single wargame has validated anything. Wargames will identify issues, and a series of them may fully discredit a truly bad concept. The Germans were still wargaming what became known as blitzkrieg to refine it even after they executed the concept in Poland. The result was an overhaul of their war plans for what became the successful invasion of France. The Naval War College tested the concepts that eventually won the Second World War against Japan in innumerable wargames. The word "validation" should not be used until after the war is won.
After MC '02 ended, the JFCOM deputy commander claimed that the three concepts being "tested" were "validated." This is what led the red team leader, retired Marine Corps Lt. Gen. Paul Van Riper, to go public on the flawed design and execution of the wargame.
5. A major wargame should be part of a program that lasts at least one year. No one-to-two-week game can adequately address all the objectives normally associated with concept development and experimentation. Elements of these objectives, as well as game design, methodology, and administration, should be put to the test in what are called "shaping events." The earlier potential problem areas are identified and addressed, the better.
MC '02 did indeed have numerous shaping events to include a dry run (basically a rehearsal) that included a thinking and adaptive red team led by Van Riper. This event should have set off alarm bells as to what was in store for the blue team during the primetime event. Unfortunately, the results of the rehearsal were ignored and because these events were all seminar (conference-style) in nature, the ramifications of combining a wargame, an experiment, and an exercise were never addressed. Again, just as in the main effort, the concept developers should never run the analysis in shaping events.
6. Beware empowering defense contractors who work for concept developers and game designers, and "good idea fairies." The former have a vested interest in pleasing their sponsors and the latter attempt to jump on the bandwagon as a program progresses and begins to garner increasing senior interest and press. For most of JFCOM's brief history, contractors outnumbered active and reserve duty personnel as well as Department of Defense civilians. Contractors' primary loyalties were to their government sponsor and to their company's program manager, not to fulfilling MC '02's stated objectives.
"Good idea fairies" come in many forms — active, civilian, and contractor — and have but one objective — using your efforts, grunt work, and money to highlight and "validate" their pet projects and/or wares.
No two games are ever alike and the six rules address the authors' wargaming experience from MC '02. They are not sufficient for success, but provide a necessary starting point from which successful events will flow.
Gary Anderson is a retired Marine Corps Colonel who was the Director of Marine Corps Wargaming and served as Chief of Staff of the Marine Corps Warfighting Lab. He was a member of the Defense Adaptive Red Team and served as a civilian advisor in Iraq and Afghanistan.
Dave Dilegge, Editor-in-Chief of the Small Wars Journal, is a retired Marine Intelligence and Counterintelligence Officer. He supported the Marine Corps-Joint Forces Command's Joint Urban Warrior Program as part of the Marine Corps Wargaming Division and was a member of DoD's Defense Adaptive Red Team, both as a defense contractor.
Photo credit: Seaman Michael Strand, U.S. Navy


text:
Yes, federal law enforcement agencies should avoid using younger informants in drug cases because of safety concerns. In many cases, agents pressure young people into serving as informants when they have been picked up for very minor offenses. The agents use fear to coerce them into working as informants of dangerous cartels, and the practice should be prohibited.
Due to the violent nature of the drug trafficking world, young student informants are too much at risk to be used by federal agencies. The immature naive nature of young people means that they are not prepared for the high stakes of the drug world. It would be better to de-criminalize some of the minor drug crimes.
Children should not have their lives put at risk by the Federal government to gather evidence. The government should have to find alternative means to gather evidence for use against potential criminals. Jeopardizing the lives of children for the sake of prosecution is unethical, and will lead to ill-will against the government and police in the long run.
Unfortunately, as long as drugs are being sold to and by students the need for young informants will continue. These young informants are aware of the risks of the situation they are in. In many cases being an informant helps them to get out of an even riskier situation. While tragic, this is not an epidemic.

source: openbmb/Ultra-FineWeb


text:
A Place By The Sea
A Place By The Sea
Ruth Jett, Director of Cinque Gallery, comments that writing about these four artists (Nanette Carter, Gregory Coates, Alvin Loving, Frank Wimberley) is like writing about family.(1) An essential element of By the Sea is the importance and sense of community, which is family writ large. The term 'community of artists' is often used rather loosely. For the artists represented in this show, community is surely the most appropriate term.
Individuals who seek expression and definition beyond the expected prosper best among other seekers. In the arts, the locales noted for high concentrations of creative individuals are broadly known, be that Montmartre of the fin de siècle, Harlem of the 1920s, or SoHo in the 1970s. The four artists included here share connections with such communities as those associated with The Studio Museum in Harlem, Cinque Gallery, and Eastville on Eastern Long Island. In addition, each of these artists is a vital participant in the mainstream art world, exhibiting regularly in galleries and museums nationwide.
All four of these artists value jazz and feel a kinship with its vitality and historic role. It is the success of jazz in articulating an open ended expression of the experiences and aspirations of Black Americans that may be seen as the analogy or paradigm for these artists' choice of abstraction in their artwork.
Alvin Loving stated: "When we showed together at the Studio Museum in Harlem in the early 1970s we could see that we all had arrived at a kind of abstraction that emphasized materials..."(2) Loving refers to a growing sense among some African-American artists that abstraction could be made a fruitful vehicle for expression among artists of the diaspora. That 'abstraction had the breadth and ability to convey the moods, ideas, and strategies of all artists, but especially of black painters.'(3) The universality of abstraction had the further strategic advantage in avoidance of restrictive categorization.(4)
The impulse to abstract forms was not new for African-American artists. Such forerunners as Hale Woodruff, Charles Alston, Romare Bearden and Norman Lewis had moved to abstraction in the late 1940s and 1950s. These were followed by the likes of Merton Simpson, Richard Mayhew, and Vincent Smith.(5) In addition to continued connection to the uptown culture, this generation was part of the bohemian downtown scene - the perceived vortex of American avant-garde culture.
In the 1950s white vanguard artists listened to jazz, and adopted the slang of black musicians and writers. Jackson Pollock listened almost exclusively to jazz, Jack Kerouac composed improvised poetry to jazz. Both cited the complex and challenging music of Bebop as an inspiration.(6) The music created by Parker, Rollins, Monk, et al was central to the milieu of the Beats and the New York School.
Jazz had always been important to black artists. Now white artists asserted inspiration and strove for affinity with this manifestation of Black-American culture. In turn, a number of African-American artists saw Abstract Expressionism as a fruitful vehicle for exploration of personal experience that was simultaneously black and universal.
Unfortunately, these artists did not get the broad attention or commercial support accorded many white painters. In the politically intensified environment of the mid and late sixties, abstraction was often seen as inherently Euro-centric. This attitude is exemplified by Amiri Baraka's comment that they do not "actually exist in the black world at all. They are within the tradition of white art, blackface or not."(7) Alvin Loving and Frank Wimberley are among the black abstract artists who came to the fore at this time, as are William T. Williams, Sam Gilliam, Barbara Chase-Riboud, Jack Whitten, Edward Clark, Raymond Saunders and Alma Thomas.
In the midst of near indifference from the Art World, and misunderstanding from quarters of the black community, these artists pursued their interest in the possibilities of abstraction as the medium to engage 'in an implicit discourse about a black consciousness...one that could conceivably embrace a multiplicity of personae or states of blackness.'(8) Wimberley asserts that "Abstract Expressionism is like a thumb-print. It is simultaneously absolutely personal and universal."(9) Two venues were established before the end of this decade that were to furnish important avenues for the display of this work and thereby broadening the debate defining the nature of black expression.
The Studio Museum in Harlem was established in 1967; "to provide a space for good black artists to exhibit where black people can see them work."(10) The Studio Museum immediately provided a counter-balance to the Euro-centric and white dominated New York Museum scene. Cinque Gallery was founded 1969 by Romare Bearden, Ernest Chiclow and Norman Lewis to'support the growth and development of artists of color.'(11) Initially located in the New York Public Theater on Lafayette Street, and relocated to Broadway and Prince Street in 1988, Cinque provided a platform in the heart of the downtown art world. This engagement continued out of the spotlight and more informally in studios, and while relaxing on the East End of Long Island.
"Sag Harbor Hills and Nineveh Beach look out over the glittering waters of Shelter Island Sound. This beautiful strip of shoreline has been home to a community of black artists, intellectuals and professional people since the 1920's."(12) This area of Sag Harbor had been home to Americans of African descent since 1600s.(13) Within minutes of artist enclaves in East Hampton and Springs, it was a natural refuge for black artists seeking a respite from the pressures of NYC.
Frank Wimberley and his wife Juanita started vacationing in Sag Harbor in the early 1960s, initially staying at Juanita's sister's, Barbara Thomas-Arthur, vacation house. Closer to the city than the Cape and already home to Harlan Jackson - a seminal black artist who advised 'get out of the ghetto,'(14) it was an ideal location. In 1964 they bought land and designed a house which was built in 1965. The Wimberleys' skylit, modernist home became a magnet, especially for young members of the community. Set away from other houses, it was filled with art and the sounds of jazz.(15)
Nanette Carter notes the personal importance of this locale beginning in 1963, when she was only nine years of age.(16) She remembers being welcomed at the Wimberleys' and the time spent immersed in that atmosphere reinforcing her inborn impulse to become an artist.(17) Greg Coates has noted that a highlight of his visits to Nanette's family in the summers was forays to Frank and Juanita's. These excursions were crucial to his resolve and development as an artist.(18) Al Loving states that "after seven summers on the east end of Long Island...Nanette Carter introduced me to the paradise of Sag Harbor".(19)
A number of the artists with homes in this section of Sag Harbor started exhibiting together in the early 1970s.(20) Regular successive shows continue to the present. The Eastville Artists exhibition mounted at the Guild Hall Museum in1979 signaled the recognition of these artists as an important aspect of the cultural life of the Hamptons.(21)
A Place By The Sea displays some of the material results of the nurturing environment that these four, and many other, artists have enjoyed as part of a very special community. This 'place' is not so much the geographic location, but the embrace. The artwork displayed and indeed the artists themselves exemplify the maxim that most positive achievement comes from a society that provides a supportive environment for individual creativity and accomplishment.
Jim Richard Wilson
1. Unpublished notes from Ruth Jett, 1999.
2. Richard J. Powell, Black Art and Culture in the 20th Century, Thames & Hudson, NY, 1997, p.136. Loving is referring to, in addition to himself, Sam Gilliam, Joe Overstreet, Frank Bowling, Edward Clark, Bill Huston, Howardena Pindell, Jack Whitten and William T. Williams.
4. Conversation with Stephen J. Tyson, 1999.
5. Sharon F. Patton, African-American Art, Oxford University Press, NY, 1998, p.165.
6. So much so that the _PHONE_ Jackson Pollock retrospective organized by the Museum of Modern Art has an accompanying compact disc of jazz from the late artist's record collection.
7. Elsa Honig Fine, The Afro-American Artist, Holt, Rinehart, Winnston, NY, 1973, p.265.
8. Powell, op. cit., p.128.
9. In conversation, 1999.
10. Jean Bergantino Grillo, "A Home for the Evolving Black Esthetic," Art News, Oct.1973, p.48.
11. Mission statement of Cinque Gallery.
12. Rae Ferren catalogue essay for Eastville Artists exhibition, mounted at Guild Hall Museum, East Hampton, NY, February 3 - March 6, 1979.
14. Conversation with Frank Wimberley, 1999. Jackson's advice was at least as conceptual as geographic, expressing the importance of black artists engaging artists of other communities.
15. Conversation with Juanita Wimberley, 1999.
16. Statement included in this catalogue.
17. Conversation with Nanette Carter, 1998.
18. Conversation with Gregory Coates, 1997.
19. Statement included in this


ICIJ member and veteran internet researcher shares his experience and some practical tips for using the world wide web to investigate and dig a whole lot deeper.
These days, his role sees him organize and deliver training courses related to internet investigation, digital security, social media research, data journalism, freedom of information and reporting statistics. His techniques have helped his colleagues develop creative approaches to research, conduct their investigations securely and have led many journalists to information they would never have otherwise been able to find. He has worked with leading British T.V. & radio news, current affairs, documentaries and consumer programs. he recently spoke with ICIJ for its "Secrets of the Masters" series.
What is the role of the researcher in the investigative story?
I think researchers can dedicate themselves to the minutiae in a way that investigative journalists can't because journalists have to take an overview. Researchers have special brains that can ferret out significant details and lines of attack, that can reveal the facts and players, that can make connections. We are tenacious information gatherers. We are journalists, too, but we are specialists. It's like knocking out a tune on the piano. Everyone can play Chopsticks, but not everyone can play Chopin.
In terms of an investigation, the journalist does much more of the initial groundwork. I come in later on in the story where we have to prove links between organizations and individuals. I pry data out of companies and government departments and find people.
The roles are symbiotic.
What I've done is try and take what exists at the moment and find a new angle on it. Try and find Narnia in the wardrobe — thinking of a brilliant key word, an angle, use the uniqueness of your brain to find stories no one else has found.
Internet and social media are the tools. The thing that makes it happen is your own imagination.
Around the world, I don't think there are that many of us doing investigative research. There are a number of investigative journalists, but not many investigative researchers.
What is the path that led you to investigative journalism?
My background is in computer science. I've been using computers since 1978.
I had two passions, computers and music. I had a company that was printing t- shirts for pop groups. One of the people working with me got a job as an information researcher in the cuttings library at the BBC. I wanted to do that.
I started working in the cuttings library, cutting up bits of newspaper and filing them. And all the time I knew I had this computer knowledge.
I started using the web in 1993. In the newsroom, the Internet was not taken seriously. We had to use LexisNexis and FT Profile. We were told you can't use the web because it's not reliable. But then they found out it was free. That's how I got into training, just because I had that computer background. So I bridged both worlds: having a computer background, and a nerdy mate who worked for the BBC.
I was always into information. The computer thing was a means to an end. It was about the information.
Share a story you pursued and the impact it had.
There were a couple of stories involving Internet trolls. These were people doing nasty things online, upsetting families of the recently deceased.
It really stopped their behavior and helped in a wider scale. I think that the resulting TV programs helped change the culture or at least made people aware of people who used anonymity to abuse people in the digital landscape. I did the detective work to find out who they were. Some people were arrested. Others weren't. Seeing the program brought to them the damage that they do, the hurt that they cause. I think it helped convince people who might have become involved.
As a trainer, how do you see journalists' research skills have changed over the years?
My specialty is online research. The skills are becoming more familiar. The terminology is becoming more familiar. 10 years ago, I was still teaching "what is an IP address?"
I was very worried about giving away the crown jewels, that they wouldn't need me anymore. More reporters are walking down the avenues of research, getting the researcher brain. But they just don't have the time. Showing people how to do things allows them to see these things can be done. They come back to you. It's been good karma to share things.
We're getting new sources of data the whole time. It's like police being able to open up old cases from the past because of DNA technology.
We're getting new apps the whole time that can work with information that's been out there. For example, ICIJ's Offshore Leaks database. Now you can go back to a story that was there before Offshore Leaks and find more.
How do you keep up with new tools and online services?
The digital landscape is always changing. The information researcher's job is to keep up.
Sometimes you need to use deception … I'm the least paranoid conspiracy nut in the world, but I have detected monitoring.
I hang around dysfunctional areas of the Internet, like hacker forums, looking out for technology that can be adopted by journalists, things that were not meant for us.
For example: In the mid to late 1990s, I started teaching about Whois. Whois searching was used by people selling domain names but I used it because I needed to investigate the people behind web sites. I'm always finding tools that were not meant for us.
What are some tips and tools journalists can use?
I've found ways to hack Facebook search.
For example: In Europe we've just had elections. Smaller parties have just gained success. Facebook forms do not allow you to enter the names of smaller parties. You can find Conservatives who "like" this or Liberals who "like" that but I can't search for the United Kingdom Independent Party (UKIP) or French National Front in the dropdown box.
You can fiddle with the Facebook code. Looking at the web address generated when you do a Facebook Graph Search, you can take out code used for Conservatives' political view and replace it with the code for a smaller party.
A search for "conservatives who like the Beatles" turns up a URL that looks like this:…
You will see in the address a great big number. The first long number ("104082972962342″) is code for Conservatives.
Now do a search for the UKIP and find the long number:
Find the code, copy it and replace the Conservative code with the UKIP code.…
The result: People who hold UKIP political views who like the Beatles.
You need to learn the way these searches work. Find friends of a person and friends of friends of friends.
That's very clever! But what if a person's Facebook wall is kept private?
The wall may not be open but it doesn't mean they are not posting to open areas.
Search Facebook via Google, maybe you can find them on public areas.
In the Google search box add "" to your terms to search the publicly-viewable areas of Facebook..
Also, friends and family may be less discreet. If all photos are private, find out who possible friends and families are, and see if they have been tagged, like photos of John Smith, etc.
We often get told about things that are on people's walls and are private. At the BBC, we worry about people's privacy. If things are private or controversial we have to go through compliance with the EdPol (Editorial Policy) department. You can see the BBC guidelines here.
It's always clearly in the public interest, in consultation with compliance.
What are some methods you use for Internet investigations?
Sometimes you just need to use deception.
When I'm at the BBC and I visit a web site, I leave a footprint that says "BBC was here." There are some stories we couldn't go on with if people realized the BBC was watching them and they went to ground. Sometimes a story will disappear.
You have to search the net through a Starbucks or an anonymous internet connection. It's necessary to use if you want to get the story, to investigate bad things people are doing or good things people are doing, to bring that into the daylight. You can't get the story if it scurries away from you. There are levels of deception. Occasionally you have to be a little opaque, and surf anonymously.
Also, we might be worried if we're working on stories about government department or multinational industries. These are entities that can monitor our communications. Or it might be that we just don't want web sites to know about us. We might not want to be profiled.
The main reason is not to reveal that their newsroom was visiting a site and the other reason is monitoring. I'm the least paranoid conspiracy nut in the world, but I have detected monitoring.
Tools for Internet investigations:
To protect browsing, use a virtual private network (VPN). You can find them online. Some are paid, some are free.
TOR is the main free one. You download a program and a special version of Firefox. With Tor none of the websites that you visit know who you are. Your browsing goes through a number of randomized computers. …It's like wearing a disguise on Halloween and wearing another on top of that and another. It takes longer but we're spoiled these days.
If you're using a virtual private network then they won't be able to see where you're surfing but they could be searching your emails. If you encrypt then the authorities might not be able to see what you're sending. But they will see other things like message titles and


text:
A complex character is a character who has a mix of traits that come from both nature and experience, according to fiction writer Elizabeth Moon. Complex characters are more realistic than non-complex characters.Continue Reading
According to Elizabeth Moon, the traits of complex characters are made up of both constants and variables. The constant traits are the innate ones, such as eye, hair or skin color. The way a character reacts to these traits adds to his personality. The variable traits come from life experiences and how the character reacts to those experiences. A character's reaction to a situation may change over time as he develops. Development also plays a large part in complexity; just like a real person, a character changes as the story goes on.
Angela Ackerman of Adventures in YA Publishing says that flaws play a large role in a character's complexity. Characters should not be perfect; they should have a few flaws that add to their personalities and make them more realistic. When characters interact with others, they may point out their flaws or ignore them, just as people do in real life. It is also important to know the reasons behind the flaws to make a complex and realistic character.Learn more about Literary Writing


text:
Alzheimer's Disease Registry
The Alzheimer's Disease Registry is a comprehensive statewide registry of SC residents diagnosed with Alzheimer's disease or related disorders (ADRD). As the nation's most comprehensive registry of its kind, the Alzheimer's Disease Registry has maintained a record of diagnosed cases of ADRD in the state since 1988. The Registry comprises multiple data sources, including inpatient hospitalizations, mental health records, Medicaid, emergency departments, memory clinics, chart abstracts, vital records, and long-term care evaluations. The Registry is maintained by the Arnold School of Public Health at the University of South Carolina, in cooperation with the SC Department of Health and Human Services, the SC Department of Mental Health, the USC School of Medicine, and the SC Office of Budget and Control.
The goals of the Registry are to:
The Registry is an invaluable data source to those interested in aging research that involves:
South Carolina's elders and their loved ones ultimately benefit from the assistive services that evolve from the research that uses the Registry, including:
View the 2011 Annual Report (PDF Format) for the most recent full year of data available from all reporting sources.
Other states' Alzheimer's Disease registries include:


text:
- The superstructure of a submarine, from which it can be commanded when on the surface and which contains the periscope.More example sentences
- As you descend, your first sight of the submarine will be a selection of masts and periscopes rising from the conning tower.
- The introduction of a proper conning tower meant that the periscope could be kept in an upright position where it could be raised and lowered by the use of compressed air.
- There was the conning tower with the periscope easily identifiable inside; there were the access hatches.
More definitions of conning towerDefinition of conning tower in:
- The US English dictionary


text:
Definitions for salmonberryˈsæm ənˌbɛr i
Random House Webster's College Dictionary
salm•on•ber•ryˈsæm ənˌbɛr i(n.)(pl.)-ries.
the salmon-colored, edible fruit of a raspberry, Rubus spectabilis, of the Pacific coast of North America.
the plant itself.
Origin of salmonberry:
cloudberry, dwarf mulberry, bakeapple, baked-apple berry, salmonberry, Rubus chamaemorus(noun)
creeping raspberry of north temperate regions with yellow or orange berries
salmonberry, salmon berry, thimbleberry, Rubus parviflorus(noun)
white-flowered raspberry of western North America and northern Mexico with thimble-shaped orange berries
salmonberry, Rubus spectabilis(noun)
large erect red-flowered raspberry of western North America having large pinkish-orange berries
A bush, taxonomic name Rubus spectabilis, found on the Pacific coast of North America
The fruit from this bush, similar in appearance and texture to the blackberry and raspberry


text:
At Henkel, you can be a game changer and craft your career. Unleash your entrepreneurial spirit by bringing your ideas to life within a global team. Our leading brands and technologies, along with our high-performing businesses will provide you with countless opportunities to develop your skills and explore new paths. Your career at Henkel will contribute to a more sustainable future, while you grow within our vibrant, diverse culture of trust and belonging. If you're up for challenging the status quo, join our team of pioneers and make your mark on the future with us.
Do you dare to make an impact?
- Coordinate all functions of order consolidation and completion of shipments with corresponding paperwork to ensure that shipments make their requested delivery dates.
- Locate loads into stage locations.
- Merge and reidentify loads to maximize the cube of shipments.
- Perform evaluation and verification of shipments as needed.
- Maintain shipments to correct carriers as needed.
- Complete audit sheets for shipments
- Work with carriers to ensure timely pick up and follow up as needed to "clear" the dock by end of day.
- Relay information to all required.
- Maintain and order shipping supplies as needed.
- Lead pack activities to ensure efficiency and best utilization of labor.
- Initiate training of loading trailers and dock requirements.
- Verify the identity of carrier drivers and obtain required information to release shipments for transit.
- Load, dispatch and invoice shipments as needed, and save for LTL shipments by EOD.
- Assign loaders to shipments for truckloads and wrap and load shipments on designated equipment.
- Maintain high level of accuracy and efficiency while performing all tasks.
- Assign and Delegate work as needed.
- Check updates for same day shipments and work Q for priorities.
- Keep area neat and clean while sustaining 5S activities to uphold department goals.
- Perform other assignments as assigned.


text:
Help needed for TEFL checkpoint - lesson planning
Hi there! Stuck on my lesson plan for my TEFL course. Only have one attempt left and failing to see where I am going wrong. If someone could point me in the right direction I'd really appreciate it. I will post the feedback I received, and I will post a draft of what I assume to be the correction.
Any advice is much appreciated. Thank you!
Comments on my first attempt: Oh sorry but this is still not right. The presentation stage should only be new Target Language: hobbies. Not like, don't, adverbs etc. Thanks. They are all assumed knowledge and so will be revised before the presentation stage, then incorporated into practice in the practice activities. Please give this another go, thanks.
Aim:Now write a lesson plan for a 45-minute-long lesson with one of the objectives below. (Min 200 words)
Make sure each stage of your plan includes a description of the activity, the type of interaction, and the timing.
Objective: to learn and practise the vocabulary of hobbies and to revise adverbs of frequency.
My last attempt:
* To learn and discuss the topic/vocabulary of leisure and hobbies
* Revise the use of present simple tense
* Revise adverbs of frequency
* Practise pronunciation sounds
Hobbies - *Swimming *Painting *Running *Football *Pottery *Singing *Dancing *Baking *Musical Instruments (guitar/piano/trumpet)
Like/don't like + (verb)-ing (I like playing the guitar/I don't like singing)
Like/don't like + to (+infinitive) (I like to sing/I don't like to make pottery)
Plus Adverbs of frequency to indicate routine/repeated activity (often, usually, sometimes, never, rarely)
'I like +infinitive verb +adverb of frequency'
'I don't like +infinitive verb +adverb of frequency'
Students have previously been taught the present simple tense and will have learned how to understand and form questions and negative sentences with 'like/do not like'.
They have been taught verbs of frequency
Stage 1: Warm Up:
Hangman. Whole class activity. (T-S) (5 minutes)
The class will guess adverbs of frequency which have previously been taught e.g. often, sometimes, occasionally.
Ask students to guess letters and the word.
The student who guesses the correct word should put it in context with a sentence - 'I always have breakfast' 'I sometimes help my mother'
Adverbs of frequency should be written up on the board in a list for reference.
Stage 2: Lead-In: (3 minutes) (S-T) Mime/drawing.
Whole class activity. Talk about my weekend, tell an exciting story which happened to me - e.g. I went climbing and exploring, and saw some beautiful scenery, I really love walking. Ask for students to give me stories of their weekends, any activities they took part in and how often they do this, e.g. if someone tells me they went shopping, I can ask how often they go shopping.
Stage 3: Presentation (3 minutes) (T-S)
Here I will introduce the new vocabulary/target language. I would refer back to my weekend story and examples of the students and try to elicit the word 'activity' and 'hobby/hobbies' - or give it to the students if it is unknown.
I would use their examples and my own, along with mime to introduce the new vocabulary of hobbies. These can be written on the board.
This would lead me into a 'I like to...' sentence where students can understand the concept. Use flashcards and mime, e.g. mimic swimming, running to elicit phrases, and use individual student's examples to produce sentences 'Sam likes to go swimming', 'Sophie likes painting.'
Chorally repeat and drill, individually and as a group.
I can check understanding with concept questions such as -
'What do you like to do in your spare time?' 'What is a hobby?' 'What could somebody do as a hobby?' 'Do people enjoy their hobbies?' 'Why do people have hobbies?'
Write up target language on board - 'I like +infinitive + verb + adverb of frequency' or 'I like to (go) +ing + adverb of frequency'
Draw up quick substitution table with 'I/we like' but 'he/she likes'
A timeline can be drawn on the board to show the hobby with an X at the present, and arrows progressing into the future (and occuring in the past).
Review any doubts/answer questions
Stage 6: Controlled Practise (5 mins) (T-S-S)
Group task. Go around the group as a horseshoe shape and ask individuals to choose their favourite hobby and create a sentence about their hobby. Elicit the structure 'I like +infinitive verb +adverb of frequency' using the list of adverbs of frequency on the board.
Use mime to give meaning to the phrases.
Practise with each individual and with each statement, drill as a whole class.
Correct misunderstandings as a group
Stage 7: Controlled Practise (5 mins) (PW)
In horseshoe shape still, ask students to turn to their partner and talk about likes and dislikes of hobbies and frequency using the structure on the board for 2 minutes.
In the horseshoe shape, each student talks about their partner in positive and negative form, for example 'Sophie likes painting but she doesn't like cooking'.
Drill students individually.
Focus on pronunciation -e.g. spoken 'don't' instead of 'do not'.
Stage 8: Production (10 mins) (S-S)
Questionnaire activity. Students spend 2 minutes forming questions which they will interview other with. Must contain the 'I like +infinitive verb +adverb of frequency' structure.
e.g 'How often do you play football?' 'Do you like to swim very often?' Students spend 7-8 minutes milling and asking each other questions questions. Answers should be recorded along with names.
Stage 9: Plenary (2 mins) (S-T)
Group. Students sit back in horseshoe shape and report back. E.g 'Sophie likes to swim occasionally but she doesn't play football very often.'
Drill difficult phrases and practise chorally.
Stage 10: Homework (2 mins) (T-S) Ask students to interview 5-10 people, friends and family and find out their hobbies and how often they perform hobbies. Write up in bullet points to share next lesson.
Comment: Oh sorry but this is still not right. The presentation stage should only be new TL: hobbies. Not like, don't, adverbs etc. Thanks. They are all assumed knowledge and so will be revised before the presentation stage, then incorporated into practice in the practice activities. Please give this another go, thanks.
By Juice in forum Teacher Training
Last Post: 10-Mar-2013, 01:37
By vanessam in forum Teaching English
Last Post: 11-Aug-2012, 20:04
By nouamaneer in forum Teaching English
Last Post: 28-Jun-2012, 14:09
By nouamaneer in forum Ask a Teacher
Last Post: 19-May-2012, 01:23
Search Engine Optimization by vBSEO


text:
The initial brief from the client called for a structure that would prevent people from falling down the public stairwell in Victoria University's Rankine Brown Library. The client did not wish to have a structure that would appear like a 'cage'. The Rankine Brown building was built in the 1960's, with the north stairwell being a ten storey stairwell formed from concrete around a central 'well' area giving vertiginous views downwards – accentuated by the low balustrades which were built to the building codes of a different era. The new design takes a sculptural approach – filling the void with a sculptural lantern to make the stairwell safe – rather than the obvious solution of making a 'cage' around the edge of the stair structure. [More information…]
The key concept of the design was to take an observer's thought away from the primary purpose of "fall-prevention"; the idea of the sculptural lantern being an object to observe and walk around, which by taking your attention in this way then subtly removes the temptation to jump or throw objects down the gaping shaft. The second key concept was not to "target harden." That is; the idea of building something to withstand all possible damage that people might inflict, and in the process encouraging them to test that strength. Instead, the idea being that by designing something that becomes a valuable feature, although it may be less bullet-proof it encourages pride and care. By not fixing structure to the stairs and landings we avoided making a cage that is formed by the surrounding structure. We looked at many types of intervention and came to the solution of a tube in a square hole (the stair void), which would allow views to other landings and some limited views down the entire shaft in the corners, so that the height could still be perceived a little, but with the actual potential to fall removed, and the sense of a drop down the yawning 10 storey shaft greatly reduced. By making the tube from a translucent material (PLEXIGLAS® Multi-Skin-Sheet SDP 16) it became a light sculpture in the stairwell. The selection of a translucent (instead of clear) PLEXIGLAS® reinforces the simple form. The fabrication of the translucent tube from PLEXIGLAS® also allowed it to be lightweight and consequently need less structure for support. This in turn allowed it be cheaper, require less scaffolding to put in place, be faster to build and have less impact on the operation of the library which is in use all year around, and at all hours. A clip system was designed to hold in place vertical slats formed from plastic, which are the same size and can be replaced if required. One clip was designed and fabricated for all the connections. The cost is in the mould and so having extra clips made in the future as replacements or for other stairs can be cheaply done. The slats are clipped on to steel wires which are tensioned to the entire height of the stairwell. The plastic panels selected are highly durable but there remains the potential for damage. Given this, the design is based on the need to occasionally replace a panel and so the cut of the panels was designed to be simple and not require much machining, and to cover this possibility spare panels were ordered when the project was built. Using flood lights, one located at the ground and one at the top floor ceiling, allows the lantern to glow pleasantly. The light fittings were chosen after testing by a photometric computer simulation to provide uniform lighting. The circle of wires supporting the slats also forms a protective barrier around the light fitting so that no one will be burnt by the heat of the light.
Tennent & Brown
Product you are using
PLEXIGLAS® Stegplatte weiss W1621
Thickness of Material


text:
From ultrabooks to netbooks, computers are shedding their optical drives. If you still use an occasional CD or DVD, you don't have to buy an external optical drive – you can share another computer's optical drive over the network.
The two computers must be on the same local network to share an optical drive. This requires using the Advanced Sharing settings in Windows – there's no easy, HomeGroup-style way of doing this.
Sharing a Drive
First, open the Computer window (click Start and select Computer) on the computer with the optical drive.
Right-click the drive you want to share, point to Share with and select Advanced Sharing
Click the Advanced Sharing button in the properties window that appears.
In the next window, enable the Share this folder checkbox. Type a descriptive name – such as "CD Drive" – for the share, and then click the Permissions button.
Ensure that the Everyone group has Read access to the drive. If you require additional security – for example, if you're not using a home network — you can restrict access to specific users. Click OK to save your changes after configuring the permissions.
You may want to disable password-protected sharing to make this easier, assuming you're on a secure home network. To do so, click the Network and Sharing Center link under Password Protection.
Click the Home or Work header, scroll down, and select Turn off password protected sharing to disable it. Click the Save changes button after you're done.
After you click the OK button, your drive will be shared on the network. You'll see its address under Network Path in the properties window.
An icon over the drive indicates that it's shared. To stop sharing the drive later, go back into its Advanced Sharing window and uncheck the Share this folder checkbox.
Mapping a Drive
On your other computer, open Windows Explorer and click the Network option to view your network.
Browse to the share you created, then right-click it and select Map network drive.
You can specify a drive letter for the shared optical drive and have it automatically become mapped each time you log in.
The mapped drive will appear as its own drive letter in the My Computer window. Double-click the drive, or navigate to it in any application, to access its contents over the network.
We've also covered using Paragon Net Burner, a third-party program, to share disc drives over the network.
Chris Hoffman is a technology writer and all-around computer geek. He's as at home using the Linux terminal as he is digging into the Windows registry. Connect with him on Google+.
- Published 05/18/12


Our commitment to your privacy
NHS Dorset Clinical Commissioning Group recognises the importance of protecting personal and confidential information in all that we do, and takes care to meet our legal duties under Data Protection Law. The CCG puts in place all reasonable technical, security and procedural controls required to protect your personal information for the whole of its life, in whatever format we hold that information in.
How do we keep your information confidential and secure
Within the health sector, we have to follow the Common Law Duty of Confidentiality, which means that where identifiable information about you has been given in confidence, it should be treated as confidential and only shared for the purpose of providing direct healthcare. The NHS Care Record Guarantee and the NHS Constitution provide a commitment that all NHS organisations and those providing care on behalf of the NHS will use records about you in ways that respect your rights and promote your health and wellbeing.
Everyone working in, or for, the NHS Dorset CCG must use personal information in a secure and confidential way. We are required to protect your information, inform you of how your information will be used, and allow you to decide if and how your information can be shared. All CCG staff, contractors and Governing Body members are mandated to attend annual training to ensure they are aware of their personal responsibilities and contractual obligations to uphold confidentiality. This is monitored by the CCG and can be enforced through disciplinary procedures. We ensure that any external companies who support us are legally and contractually bound to operate and prove security arrangements are in place where data that could or does identify a person are processed.
We also ensure that the information we hold is kept in secure locations, and restrict access to information to authorised personnel only. We use administrative and technical controls to do this. We protect personal and confidential information held on equipment such as laptops with encryption (which masks data so that unauthorised users cannot see or make sense of it). We use strict controls to ensure that only authorised staff are able to see information that identifies you. Only a limited number of authorised staff have access to information that identifies you where it is appropriate to their role and is strictly on a need-to-know basis.
The CCG has a Director responsible for protecting the confidentiality of patient information, called the Caldicott Guardian. This role is carried out by the Director of Nursing and Quality who can be contacted by emailing _EMAIL_ or by telephoning 01305 368070.
How the law protects you
Your privacy is protected by law, which says that we can use your personal information only if we have a proper reason to do so. This includes sharing it outside of the CCG. The reasons why the CCG may process your personal information are:
 - to fulfil a contract we have with you;
 - when it is our legal duty;
 - when it is in the public interest or to carry out our official duties as a CCG; or
 - when you consent to it.
If we transfer information outside of the UK, we will make ensure that appropriate safeguards are in place. We will only send your personal information to countries outside of the UK to:
 - follow your instructions;
 - comply with a legal duty; or
 - work with other third party organisations (as detailed above) who we use to help provide our services to you.
We will always use one or more of these safeguards:
 - transfer it to a country outside of the UK with privacy laws that give the same protection as the UK;
 - put in place standard contractual clauses with the recipient that means they must protect it to the same standards as the UK.
How long we keep your personal information
We will only keep your personal information in accordance with the national guidance from the Department of Health set out in the Records Management Code of Practice for Health and Social Care 2016.


text:
Sleek, flat microscope could detect skin cancer
Fraunhofer Institute unveils microscope that turns traditional scanning approach on head, using several tiny lenses to simultaneously scan one image instead of one lens to scan many.
While microscopes might be, they don't usually look like them. But it seems the researchers at the Fraunhofer Institute for Applied Optics and Precision Engineering IOF in Germany got the designer bug when they developed this one.
In this case, though, form is actually following function. The microscope is flat because it has been entirely rethought, with several tiny lenses to simultaneously scan one image instead of one that scans and then groups together many images.
"Our ultrathin microscope consists of not just one but a multitude of tiny imaging channels, with lots of tiny lenses arrayed alongside one another" Dr. Frank Wipperman, who managed the team, said in a news release. "Each channel records a tiny segment of the object at the same size for a 1:1 image."
Tiny indeed. Each slice is a mere 300-by-300 µm² in size, and a computer program assembles all these tiny, neighboring image slices into one overall image. And with an optical length of 5.3mm, the device as a whole can be unusually flat.
The team says the imaging system consists of three stacked glass plates with those tiny lenses applied to both the top and bottom of each. With an image size of 36-by-24 mm², it can capture matchbox-size objects in a single pass. Possible applications: taking high-res images of skin to detect malignant cells, or even verifying the authenticity of documents.
The team will present the prototype microscope at the LASER World of PHOTONICS trade fair in Munich in late May. Series production of the device could begin in one to two years.


text:
Rheumatoid factor (RF) is a blood test that measures the amount of the RF antibody in the blood.
A blood sample is needed. For information on how this is done, see: Venipuncture
No special preparation is usually necessary.
When the needle is inserted to draw blood, some people feel moderate pain, while others feel only a prick or stinging sensation. Afterward, there may be some throbbing.
Goodyear CS, Tighe H, McInnes IB. Rheumatoid factors and other autoantibodies in rheumatoid arthritis. In: Firestein GS, Budd RC, Harris Jr. ED, McInnes IB, Ruddy S, eds. Kelley's Textbook of Rheumatology. 8th ed. Philadelphia, Pa: W.B. Saunders Company;2008:chap 51.
© 2011 University of Maryland Medical Center (UMMC). All rights reserved.
UMMC is a member of the University of Maryland Medical System,
22 S. Greene Street, Baltimore, MD 21201. TDD: _PHONE_ or _PHONE_


Chemistry Question #157
Sonia, a 17 year old female from the Internet asks on March 20, 2000,
How could I decrease the boiling point of a substance without changing the pressure of the liquid?
viewed 13445 times
The answer
Barry Shell answered on March 20, 2000
This can be done by mixing different liquids of different boiling points together. For instance, if you mix ethyl alcohol and water, the liquid will boil at a boiling point somewhere in between about 78 degrees C for alcohol and 100 degrees C. for water. Chemistry books have charts listing different boiling points. Look up minimum boiling mixtures, or azeotropes in the index. Good luck!
Add to or comment on this answer using the form below.
Note: All submissions are moderated prior to posting.


text:
In the realm of arts and crafts ideas for children, rubber stamps rank pretty high up there, and for good reason; using stamps is easy for little hands and the results are magical for kids.
I have to admit I never tire of the look of something hand stamped either; the combination of ink's uneven texture and the idea of "self-printing" are just irresistible. But hold on there, have you seen the price tag on rubber stamps? It's high enough that I own exactly four of them, one for the holidays, two I bought for my wedding invitations oh so many years ago, and my architectural stamp, no joke. My daughter has one mini animal stamp set too, so I guess that counts but you can probably tell where I'm going with this…..time to learn how to make a stamp!
I've been seeing a lot of fun homemade stamp ideas online recently and decided it was time we tackled homemade stamps to add to our expanding list of DIY art materials! For more stamp inspiration visit these other great links:
- Cosmetic Wedge Stamps from Tinkerlab
- Geometric Foam Stamps from the Plumed Nest
- Printing Stamps from Vicki Smith Art With Kids
How to Make a Stamp
Materials: Homemade Stamps and Stamp Pads
- 1 1/4″ or larger square wood blocks I picked mine up at a local craft store for 50 cents each; you can also find them online
- Craft foam sheets OR pre-cut adhesive backed pieces
- Scissors/Exacto Knife
- Cutting Mat
- Hole punch (optional)
- White glue
- Ink pad or tempera paint
How to Make a Stamp: You will be covering 4 sides of a 6-sided cube with foam. Leave two opposite sides empty so you can hold the finished stamp without getting your fingers inked.
- Step One If you are using adhesive backed pre-cut pieces of foam simply peel and stick them to the sides of the wood block. If they are not adhesive backed, spread white glue on the side of your block and glue the letter or shape down. This is easy even for little hands!
- Step Two If you are using foam sheets, start by cutting it into square shapes that roughly match the side of the cube.
- Step Three From there, cut out a variety of shapes and start gluing them to each side. I used a hole punch to cut out circles from the foam.
- Step Four Let the glue fully dry.
IMPORTANT: If you are making alphabet or number stamps be sure to reverse the letter or numeral when gluing it to the wood block; otherwise it will read backwards when you stamp it!
Of course because I am an aesthetic snob I had to make the blocks look colorful despite the fact that after one use they were covered in ink! Still if you make these as gifts, taking a little time to "dress them up" is worth it.
How to Use Your Stamp: Since these are foam stamps you can either use them with store-bought ink pads as you would any other stamp or you can make your own stamp pad. I used sponges and the tempera paint/glue combination suggested here at Keeping My Toddler Entertained. I bought some dollar store tupperware containers, cut sponges to fit, and mixed the paint/glue right in the container to make mini ink pads. This part was fun in and of itself! I do suggest making more "ink" than you think you'll need, if left overnight the sponges really soak up the paint/glue and by the next day our stamp pads were a little gooey.
There you have it, simple, inexpensive, custom stamps!
After I made these I started thinking about the endless variety of stamps possible, not just out of foam but out of textures and other objects. For one block I used a plastic grid, rubber shelf liner, burlap, and bubble wrap on the sides. I also covered a lint roller with shelf liner (again peel and stick, how easy is that) and had my own roller stamp which made the dot texture shown below.
One final note, texture stamps work better when using paint rather than a store bought ink pad. You need a lot more of the paint medium to make the texture show through on the final stamp. But the result is worth it!


Why Are My Rip Cuts Drifting on My Table Saw?
Table saws are power tools for many woodwork shop projects. However, they experience problems, and rip cuts drifting is one of the major issues you will deal with. Table saw drift is the tendency of the blade to veer to the right or left when making a cut with the rip fence.
This could be the blade straying off the cutting line or when the wood seems to be pulled away from the fence during the ripping process. So, if you're asking yourself: why are my rip cuts drifting on my table saw?, keep on reading.
Why Are My Rip Cuts Drifting on My Table Saw?
Rip cuts drifting on a table saw is a common problem that many woodwork experts experience. Your rip cuts are drifting on your table saw when the blade is slightly damaged, you're using cheap blades, the blade does not track to the center of the tires or guides are not properly adjusted.
Rip cut drifting can also occur when your saw is not properly set up or does not have a high-quality and sharp table saw blade that is correctly installed and tensioned. As a result, the chances of adjusting for drift are very minimal.
Since all contractor table saws and blades differ in their setup, you must ensure that you follow the manufacturer's specifications and instructions to correct the drifting.
Man checking his table saw blades
Rip cuts drifting on table saws is a common phenomenon that most wood work enthusiasts deal with. The amount of drifting on your table saw will vary from very minor to very bad.
However, most table saws will exhibit rip cut drifting to some magnitude. Blade drifting usually occurs when the operator is using a rip fence.
How to Eliminate Rip Cuts Drifting
Rip cut drifting may occur to the right or to the left and should be eliminated because it will affect the quality of your cuts. If the rip cut drifting is to the right, you can adjust the blade marginally forward or towards you on the upper wheel. If the drift occurs to the left, then you should adjust your blade slightly towards the back of your upper wheel.
Making these minor adjustments will tweak your blade slightly and this can help to steer it and compensate for the drift. This is an easy and fast method of preventing rip cut drifting and is worth a try. Without rip cuts drifting, you are assured of premium quality cuts that will enhance the outcome of your woodwork project.
Why You Should Prevent Rip Cuts Drifting
Attaining rip cuts involves sliding a board across the face of your saw while still touching the rip fence to help with the direction of the blade. If the board drifts away from your table saw rip fence, the cut will be crooked and you may even experience kickback.
Man trying to determine why are his rip cuts drifting on his table saw
Kickback usually happens when the rotating blade of the saw seizes a part of the wood being cut, lifts it up, and then throws it at a very high speed. Kickback is extremely dangerous since the blade is spinning towards you and the wood that is flung in your direction may result in a serious injury.
Furthermore, your hands may also be thrown to the blade, leaving you with minor cuts or causing you to lose your fingers to the blade. Kickback also occurs during rip cuts and can cause harm to the operator or others in the woodwork shop.
Preventing Kickback
You can prevent kickback by using the right safety technique and equipment. For example, you can use a riving knife as a physical barrier to prevent the wood pieces from drifting to the back teeth found on the spiraling blade. You can also use a push stick or push block coupled with a method known as three points pressure.
Apart from protecting you, the three pressure points system will also offer a better cut. By maintaining the three pressure points, you will be assured of less drifting, straight cuts and kickback risks will be minimized. The secret is to ensure the woodwork materials move smoothly through the saw's cut path without allowing any drifting on the blade.
Man using a safety tool to cut his wood on a table saw
Related Questions
Let's tackle two more questions before we wrap up this article.
What are Table Saw Rip Cuts?
These are cuts that are made lengthwise and usually parallel to the wood grain's direction. For instance, when installing floor planks, window, or door frames, you may need to shave off about a half-inch from the board's length, or you may have a sheet of plywood that requires cutting lengthwise to fit a subfloor installation layout.
What is the Three Points of Pressure Technique?
The three pressure points technique is a method of applying pressure forward to the blade, downwards, and inwards towards the fence. When running wood pieces through your saw, the three pressure points must be applied to prevent kickback and guarantee little or no rip cuts drifting.
A table saw is one of the best tools to use when rip cutting. However, for safe cutting, you must make adjustments on your saw or use safety equipment to prevent rip cuts from drifting. This should be part of your routine maintenance to ensure you get straight cuts and prevent any hazards like kickbacks.


Convert brad to 1/60 of turn | binary radian to hexacontades
Category: main menuangle menuBinary radians
angle conversion
Amount: 1 binary radian (brad) of angle
Equals: 0.23 hexacontades (1/60 of turn) in angle
Converting binary radian to hexacontades value in the angle units scale.
TOGGLE : from hexacontades into binary radians in the other way around.
angle from binary radian to hexacontade Conversion Results:
Enter a New binary radian Amount of angle to Convert From
Enter Amount :
Decimal Precision :
CONVERT : between other angle measuring units - complete list.
Conversion calculator for webmasters.
Convert angle measuring units between binary radian (brad) and hexacontades (1/60 of turn) but in the other reverse direction from hexacontades into binary radians.
conversion result for angle:
1 binary radian brad = 0.23 hexacontades 1/60 of turn
Converter type: angle units
This online angle from brad into 1/60 of turn converter is a handy tool not just for certified or experienced professionals.
0.23 1/60 of turn is converted to 1 of what?
The hexacontades unit number 0.23 1/60 of turn converts to 1 brad, one binary radian. It is the EQUAL angle value of 1 binary radian but in the hexacontades angle unit alternative.
How to convert 2 binary radians (brad) into hexacontades (1/60 of turn)? Is there a calculation formula?
0.234375 * 2 (or divide it by / 0.5)
1 brad =? 1/60 of turn
1 brad = 0.23 1/60 of turn
Other applications for this angle calculator...
1. in practicing binary radians and hexacontades ( brad vs. 1/60 of turn ) values exchange.
2. for conversion factors training exercises between unit pairs.
3. work with angle's values and properties.
International unit symbols for these two angle measurements are:
1/60 of turn
One binary radian of angle converted to hexacontade equals to 0.23 1/60 of turn
How many hexacontades of angle are in 1 binary radian? The answer is: The change of 1 brad ( binary radian ) unit of angle measure equals = to 0.23 1/60 of turn ( hexacontade ) as the equivalent measure for the same angle type.
Conversion for how many hexacontades ( 1/60 of turn ) of angle are contained in a binary radian ( 1 brad ). Or, how much in hexacontades of angle is in 1 binary radian? To link to this angle binary radian to hexacontades online converter simply cut and paste the following.
The link to this tool will appear as: angle from binary radian (brad) to hexacontades (1/60 of turn) conversion.


text:
Detecting Fluorescence: Green, Yellow, Orange, and Red in the Deep Sea
Physical Sciences Inc.
What is "florescence"? Simply stated, fluorescence is the absorption of light at one wavelength (color) and its re-emission at a different wavelength, or color. Some things will glow with a new color when you shine the "right light" on them. The right light can differ, depending on the target. Most people are accustomed to seeing fluorescence produced by ultraviolet light, often called "black light" because humans can't see it. For underwater life, though, we have found that blue light is almost always better than ultraviolet for detecting bright fluorescence.
Process for Detecting Fluorescence
Florescence can be detected by either eye or camera. In the deep sea, the process for searching for fluorescence applies to both. First, we must first shine a bright blue light on the sea floor. Since all of the blue light that hits the subject is not absorbed, and fluorescence tends to be weak, a bright blue spot is all you will see. We then use a filter to get rid of the blue light that is reflected back, and let only the fluorescence (green, yellow, orange, or red) through to the imaging device, which is either the eye or a camera. The Figure 1 schematic shows what's going on.
Usually, we start with a light source that emits white light, which is composed of all colors. We put a filter (the excitation filter) in front of that so only the blue light comes out. When the blue light reaches a surface it may cause fluorescence, shown as green in Figure 1. What heads back toward the imager is a combination of green fluorescence plus the reflected blue light. We place a yellow filter (the barrier filter) in front of the imager to block the reflected blue and pass only the fluorescence.
The photo series (Figure 2) demonstrates this process. In the top image, we see a scene illuminated by white light. (You can also see the flashlight, but it is not on in this image.) In the middle image, we have turned off the room lights and turned on the blue flashlight. It looks like a blue light on the scene. Finally, in the image on the bottom we put the yellow filter material between the subject and the camera, and we can now see red fluorescence from chlorophyll in the leaf and a bright fluorescence from a paper label.
Preparing the Submersible
Figure 3 shows powerful lights mounted on the front work basket of the Johnson-Sea-Link submersible. In this case, the two lights on the outside have filters that allow only ultraviolet light to pass through, while the two in the middle have filters that let blue light out. The Sea-Link's camera is fitted with a yellow blocking filter (Figure 4).
We mounted the filter in a way that lets us use the submersible's manipulator arm to swing the filter out of the way for taking images illuminated by white light, or to swing it in front of the camera for fluorescence images. The observer in the submersible sphere wears yellow filter glasses so that he or she can see the fluorescence stimulated by the light.


text: Yeast systems have been a staple for producing large amounts of proteins for industrial and biopharmaceutical use for many years. Yeast can be grown to very high cell mass densities in well-defined medium. Recombinant proteins in yeast can be over-expressed so the product is secreted from the cell and available for recovery in the fermentation solution. Proteins secreted by yeasts are heavily glycosylated at consensus glycosylation sites. Thus, expression of recombinant proteins in yeast systems historically has been confined to proteins where post-translations glycosylation patterns do not affect the function of proteins. Several yeast expression systems are used for recombinant protein expression, including Sacharomyces, Scizosacchromyces pombe, Pichia pastoris and Hansanuela polymorpha.


text:
Us, the value 4 representing 8%. There is a low correlation between the phase drained and the water regime showing its bad quality. It is proposed to ignore this value in the rule.
The fragipan phase is defined in the FAO-UNESCO 1974 legend. It marks soils which have the upper level of the fragipan occurring within 100 cm from the soil surface. A fragipan is a loamy (uncommonly a sandy) subsurface horizon which has a high bulk density relative to the horizons above it. It is slowly to very slowly permeable.
The flooded phase has no definition.
The phreatic phase is defined in the FAO-UNESCO 1974 legend. It marks soils which have a groundwater table between 3 and 5 m from the soil surface. At this depth the presence of a groundwater is not normally reflected in the morphology of the solum; however, its presence is important for the water regime of the soil.
The petrocalcic phase marks soils in which the upper part of a petrocalcic horizon occurs within 100 cm from the soil surface (FAO-UNESCO, 1974). The petrocalcic horizon is a continuous cemented or indurated calcic horizon. The hydraulic conductivity is moderately slow to very slow.
When the current CGMS rule for drainage was evaluated, it appears that phases have often a high variability for the WR attribute. In this case it is proposed not to use them for estimating the drainage class.


Conditions and Diseases
Can being anemic cause a late period or no period?
Top Answer
User Avatar
Wiki User
Answered 2009-06-05 02:58:38
Yes it can.
The body will not release as much blood, or it will late, before of the lack of iron.
User Avatar
Your Answer
Still have questions?
Related Questions
Can being sexually active cause a late period?
If im worried about being pregnant could that cause a late period?
Yes it can
Can some medicines even cough medicine cause your period to be a day or so late?
Yes it can. Being sick can also cause your period to come late too!
Can herpes cause a late period?
Herpes will not cause a late period. Take a pregnancy test.
If your period is late and a urine test was negative would you have any pregnancy symptoms if you have low hemoglobin?
Being anemic would make no difference to either pregnancy tests or pregnancy symptoms.
Can xanax cause you to get your period late or miss a period?
Xanax (alprazolam) will not cause missed or late periods.
When your period is late do your emotions control it?
your emotions dont control but, but you can make your self late. if you are stressed or worried about being pregnant you can cause you period to be late, its not controld by emotions but stress dosent help
Can working out for the first time after a while cause your period to be late?
Exercising can be a cause for your period to be late if you exercise daily.
Your period is seven days late it has not started yet your last period before that was 4 days late you have not been stressed but you have been ill just want to know why your period hasn't arrived?
We are organic beings, not machines. That is why most people have a variance in the number of days between periods and their duration.answer stressing can cause your period to be late and being ill can as well. So you don't need to worry. Stress, age, diet, being ill etc can cause you to be late and also can cause you to have irregular periods.
Can sulfamethoxazole cause a late period?
Im thinking it can because i took one and my period is late.
After taking birth control for more then a year and stop taking it can it cause a late period?
Hi, Yes it can definitely cause a late period.
Can gonorrhea cause a missed period?
Gonorrhea will not cause a missed period. Take a pregnancy test if your period is late.
Is it possible for stress to change a woman's period?
Yes stress can cause your period to come late be extremely light or not even come at all especially when your stressing about the possibility of being pregnant your period always seems to come late.....
Can being sick cause you not to have your period I have taken two pregnancy test?
Yes, illness, stress, exercise, weight lossor gain can all cause your period to be late. Don't bother testing again until your period is at least 2 weeks late. If the result is negative you are not pregnant.
Can bulimia cause a late period?
Does the ratio lenoltic cause the monthly period to be late?
Ratio lenoltic may cause the monthly period to be late in some cases. This is as a result of interference with the hormones that cause menstrual flow.Ê
Can antibiotics for bronchitis cause period to be 8 days late?
I don't know if antibiotics can cause a late period, but I do know that they can lower the effect of birth control.
Is a late period after anesthesia common?
Any medical treatment can cause stress on the body, resulting in a late period or completely skipping your period
Can the HPV jab make your period late?
The HPV vaccine is not known to cause a missed period. Your period is probably late for another reason.
Can chlamydia cause a late period?
No but pregnancy can. Be sure to get a pregnancy test to make sure that's not the cause of your late period.Women can still have periods if they have chlamydia. You can have chlamydia with or without getting your period.
Can vaginal bleeding cause a late period?
Can a bladder infection cause a period to be late?
Is there a high chance of getting pregnant if your period is late?
Yes, you have a high chance of being pregnant if your period is late!
Your period is 3 days late but you are not pregnant What could be wrong?
Emotions can cause you to be late
No period no symptoms of being pregnant What is wrong?
Your period could just be late, this happens sometimes.


text:
Laparoscopic Biliopancreatic Diversion (Scopinaro procedure) (BPD)
A biliopancreatic diversion changes the normal process of digestion by making the stomach smaller and allowing food to bypass part of the small intestine so that you absorb fewer calories.
You will feel full more quickly than when your stomach was its original size, which reduces the amount of food you eat and thus the calories consumed. Bypassing part of the intestine also means that you will absorb fewer calories. This leads to weight loss.
What To Expect After Surgery?
Surgery for obesity usually involves a 4- to 6-day hospital stay (2 to 3 days for a laparoscopic approach). Most people can return to their normal activities within 3 to 5 weeks.
A biliopancreatic diversion may cause dumping syndrome. This occurs when food moves too quickly through the stomach and intestines. It causes nausea, weakness, sweating, faintness, and possibly diarrhea soon after eating. These symptoms are made worse by eating highly refined, high-calorie foods (like sweets). In some cases you may become so weak that you have to lie down until the symptoms pass. Dumping syndrome does not occur in a biliopancreatic diversion with duodenal switch.
- Risks common to all surgeries for weight loss include an infection in the incision, a leak from the stomach into the abdominal cavity or where the intestine is connected (resulting in an infection called peritonitis), and a blood clot in the lung (pulmonary embolism). About one-third of all people having surgery for obesity develop problems related to poor nutrition, such as anemia or osteoporosis.2, 3
- Fewer than 3 in 200 (1.5%) people die after surgery for weight loss.2
- Biliopancreatic diversion surgeries result in reduced absorption of protein, fat, calcium, iron, and vitamins B12, A, D, E, and K. You may have frequent, bad-smelling stools and a higher risk for developing osteoporosis.
- Within 1 year of biliopancreatic diversion surgery:1
- 30 out of 100 people develop anemia.
- 30 to 50 people out of 100 develop a deficiency in vitamins A, D, E, K, and beta-carotene.
- About 4 people out of 100 need hospitalization because of lack of protein. Protein deficiency is somewhat less of a risk in the biliopancreatic diversion with duodenal switch.
Advantages : -
- Greater stomach capacity (200-250 mls) therefore can eat a small main meal instead of an entrée portion.
- Best weight loss of all techniques 70-90% EWL over 2yrs
- Weight loss is well maintained
- Adjustable and partially reversible, but only by further surgery.
- A very good option for revision if other techniques have failed.
For more information, medical assessment and medical quote
as email attachment to
Email : - _EMAIL_
Contact Center Tel. (+91) _PHONE_ (10 am. To 8 pm. IST)
(Only for international patients seeking treatment in India)


Katharine helping with Audio Bible Studies
Katharine Norton teaches Scripture Use in the Linguistics and Bible Translation Department, located in Bukuru, near Jos in Plateau State, at the Theological College of Northern Nigeria (TCNN). One fruitful part of the course is teaching the students to do Audio Bible Studies, she writes:
One challenge that many Bible college graduates have is forgetting their mother tongue.
Perhaps they were identified as intelligent and talented from as young as twelve years of age so they were sent to boarding school for the sake of their education. At school and then at Bible college, they were surrounded by people from many language groups and so would speak a language of wider communication with them, such as English or Hausa. They were also listening to teachers talking in English, doing assignments in English, reading books in English and gradually getting more and more adept at reading, learning, and processing information in English, and not in their mother tongue. This makes it difficult for them to suddenly talk about their faith in their mother tongue when they return home.
'When I was doing the opening prayer they all laughed at me, which almost made me not continue.'
This situation is compounded if the student became a believer away from home. They may never have heard how to express Christian faith in their language. They may have no idea of the key terms needed for words like faith, repentance, Christ etc. All this means it is extremely difficult for them to share their faith in God with their people at home. Their Bible college training, which is meant to help their people, is not easily shared with them because the students have forgotten the language!
Another barrier to local people hearing God's word in their local language is that many church leaders are posted to an area where they do not speak the language. It is therefore difficult for them to disciple their flock in the local language, or to preach from God's word in the language the listeners understand best.
How then can local people hear God's word in their local language?
An Audio Bible Study group
Scripture Use students in one Bible college in Nigeria have been learning in their Scripture Use class how to lead Audio Bible Studies with their people. An Audio Bible Study is where participants listen to the passage of Scripture being read rather than reading it from the Bible. It can be read in a number of ways: the leader can read the passage aloud from the Bible, or the Bible passage can be recorded before the study using a mobile phone, or the leader can download local language audio Bible readings from the internet using their phone or computer.
'Within a short time, their nervousness turned to enthusiasm and they were eager to respond.'
An Audio Bible Study differs from other Bible studies in that there are just six questions that the leader asks the participants. These six simple questions can be used for any passage of Scripture. Participants are given the opportunity to answer each question rather than just sitting and listening to the leader teaching. As is evident from this description, the leader of the Audio Bible Study has a smaller speaking role than if a sermon were being preached, they just need to ask the six questions one by one, and then allow the participants to speak. Therefore, the leader of the Bible study does not need to be fluent in the local language, yet the participants hear the word of God speaking directly to them in their language from the recordings and have the chance to engage with it by discussing the six questions with the other participants.
This is a testimony from one final year theology student, Rimamsikwe Matthew, who bravely led an Audio Bible Study in his local language, Kuteb, even though he doesn't speak it fluently:
Rimamsikwe Matthew
'Leading this Audio Bible Study was one of the most interesting things I have ever done. I did it with a group of nine people who are much better at speaking my mother tongue than me (Kuteb). It wasn't easy at all! When I was doing the opening prayer they all laughed at me, which almost made me not continue the study in my mother tongue.
'After the opening prayer, I played the audio Bible in Kuteb (John 10:1–3). They liked it so much, they wanted to hear more! I asked the six questions in Kuteb. It was really interesting how everyone wanted to give his or her own perspective on what they heard.
'The questions that really got everyone thinking were "What is God saying to you personally?" and "What will you do about it?" At this point, everyone was quiet. So I explained to them about the need for each person to hear from God. The oldest woman asked in my language "A fu shan timi kafe pastor re?" meaning "Do you want me to become a pastor or what?" After a little explanation about how God can speak to anyone, not just pastors, two of the women saw the need to give their lives to Jesus Christ. Wow! So the thing that I saw that was difficult and challenging for me actually became one of the biggest tools for the restoration to fellowship of two of my mothers!'
(In Rimamsikwe's culture, older women are called 'mother' as a term of respect.)
Praise God for this amazing testimony! Rimamsikwe does not speak his language fluently, but through the Scripture Use course at his Bible college, he grasped the concept that it is better to share God's word in the language that the audience speak best, rather than the language that the speaker is most comfortable with, as is sadly so often the case here. His courage in offering to God his limited ability in Kuteb resulted in two women hearing God speaking directly to them in such a personal and convincing way that they gave their lives to Christ!
Another student who does not speak his mother tongue fluently is James Ezekiel Gwom. He is Berom by tribe and can speak a little of the language, but grew up in the city using mostly English. However, through the Scripture Use course he was challenged to develop his language skills so that he could communicate the gospel to his people in their language. James writes:
James Ezekiel Gwom
'I held two Audio Bible Studies in the Berom language. The Bible studies were on the book of 1 Corinthians 7:17–24. The passage was taken from the Berom Bible. To kick start, I had the passage read by an individual who was fluent in the language while I recorded it on my phone. He also helped me translate the questions from English to Berom. The first study was held in a village named Guravyoh with 12 people in attendance. I asked a friend who could speak Berom better than me to help conduct the class. At first, the people, mostly old, weren't sure about what was going on but as time went on they got the idea. We opened with prayer and I played the recorded Scripture about three times for them to really understand what it meant.
'I noticed that at first they were nervous about the mode of study (audio Bible and the language used) because it was strange to them. Within a short time, however, their nervousness turned to enthusiasm and they were eager to respond to the questions. I found them to be more relaxed, because using the Berom language made them more at home than the edgy feeling they would have had if they were speaking English. They acknowledged that a more regular use of their language in Bible studies would enhance their ability to understand the Bible better. They were even challenged to study the Bible using Berom with their children! Regarding the use of the audio Bible, they also said it would encourage greater participation among those who are either challenged physically or can't read.'
Even though James led this Audio Bible Study, he enlisted the help of a fluent language speaker to help him to translate the six questions, read the passage for the recording, and to help conduct the session. This is a great example of co-operation, of overcoming challenges to ensure that people hear the gospel in their mother tongue so that God can speak directly to them from his word. Many a Bible study leader would just lead the Bible study in the language they were most comfortable with, but James persisted and overcame the challenges because he wanted people to hear God's word in the language they were most comfortable with!
'They were even challenged to study the Bible using Berom with their children!'
Just as the boy offered his small lunch of five loaves and two fish to Jesus and saw a great miracle (Matthew 14:13–21) James and Rimamsikwe offered their small amount of language ability to God with amazing results! People understood the Bible better in their mother tongue, and were enthusiastic about Bible study. Many barriers to engaging with Scripture were overcome – those who usually don't understand Bible studies in other languages could understand in their mother tongue. Children and non-readers were able to engage with Scripture. The elderly heard God speak directly to them in their own language.
The audio Scriptures tool is shown to be very useful for local language Bible study and can be easily used by those with limited local language ability or by church leaders posted to areas away from their home.
Katharine Norton
The six discussion questions for an Audio Bible Study
 - Can we repeat what we heard in our own words?
 - What touched your heart from what you heard?
 - What do we learn about God from what you heard?
 - What was God telling the people at that time?
 - What is God saying to you personally and what will you do about it?
 - Who will you tell?


text:
The elderly are at a greater risk for falling and the effects of a fall can be much greater for them. The bathroom is a common place in which falls occur. To reduce the possibility of a fall in the bathroom for an elderly person, modifications to the bathroom may be necessary.
Senior Safety – Falls Prevention and Bathroom Safety
Ways to increase the safety of the bathroom include installing grab bars, which are designed to prevent slips and falls by providing leverage to help a person get up. They are usually installed around the tub and beside the toilets.
Nonskid bath mats
Nonskid bath mats can prevent a slip and fall in the tub or shower. Adding a padded shower seat which will allow a person to sit while showering or bathing can further reduce the risk of a slip and fall. Installing a portable handheld showerhead means that an elderly person sitting in a shower seat can comfortably get to the water.
Toilet seats, lowered sinks, and open space under the sink
Other modifications that improve the safety of a bathroom for the elderly are raised toilet seats, lowered sinks, and open space under the sink so a person can sit instead of standing in front of it. Nonskid mats or carpet on any floor surfaces that could potentially become wet can also improve bathroom safety. Remove any clutter that may cause a person to trip.
Falls in the elderly can have many serious consequences that can include a decline in their quality of life and may even lead to their death. Modification of the bathroom to reduce the risk of a fall can be a lifesaving measure.