text:
When researchers conduct experiments on the way cells grow and respond to outside cues, they tend to use solutions that are much more dilute than the crowded environments found inside living cells. Now, new research from MIT shows that this dilute environment may skew the results of such experiments.
Using a technique that more closely mimics the crowded environment in actual cells, researchers found that certain molecules "organize more like we would expect they would in the body," says Krystyn Van Vliet, the Paul M. Cook Career Development Associate Professor of Materials Science and Engineering at MIT. The research is described this week in the journal PLoS ONE, in a paper co-authored by Van Vliet.
Proteins (actin, red and vinculin, green) inside adult bone marrow-derived stem cells that were grown in the lab for three days, with (top image) and without (bottom) the 'crowder' particles. Cells grown with the crowders form neatly aligned structures, or matrices, outside the cell, which in turn align their internal actin networks; the structures both outside and inside the cells grown without the particles are very disordered. Images courtesy of Zeiger et. al.
"The cell in the body lives in a very crowded environment," Van Vliet says. Most researchers have done their work with dilute solutions, which are easier to control and analyze, but have not fully recognized how this may affect the outcomes. It turns out that producing a more crowded environment "induces dramatic alignment of the protein networks outside the cell," which in turn causes the cell to align its internal structure, she says.
Research approximating "what really happens in the crowded environments" surrounding living cells is virtually "untouched territory," says Adam Zeiger, an MIT graduate student in materials science and engineering and lead author of the new paper. The research was conducted under the Singapore-MIT Alliance in Research and Technology (SMART), and included SMART postdoc Felicia Loe and professor Michael Raghunath at the National University of Singapore, as well as biological engineering graduate student Ran Li at MIT.
Cells manufacture a matrix that controls the structure of their internal environment, says Van Vliet, who also has an appointment in the Department of Biological Engineering at MIT. "The matrix serves as a template," she says, sending signaling cues to the cells on how to behave and organize their internal structure. When the matrix-making molecules are studied in vitro in a laboratory environment, they produce disorganized networks, rather than the precisely organized matrices they create in living organisms.
But now, by simply introducing tiny particles — which they call "crowders" — into a lab solution, "we can create the same effect" Zeiger says, causing matrix fibers to align themselves. Using crowders synthesized by Raghunath and Loe, the experiments were carried out on adult stem cells, and the protein that formed the matrix was made of collagen and fibronectin, structural materials that the body uses for connective tissue and skin.
This effect had been predicted theoretically, and has been shown to alter the way proteins form, Van Vliet says, but "we believe that this study is the first to actually show how macromolecular crowding drives the organization and architecture of extracellular networks made by cells."
The effect is physical, not biological, the researchers say. They proved this by removing the cells from the solution and showing that the proteins still produced aligned structures as long as the crowding particles were in place, even though there was no longer anything alive in the solution. "In the absence of crowders, there's no alignment," Van Vliet says. "But with crowders, and no cells present, we see pronounced alignment of the collagen network. This establishes a reciprocal relationship between the cell and the matrix."
This could ultimately lead to better methods of engineering proteins or tissue scaffolds, Van Vliet says, using such crowded chemical solutions to produce materials for use in grafts or organ replacements. The method might also lead to better ways of using cells as biological factories for the production of pharmaceuticals, nutrients or even structural materials.
But it could also become an important research tool for biology and medicine, she says. Often, results seen in medical research in the laboratory turn out not to work as well in humans or other living organisms; the difference in crowding in the cellular environments may be one significant reason for such discrepancies, she says.
The crowders the team used are a standard, off-the-shelf material used in biological research, but one that had not previously been used in this way. They are tiny spheres (five to 10 nanometers, or billionths of a meter, in diameter) made of polysaccharides, or sugars. The exact composition of the material itself is not as important, Van Vliet says, as is the need for the crowders to be particles of the right size that are not electrically charged and that don't react biologically with the cell materials. "It's not a magic molecule," she says.
It's also crucial to get the right concentration of the crowders in the solution, Zeiger adds. The effect doesn't work "if you add too much or too little," he says, but produces a maximum ordering effect when the concentration of molecules in the fluid "mimics about the levels found in blood" or in the fluid between cells in the body.
"We're really excited for people to become aware of this work," Van Vliet says, so other scientists can begin applying the technique to a wide variety of research. "Now, anyone could do this, and we hope that's what happens. It could become a standard part of cell-culture research and the engineering of cell-material interactions."
David Weitz, the Mallinckrodt Professor of Physics and of Applied Physics at Harvard University, calls this "a very elegant study," and says it "confirms the importance of a more realistic environment surrounding stem cells than is typically found when the stem cells are grown on a flat surface in cell medium." The fact that inert molecules added to the solution have such a strong effect "confirms that more realistic models of the environment of a cell are required, both for studies of cell properties and for any future technological use of stem cells," he says.
Macromolecular Crowding Directs Extracellular Matrix Organization and Mesenchymal Stem Cell Behavior. Zeiger AS, Loe FC, Li R, Raghunath M, Van Vliet KJ (2012) PLoS ONE 7(5): e37904. doi:10.1371/journal.pone._PHONE_
Massachusetts Institute of Technology


text:
Australian Bureau of Statistics
6202.0 - Labour Force, Australia, Jun 2012 Quality Declaration
Previous ISSUE Released at 11:30 AM (CANBERRA TIME) 12/07/2012
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UNDERSTANDING THE AUSTRALIAN LABOUR FORCE USING ABS STATISTICS
In order to understand what is happening in Australian society, or our economy, it is helpful to understand people's patterns of work, unemployment and retirement. ABS statistics can help to build this picture. Fifty years ago, the majority of Australians who worked were men working full-time. Most worked well into their 60s, sometimes beyond, and if they were not working most were out looking for work until that age. The picture now is very different. Far more people work part-time, or in temporary or casual jobs. Retirement ages vary much more, with a greater proportion of men not participating in the labour force once they are older than 55. Nowadays. 45% of working Australians are women, compared with just 30% fifty years ago. These are profound changes that have helped shape 21st Century Australia. This note explains some of the key labour force figures the ABS produces that can be used to obtain a better picture of the labour market.
Every month, the ABS runs a Labour Force Survey across Australia covering almost 30,000 homes as well as a selection of hotels, hospitals, boarding schools, colleges, prisons and Indigenous communities. Apart from the Census, the Labour Force Survey is the largest household collection undertaken by the ABS. Data are collected for about 60,000 people and these people live in a broad range of areas and have diverse backgrounds - they are a very good representation of the Australian population. From this information, the ABS produces a wide variety of statistics that paint a picture of the labour market. Most statistics are produced using established international standards, to ensure they can be easily compared with the rest of the world. The ABS has also introduced new statistics in recent years that bring to light further aspects of the labour market. It can be informative to look at all of these indicators to get a grasp of what is happening, particularly when the economy is changing quickly.
One thing to remember about the ABS labour force figures is that when a publication states that, for example, 11.4 million Australians are employed, the ABS has not actually checked with each and every one of these people. In common with most statistics produced, the ABS surveys a sample of people across Australia and then scales up the results – based on the latest population figures - to give a total for the whole country. Because the figures are from a sample, they are subject to possible error. The Labour Force Survey is a large one, so the error is minimised. The ABS provides information about the possible size of the error to help users understand how reliable the estimates are.
The above diagram shows the break down of the civilian population into the
different groups of labour force participation. Each pixel represents about
1000 people as at September 2011.
According to established international standards, everyone who works for at least one hour or more for pay or profit is considered to be employed. This includes everyone from teenagers who work part-time after school, to a partially retired grandparent helping out at the school canteen. While it is unreasonable to expect a family to survive on the income of an hour of work per week, one could also argue that all work, no matter how small, contributes to the economy. This definition of 'one hour or more' - which is an international standard - means that ABS' employment figures can be compared with the rest of the world. Now it is, of course, easy to argue that someone who works 2 or 3 hours per week is not really "employed". But a definition is required. And any cut-off point is open to debate. Imagine if ABS defined being 'employed' as working 15 hours a week. Would it be reasonable to argue that someone who works 14.5 hours is unemployed, but 15 hours is not? It is also a mistake to assume that all persons who work low hours would prefer to work longer hours, and are therefore 'hidden' unemployment. Most people who work less than 15 hours a week are not seeking additional hours, although of course there are some who are. The issue of underemployment is further discussed below.
Rather than open up such discussions, the ABS prefers to use the international standard and the ABS also encourages people to consider other indicators to form a better picture of what is happening. Alongside the total employed figures, full-time and part-time estimates are provided to better inform on the different kinds of employment, and a detailed breakdown by the number of hours worked is also provided to allow for customised definitions of 'employment.'
Commentators often refer to the rise in employment as the number of new jobs created each month. This can be misleading, because the ABS doesn't actually measure the number of jobs. This might sound like semantics, but if a person in the Labour Force Survey who is employed gains a second part-time job at the same time as their main job, this would have no impact on the employment estimate - the Labour Force Survey does not count jobs, it counts people.
It is also important to bear in mind that if the relative growth in population is greater than the number of new people in employment, there might actually be an increase in the employment figure, but a lower percentage of people with jobs. It is often informative to look at the proportion of people in employment. This measure, called the employment to population ratio, is the number of employed people expressed as a percentage of the civilian population aged over 15. This removes the impact of population growth to give a better picture of labour market dynamics over time.
AGGREGATE MONTHLY HOURS WORKED
Instead of counting how many people are working, another way of looking at how much Australians are working is to count the total number of hours worked by everyone. This is measured by a statistic produced by the ABS called Aggregate monthly hours worked, and it is measured in millions of hours. This can sometimes be more revealing of what is happening in the labour market, particularly in a weakening economy where a fall in hours worked can usually be seen before any fall in the number of people employed.
PEOPLE WHO ARE NOT WORKING: THE UNEMPLOYED AND OTHERS
There are many reasons why Australians do not work. Some have retired and are not interested in going back to work. Some are staying home to look after children and plan on going back to work once the kids have grown older. Some are out canvassing for work every day while others have given up looking. The ABS separates all of these people into those who are unemployed and those who are not by asking two simple questions: If you were given a job today, could you start straight away? and Have you taken active steps to look for work? Only those who are ready to get back into work, and are taking active steps to find a job, are classed as unemployed.
Some people might like to work, but are not currently available to work - such as a parent who is busy looking after small children. Other people might want to work but have given up actively looking for work - such as a discouraged job seeker who only half-heartedly glances at the job adds in the newspaper but doesn't call or submit any applications. These people are not considered to be unemployed, but are regarded as being marginally attached to the labour force. They can be thought of as 'potentially unemployed' when, or if, their circumstances change, but are regarded as being on the fringe of labour force participation until then.
It is important to note that the ABS unemployment figures are not the same as the data that Centrelink collects on the number of people receiving unemployment benefits. The ABS bases its figures on asking people directly about their availability and steps to find work. In this way, policy decisions about, for example, the criteria for the receipt of unemployment benefits have no impact on the way that the unemployment figures are measured.
LABOUR FORCE AND PARTICIPATION RATE
The size of the labour force is a measure of the total number of people in Australia who are willing and able to work. It includes everyone who is working or actively looking for work - that is, the number of employed and unemployed together as one group. The percentage of the total population who are in the labour force is known as the participation rate.
The unemployment rate is the percentage of people in the labour force who are unemployed. This is a popular measure around the world for tracking a country's economic health as it removes all the people who are not participating (such as those who are retired). Because the unemployment rate is expressed as a percentage, it is not directly influenced by population growth.
The underemployment rate is a useful companion to the unemployment rate. Instead of looking at the people who are unemployed, the underemployment rate captures those who are currently employed, but are willing and able to work more hours. It highlights the proportion of the the labour force who work part-time but would prefer to work full-time. This is sometimes referred to as the 'hidden' potential in the labour force.
The underemployment rate can be an important indicator of changes in the economic cycle. During an economic slow down, some people lose their jobs, become unemployed and contribute to a rising unemployment rate. But while this is happening, there might well be others who remain working but have their hours reduced; for example from full-time to part-time. As long as they want to work more hours, they are classed as underemployed, and contribute to the underemployment rate.
LABOUR FORCE UNDERUTILISATION RATE
The labour force underutilisation rate combines the unemployment rate and the underemployment rate into a single

source: HuggingFaceFW/fineweb-edu


the model in square brackets, and the color specification in curly braces. For example:
{\color[rgb]{1,0,0} This text will appear red-colored}
\textcolor[rgb]{0,1,0}{This text will appear green-colored
Creating / Capturing colors[edit]
You may want to use colors that appear on another document, web pages, pictures, etc. Alternatively, you may want to play around with rgb values to create your own custom colors.
Image processing suites like the free GIMP suite for Linux/Windows/Mac offer colour picker facilities to capture any color on your screen or synthesize colors directly from their respective rgb / hsv / hexadecimal values.
Smaller, free utilities also exist:
Previous: Paragraph Formatting Index Next: Fonts


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These ingredients were listed on a cookie pack available in the market.
I would like to know what combinations of the following ingredients can be used to produce around 200gms cookies?
Wheat flour
Edible Oil
Milk powder
Synthetic colour
Leaving Agents
Permitted flavor and Emulsifier Agents
Wheat flour should be read as all purpose flour.
 - What sugar should be used? White or Brown?
 - Can vanaspati be replaced with anything (clarified butter)?
 - Custard refers to custard powder or the custard which is ready to eat?
 - Why is glucose needed when the sugar is already there?
 - What should be added as Emulsifier Agents?
 - Water isn't mentioned here but should I assume that it is needed?
Besides for preparing 200gms "crispy" cookies roughly what quantity of each of the ingredient should be added?
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2 Answers 2
It is nearly impossible to reverse engineer an industrial cookie recipe from its ingredient list directly--especially without the final product to compare to.
Some of the ingredients may be unique to the industrial process (such as "glucose" or "emulsifiers"), hard to obtain, or proprietary. Some of the steps may require special processing or equipment.
Furthermore, your local labeling laws may be different than other places, so we would not know how to interpret this list of ingredients. For example, in the US, the ingredients would have to be listed in order, by weight.
Instead, you should search for recipes that produce the kind of cookies you want that are designed for the home kitchen.
I cannot speak to local products in India, but here in the US there are many web sites or blogs where authors try to recreate recipes of popular commercial food products. These recipes are designed for the home kitchen, and may not have the exact same ingredients or techniques as the commercial product on which they are modeled, but are instead designed to have similar outcomes. I don't know if such sites exist in India, but I would suggest searching to see what you can find; failing that, I would search based on the name of the cookie for recipes for this type of cookie.
In terms of some of the specific questions:
 - What sugar should be used? White or Brown? If this was the US, it would always be white unless otherwise specified, but your local labeling laws may differ.
 - Can vanaspati be replaced with anything (clarified butter)? Probably, but that will affect the taste and texture of the cookie. Many industrial recipes use ingredients which are less expensive than the ideal ingredient, to keep costs down.
 - Custard refers to custard powder or the custard which is ready to eat? That would depend on your local labeling laws; here in the US custard would never be listed as a single ingredient without parenthetically describing each of it's ingredients as well. I would guess powder if I had to guess... but listing it like this may be part of how they keep their actual recipe secret while complying with local labeling requirements.
 - Why is glucose needed when the sugar is already there? It is almost certainly present to alter the texture of the cookie in some way, either interfering with crystal development of the other sugars at some part of the process, or for its hydroscopic properties to help retain moisture. This is the kind of ingredient that is often used in industrial recipes, but far less commonly used in home recipes.
 - What should be added as Emulsifier Agents? Again, it depends on what your local labeling laws permit, and these may be ingredients that are rarely used in home cooking. The most common emulsifier in home baking is egg yolks, which contain significant quantities of lecithin.
 - Water isn't mentioned here but should I assume that it is needed? Maybe, but there was also that "custard" listed, and we don't know what it means or contains.
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It is nearly impossible to reverse engineer an industrial cookie recipe from its ingredient list directly--especially without the final product to compare to. Should I post the cookie picture here? will that help? – abcd Apr 26 '13 at 5:55
The picture will help narrow it down, but it won't change the basic answer. – SAJ14SAJ Apr 26 '13 at 12:16
I am not looking for "exact" recipe. I take a picture and will post it here, then I "do hope" that you and others will be able to guide regarding the ingredient quantities required. :) – abcd Apr 26 '13 at 12:39
Anisha, you will be far better off starting with the name of the cookie, and googling for recipes. Reverse engineering commercial/industrial recipes is almost impossible, as I said. – SAJ14SAJ Apr 26 '13 at 12:50
Well, if you are talking about the name of "this" cookie, then the only tile I could find on the pack was "Oven baked fresh cookies". :( – abcd Apr 26 '13 at 12:54
I assume you don't mean to literally make an industrially-produced cookie with synthetic colors, glucose, "permitted flavors", and emulsifier agents — but rather recreate a flavor you found pleasing in the product as a homemade equivalent.
You can invent (or reinvent) a cookie recipe by starting with a series of basic ratios that essentially "define" a cookie. Michael Ruhlman wrote an excellent book called Ratio: The Simple Codes Behind the Craft of Everyday Cooking that documents the basic ratios behind the recipes we follow every day.
Cookie Dough : 1 part sugar: 2 parts fat : 3 parts flour
(Can someone please verify these numbers? Thanks.)
These numbers are by weight. That's a cookie.
To reproduce a recipe from your ingredient list, start by dividing those ingredients up into the basic categories listed above: sugar(s), fat(s), flour(s). This may take a bit of research to find out in which category some of those belong. But in the most basic terms, dry ingredients go in the 'flour' category and wet ones 'fat'. Sometimes you have to read between the lines and understand the role of an ingredient like "custard" or "milk powder" plays. (Note: In most baking, sugar is categorized as a 'liquid', but luckily sugar is just'sugar' in this case). If something looks to be more about the industrial process or preservation, it's probably safe to skip it in for the home version.
For 200 grams of cookies, you'll need a bit more than 33 grams sugar(s), 67 grams fat(s), and 99 grams flour(s). (There will be a bit of weight lost during backing, but let's ignore that. This is going to get inexact very quickly)
Once you have the basic ingredients divided into their categories. It's time to start making cookie dough. Getting the recipe "right" is figuring out how much of each ingredients you'll need for each category. Really, the only way to do that is through trial-and-error, taste testing, and (longer term) experience.
I would start by looking at a few similar cookies recipes to see how much of ingredients they have in common are needed (leavening, salt, etc). From there, you can start extrapolating and filling-in-the-blanks with the rest. Once you get started, it's easier to say "mmmm... good, but needs more synthetic color flour." You'll quickly start to learn (or you can research) what the effects of adding "more eggs" or "more fat" has on a cookie recipe. This will all start to come together much quicker with experience.
Sorry, I don't have the exact recipe for your "oven baked fresh cookies"; but honestly, once you start playing with the basic ingredients and ratios, you'll likely invent something better than the original. I use lists of "secret ingredient" all the time, and end up inventing my best recipes that way.
Good luck!
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With respect to Michael Ruhlman, there is so much more to a recipe than just the ratio. Technique matters a very great deal, and ratios vary more than he admits for different types and applications of the dishes within the categories, and then there are the other ingredients. This is a good way to invent a recipe, but it has little to do with the commercial ingredient list, and everything to do with a traditional experiment and adjust iteration :-) – SAJ14SAJ Apr 26 '13 at 21:55
And no, the "other ingredients" are in addition to the ratio ingredients, not part of those ratio categories. Sorry. This one fact is part of the reason why Ratio is oversimplified as a concept, although it does call out some basic concepts. – SAJ14SAJ Apr 26 '13 at 22:05
_USER_ Sure. Your answer spoke to the purpose (and substations) for those ingredients; excellent job! I was trying to address the "combinations" part of her question. Yes, that's only a start, but a better start than saying "can't be done" or "look it up on the Internet." Anyway, that's how *I* do it. – Robert Cartaino Apr 26 '13 at 22:06
I agree with the iterative experimental method of recipe development, no doubt. – SAJ14SAJ Apr 26 '13 at 22


text:
The Commonwealth of Dominica is the most northerly and largest of the Windward Islands, and is known as the nature island of the Caribbean. It covers an area of 751 km² (290 mi²).It is heavily forested and is renowned for its lakes, waterfalls and over 365 rivers. The highest point is Morne Diablotins, which rises to 1,524 km (5,000 ft) above sea level. The average annual rainfall is 1,981 mm (78 in). The agricultural sector includes production of bananas, citrus, coconuts, cocoa, herbal oils and extracts. Historically, banana production has employed over one-third of the labour force – directly or indirectly. However, the sector has been facing challenges with the loss of the preferential European Union markets for bananas. There has been diversification into other crops such as citrus fruits, vegetables, coffee, patchouli, aloe vera, cut flowers, mangoes, guavas, and papayas. Increasingly the Government is promoting the island as an "ecotourism" destination. In 2009 agriculture recorded a decline in growth as a result of the effects of Hurricane Dean. However, some 40% of the population is still dependent on agriculture which contributed 17% of GDP in 2009.
The research and development portfolio of CARDI Dominica is quite varied and it includes work on roots and tubers, fruit crops and hot peppers. The Unit has long history of technology development for root crops such as yam, dasheen and tannia and it has now begun work on sweet potatoes. It also has a long standing relationship with the Dominica Export and Import Agency (DEXIA) with the development and transfer of hot pepper production technologies to support the export trade of the commodity. Similarly, the Unit has partnered with the Nature Island Pineapple Producers Association (NIPPA) for the development and promotion of pineapples on the island. In collaboration with its other partners, CARDI Dominica has initiated activities to develop undercover / protected agriculture systems.
- Characterise sweet potato accessions in Dominica
- Assess the pungency of "Bonda Ma Jacque" landrace hot pepper.
- Preliminary investigations on the effect of different rates of N and K applications on pineapple (ratoon crop) yields
- Identify and validate pineapple varieties for agro-processing
- Validate CTV resistant root stocks and root stock/scion combinations.
For highlights of work by the CARDI office in Dominica, Click here


text: The journal is fundamental to formal scholarly communication. This research reports highlights and preliminary findings from an empirical study of scholarly electronic journals. The purpose of the research is to assess the impact of electronic journals (ejournals) on scholarly communication, by measuring the extent to which they are being cited in the literature, both print and electronic. The intent is to provide a snapshot of the impact e-journals were having on scholarly communication at a given point in time, roughly the end of 1995. This study provides one measure of that impact, specifically on the formal, as opposed to informal, communication process. The study also examines the forms in which scholars cite e-journals, the accuracy and completeness of citations to e-journals, and practical difficulties faced by scholars and researchers who wish to retrieve e-journals through the networks.

source: openbmb/Ultra-FineWeb


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I am thinking on the following problem:
If $|G|=12$ and there is no element of order $2$ in its center then $3$-Sylow subgroup of $G$ cannot be normal in $G$.
I was told that to assume the $3$-Sylow subgroup of $G$, say $P$, is normal in the group and go to reach a contradiction.
My attept: $|P|=3$ so it is cyclic, $P=\langle x\rangle=\{1,x,x^2\}$. As above hint, I would have for all $g\in G$ two possibilities: $gxg^{-1}=x$ or $gxg^{-1}=x^2$. Cannot to go any further. I am in doubt if the hint leads me to a contradiction properly and if so, it does with a long proof. Any help or any other way are welcome to me. Thanks for your time.
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This is a followup to math.stackexchange.com/questions/158339/… – Jack Schmidt Jun 24 '12 at 19:10
2 Answers 2
up vote 4 down vote accepted
Hint #1: Show that all Sylow 2-subgroups are abelian. So if an element of a Sylow 2-subgroup commutes with the elements of $P$, then it belongs to the center.
Hint #2: At this point the questions you should ask from yourself are: 1) What possibilities (up to isomorphism) are there for the Sylow 2-subgroup H? 2) Given that $P$ was assumed to be normal, what possibilities are there for the conjugation action for the non-trivial elements of $H$. Remember that conjugation action is a homomorphism from $H$ to $Aut(P)$.
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:About you first hint: That the Sylow 2-subgroups is abelian is obvious cause they are of order 4. So I should show that an element of one of these subgroups COMMUTE with $x$. Thanks. As you said me later, you put a loop in my mind finding the result. :-) – Babak S. Jun 24 '12 at 10:14
Correct (re: the 1st hint). Be a bit careful in that the element of $H$ that commutes with $P$ should be of order two. It doesn't really matter much in this case, but for full credit... :-) – Jyrki Lahtonen Jun 24 '12 at 10:29
I am on the way you paved. Yes, with that element say $y$, I can see that $G$ is being generated by $x$ and $y$. Thanks. Thanks. – Babak S. Jun 24 '12 at 10:38
To follow your attempt:
For every $g \in G$, we have $gxg^{-1} = x$ or $gxg^{-1} = x^2$. Thus $x$ has $1$ or $2$ conjugates, in other words, $[G : C_G(x)] = 1$ or $[G : C_G(x)] = 2$. In both cases, $2$ divides the order of $C_G(x)$, and thus $C_G(x)$ contains an element $y$ of order $2$. This gives us the desired contradiction. Can you see why $y$ must belong to the center of $G$?
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Thanks for your answer. It solves my problem in detail. :) – Babak S. Jun 25 '12 at 5:39
Your Answer


text:
Lesson Plan: African American Literature in Art
In this lesson plan, students compare art and literature by examining a contemporary painting by Glenn Ligon and the essay by James Baldwin that inspired it. Students then write an essay about a personal experience that relates to the theme of being an "outsider."
Suggested Grade Level: 9-10
Estimated Time: Two class periods
- Identify the expressive qualities of mood and emotion in pictorial expression
- Draw comparisons between literature and art
- Gain a deeper understanding of social history by comparing it to personal experience
- Stranger in the Village #13
- James Baldwin's "Stranger in the Village" from Notes of a Native Son, 1955 (or later edition)
- Have students examine and discuss Glenn Ligon's Stranger in the Village #13. Help them grasp the size of the original work by imagining how much space it would fill on a classroom wall. Ask students to imagine how the size of the work would affect them if they were standing before it. Make a list of words that describe the mood of the painting (dark, somber, scary, angry).
- Explain to students that the text in the painting comes from an essay called "Stranger in the Village" written by James Baldwin in 1953. Introduce Baldwin and have the students read his essay. Concentrate the discussion on the passages in Ligon's painting by asking the following questions:
- What did Baldwin encounter during his stay in Switzerland?
- Why did he go back there when the villagers made him uncomfortable?
- How did Baldwin's experience in Switzerland help him to understand the relationship between blacks and whites in America?
- Have students return to Ligon's painting and discuss it in more detail by asking:
- Why do you think the artist made the text difficult to read?
- How does the mood of the painting compare to that of Baldwin's account?
- What message about the current situation of African Americans in the United States might Ligon be conveying in this work?
Encourage students to think of a time in their own lives when they felt like outsiders. Ask them to write a three-page journal entry about this experience, how they felt, how they responded to the situation, and whether or not the experience changed them. Encourage students to use descriptive language.
Base students' evaluation on their written work and participation in discussion.
Ask each student to incorporate elements of their journal entry into a drawing or painting. Encourage them to arrange words and sentences in any manner on the page while considering how color can enhance the meaning of the text.
Illinois Learning Standards
English Language Arts: 1-3
Fine Arts: 25


text:
Region: Trentino/Alto Adige
The northernmost Italian wine region of Trentino-Alto Adige has been producing unique and characterful wines for centuries, and is today widely considered to be the home of Italy's finest white wines, and several outstanding red wines, too. The region itself is quite unlike any other in Italy, as a large Germanic population and the proximity to other European countries has led to a range of interesting influences on the viticulture of Trentino-Alto Adige. The result is a range of wines made with native and imported grape varietals which are packed full of beautiful alpine flavors, and white wines which have all the crispness and dryness of the finest German wines. Trentino-Alto Adige is a region where traditional practices reign supreme, and it is heartening to see that most of the region's output still comes from relatively small, independent family run wineries, dedicated to the quality and uniqueness of their produce.
There are few countries in the world with a viticultural history as long or as illustrious as that claimed by Italy. Grapes were first being grown and cultivated on Italian soil several thousand years ago by the Greeks and the Pheonicians, who named Italy 'Oenotria' â€" the land of wines â€" so impressed were they with the climate and the suitability of the soil for wine production. Of course, it was the rise of the Roman Empire which had the most lasting influence on wine production in Italy, and their influence can still be felt today, as much of the riches of the empire came about through their enthusiasm for producing wines and exporting it to neighbouring countries. Since those times, a vast amount of Italian land has remained primarily for vine cultivation, and thousands of wineries can be found throughout the entire length and breadth of this beautiful country, drenched in Mediterranean sunshine and benefiting from the excellent fertile soils found there. Italy remains very much a 'land of wines', and one could not imagine this country, its landscape and culture, without it.


text:
Porphyrin Deposits in Gerbils
Porphyrin is a pigment, a component of blood cells that functions to bind metal in the blood cells such as iron and magnesium). It is also recognized for being the major component in the the coloring of blood, as porphyrin is a deep purple pigment. In gerbils, in times of stress, the unbound porphyrin can leave deposits in the tear ducts, causing red colored stains around the eyes and nose as the tinted tear fluid leaves the eyes. These stains are often mistaken for blood, and must be differentiated.
Porphyrin deposits cause skin irritation and the gerbil may scratch incessantly to relieve the itching. The causes for porphyrin deposits are related to stress and nutrition, which can generally be easily remedied, but complications can arise due to secondary bacterial infections that result from scratching at the skin until it is bleeding, leaving open sores.
Symptoms and Types
- Reddish-brown deposits of porphyrin around the eyes and nostrils (may be mistaken for blood)
- Skin irritation
- Constant scratching of the face
- Hair loss on the affected area
- Red and inflamed skin around the face
- Scabs/sores on the face
- Bleeding from sores due to severe scratching
- Secondary infections of the sores
- Environment stress – not comfortable due to location; sudden move in location; temperature (too high or low) or light related
- Humidity higher than 50 percent in the living area
- Nutritional deficiency
- Underlying illness
- Inability to get along with cage mates – due to either incompatibility or aggression
- Overcrowding – cage is not large enough, or there are too many gerbils in the same living space
Your veterinarian will perform a thorough physical exam on your gerbil, taking into account the background history of symptoms and possible underlying or environmental conditions that might have led to this condition. You will need to provide a thorough history of your gerbil's health leading up to the onset of symptoms. If secondary skin infection is present due to scratching induced sores, your veterinarian will need to take fluid and tissue samples for bacterial cultures in order to identify the specific bacteria for treatment.
Something that is related to the whole body and not just one particular part or organ
A passage in the body with walls


Status symbol
From Wikipedia, the free encyclopedia
Jump to: navigation, search
A status symbol is a perceived visible, external denotation of one's social position and perceived indicator of economic or social status.[1] Many luxury goods are often considered status symbols. Status symbol is also a sociological term – as part of social and sociological symbolic interactionism – relating to how individuals and groups interact and interpret various cultural symbols.[2]
Status symbols by region and time[edit]
Social status is often associated with clothing and possessions. Compare the foreman with a horse and high hat with the inquilino in picture. Image from 19th century rural Chile
As people aspire to high status, they often seek also its symbols. As with other symbols, status symbols may change in value or meaning over time, and will differ among countries and cultural regions, based on their economy and technology.
Military symbol of excellence
Galero hat, symbol of ecclesiastical status
For example, before the invention of the printing press, possession of a large collection of laboriously hand-copied books was a symbol of wealth and scholarship. In later centuries, books (and literacy) became more common, so a private library became less-rarefied as a status symbol, though a sizable collection still commands respect.
In some past cultures of East Asia, pearls and jade were major status symbols, reserved exclusively for royalty. Similar legal exclusions applied to the toga and its variants in ancient Rome, and to cotton in the Aztec Empire. Special colors, such as imperial yellow (in China) or royal purple (in ancient Rome) were reserved for royalty, with severe penalties for unauthorized display. Another common status symbol of the European medieval past was heraldry, a display of one's family name and history.
Societal recognition[edit]
Status symbols also indicate the cultural values of a society or a subculture. For example, in a commercial society, having money or wealth and things that can be bought by wealth, such as cars, houses, or fine clothing, are considered status symbols. In a society that values honor or bravery, a battle scar would be more of a status symbol. In academic circles, a long list of publications and a securely tenured position at a prestigious university or research institute are a mark of high status. It has been speculated that the earliest foods to be domesticated were luxury feast foods used to cement one's place as a "rich person".[3]
A uniform symbolizes membership in an organization, and may display additional insignia of rank, specialty, tenure and other details of the wearer's status within the organization. A state decoration medal or badge can show that the wearer has heroic or official status. Elaborate color-coded academic regalia is often worn during commencement ceremonies, indicating academic rank and specialty.
In many cultures around the world, diverse visual markers of marital status are widely used. Coming of age rituals may involve acquisition and display of status symbols of adulthood. Dress codes may specify who ought to wear particular kinds or styles of clothing, and when and where specific items of clothing are displayed.
Body modifications[edit]
Ancient Central American Maya cultures artificially induced crosseyedness and flattened the foreheads of high-born infants as a permanent, lifetime sign of noble status.[4] The Mayans also filed their teeth to sharp points to look fierce, or inset precious stones into their teeth as decoration.[4]
In modern society, plastic surgery, botox injections, breast implants, silicone injections, and more radical body modifications such as surgical rib removal are used in attempts to achieve a more desirable appearance. Multiple piercings, tattoos, and other body modifications are highly valued among certain subcultures in Western societies. In some contemporary cultures, gold or silver teeth are considered an appropriate display of wealth, and are preferred over less-visible natural-colored teeth.
Dieting to reduce excess body fat is widely practiced in Western society, while some traditional societies still value obesity as a sign of prosperity. Development of muscles through exercise, previously disdained as a stigma of doing heavy manual labor, is now highly valued as a sign of personal achievement. Some groups, such as extreme bodybuilders and sumo wrestlers use special exercise and diet to "bulk up" into an even more impressive appearance.
Less-permanent body modifications are also popular, such as manicures and pedicures, artificial nails, colored contact lenses, and tooth whitening. Hair treatments, including hair coloring, "permanents", hair extensions, wigs, toupees, hair straightening, and hair curling are major industries. The use of cosmetics is widespread among women, and some men. Shaving or depilation of facial and body hair, sometimes in decorative patterns, is widely practiced by both sexes.
Material possessions[edit]
Mercedes-Benz luxury vehicles are status symbols in many cultures.[5]
Possessions typically perceived as status symbols may include a mansion or penthouse apartment,[6] a trophy spouse,[7] haute couture fashionable clothes,[8] jewelry,[9] or a luxury vehicle.[5] A sizeable collection of high-priced artworks or antiques may be displayed, sometimes in multiple seasonally occupied residences located around the world. Privately owned aircraft and luxury yachts are movable status symbols that can be taken from one glamorous location to another; the "jet set" refers to wealthy individuals who travel by private jet and who frequent fashionable resorts.[10]
Status symbols are also used by persons of much more modest means. In the Soviet Union before the fall of the Berlin Wall, possession of American-style blue jeans or rock music recordings (even pirated or bootlegged copies) was an important status symbol among rebellious teenagers. In the 1990s, foreign cigarettes in China, where a pack of Marlboro could cost one day's salary for some workers, were seen as a status symbol.[11] Cellphone usage had been considered a status symbol (for example in Turkey in the early 1990s),[12] but is less distinctive today, because of the spread of inexpensive cellphones. Nonetheless Apple products such as iPod or iPhone are common status symbols among modern teenagers.[13][14]
A common type of modern status symbol is a prestigious branded item, whether apparel or other type of a good.[8] The brand name or logo is often prominently displayed, or featured as a graphic design element of decoration. Certain brands are so highly valued that cheap counterfeit goods or knockoff copies are purchased and displayed by those who do not want to, or are unable to, pay for the genuine item.
Narcissistic supply[edit]
See also[edit]
 1. ^ Cherrington, David J. (1994). Organizational Behavior. Allyn and Bacon. p. 384. ISBN 0-205-15550-2.
 5. ^ a b Murray, Geoffrey (1994). Doing Business in China: The Last Great Market. China Library. ISBN 1-873410-28-X.
 6. ^ Winter, Ian C. (1995). The Radical Home Owner. Taylor & Francis. p. 47. ISBN 2-88449-028-0.
 7. ^ Hill, Marcia; Esther D. Rothblum (1996). Classism and Feminist Therapy: Counting Costs. Haworth Press. p. 79. ISBN 1-56024-801-7.
 8. ^ a b Donna D. Heckler; Brian D. Till (10 October 2008). The Truth About Creating Brands People Love. FT Press. p. 23. ISBN 978-0-13-270118-1. Retrieved 10 September 2013.
 9. ^ Rebecca Ross Russell (5 June 2010). Gender and Jewelry: A Feminist Analysis. Rebecca Ross Russell. p. 89. ISBN 978-1-4528-8253-6. Retrieved 10 September 2013.
 13. ^ Alexander Greyling. Face your brand! The visual language of branding explained. Alex Greyling. p. 94. ISBN 978-0-620-44310-4. Retrieved 10 September 2013.
 14. ^ Said Baaghil (9 January 2013). Glamour Globals: Trends Over Brands. iUniverse. p. 50. ISBN 978-1-4759-7167-5. Retrieved 10 September 2013.


text:
Nintendo's Animal Crossing: New Leaf features a handful of leisurely activities to enjoy, chief among them fishing. There's always a great opportunity to catch one of many species that automatically appear in your encyclopedia, and it's our goal to help fill it with these fishing tips.
-You can't go fishing without the rod. Purchase one at Nookling Junction for a mere 500 bells. Upon leaving, equip it by accessing your inventory on the touch screen and select the fishing rod, which should instantly appear in your character's hand.
-To fish, be on the lookout for dark silhouettes in the water. Approach and tap the A button to cast. Always remember that the lure must be in front of the creature's head for the fish to notice it. Then wait for the fish to swim near the lure.
This part is most important. The fish will hit the lure up to five times. During which, the lure may go underwater. If this happens, immediately press A to reel it in.
-Pressing A is no guarantee you'll catch a fish. It's all in the timing.
-You don't need to rapidly press A to reel in a fish. One tap will do it.
-You don't have to stand right on the edge of the beach or grass to cast. You can move back a bit. That said, you must face the water in order to fish.
-Running too close to water will scare fish away.
-It's possible to catch other creatures like frogs and crawfish. You may even reel in a tin can.
-You can sell fish to Re-Tail for profit or donate these creatures to the Museum on Main Street.
-Caught fish automatically appear in the encyclopedia, which you can access from the touchscreen. Select the desired critter to view the season it appears (year-round, summer, etc.), the location where it was caught and record size.
-Selling fish to Re-Tail does not have any effect on the encyclopedia's contents. Once a fish is caught, it's there forever unless you delete the save file.
-Some villagers may ask to trade a valuable item for a specific fish. This decision is entirely up to you. You'll know a villager wants to trade if a musical cue plays as you pass by.
-Visit Tortimer Island to catch more exotic species. You can even purchase a wetsuit and go for a swim, whereupon which you're able to dive and pluck fish from the sea. Look for bubbles that signify a creature's beneath the surface.
More Animal Crossing Features


Domain Chair:
Prof. Trevor Smart
Domain Coordinator:
Dr Matt Wakelin
Communication and Events Officer:
Rachel Heatley
Cognitive Neuroscience
Side Image - Cognitive
Cognitive neuroscience seeks to find out how higher mental functions such as perception, memory, attention, emotion and decision-making are related to neural activity.
UCL Neuroscience has one of the largest groupings of cognitive neuroscience researchers in the world. Their research on how mental processes relate to the human brain spans both health and disease and studies both children and adults. Progress in cognitive neuroscience research depends on the availability of specific tools and resources that allow researchers to provide converging evidence from different experimental techniques.
At UCL, many powerful and novel techniques are used to study mental processes in the human brain behavioral experiments to study perception, thought and action; functional imaging techniques such as functional magnetic resonance imaging (fMRI) or magnetoencephalograhy (MEG) to study the brain mechanisms underlying higher cognitive processes; transcranial magnetic stimulation to probe the effects of transiently disrupting brain function; and neuropsychological methods to investigate how brain damage can impair cognitive function.
Cognitive neuroscience research takes place in many locations and clinical settings around UCL but two particular foci of activity are the Wellcome Trust Centre for Neuroimaging and the UCL Institute of Cognitive Neuroscience, both in Queen Square. The Wellcome Trust Centre for Neuroimaging is a large internationally recognized scientific centre of excellence for functional neuroimaging with three research-dedicated MRI scanners and an MEG suite used by researchers across UCL. The UCL Institute of Cognitive Neuroscience is a thriving interdisciplinary research centre that brings together cognitive neuroscience researchers from many different backgrounds across UCL with a common interest in understanding human brain function.


Reference : The Scrutiny of Brexit in National Parliaments: Germany, Luxembourg and the Czech Rep...
Parts of books : Contribution to collective works
Law / European Law
The Scrutiny of Brexit in National Parliaments: Germany, Luxembourg and the Czech Republic Compared
Buth, Vanessa []
Kaniok, Petr mailto []
Brexit and Democracy
Christiansen, Thomas mailto
Fromage, Diane mailto
Palgrave Macmillan
[en] Brexit ; European Union ; United Kingdom ; parliament ; scrutiny ; Luxembourg ; Czech Republic ; Germany
[en] The outcome of the Brexit referendum has led to a highly mediatized battle of power between the British government and parliament over how much influence the latter can exert over the British position in the negotiations with the European Union (EU). At the same time, the role of parliaments in the remaining member states has received virtually no public attention, despite the fact that the stakes are also high for their publics. The aim of our chapter is to shed light on dynamics of parliamentary control of Brexit in the remaining member states through a comparative study of the German, Czech and Luxembourgish parliaments. Each of these member states has one or several key interests at stake in the negotiations, such as exports, the financial sector and future contributions to the EU budget (Germany, Luxembourg), or migration to the UK and the maintenance of EU policies and their budgetary health (Czech Republic). The three cases represent geographical diversity and differently sized countries, to take into account different levels of governmental influence over the Brexit negotiations. The study will focus on the formal powers of parliaments, their actual mobilization and the key dynamics that mark their scrutiny of the Brexit negotiations.
Negotiating Brexit
The original chapter is published by Palgrave Macmillan here:
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text:
result the development of pre-cancerous cells was reduced by 41-52% in the colon and 27-67% in the liver. Also, the pre-cancerous lesions in the liver were reduced by 85-91%.
There are many ways to cook Brussels sprouts, but it is best to quickly steam or boil it in order to preserve its nutritional value. The main problem when cooking Brussels sprouts is to avoid overcooking in order to prevent the release of bad smells (caused by sulphurous compounds) and loss of nutritious elements.
4. Lima Beans
Very popular in the United States, Lima beans are part of the fabaceae family. Their place of origin is uncertain, but it is believed that they came from the South American country of Peru (the capital of Peru is Lima, from witch this vegetable gets its name) or Guatemala.
The seeds of Lima beans usually have a green or cream color, with a sweet potato-like taste and a grainy, but creamy texture. Among the many varieties of Lima beans, the most common is the Fordhok, also known as butter-beans. Lima beans are very high in molybdenum, tryptophan, dietary fiber and manganese. Also, this vegetable is a good source of folate, potassium, and iron. As we can see in the following list, Lima beans contain a series of nutrients, very helpful to the body. For example, in 100 g of lima beans you can find the followings:
Dietary fiber: 19.0g
Thiamin (vitamin B1): 0.507mg
Riboflavin (vitamin B2): 0.202mg
Niacin (vitamin B3): 1.537mg
Vitamin B6: 0.512mg
The source of the data is the USDA National Nutrient Database for Standard Reference.
Like any other beans, Lima beans are very rich in dietary fiber. Due to this nutrient, this vegetable lowers the cholesterol and prevents blood glucose (blood sugar) from rising to high. This is very useful for diabetics or people suffering of hypoglycemia.
The trace mineral, molybdenum, found in Lima beans is a component of the sulfite oxidase. This substance is an enzyme that detoxifies sulfites. Sulfites are preservatives used in salads that may cause rapid heartbeats, headaches or disorientation. People may have sensitivity to sulfites because of insufficient sulfite oxidase. 86.5% of the daily requirement of molybdenum can be provided by a cup of Lima beans.
According to the Archives of Internal Medicine, foods that are high in fiber, such as Lima beans can prevent heart disease. A study performed in America (for 19 years) concluded that eating 21 grams of fiber daily, lowers the risk of coronary heart disease by 12% and cardiovascular disease by 11% as compared to eating only 5 grams of fiber every day.
The folate in Lima beans also has cardiovascular benefits by reducing the levels of amino acid called homocysteine. High quantities of homocysteine in blood can cause heart attacks, strokes or peripheral vascular diseases. It is known that eating the total daily requirement of folate lowers the risk of heart attacks by 10%.
Besides fiber and folate, Lima beans have another nutrient that helps the heart: magnesium. This keeps the veins and arteries relaxed and smoothens the flow of blood through the body. Deficiency of magnesium is often associated with heart attacks. A cup of lima beans can offer 20.2% of the daily value of required magnesium.
Combined with whole grain, like brown rice or whole wheat pasta, Lima beans offer about the same quantity of protein as meat or other foods high in calories or fat that could increase your cholesterol level. In fact, a cup of Lima beans has 29.3% of the daily requirement of protein (14.7 grams).
Like Lima beans, peas are part of the fabaceae family. Peas come in many forms, each one having a delicious sweaty flavor, a smooth texture and lots of vitamins and minerals. The most common variety of Peas, are the Green Peas (also known as Garden Peas).
Peas have a very old and interesting history. It seems that Chinese were the first ones to taste this delicious vegetable in year 2000 BC. Through time, peas spread in Asia and Europe. Also, there are mentions of peas in the Bible and evidence that proves that this vegetable was worshipped in Egypt, Greece and Rome. The great producers of today's peas are the United States, Great Britain, China, Hungary and India.
Peas are quite famous in the genetics community. In the year 1866, the monk and biologist Gregor Mendel published his ideas on heredity. By a selective cross-breeding on common pea plants, Mendel came to conclude his observations in two principles: the principle of segregation and the principle of independent assortment. These two principles of inheritance are today's modern science of genetics.
Green peas are rich in vitamin C, vitamin K, magnese, dietary fiber, vitamin B1 and folate. Here is the nutritional profile of 100 grams of raw green peas provided by USDA National Nutrient Database for Standard Reference:
Dietary fiber: 5.1g
Vitamin C: 40.0mg
Thiamin (vitamin B1): 0.266mg
Riboflavin (vitamin B2): 0.132mg
Niacin (vitamin B3): 2.090mg
Vitamin B6: 0.169mg
Vitamin A: 765IU
Vitamin K: 24.8mcg
The high amount of vitamin K1 from green peas makes them very important for your bone health. This vitamin activates a protein called osteocalcin. Without this protein, the absorption of calcium in the bone would not be possible.
In addition to the upper mentioned effects of green peas on calcium absorption, this vegetable is rich in folic acid and vitamin B6 that work together to reduce the levels of homocysteine. Besides affecting the cardiovascular health, this amino acid can conduct to poor bones and osteoporosis by obstructing collagen cross-linking.
Green peas are an excellent way to increase your energy. The vitamins B1, B2, B3 and B6 from green peas are necessary for the metabolism of carbohydrates, proteins and lipids. The iron is necessary for blood cells. Deficiency of iron can result in anemia, fatigue or a week immune system.


Re: CSS3 Paged Media Draft
From: Ian Hickson
Date: Wed, 29 Sep 1999 00:12:58 +0100 (BST)
To: Robert Stevahn
cc: _EMAIL_
Message-ID:
 1. string-set should take comma separated list.
 2. open|close-quote should be expanded in content not in string-set.
 3. hidden-policy is a good idea.
 4. _USER_/_USER_ rules need their scope defined.
 5. proposal for 'counter-step'.
On Tue, 28 Sep 1999, Robert Stevahn wrote:
> Please have a look at this new draft and provide feedback via www-
> style. Thanks in advance!
It looks great!
A few comments on Named Strings:
1.'string-set' should take a comma separated list of [identifier
(string)] because otherwise you can't make an element create more than
one string.
This would be important in a dictionary, where each page has a
first-word and a last-word header:
 _USER_ first { page-policy: first; }
 _USER_ last { page-policy: last; }
 dt { string-set: first content(), last content(); }
 _USER_ {
 _USER_ first-word {
 content: string(first);
 vertical-align: top;
 text-align: left;
 _USER_ last-word {
 content: string(last);
 vertical-align: top;
 text-align: right;
2. What are the exact semantics of 'open-quote' and 'close-quote' in
the context of the string-set property? When is the nesting counter
reset? To what is it relative?
For example, what quotes would be on the following?:
 :root { quotes: "1" "1" "2" "2"; }
 Q:before { content: open-quote; }
 Q:after { content: close-quote; }
 Q { string-set: quote open-quote content() close-quote; }
 X { content: string(quote); }
Would an element X have the content "1quote1" or "2quote2"?
What about here?:
 X { content: open-quote string(quote) close-quote; }
Would X read "11quote11" or "12quote21"?
I would suggest that the value of'string-set' should not be
"dereferenced" until the string is used (apart from attribute values
and element content, obviously), and so the quote nesting would be
based on what is going on where the string _is used_.
This seems to make more sense than expanding the string immediately,
and thus using the quote level at that point, or -- even worse --
assuming that the quote level is always "0" at the start of the
'string-set' property.
This _must_ be specified somewhere in the spec or you can guarantee
that the first two UAs to implement this will do it differently...
3. I think 'hidden-policy' is actually a good idea. (Yes, I know this
goes back on what I said before.)
The'string-set' property has been used to grab the value of the
 and tags. If this is the case, then we will no longer
be able to use display:none to hide the element. This seems
silly to me. I very much like the idea of making counting of counters
and setting of strings possible on non-box-generating elements.
In any case, "content:''" can conceivably end up creating an anonymous
empty inline element [1], and this would result in excess whitespace.
Using display:none guarantees that the layout will not be affected.
Using 'page-policy' does not make the situation worse than now: we
already have to have code checking to see if an object is generating a
box before we increment the counter. So, all this property would say
is that this check need only be made if the hidden-policy property was
"hidden" -- otherwise, 'display' is completely irrelevant (and we would
then be avoiding interactions with the 'display' property).
4. What is the scope of the _USER_ and _USER_ rules? I assume that
they follow normal cascade rules and so only the last one has any
effect. This would mean that the following:
 _USER_ headers { list-style-type: lower-roman; }
 h1,h2,h3,h4,h5,h6 { counter-increment: headers; }
 _TAG_ > hcount { content: counter(headers); }
 _USER_ headers { list-style-type: decimal; }
...would replace the "hcount" element by a decimal number, not a roman
numeral. The alternative is to use the most recent specified relevant
_USER_ at the point that counter/string is used. Again, this must be
specified in the spec, as otherwise it will be unclear.
From an implementation and DOM point of view, I would guess that it
would be a _lot_ easier if we used the final, cascaded value of
_USER_ and _USER_ rules, and not the rule "at that point". This is
identical to the way page box at-rules work, and is because unlike the
at-rules like _USER_, _USER_, and _USER_ (which must all appear
at the top of the stylesheet), the effect of _these_ at-rules depends
very much on the document and are thus still important _after_ the
stylesheet has been parsed.
5. While we are at it, why not add a 'counter-step' property to the
_USER_ at-rule? This would specify by how much the counter should
increase each time. For example:
 _USER_ decades { counter-step: 10; }
 h2="Decades" + ol { counter-reset: decades 1890; }
 h2="Decades" + li { counter-increment: decades; }
 h2="Decades" + li:before { content: counter(decades) ": "; }
 li:before { display: marker; }
...would display this list:
... like this:
 1900. abc
 1910. def
 1920. ghi
 1930. jkl
...and so on. This would be cool, and presumably really easy to
(BTW, yes, I know the syntax I used for content matching is not the
one in the latest draft. I will be proposing some slightly more
thorough selector syntax extensions in a few days and in that proposal
the "content exact match" is specified by ="xyz", much like with
attribute selectors. You can see a very very very early draft of this
document on the web at:
...but warning, this document is being edited daily and is absolutely
not ready yet. Comments are, of course, welcome. Especially from the
WG members working on the selector module... hint hint... :-) )
Ian Hickson
[1] If Kipp or David are reading this, they may relax. I am not going
to suggest the virtual-anonymous-empty-generated-inline-boxes idea...
Received on Tuesday, 28 September 1999 19:13:01 GMT


text:
As Fisheries and Oceans Canada moved towards implementing Integrated Management in the North and Central Coasts of British Columbia, several options were evaluated for the placement of administrative boundaries. This report reviewed three proposed boundaries that span the Central and North Coasts, and made note of one other in the Central Coast (Figure 1). From these inputs two recommendations were developed:
- The North – Central LOMA should extend from the Alaskan boarder southward to the vicinity of Seymour Narrows, but should not include Bute or Toba inlets. Brooks Peninsula should represent the southern boundary on the west coast Vancouver Island. The base of the shelf slope should be the western boundary and the coastal watersheds should represent the eastern boundary.
- The deep sea offshore region should be treated as one contiguous LOMA. It would span all of BC's deep offshore waters from Alaska to Washington State, and extend from the base of the shelf slope seaward to the 200 nautical mile limit of the Economic Exclusions Zone.
During the study it was recognized that any boundary in the marine realm, no matter how well placed, will contain human activities and ecosystem features and processes that are connected to areas outside of these artificial lines. Consequently, we suggest that regardless of where Fisheries and Oceans decides to delineate its North – Central Integrated Management area, it is imperative that there be administrative mechanisms that link to adjacent planning areas.
Ardron, J.A., Paul, B.M. & Picard, C.R. 2004. Evaluation of large ocean management area options for British Columbia's North-Central Coast. Report Completed for Oceans Branch, Fisheries and Oceans Canada by the Pacific Marine Analysis and Research Association (PacMARA). 124 p.


Genuine political commitment needed to protect press freedom
World Press Freedom Day
Strasbourg 02/05/2019
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Genuine political commitment needed to protect press freedom
But, above all, it is crucial to change the current political discourse which very often portrays the press as an enemy. It cannot be stressed enough that political leaders, opinion makers and influencers bear the duty to avoid engaging in or promoting hostile speech and actions against journalists. They should protect the press as an asset of democracy, not hamper the work of journalists.
At stake here is not only the future of the press, but that of the democratic fabric of our societies. A free and safe press underpins democracy, the rule of law and human rights, which cannot exist without journalists who uncover abuses, inform citizens and hold those in power to account.
Protecting the press means safeguarding our freedoms and our rights. The less press freedom and diversity we have, the less democratic our society becomes. It is therefore high time that political leaders show more resolve in protecting the press."


Warning over 'DPD' scam text - here's what to do if you receive a fake delivery tracking message
Wednesday, 21st July 2021, 4:48 pm
What you need to know about the scam text (Photo: Shutterstock)
Over the course of the Covid-19 pandemic, shoppers across the country became more dependent on parcel delivery services such as Royal Mail, DPD and Hermes while we stayed indoors.
However, this change in shopping behaviour has resulted in a new wave of scams thought up by criminals, with the latest warnings advising shoppers to be wary of fake delivery emails and texts from DPD.
Action Fraud says that by December 2020, £242k was lost to fake DPD emails and texts.
This is what you need to know.
What's the scam?
The scam entails sending a text that claims that DPD attempted to deliver a package to you, but was unable - and there therefore is an outstanding fee to pay for arranging a redelivery.
The message then usually contains a link that instructs victims on how to set up a redelivery for their parcel, and how to pay the outstanding fee.
If you go ahead and make the payment, you'll then receive a phone call a few days later from someone claiming to be from your bank to inform you of suspicious transactions on your account.
Criminals undertaking this scam are able to use something called "spoofing" to make it seem like the text or phone call is genuinely coming from the bank.
The victim is then told that their bank account could be compromised, and are instructed to transfer their money into what they think is a secure alternative account to prevent further loss.
However, in reality, the victim has transferred their money into an account which is under the fraudsters control.
In some cases, criminals are able to gain enough personal information and security details during the phone call with the unsuspecting victim that they are actually able to take out a loan in the victim's name - and then, again, transfer the loan to an account that they control.
How can I spot a scam text?
DPD says you can spot a fake text by looking at the following characteristics:
 - Poor language - keep an eye out for badly written sentences with spelling or grammatical mistakes
 - Lack of personal salutation - rather than using your name, you will be addressed as "customer" or "sir/madam"
 - Obscure links - always be wary of links in texts that urge you to click on them, and you should always double check where the link will be sending you
If you're unsure about a text for whatever reason, it's always best to err on the side of caution.
Don't click any links and instead visit the DPD website to get help regarding the delivery status of your parcel.
A DPD spokesperson said that DPD would never "get consumers to send money for parcels to be redirected or re-delivered" and that it would never "ask consumers to give us their bank details".
What should I do if I get a fake text?
If you've received a scam text, do not click any links or follow any instructions contained within the message.
Action Fraud says that if you've received a scam text, you can forward the message to 7726, which spells SPAM on your keypad.
What should I do if I've clicked a link or paid money?
If you acted upon the message sent to you that you think might be a scam, you should contact your bank immediately to let them know what has happened and discuss your next steps.
You can also report it to Action Fraud online, or by calling 0300 _PHONE_ as soon as possible.
For those in Scotland, you can report the scam to Citizens Advice and you can call the police on 101 if you've transferred money in the last 24 hours.


text:
Identifying Theme Through Close Reading
Kelly Johnson helps her students determine the theme of the book they have been reading—Breath, Eyes, Memory by Edwidge Danticat—by supporting them with a close reading strategy.
Teacher: Kelly Johnson
School: Health Sciences High and Middle College, San Diego, CA
Lesson Topic: Close Reading of Breath, Eyes, Memory by Edwidge Danticat
Lesson Month: February
Number of Students: 38
Other: Health Sciences High and Middle Colleges is a health-focused charter school.
Featured Lesson's Student Goals:
- Content objectives – Determine the theme in the opening chapters of the novel Breath, Eyes, Memory
- Literacy/language objectives – Use text evidence and sentence frames to write and talk about the theme of the opening chapters
- Engagement/interaction objectives – Work respectfully with peers in pairs and at tables
Common Core State Standards for English Language Arts
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
The focus of this 25-day unit was the overall school essential question: Is freedom ever free? The unit was taught in the third quarter of the year, and the close reading lesson on Breath, Eyes, Memory by Edwidge Danticat occurred at the beginning of the unit.
Before the Video
Ms. Johnson's class read and discussed the first two chapters from Edwidge Danticat's Breath, Eyes, Memory as a read-aloud. Ms. Johnson focused on the Haitian culture in order to give students some background information about life in Haiti. They also watched some short video clips about Haitian cultures, food, and traditions. For Chapters 1 and 2, students responded in journals, noting what they were learning about the characters, life in Haiti, etc. Since this was the beginning of the unit, the class was building foundational knowledge and getting a feel for the text and topic they were going to examine closely: Is freedom ever free?
During the Video
Ms. Johnson started the class by reviewing the previous two chapters of Breath, Eyes, Memory and then engaged students in partner and table talk. Students reviewed their written notes from previous days. As a refresher, Ms. Johnson passed out small plastic bags to each table that contained character descriptions and phrases. Students worked in small groups and matched the descriptions and phrases to the characters in the book. Ms. Johnson then asked her students what theme was beginning to emerge from the book, and they shared out as a class.
For the next part of her class, Ms. Johnson did a close reading lesson. Students first read independently the selected excerpt from Breath, Eyes, Memory. They annotated the passage for text evidence that helped them understand or question the text. Students read with the purpose of determining the theme of the passage. After their initial reading, Ms. Johnson asked her students text-dependent questions: What is this passage about? What evidence from the text tells you this? What might be the theme of this passage? Students returned to the text and engaged in partner and whole-class discussions.
During the second reading, Ms. Johnson asked students to pay attention to certain words or phrases the author used to help the reader understand the theme or message. Ms. Johnson asked more text-dependent questions to push students back into the text to uncover the meaning of the passage. Students then wrote paragraphs about the theme and meaning of the book from the perspective of one of the novel's characters.
After the Video
Ms. Johnson continued to talk more about understanding theme and had students share some of their writing. Students also continued reading the novel chapter by chapter, chunk by chunk, in order to make sense of the essential question: Is freedom ever free? As they examined each section of the text, students took notes, discussed them in pairs and at tables, read additional articles, and wrote an essay answering the essential question.
Ms. Johnson created the word sort slips that included the characters' names and characteristics, copied the close reading text on legal-sized paper (in order to give students room in the margins to annotate), and formed deliberate groups (attending to language and literacy proficiencies) for intentional conversations.
Students needed to be familiar with the accountability and expectations of talking in pairs and in groups and then sharing ideas with the whole class. They also needed to be familiar with reading complex text and digging deeper in their analysis of text.
Ms. Johnson began her lesson with a tangible, hands-on activity where students matched characters with vocabulary words on slips of paper that characterized them. This gave her students the language they ultimately needed to provide evidence from the book and for their writing assignment on theme and characters. Ms. Johnson had a range of readers in her classroom, and many of her students were not fluent readers. During the read-aloud, Ms. Johnson modeled fluent reading and paused to ask questions to check for understanding. She scaffolded and broke down vocabulary words during close reading. She also provided a language frame for support.
Students worked in small groups with the word-sort activity and close reading.
Resources and Tools
- Breath, Eyes, Memory by Edwidge Danticat
- Breath, Eyes, Memory passage and highlight handouts
- Document camera
During close reading, Ms. Johnson walked around the room and noticed what students were highlighting and annotating. She also noted if students were using academic language, the accuracy of their understanding, and any misconceptions they had. She directed the rest of the lesson based on what she saw and heard. She also checked in occasionally to ask students what they were thinking. She looked at their close reading papers to see what students had written to get a sense of how much they understood the theme and if they had the evidence to back up what they wrote. Ms. Johnson did an error analysis on their paragraphs to determine what students understood well and what needed to be retaught, and to whom.
Students read each other's paragraphs to get a more complete understanding of the theme of the text from different characters' points of view. Students also wrote their reflections on their participation in groups and pairs for the day, reflections on their thinking about the text, and plans on how they can be more collaborative during conversations in the future.
Students wrote a formal typed argumentative essay answering the essential question—Is freedom ever free?—that included claim, evidence, warrant, and counterclaim.


text:
This is a great way to keep a record of your riding lesson students' progress by writing an evaluation after each riding lesson they take. The first page has a date of their lesson, their name, horse they rode, an overview of the gaits they did, the jumping they did, strength and weaknesses you observed, a large section for your lesson summary that day or any notes. The second page provides a simple rider evaluation form and covers unmounted skills, mounted skills and a evaluation of the fit with the horse they rode that day. It also includes a blank version so you can write in the values for the bubble sheet.
This student record is a simplified version of our Riding Instructor Lesson Planner pack. If you want something to help you plan riding lessons for a specific rider check, a blank rider evaluation sheet or a more thorough review of a rider's lesson, then it may be a better fit for you.
Do you have a large lesson barn? Need something faster or to help with a much larger group of riding lesson students? Try our Student Overview Journal pages in landscape format to keep track of a larger number of students' progress or for use with multiple riding instructors.


text:
Boys over the ages have worn a variety of shirt collars. Sometimes just like their dads. Other times there were special juvenile styles. Collars were often worn open, especially by younger boys in the early 19th century. Gradually as the century progressed buttoned collars became more common. By the end of the 19th century, several collar styles were worn with bows, in some cases large floppy bows. These large bows were particularly prevelent in America.
The boys collars has varied substantially over time. Boys' collars like men's collars rise and fall with fashion trends. The widths and shapes of collars have fluctuated with neckwear trends. Collars in the mid-19th century tended to be very small. This contrasted with the very large collars worn in the late-19th century. The huge floppy bows worn in the late-19th century rather overwealmed all but the largest collars. In some eras, boys' collars were identical or similar to men's collars, such as 18th Century jabots or moddern buttondowns. In other times they were different, such as sailor collars and Fauntleroy lace collats. Another important collar was the Eton collars worn in the late 19th and early 20th century. These were detachable collars. After World war I boys normally wore shirts with attached collars.
Shirts and waists for boys by the mid-19th century had collars or went up to the neckline. We notice a variety of garments for younger boys in the early 19th century that had low necklines without any kind of collar. These outfits included dresses, blouses, and skeleton suits and were worn bu boys both beforte and after breaching. Generally boys wore these low-neckline garments up to about age 6 years, although we hasve seen older boys wearing them, especially boys that had not yet been breached. A good example here is an unidentified American boy who had his portait painted in a skeleton suit, probably in the 1810s. We also note unidentified English children probably in the 1810s-20s.
We notice two types of what we call differetiated collars. There may be different terms for these collars. Hopefully ourcreaderswill know more about this topic. We notice many boys with collars done in a differet material than the rest of the shirt. Commonly these are different styles of white collars, including ruffle, as well as pointed and rounded collars. Modern blouses shirts are of course done with the collar as an integral part of the garment. Some modern colored shirts are done with white collares and some times cuffs, but this was is a stylistic measure. The shirts we see with white collars in the 19th century were done like this primarily as a laundry measure. Laundry without machines and modern detergents was an onerous, labor intensive activity. And as the collar was the part of the shirt that got dirty fastest, it w easiet tob have a white collar added to the shirt rather than made as part of the shirt. White material could be laundered easier thn colored material because bleach could not be added. There are different types of these duiffeentiated cillars, sewn-on, inned-on, and detachable. Ruffs were a specialized form.
Boys' fashions have included a wide variety of collar styles. The collar was one one of the most important features of boyhood clothes. It was use as an age differentiation accessory. A boy might wear a ruffled collar and large bow with a suit, but then to show his growing maturioy wear the same suit with an Eton cvollar. It is now much less common. Important collar styles have included: buttoned down, Eton, lace, Peter Pan, Pilgrim, ruffled, sailor and many others. Many of these styles have persisted for long periods. Some have evolved from military styles. Some have been worn by girls and women, while others have evolved from men's styles. Some have been first worn by boys and then appropriated for girls' wear. Some of these collars, especially Etons were detachable collars, others always worn as an integral part of a shirt or blouse.
A dickey (alternativeky spelled "dickie") is a garment that looks like the front of a collar or shirt, but is worn as a separate garment. There are many different types of dickies. Some were just small front pieces. Others were jacket like vests. Others were "T"-shirt like garments or turtle-neck shirts for cold weather wear. The dickie most associated with boys' wear is the sailorsuit dickie, but other dickies have also been worn and children's dickies are still available. They modern dickies are primarily worn for cold weather. An example is a knitted dickie which is a collar piece extending just down enough to serve as a kind of scarve. Some are done like sleeveless weaters. Dickies were also used as ceremonial dress by military units. This was of course not common for boys' wear, but may have been used by some youth groups.
Fashion advisors maintain that collars are "strategic frames" for the face. Most fashion experts report that for the best results, collars should be matched to theindividual's bone structure and neck size. Individuals with a narrow face look best with a high collar of moderate spread. Such individuals should avoid long collars worn with narrow ties. Individuals with a broad face and full neck look best in a low collar just covering the collar bone. Such individuals look good with regular or straight point collars. Of course mothers often have chosen collars that correspond to popular fashions rather thjan those that are best suited to theie sons.
White collars were very common in the 19th and early-20th century. This was especially the case for the detachable collars that appeared in the mis-19th century. We are not entirely sure why white was so popular. Fashion may have been a factor. Laundry was another factor. The collar wasthe part of the shirt that soiled the most readily. White clothes were the easiest to launder because bleech could be used. Bleach of course could spoil colored or patterned clothes and collars. The laundry problem is why detachable collars became so common. Laundry was a major problem in the 19th and early-20th century because laundry spaps and mechincal washers were not available. Women commonly had to devote an entire day to launfdry and people wore clothes longer without washing because laundrey was such a drugery. While white was the nost common, we do see some colored and patterned collars. A good example of patterened collars are the collars worn by two of the Harper boys
A shirt expert suffests that when selecting a shirt, the collar size should be measured just below the Adam's Apple with one finger slipped inside the tape. This results in a smart look with a collar that is firm on the neck, but very comfortable.
We have begun to collect individual country pages describing country trends. So far we have pages on America, England, France, and Germany. There are of course many similarities, but we notice some destinctive national features.
Collars were commonly used in the late 19th century as age specific clothing. Thus as a boy got older the style of the collar he wore with his suit changed significantly with his age. As a boy grew older he progressed to different styles of both suit and collar. This was common through much of the 19th and early 20th century. The conventions here were widely accepted in America and throughout Europe. There were some differences in the collar styles popuklar in different countries and over time. We note that some boys wore the same suit for several years, but the type of collar and neckwear was changed as he got older. There are numerous examples of this archived on HBC. We note other conventions such as the buttoning the collar even when not wearing neckwear.
Navigate the Historic Boys' Clothing Web Site:
[Introduction] [Activities] [Artists] [Biographies] [Chronology] [Clothing styles] [Countries] [Photography]
[Bibliographies] [Contributions] [FAQs] [Glossaries] [Images] [Registration] [Tools]
[Boys' Clothing Home]
Navigate the Historic Boys' Clothing Web chronological pages:
[The 16th Century] [Early 1800s] [The 1870s] [The 1880s] [The 1890s]
[The 1900s] [The 1910s] [The 1920s] [The 1930s] [The 1940s] [The 1950s] [The 1960s] [The 1970s] [The 1980s]
Navigate the Historic Boys' Clothing Web style pages:
[Dresses] [Smocks] [Bows] [Bodice kilts] [Kilts] [Sailor suits]
[Eton suits] [Blouses] [Ring bearer/page costumes] [Fauntleroy suits]


text:
In addition to the above parameters, the SRM agent supports additional configuration variables. Each of the variables described in this section is both an OTcl class variable and an OTcl object's instance variable. Changing the class variable changes the default value for all agents that are created subsequently. Changing the instance variable of a particular agent only affects the values used by that agent. For example,
Agent/SRM set D1_ 2.0 # Changes the class variable; $srm set D1_ 2.0 # Changes D1_ for the particular $srm object only;
The default request and repair timer parameters for each SRM agent are:
Agent/SRM set C1_ 2.0 # request parameters; Agent/SRM set C2_ 2.0 Agent/SRM set D1_ 1.0 # repair parameters; Agent/SRM set D2_ 1.0It is thus possible to trivially obtain two flavors of SRM agents based on whether the agents use probabilistic or deterministic suppression by using the following definitions:
Class Agent/SRM/Deterministic -superclass Agent/SRM Agent/SRM/Deterministic set C2_ 0.0 Agent/SRM/Deterministic set D2_ 0.0 Class Agent/SRM/Probabilistic -superclass Agent/SRM Agent/SRM/Probabilistic set C1_ 0.0 Agent/SRM/Probabilistic set D1_ 0.0In a later sectionSectionsec:extensions, we will discuss other ways of extending the SRM agent.
Timer related functions are handled by separate objects belonging to the class SRM. Timers are required for loss recovery and sending periodic session messages. There are loss recovery objects to send request and repair messages. The agent creates a separate request or repair object to handle each loss. In contrast, the agent only creates one session object to send periodic session messages. The default classes the express each of these functions are:
Agent/SRM set requestFunction_ "SRM/request" Agent/SRM set repairFunction_ "SRM/repair" Agent/SRM set sessionFunction_ "SRM/session" Agent/SRM set requestBackoffLimit_ 5 # parameter to requestFunction_; Agent/SRM set sessionDelay_ 1.0 # parameter to sessionFunction_;The instance procedures requestFunction../ns-/srm.tclAgent/SRM::requestFunction, repairFunction../ns-/srm.tclAgent/SRM::repairFunction, and sessionFunction../ns-/srm.tclAgent/SRM::sessionFunction can be used to change the default function for individual agents. The last two lines are specific parameters used by the request and session objects. The following sectionSectionsec:architecture describes the implementation of theses objects in greater detail.
Tom Henderson 2011-11-05


text:
This publication accompanies the international group exhibition Mapping The Body – The Body in Contemporary Life, devoted to artistic examination of the conditions of corporeality at a time when we are seeing a steady rise in the body's economic and media appropriation, when technological progress suggests a victory over physical limitations, and there are increasing confrontations between different political, religious and cultural ideas of sexuality and gender.
How do social values, systems and technologies shape dealings with the human body? What are the relations between physicality and the development of identity and personality? In what images and formal languages is the transformation, education and disciplining of the body manifest?
Caught between creating new awareness of physicality and concern over the loss of sovereignty and autonomy, the body is a medium in the struggle between world views. Mapping the body in today's world means an investigation and exploration of globalized society, and how it is conveyed, developed and constructed.
English and German text.


Tolkien Gateway
Revision as of 05:08, 26 March 2011 by Dwarf Lord (Talk | contribs)
Physical Description
LocationSouthern Gondor
RealmsGondor, Dol Amroth
InhabitantsMen, Elves
General Information
EventsWar of the Ring
ReferencesThe Fellowship of the Ring, Quest of Erebor, The Silmarillion
Belfalas was a region of southern Gondor.
Belfalas formed a part of Dor-en-Ernil, or the "Prince's land". The Prince in question here was the Lord of Dol Amroth, who lived at the city bearing his name.
At the start of the second millennium of the Third Age, a certain Imrazôr the Númenórean lived in and ruled over the Belfalas. He married Mithrellas, a Silvan Elf of Lórien, and their son Galador became the first Prince of Dol Amroth.
The Belfalas was also home to an old Elf haven named Edhellond. Its chief city was the Prince's residence of Dol Amroth.
South of the Belfalas lay a great Bay, which was named after it the Bay of Belfalas.
During the War of the Ring, the Belfalas was raided by the Corsairs of Umbar, and therefore did not send any men to help defend Minas Tirith, until Aragorn liberated the coast with the Grey Company, freeing Gondor's southern armies to follow him north to relieve Minas Tirith.
Belfalas means coast (falas) of Bel. Bel is a Pre-Númenórean element of unknown meaning.


text:
Using Technology Designed for Mars to Look at Earth's Deserts
An international team led by JPL has used radar sounding technology developed to explore the subsurface of Mars to create high-resolution maps of freshwater aquifers buried deep beneath a desert on Earth.
Over a span of two weeks, the researchers flew a helicopter equipped with a radar sounding prototype provided by Caltech and the Institut de Physique du Globe de Paris over two well-known subsurface aquifers in northern Kuwait. The radar successfully located the aquifers and was able to probe variations in the depth of the water table and identify locations where water flowed into and out of the aquifers.
"By mapping desert aquifers with this technology, we can detect layers deposited by ancient geological processes and trace back paleoclimatic conditions that existed thousands of years ago, when many of today's deserts were wet," says Essam Heggy, the team's leader and a research scientist at JPL.
The radar sounding prototype shares similar characteristics with two instruments flying on Mars-orbiting spacecraft: Mars Advanced Radar for Subsurface and Ionospheric Sounding (MARSIS), on the European Space Agency's Mars Express, and Shallow Radar (SHARAD), on NASA's Mars Reconnaissance Orbiter. Both instruments have found evidence of ice in the Martian subsurface, but have not yet detected liquid water. The Kuwait results may lead to revised interpretations of data from these two instruments.
The study was cofunded by Caltech's Keck Institute for Space Studies and the Kuwait Institute for Scientific Research (KISR), in Kuwait City.


text:
|| Checking for direct PDF access through Ovid
Research with human subjects is essential for most clinical and social science research. As such, the ethical treatment of subjects, including the role of Institutional Review Boards (IRBs), is of paramount concern. The prevailing system of IRBs in the United States reflects an integrated approach in which research organizations have their own local IRB. Recent regulatory changes and a few high-profile problems have prompted proposals for greater investments in IRBs.We conducted regression analyses, looking at how IRB size was associated with IRB costs (economies of scale).We studied data from a cross-sectional survey.We studied IRBs at Veterans Affairs (VA) and VA-affiliated medical centers (n = 109); 81 (73%) IRB administrators completed the survey. Fourteen of the administrators had missing data and were excluded from final analysis, leaving a sample of 67.The primary dependent variable was IRB costs in 2001, which we estimated from the survey. Independent variables included IRB size measured as the number of actions (ie, number of initial reviews, amendments, continuing/annual reviews, and harms/adverse event reports) reviewed by the IRB in the last year.The results indicate that very large economies of scale exist, especially for IRBs that handle fewer than 150 actions per year.A discussion of the costs of benefits of having 3000 to 5000 local IRBs in the United States is warranted because other organizational arrangements could be economically and socially advantageous.


Fast and Furioso: Cuba's Motor Racing Revolution
Cuba's streets are literally lined with signs of change. 'For sale' placards sit in windows of cars and homes, now considered private property. Cuban Americans and tourists exchange ideas and goods with locals. Government billboards proclaim: 'The reforms in Cuba are for more socialism.' People are overwhelmed, excited, uncertain. Against the backdrop of such upheaval, a smaller but significant change has nearly gone unnoticed: the legalization of car racing.
The Cuban Revolution has always had a contentious relationship with racing. In the 1958 Cuban Grand Prix, Fidel Castro's rebels kidnapped Argentine racing legend Fangio in order to publicize their cause. During that same race, an accident killed seven spectators. As a result of these incidents and the 1959 Revolution, car racing came to be viewed as a dangerous and elitist sport in Cuba. In 1962, the sport was banned entirely.
Nevertheless, underground drag racing has thrived, and last year the Cuban people, energized by all the recent reforms, successfully pressured the government to legalize car racing again. Yet in order to have official races, Cuban car clubs were given the task of training their racers and for the past two years we have been following the start-and-stop process for a feature-length documentary.
Hendy Cobas Santana is the President of Amigos del Motor, a club dedicated to promoting a racing culture in Cuba. His mission is to take drag racing off the streets and onto the tracks. But as everything in Cuba, es complicado. Watch the video to see how he does it!
Bent-Jorgen Perlmutt, Lindsey Cordero and Armando Croda are New York-based filmmakers currently working on a feature-length documentary about Cuba's underground drag-racing community and their quest to organize Cuba's first official car race since the 1959 Revolution. To learn more about them and their film, please visit