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What Is Slow Food > Slow Food USA Blog
Posted on Thu, May 29, 2008 by Jerusha Klemperer
If you've been in a hospital recently, whether as a patient or as a visitor, you know that the saddest thing in there might be the food. Maybe you've even wondered: how can they serve this junk in a hospital? The staff nutritionists will meet with patients and tell them to eat fresh fruits and vegetables, but those things generally won't be on the hospital food menu.
Healthcare Without Harm is an international coalition of organizations that works to transform the health care sector so it is no longer a source of harm to people and the environment. They put out an encouraging press release today that reports that 127 hospitals nationwide have made significant changes in their buying practices "towards more sustainably produced, healthier choices for patients, staff and visitors" :
FOR IMMEDIATE RELEASE: May 29, 2008 8:00 A.M. ET
REPORT OUTLINES LEADING TREND IN HEALTH CARE SECTOR: HOSPITALS NATIONWIDE PURCHASING LOCAL, SUSTAINABLE FOOD
Details efforts of 127 Hospitals Nationwide in buying healthier food to promote public health
For 127 hospitals across the United States, the words "hospital food" and "healthy communities, healthy environment" are one and the same, according to a new report released by Health Care Without Harm today. The "Healthy Food in Health Care" report outlines concrete steps being taken by hospitals nationwide to change their food buying practices towards more sustainably produced, healthier choices for patients, staff and visitors. "We applaud the 127 facilities, in 21 states across the country, including some that serve over 9000 meals every day, that have pledged to source local, nutritional, sustainable food," says Jamie Harvie, National Coordinator of the Healthy Food in Health Care Initiative. "These hospitals recognize that their healthcare food dollars are an important investment in preventive medicine." The Healthy Food in Health Care Pledge outlines the steps to be taken by the health care industry to improve the health of their patients, local communities and the environment. This Pledge Report details the concrete food purchasing steps these facilities are making. For example:
- 80 facilities (70%) are purchasing up to 40% of their produce locally
- Over 90 facilities (80%) are purchasing rBGH-free milk
- 100% have increased fresh fruit and vegetable offerings
- 50 facilities (44%) are purchasing meat produced without the use of hormones or antibiotics
"By serving nutritious, local, sustainably grown food to their patients, staff and visitors, hospitals are practicing good preventive medicine," stated David Hutchinson, M.D., and President of the Minnesota Academy of Family Practice.
"The purchase of meat and poultry raised without non-therapeutic antibiotics, milk produced without recombinant bovine growth hormones, organic, whole grain and less processed foods and support for CSA's and farmers markets are important investments for the health care sector to make in the health of people, communities and the environment." "These numbers are just the beginning," adds Harvie. "This initiative is not yet a year and a half old and more hospitals are signing every month. We've jumped from 19 to 21 States and added 8 more facilities in the last month."
Hospitals around the country are linking their operations to impacts on human and environmental health, and an emerging part of this trend is increased attention to food service. Health Care Without Harm (HCWH) is not alone in its work to encourage support for local, sustainable food. In 2007, the American Public Health Association recognized the urgency of transforming our food system and passed a policy to promote environmental sustainability, improve nutritional health and ensure social justice. That same year, the California Medical Association passed a resolution that encourages hospitals to adopt policies that increase the purchasing and serving of local, sustainable food.
"By supporting local, sustainable food systems, these facilities are promoting health at the individual, community and global level," stated Harvie. "Across the country, pledged hospitals are continuously working to address the public and environmental impacts from current industrialized food production practices by sourcing nutritious, local sustainable food."
Posted on Fri, May 23, 2008 by Jerusha Klemperer
Slow Food USA has begun an exciting partnership with online food locater LocalHarvest. Local Harvest is an easy-to-use site that helps consumers all over the country find the sustainable food in their area–that means farmers' markets, family farms, CSAs, retailers who sell free range poultry, grass-fed beef purveyors, etc. Now, for the first time ever, LocalHarvest will be keeping track of producers of Slow Food USA Ark of Taste products. They announced the partnership in their April newsletter.
As they explained:
Together we will bring more attention to the role small farmers play in preserving our food heritage and protecting some of the biodiversity that is threatened by corporate scale agriculture. Central to the new partnership is a joint outreach effort. We are using the LocalHarvest database – now over 13,000 strong – to find more farmers and artisanal food producers who might be interested in producing Ark of Taste products. Many of these foods are quite difficult to find in the marketplace, and one of the main goals of the Ark program is to increase their availability, and thus their longevity.
This will help us in our efforts to bring the Ark of Taste off the page and into farms and kitchens! Already, over 600 farmers have added their Ark products to the database.
Posted on Thu, May 22, 2008 by Jerusha Klemperer
by Slow Food USA staffer Julia De Martini Day
Our beloved Snail seems to have a new (or long lost) friend in the Slug. This morning on NPR, car-pooling commuters – aka slugs – were interviewed about why they choose to find rides with strangers to speed their trips to work up rather than drive their own cars. Car-pooling allows them to ride in the fast, HOV lane (High occupancy vehicle) and save money on gas. This is not your iconic stand on the side of the road thumb in the air hitch-hiking though. It is an organized activity with its own website.
So aside from the Snail and the Slug both being part of the Mollusk family – what is the connection to Slow Food USA? Images of slow creatures helping us decrease our environmental impact a little faster!
Posted on Wed, May 21, 2008 by Jerusha Klemperer
Sunday's NY Times article about how much food gets thrown out in this country was notable both because of its thesis–perhaps now that food prices and food scarcity are on the rise, people will be ready to engage in a conversation about reducing food waste–but also for its picture.
Were we the only ones who noticed a similarity to the beautiful photographs from the 2005 book Hungry Planet? This one looks like the evil twin of those–not what we eat, but what we throw away. Chilling stuff.
A lot of that waste is institutional, of course (restaurants, schools, etc.) but there is personal waste as well. The first thing to do is to be a conscious shopper, and to try to plan for the week–making what you need and cooking/preserving/freezing the rest. If organic matter goes bad (or even if it doesn't!), you can compost it. For tips on managing household organic waste, see our February 28th posting.
Posted on Tue, May 20, 2008 by Jerusha Klemperer
"Leave our agricultural future to chefs and anyone who takes food and cooking seriously. We never bought into the "bigger is better" mantra, not because it left us too dependent on oil, but because it never produced anything really good to eat. Truly great cooking — not faddish 1.5-pound rib-eye steaks with butter sauce, but food that has evolved from the world's thriving peasant cuisines — is based on the correspondence of good farming to a healthy environment and good nutrition. It's never been any other way, and we should be grateful. The future belongs to the gourmet."
-Dan Barber, NY Times, May 11, 2008
Inspired by this quote and by the piles of asparagus at our local farmers' markets here in NYC, we polled the Slow Food USA staff members to hear what they're doing with nature's bounty.
Many of us agree that the best thing to do with asparagus is simply to grill or roast it at a very high heat. Slather it with good olive oil, plenty of salt (Maldon sea salt, says Winnie) and pepper, and cook it up.
Posted on Fri, May 16, 2008 by Jerusha Klemperer
The Board of Slow Food USA is seeking to fill a new staff position at SFUSA, that of President. The complete posting can be found here, after the jump, as well as on other job sites such as idealist.org. Please read and pass on to anyone you think fits the bill.
Slow Food USA Seeks President
Slow Food USA seeks to hire a dynamic leader who will build the organization to its full potential as the major NGO player in the American sustainable food movement. The post of President is a new position that will augment SFUSA's national leadership capacity by working closely with the Board of Directors and existing key staff, including the Executive Director. This position is being created as part of SFUSA's strategic plan and in anticipation of aggressive organizational growth. SFUSA, affiliated with Slow Food International, is a non-profit, 501(c)3 organization with its main office located in Brooklyn, NY


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Student learning outcomes—outcomes that are expected to result from specific inputs, activities, and outputs—represent the end game of Experience Learning, which seeks to enhance student learning in four particular areas:
- Students will value the importance of engaged scholarship and lifelong learning.
- Students will develop and apply knowledge, values, and skills in solving real-world problems.
- Students will work collaboratively with others.
- Students will utilize structured reflection as a part of the inquiry process.
Assessment of progress on these learning outcomes will include direct and indirect measures.

source: openbmb/Ultra-FineWeb


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ASU Electronic Theses and Dissertations
The repertoire of the saxophone has advanced significantly since its invention circa 1840. Performers are required to adapt to the demands of composers - many of whom are exploring new and unconventional sounds and techniques. Numerous texts exist to identify and explain these so-called "extended" techniques, but there are very few resources for the initial stages of performance. In order to offer performers a resource, the author of this text composed forty original etudes (or studies) that incorporate extended techniques in a variety of ways. After identifying common extended techniques that a performer might face, the author focused on four …
Murphy, Patrick Joseph, Hill, Gary, Spring, Robert, et al.
Created Date


PCL-CVS requires parts of the Elib library, version 1.0 or later. Elib can be downloaded from either the primary GNU FTP site at, or from any number of other mirror sites. Get Elib, and install it, before proceeding. It's probably also available from where you downloaded PCL-CVS, including from. Installation of the program =========================== -1. Download and install the Elib library (if it's not done yet). 0. If you're using XEmacs, you probably need Emacs' easy-mmode.el that you can find at. Copy it into the pcl-cvs source dir (it's only needed for compiling the.el files). Also, don't forget to first install the Elib library. 1. Edit the file 'Makefile' to reflect the situation at your site. The only things you have to change is the definition of 'lispdir' (usually '/usr/local/share/emacs/site-lisp' or something similar) and 'infodir' (usually '/usr/local/(share/)info' or similar). The compiled elisp files will be copied to 'lispdir', and the info files to 'infodir'. 2. Make sure you have already installed the Elib library. 3. Type 'make install' in the source directory. This will byte-compile all '.el' files and copy all the '.elc' files into the directory you specified in step 1. It will also copy the info files (and add a corresponding entry to the info-dir file if install-info can be found). If you want to install the '.el' files as well, just type 'make install_el'. If you only want to create the compiled elisp files, but don't want to install them, you can type 'make elcfiles' instead. 4. Edit the file 'site-start.el' (or default.el) in your emacs lisp directory ((i.e. the one specified above) and enter the contents of the file 'pcl-cvs-startup.el' into it. It contains a couple of 'autoload's that facilitates the use of pcl-cvs. Alternatively, you can just use 'make install_startup'. 5. If you already had copied the pcl-cvs.startup.el file to your site-start.el, you might want to check if it is still correct since autoloads might have been added/removed. How to make typeset documentation ================================= If you have TeX installed at your site, you can make a typeset manual from 'pcl-cvs.texi' by typing ''make pcl-cvs.dvi''. If you prefer a postscript version of this file, just use ''make pcl-cvs.ps''. _TAG_ @(#)v2_9_9:INSTALL,v 1.7 1999/08/30 00:09:34 monnier Exp


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Trade‐offs in the exploration of Sustainable Livelihoods: experience from a micro‐credit intervention in Nigeria
The paper discusses the Sustainable Livelihood Approach (SLA) as implemented by a Catholic Church development organisation (Diocesan Development Services; DDS) in Nigeria, including the trade‐offs involved and the meaning of 'success' with this process. SLA sets out to assess the ability of a social unit to enhance its assets and capabilities in the face of shocks and stresses over time and could be said to be a practical framework for evidence‐based intervention. DDS implemented an SLA to help provide the basis for changes planned to an existing intervention, namely micro‐credit. Given the challenges involved in SLA, DDS decided upon a number of trade‐offs to balance the significant cost in resource against what it was looking for from the process. The first driver was a perceived need from DDS to provide quality evidence to help plan changes to its micro‐credit scheme. The evidence gained from the SLA was also intended to help provide credibility when approaching major donors for support with the scheme. Secondly there was a desire to use the SLA as a means to identify and work with a group of households in an area where DDS had little prior experience on the assumption that these households could form the basis for a wider involvement with the community.
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The Surface Inspector and the Texture Browser are the tools you will be using when texuring your maps. To use the Texture Browser, simply press T. To bring up the Surface Inspector for a surface, select a brush or surface and press S.
With the controls above you can either Fit a texture to fit on a brush, or use Axial to apply it 1:1.
The buttons on top row are used for brushes, the ones on the bottom row for patches. Use the CAP button for endcaps.
Here you can change how the texture is aligned on the brush or surface selected. You can shift (scroll) the texture, stretch (zoom) it, or simply rotate it. The value in the Step boxes control how much each value is incremented as the little arrow buttons are pressed.
This is the Folder List. Here you see all found texture folders listed, double-click a folder name and you will be able to see the contents of the folder to the right.
In the Texture List
, all textures
) in the current texture folder are listed. Note that the border can be either green
or none. White
means the texture is a shader
means the texture is used in the current map, and both green
means the texture is a shader and currently in use.

source: HuggingFaceFW/fineweb-edu


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The first assignment of the quarter involves field practice in observing a public space and enumerating its various texts. For this exercise, we define text broadly and liberally as not only traditional, written textual elements but also as any non-traditional agents of communication. We chose the Husky Union Building (HUB) on the UW campus because it was close and accessible to everyone. Additionally, we reasoned that observing the same space would allow everyone to experience, and report on, very different types of texts... thus learning from one another.
Your assignment is to compile a list of 15-20 types of communication texts that you find at the HUB. By texts we mean more than just written language. Texts can be signs and other written artifacts, but they can also be other forms of communication like arrangements of furniture, architecture, lighting, seating, etc. - anything that somehow communicates a message.
Spend a couple of hours over the next week documenting some examples. Be creative in what and how you document. Take notes, pictures, look for existing artifacts; collect whatever you can think of. Explore, this is an investigative process.
The following short reports were turned in by each student. In addition to listing the types of texts that were encountered, we asked students to identify themes and patterns, speculate on possible motives, and reflect on their own research methods.
Finally, because we emphasized engagement and fun, we pasted examples of individual students' reports into a unified document. The resultant document included everyone's observations


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The Hardy Boys is a popular series of detective/adventure books for boys chronicling the fictional adventures of teenage brothers Frank and Joe Hardy. The original Hardy Boys series was produced between 1927 and 1979 by a group of authors under the pen name Franklin W. Dixon.
The Hardy Boys is a creation of the Stratemeyer Syndicate, the creators of dozens of successful book series such as the Rover Boys, the Bobbsey Twins and Tom Swift, and later, Nancy Drew. Edward Stratemeyer conceived of the Hardy Boys in 1926 with the creation of plot outlines that would become the first volume of the series. Various ghostwriters were employed, under contract of secrecy, to pen the actual stories. The first author was Leslie McFarlane, whose writing defined the literary style of the series, as well as the personalities and nuances of its characters. McFarlane authored volumes 1—16 and 22—24, which are generally regarded as the best works of the series. His 1976 autobiography, Ghost of the Hardy Boys, provides substantial background information on the series, as well as the Stratemeyer Syndicate as a whole.
From 1959 to the mid-70s, substantial revisions to the first 38 titles were made. This was done to modernize outdated vernacular, reduce story length, age the characters and remove the ethnic and racial stereotypes prevalent in many of the early books. The result of this process varied widely, with some books being changed only slightly while others had their entire plot and storyline thrown out. At any rate, the revised versions are those that are commonly found and are available here at Exodus.
The first 58 stories and the 38 revisions, along with the Detective Handbook and its revision, are considered by many collectors to form the Hardy Boys "canon."
These are decidedly not classics. The storylines are formulaic, with the two boys and their chums having all sorts of adventures—usually catapulted into a mystery by some crime or catastrophe. They track down clues, threatening the villain(s) with exposure. Eventually, they are usually captured and threatened with death. But the villain usually boasts about how the felony was committed before they somehow manage to escape and bring the police to their aid. (This is an area we appreciate: while many books have kids solving mysteries while rebelling against authority, the Hardy boys have the full support and assistance of their father and the police force.) While the books do include crimes like murder and theft, and occasionally dabble with occultic symbols, we are not too concerned about the content being dangerous for kids (for instance, occultic images are usually meant to be a scare tactic and can be explained scientifically). What we are concerned with is the triviality of the books. They are fun to read, but they are fluff, and little—either in terms of knowledge or in worldview—can be gained from them. Although we don't think it's necessary to prevent kids from reading these, we would recommend that parents keep the time spent reading them to a minimum!


Territorial abbey
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The coat of arms of a territorial abbot are distinguished by a green galero with twelve tassels and a gold crozier with a veil attached.
A territorial abbey (or territorial abbacy) is a type of particular church within the Roman Catholic Church.
Normally an abbot is the superior of an abbey (a monastery), and exercises authority over a religious family of monks. His authority extends only as far as the monastery's walls, or only to the monks who have taken their vows in his monastery. A territorial abbot - also called an abbot nullius diœceseos, Latin "belonging to no diocese", or abbreviated abbot nullius - functions additionally as the ecclesiastical ordinary for the Catholics and parishes within a defined territory around the monastery, in much the same way a bishop does for a diocese.
The practice arose in part because abbeys served the spiritual needs of Catholics who lived near the monastery, especially in mission territories. The monastery's own chapel was a space of public worship for the laity who had settled nearby, and the monks could also serve as parish clergy in churches near the monastery. The abbot of the monastery, although having received only the priesthood in the sacrament of Holy Orders, was invested with the same administrative authority under canon law as a diocesan bishop for a given territory around the abbey. Thus, with the exception of conferring ordination on priests, the territorial abbot could do almost everything a diocesan bishop would for those under his care, including incardinate (that is, enroll under his jurisdiction) even non-monastic priests and deacons for service in parishes. The territorial abbot, like other abbots and archabbots, had the right to use an episcopal coat of arms and to wear the mitre, the crosier, the ring, and the pectoral cross; if the abbot had been ordained to the episcopacy (very rare), he had the power to ordain his religious who were candidates to the transitional and permanent diaconate and to the priesthood, though they usually had to attend a seminary house of formation located outside the abbot's territory.
Though territorial (like other) abbots are elected by the monks of their abbey, a territorial abbot can only receive the abbatial blessing and be installed under mandate from the pope, just as a bishop cannot be ordained and installed as ordinary of a diocese without such a mandate.
After the Second Vatican Council, more emphasis has been placed on the unique nature of the episcopacy and on the traditional organization of the church into dioceses under bishops. As such, abbeys nullius have been phased out in favor of the erection of new dioceses or the absorption of the territory into an existing diocese. A few ancient abbeys nullius still exist in Europe, and one in Korea.
List of territorial abbeys[edit]
There are 11 remaining territorial abbeys, as listed in the Annuario Pontificio of the Vatican:
In Italy the following abbeys have been united with a diocese:
In other European countries:
 - Cluny (in Burgundy; now united with the Diocese of Autun) is the only one in France. Historically Cluny was the mother house of the Congregation of Cluny as a result of the Cluniac monastic reform of the 11th century, primarily in that it removed many Benedictine abbeys under its jurisdiction from local feudal allegiances (hence establishing their independence) and had new ones founded. It became extremely rich and influential within and beyond the Church.
Historically there have been more, such as
Sources and references[edit]
 1. ^ Cheney, David M. (2007), "Territorial Abbey of Saint Peter-Muenster", Catholic-Hierarchy.org, retrieved 2007-08-17
 2. ^ Catholic-hierarchy.org
External links[edit]


BUS 520 Leadership and Organizational Behavior Week 7 Assignment 1
 - Leader Profile (Prework for Week 9 Assignment 3) – Submit Here
 In Assignment 3: Using Leadership to Improve Ethical Performance, you will conduct an interview with someone who you consider a leader (e.g., current or former boss, a pastor or spiritual advisor, a friend who can be considered a leader, etc.). You will then use the information that you gather during the interview to write about the leadership characteristics he / she possesses. Take a few minutes to review the specific criteria for Assignment 3 before you begin creating the Leader Profile. Next, complete the following steps:
 1. Identify an individual in your community that you believe to be leader.
 1. Contact the individual to determine if he / she will be able to participate in this project for school.
 2. Schedule an appointment to conduct an interview. Assignment 3 is due Week 9, so please plan accordingly.
 Note: As you think about the type of information you will need to gather from your chosen leader during the interview, use your outline from Assignment 2 as approved by your professor to guide your interview process.
 1. Submit the following information in a Word document:
 1. Provide a brief two [2] paragraph biography of the selected person, which includes a description of the individual, his / her job title, and name the organization where he / she works.


Wildfires - an approach based on-field inspections
Published: 19-04-2021| Version 1 | DOI: 10.17632/zc9h6tr55d.1
Pablo Silva,
This data consists of a sample of the potential wildfire facilitators that could explain the size of the burnt area at the Historical Site and Cultural Heritage Kalunga. For each burnt area was measured the distance to these facilitators under the premise that it could increase the human access routes and create favorable regions to ignite forest fires. Dependent variable: size of the burnt area. Independent variables: fences, houses, roads, rivers, and rural buildings.
Steps to reproduce
1º Open the R programming code to perform the analyses (R-code.R) 2º Load R packages 3º Load the data file named "dado" on line 16 (data.txt) To obtain the results of the analysis, simply reproduce the rest of the code.


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My design of an ultra-low power ultra-low speed ADC is for pacemakers. However, since I'm focusing on the design of stand-alone ADC, I somewhat neglect the exact requirement from the perspective of pacemaker system (I know it's not good, but research could have such excuse (:).
In this post, I try to ask myself several questions related with ADC design from the view of pacemaker system. Just for a moment, forget about research, about beating the performance numbers without thinking the real world (:
1. How many number of bits are required?
This is related to the minimum and maximum signal the ADC is going to digitize. Since the pacemaker deals with the heart, an example of the well-known surface electrocardiogram (ECG) is shown in Fig.1. The ECG signal can be as small as several tenths of mV for smaller components like the P-wave to tens of mV in amplitude for the largest features in a QRS complex. So the resolution required is usually no less than 8 bits.
2. What's the sampling frequency?
The frequency range of ECG is from several tenths of 1Hz to tens of 100Hz. The sampling rate of ADC is around 1kS/s.
3. Any system clock provided in the pacemaker?
There is a clock generation subsystem provides different frequencies of clocks for the pacemaker, which is typically based on a 32kHz crystal.
4. Can multiple supplies be used in ADC?
There is a power management subsystem, which includes regulators to provide different levels of voltages for other subsystems, and detectors to measure the battery voltage when it has reached the elective replacement interval (ERI) or end of service (EOS) points.
Multiple voltage scheme can be used inside the pacemaker to achieve high power efficiency. For example, higher supplies are used by pace drivers to provide a larger signal swing and high gate drive to analog swiches. Digital functions, on the other hand, benefit from lower supplies to reduce both dynamic and leakage power consumption. Moreover, the regulators may also have standby mode to allow a function to retain its state with a lower voltage.
5. What's the power consumption of ADC?
To answer this question, let us first look at the capacites of pacemaker batteries. Usually it's on the order of 900 mA-hrs, which translates into approximately 100 uA-years. This means if the life span of pacemaker is 10 years, the average current drawn by a pacemaker should be no less than 10 uA. This simplified example highlights that if we save a block for 100 nA current consumption, we increase the longevity of the device by over one month!
EVERY NANO-AMPERE COUNTS!!!
 H.-J. Yoo and C. van Hoof, Bio-Medical CMOS ICs, Springer, 2011
 L S. Y. Wong, et al., A very low-power CMOS mixed-signal IC for implantable pacemaker applications, JSSC, 2004.


Han Solo[src]
A Republic tugboat uses its tractor beam to guide another starship
A tractor beam was a projected force field that manipulated gravitational forces to push or pull objects.[1] Such devices were employed on some vessels, creating an energy field that allowed them to lock onto and move other vessels or objects.[2]
Vessels employing tractor beams included the Imperial I-class Star Destroyer,[3] the MC80 Star Cruiser,[4] the Confederacy of Independent Systems's Recusant-class warship,[5] and the TUG-314 Republic tugboat.[2] The Death Star also contained tractor beams and was able to draw the Millennium Falcon into one of the battlestation's hangar bays.[6]
Notes and references[]


Object-Based Image Analysis (OBIA) is a sub-discipline of GIScience devoted to partitioning remote sensing (RS) imagery into meaningful image-objects, and assessing their characteristics through spatial, spectral and temporal scale. Fundamentally consisting of image segmentation, attribution, and classification.
OBIA allows for hierarchical relationship framework development that give successive levels of image objects an association.
Work scheme:
 1. develop rule set;
 2. develop applications;
 3. combine, modify and calibrate rule sets;
 4. process data;
 5. execute and monitor analysis;
 6. review and edit results.
Image segmentation is a partitioning of an image into constituent parts using image attributes such as pixel intensity, spectral values, and/or textural properties. Image segmentation produces an image representation in terms of edges and regions of various shapes and interrelationships.
Segmentation algorithms are based on region growing/merging, simulated annealing, boundary detection, probability-based image segmentation, fractal net evolution approach (FNEA), and more.
In region growing/merging, neighboring pixels or small segments that have similar spectral properties are assumed to belong to the same larger segment and are therefore merged.
Multiresolution segmentation
Once created each image object can be identified and classified based on its attributes which the user can define.
For example:
 1. spatial extent;
 2. linearity;
 3. spectral reflectance;
 4. relationship with Image Object Primitives.
Membership function are used to determine if an object belongs to a class or not. These membership functions are based on fuzzy logic. Where an object can have a probability of belonging to a class – with the probability being in the range 0 to 1 – where 0 is absolutely DOES NOT belong to the class, and 1 is absolutely DOES belong to the class.
The result of classification is a vector or raster layer containing classes classified by user.


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- Like ice on water, solid diamond floats on liquid diamond.
- The finding explains possible liquid diamond oceans on other planets.
- Diamond oceans may cause off-kilter planetary tilts.
Oceans of liquid diamond, filled with solid diamond icebergs, could be floating on Neptune and Uranus, according to a recent article in the journal Nature Physics.
The research, based on the first detailed measurements of the melting point of diamond, found diamond behaves like water during freezing and melting, with solid forms floating atop liquid forms. The surprising revelation gives scientists a new understanding about diamonds and some of the most distant planets in our solar system.
"Diamond is a relatively common material on Earth, but its melting point has never been measured," said J. H. Eggert of Lawrence Livermore National Laboratory in Livermore, California. "You can't just raise the temperature and have it melt, you have to also go to high pressures, which makes it very difficult to measure the temperature."
Other groups, notably scientists from Sandia National Laboratories, successfully melted diamond years ago, but they were unable to measure the pressure and temperature at which the diamond melted.
Diamond is an incredibly hard material. That alone makes it difficult to melt. But diamond has another quality that makes it even harder to measure its melting point. Diamond doesn't like to stay diamond when it gets hot. When diamond is heated to extreme temperatures it physically changes, from diamond to graphite.
The graphite, and not the diamond, then melts into a liquid. The trick for the scientists was to heat the diamond up while simultaneously stopping it from transforming into graphite.
Eggert and his colleagues took a small, natural, clear diamond, about a tenth of a carat by weight and half a millimeter thick, and blasted it with lasers at ultrahigh pressures like those found on gas giants like Neptune and Uranus.
The scientists liquefied the diamond at pressures 40 million times greater than what a person feels when standing at sea level on Earth. From there they slowly reduced the temperature and pressure.


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York Primary Schools tell Parallel Stories in Illustrative Prints: Parables for our Time
PHOTO / BROADCAST OPPORTUNITY
Archbishop of York's Junior School
York, YO23 2QT
Wednesday 15 June at 1.30pm
Pupils from six primary schools in York are taking part in a series of workshops, entitled 'Parallel Stories: Parables for our Time', which explores the history, art and culture within the King James Bible, as part of its 400th anniversary, which takes place this year. The project is led by The National Centre for Early Music as part of the first York Festival of Ideas, a partnership between the NCEM, the University of York, York Theatre Royal, and York Museums Trust.
'Parallel Stories: Parables for our Time' involves Archbishop of York's Junior School, Westfield, New Earswick, Woodthorpe, Park Grove and Dunnington Primary Schools.
Becky Wirtz, Class Teacher at Archbishop of York's Junior School says: "Our Year 6 pupils have thoroughly enjoyed the creative approach these workshops have taken to examining the cultural background of the King James Version. Focusing on the parables within the Bible, discussing these stories and their meanings, and re-telling them in a modern setting for a present-day audience, has enabled the children to understand the Bible's significance today.
"They have also looked at how the parables are illustrated within the King James Version and have emulated the woodcutting techniques used in it to create their own illustrative prints. They are all very proud and excited that their prints will be bound into a large presentation book and displayed at the National Centre for Early Music as part of York Early Music Festival, running from 8-16 July 2011, and subsequently at Explore York Library Centre and York Minster Library as part of their A Book Fit for a King KJV exhibition."
The project, which is run by the National Centre for Early Music in partnership with the University of York Community and Volunteering Unit (Careers Service), also provides volunteering and professional development opportunities for students from the University of York. A group of eleven undergraduate and MA students from the English, Education, History of Art, and History departments have attended seminars and training sessions on the cultural, historical and artistic aspects of the project and have been responsible for carrying out workshops in the schools.
Laura Bootland and Elizabeth Cole, students from the University of York, said: "It has been a great experience to take such a central role in delivering the workshops in these schools and working with very enthusiastic and engaged groups of children and teachers. Having a real hands-on approach has provided an invaluable opportunity to develop our own teaching and leadership skills, while supporting the children's learning."
For further information visit:
_URL_ and _URL_
Shona Galletly, on behalf of National Centre for Early Music
m: 07813 796 733
Notes to Editors:
The York Festival of Ideas is a partnership between the University of York, York Theatre Royal and The National Centre for Early Music and York Museums Trust. The festival explores a series of intriguing links between past and present, showcasing contemporary ideas, arts and culture, and brings these ideas into conversation with the heritage of the city to reveal new and exciting stories about York, Britain and the world.
York Early Music Festival is supported by the Arts Council England, Yorkshire, Media partner BBC Radio 3, the National Centre for Early Music, Tourism partners Welcome to Yorkshire, the City of York Council and members of the York Hoteliers Association. Visit: _URL_


text:
Occupational Safety and Health (Display Screen
This is a subsidiary regulation under the
Occupational Safety & Health Ordinance (OSHO) enacted on 24 April 2002 under the Occupational Safety and
Health Ordinance. There will be a one-year grace period
before this Regulation becomes fully effective (April 2003).
[Full Content of the
How will the University
be affected by this Regulation?
This Regulation is applicable to
the University's operations as it is enacted under the OSHO. The Regulation aims at
protecting the safety and health of employees who use display screen equipment
at work for prolonged periods of time almost every day.
"display screen equipment (DSE)" refers to any display screen which
shows letters, numbers, characters or graphics, regardless of the display
process involved. The most common type of DSE that can be found in the office
and laboratory environments is the personal computer.
to the Code of Practice published under the Regulation, the definition of "prolonged periods of time" means:
- Operation of display screen equipment continuously for at least 4 hours
during a day or cumulatively for at least 6 hours during a day; almost every
- Breaks not exceeding 10 minutes in an hour away from the display screen
equipment shall not be regarded as breaking the continuity of use of the display
Summary of Requirements
If any employee is required to work with a display
screen equipment (e.g. a computer) at a workstation for "prolonged periods of
time" almost every day, the person responsible for the workplace (office,
laboratory, workshop etc.) is required to:
||Ensure that the workstation is suitable having
regard to the safety, and health of the employee.
[Guidelines for setting up
and working at a
proper computer workstation]
||Perform a risk assessment of the workstation
in the workplace place before the workstation is first use by the
[Guidelines and checklist for
performing Risk Assessment]
||Take steps to reduce any risks identified in
the risk assessment.
||Make available to the employee a copy of the
relevant record documents, including:
the findings of the risk assessment; and
any action taken after the assessment.
||Ensure that the employee is provided with
necessary safety and health training in the use of the workstation.
do to comply with the Regulation?
published by Labour Department]


text:
Motion denoising with application to time-lapse photography
Author(s)Rubinstein, Michael; Liu, Ce; Sand, Peter; Durand, Fredo; Freeman, William T.
MetadataShow full item record
Motions can occur over both short and long time scales. We introduce motion denoising, which treats short-term changes as noise, long-term changes as signal, and re-renders a video to reveal the underlying long-term events. We demonstrate motion denoising for time-lapse videos. One of the characteristics of traditional time-lapse imagery is stylized jerkiness, where short-term changes in the scene appear as small and annoying jitters in the video, often obfuscating the underlying temporal events of interest. We apply motion denoising for resynthesizing time-lapse videos showing the long-term evolution of a scene with jerky short-term changes removed. We show that existing filtering approaches are often incapable of achieving this task, and present a novel computational approach to denoise motion without explicit motion analysis. We demonstrate promising experimental results on a set of challenging time-lapse sequences.
DepartmentMassachusetts Institute of Technology. Computer Science and Artificial Intelligence Laboratory; Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science
Proceedings of the 2011 IEEE Conference on Computer Vision and Pattern Recognition
Institute of Electrical and Electronics Engineers (IEEE)
Rubinstein, Michael, Ce Liu, Peter Sand, Fredo Durand, and William T. Freeman. "Motion Denoising with Application to Time-Lapse Photography." CVPR 2011 (n.d.).
Author's final manuscript


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Fall 2013, Winter 2014 and Spring 2014 quarters
- EJ Zita physics, mathematics, astrophysics
- Fields of Study
- astronomy and physics
- Preparatory for studies or careers in
- astronomy, physics, climate studies.
Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members' expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market.
E. J. Zita (physics) studies the Sun and the Earth. What are the mechanisms of global warming? What can we expect in the future? What can we do about it right now? How do solar changes affect Earth over decades (e.g., Solar Max) to millennia? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun's outer atmosphere millions of degrees higher than that of its surface? Students can do research related to global warming in Zita's academic programs and in contracts, and have investigated the Sun by analyzing data from solar observatories and using theory and computer modeling. Serious students are encouraged to form research contracts and may thereafter be invited to join our research team.
- Campus Location
- Greener Store
- Offered During


text:
Creating your own templates
To create a template from a presentation:
- Open the presentation that you want to use for a template.
- From the main menu, choose File > Templates > Save. The Templates window opens.
- In the New template field, type a name for the new template.
- In the Categories list, click the folder in which you want to store the template. This is usually the My Templates folder, unless you have created other folders. To learn more about template folders, see
- Click OK. OOo saves the new template and the Templates window closes.
Saving a new template


The Magazine of The Evangelical Lutheran Church in America
Christian youth clubs
Three ways for parents to gain a better understanding of their youth's involvement
Church and home aren't the only places that help frame a child's faith formation. In many communities across the country, Christian student groups and after-school clubs also are factors that shape the growing faith of middleand high-school students.
Some parents applaud these groups — such as Young Life, WyldLife, Fellowship of Christian Athletes and others — as welcomed additions to their children's spiritual and social lives. These organizations can spark friendships, rekindle a youth's fledging interest in faith and provide a wider, more ecumenical view of Christian life.
But other moms or dads aren't as convinced. "Parents sometimes get concerned when their kids take an active interest in these groups because they don't really know what they're all about and what happens at their gatherings," said Ed Kay, who leads youth and family initiatives as an assistant to the bishop of the Delaware-Maryland Synod, which includes about 180 congregations and worshiping communities. "They're not so sure what their kids are going to learn and come home talking about."
The rest of this article is only available to subscribers.
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August issue
AUGUST issue:
Doing more with less


Our St. James engineering team was a repeat winner on Saturday, April 9 at the Luther North College Prep annual Rube Goldberg competition. Coached by Becky Gorcyca, our middle school science teacher, our team of experts designed a series of ten mechanical operations around a Marvel super heroes theme which ultimately opened an umbrella. Their device performed flawlessly on both attempts and catapulted them to victory. Congratulations to our Maverick engineers: Bella McGowan (gr. 6), Adam Gorcyca (gr. 7), Henry Brennan and Jack Larson (gr.8).
The Speech
Jack: One year after the events of Age of Ultron, the government has now created a governing body that determines when to call the Avengers. Captain America tries to save his best friend Bucky from this act, but causes conflict with Iron Man.
Henry: Now the two are at opposing sides, one who supports government supervision and one who doesn't, sending them towards civil war. Hawkeye shoots a marble arrow towards Vision, knocking her off a building. Pow!
Bella: Scarlet Witch is now controlling Iron Man and he is now flying downwards towards an incoming wall! Gasp! It has now started a chain reaction causing Ant Man to push forward marbles, sending them down a course of destruction!!!
Adam: Oh no!!! But wait! Black widow is using her shock sticks to complete a circuit that causes Thor's mighty hammer to drop down from Asgard! Smash!! But… Oh no! Spider Man is trying to shoot captain America with his spider webs. Luckily captain America opens his shield just before the web hits him. Phew, that was a close call.
Explanation of How It Works
Step 1: A marble goes down a tube, hitting a cup
Step 2: The cup falls off a ledge, pulling a string
Step 3: The string removes a cloth from a ramp
Step 4: The removal of the cloth allows the fishing line wheel to roll down the ramp
Step 5: The wheel pulls a string attached to a tube/lever
Step 6: The lever rotates on its fulcrum, releasing Iron Man
Step 7: Iron Man zip lines down fishing wire and hits a book
Step 8: Several books fall like dominoes, the last book drops a weight
Step 9: The weight pulls down a string
Step 10: The string pulls down, lifting up an orange lever
Step 11: The orange lever releases marbles
Step 12: The marbles land on aluminum foil and complete a circuit
Step 13: The completed circuit starts a motor
Step 14: The motor twists string making it shorter
Step 15: The twisting string pulls a box off of a ledge
Step 16: A hammer drops from the box and pulls fishing line through a pulley
Step 17: The fishing line pulls open an umbrella
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Monday, August 29, 2011
Odd sentence edit
I wrote this sentence and it felt wrong for what I meant:
She stayed, but her reply was reluctant.
What I meant was that -she stayed-. She was reluctant, but still she stayed. I know it's a little odd, but for xome reason, I felt the above made it sound like the reluctant reply was the most important thing, but in my head, what was important was that while she didn't really want to, she stayed.
Minor point, but it just felt wrong, and I realized it was because "but" makes these both independent clauses (each could be a sentence in its own right), and thus of equal syntactic "weight." One is not more important than another; neither is the primary thought.
But in my head, the important thing was... she stayed. And so I kind of let myself feel how that should be worded-- let instinct and sound-sense take over, and changed it to this:
She stayed, though her reply was reluctant.
 So much of this, lol, is instinctual. And when I stopped and analyzed why, I realized that "but" and "though" mean the same thing (presenting a contrast of some sort to the first clause), but "but" makes the second an independent (equal) clause, while "though" reduces it to a dependent (lesser) clause. And that means the second is of lesser syntactic weight, so the reader will subconsciously understand it to be of lesser importance, and the "she stayed" is the important thing.
Now the question becomes, why do I put the main action/clause first in the sentence? When would I put the "though" first?"
Though her reply was reluctant, she stayed.
Hmm. Usually I think when "though" comes first, I say "although." (I don't know why. Sounds better.)
I think probably I'd put the dependent clause first when it sounded better (like if the rhythm was better when mixed with the adjacent sentences). That is, I don't feel a great deal of difference in the change in sentence order, nothing like the change from "but" to "though."
I know, I know. Picky. But nuance matters in sentences. Readers can pick up consciously or subconsciously such subtle changes in meaning. How important is this to you as a writer? Is that sort of pinpoint meaning accuracy something you spend time on? And have you any examples of that sort of subtle shift in meaning I can borrow for a workshop I'm doing on sentences? :)
Saturday, August 27, 2011
Exploiting Orphans
Jenny and I got into a discussion once about how so many historical novels use "helping orphans" as a shorthand technique to supposedly make a jerky hero sympathetic. I always had a mental image of rakish looking hunks lining up outside an orphanage door, checkbooks in hand. Anyway, I don't think that works! I think that readers sympathize with interesting character confronted with interesting conflicts. That is, "doing nice things to poor benighted orphans" isn't necessarily going to make him sympathetic. (And why is sympathy the reaction we want anyway? I do think "reader involvement" might more important, and allows for characters who are more or less than sympathetic.)
What I think I'm discovering is that character development sort of depends on these particular circumstances (the opening situation and then the plot events) causing a change in his behavior. If your hero already supports a dozen orphans because he's just such a doggone good guy, then his taking care of this new orphan is not only effortless (he's got the whole system set up already), but also, in a way, nothing special. He always does that. All you'll end up doing is showing that he's a wonderful, charitable guy—and always has been.
Consider what would happen if he has no history of supporting orphans, and this kid shows up, claiming to be the orphan of the hero's former girlfriend. And... worst possible time... he's about to marry the beautiful and moralistic daughter of his wealthy boss, and she's righteous and jealous and boss is the Old Testament type. So the arrival of this orphan kid is a catastrophe, a conflict, not just the latest in a long line of orphans Hero has helped, but a problem he doesn't know how to solve, but has to solve anyway. In other words, dealing with this orphan makes him grow, in compassion or empathy or generosity—doesn't just display those virtues for all to see.
And if he's embarrassed and mad at himself for doing the right thing, If he's not sure it's the right thing, and if doing it gets him into trouble, all the better.
What do you think? Maybe I'm misreading the attitude of the reading public, but I think a bit of curmudgeonly spirit, when coupled with eventually good actions, really does increase the sympathy factor.
Friday, August 26, 2011
Talking Heroic Characters at RU
Today at Romance University, we're talking about a technique to give a character flaws without undermining their heroic nature. We're talking about it from the romance perspective, but this technique applies to any type of heroic character. Come visit!
Thursday, August 25, 2011
There! Her adorable action is now to some purpose!
What do you think?
Thursday, August 18, 2011
Um and Uh
This article discusses "disfluencies and discourse particles" (aka "uh and um") and posits the interesting notion that no one mentioned them as a problem until phonographs were invented and could record speech for playback later. That is, in "real time" we generally don't notice the little space-fillers that give the speaker a bit of a pause.
They mention the doubtlessly invaluable organization Toastmasters "fining" their speech-making members a nickel for each um. That actually solved a bit of a mystery for me. Hands-down, the greatest lecturer I've ever heard (and I went to a university with scads of great lecturers) was the writing seminar leader Robert McKee, who combines a hipster's insouciance with a cinephile's obsessive command of his material and a storyteller's sense of suspense. I've been to a couple of his all-weekend seminars, and really, he's so good that IN HOLLYWOOD, all these petulant Colin Farrell lookalikes and dead-eyed zombie gorgeous people TURN OFF THEIR CELL PHONES AT HIS COMMAND, then sit there in a college classroom for 20 hours or so listening to him and assiduously taking notes and then, at the end of the weekend, rise spontaneously to give him standing ovations. This guy really is great, and I say this as someone who has given many, many writing workshops myself. I wanna be him when I grow up, only I think we're both running out of time.
Anyway, I was talking to another writer after we saw McKee in another venue (at another organization's conference). He was typically awesome, mingling casual anecdotes about his golf buddy Paul Newman ("Yes, ladies, he really was what the rest of us guys call 'unfairly handsome'") with tossed-off brilliant analysis of scene design (one I always use now: "The end moment in a turning point scene should reflect the type of story it is, so the first scene in a romantic comedy should have a romantic comic ending event"-- sounds simple? Well, try it if you've ever been told that your romantic comedy just doesn't feel like a romantic comedy, try making sure that the very last bit of the first scene is romantic and comic). So when I marvelled at the insightfulness, this writer said bitterly, and, to my mind, obscurely and oddly, "Can we say 'um' and 'uh'? I wish I had a nickel for every time he said one of those!" Later she told me she'd been president of her local Toastmasters chapter. Anyway, this article mentions that Toastmasters used to fine members -- you got it-- a nickel for every "disfluency". (Way to miss the point, huh? :)
Anyway, linguist John McWhorter points out that these show up in most every language, and the "tone" determines whether "un-uh" and "uh-huh" are negatives or positives. And they're mostly vocalisms (though there are some equivalents in written language, n'est-ce pas?). And they are actually more "fluencies" (easing discourse) than "dis"fluencies. But interesting anyway, and if Robert McKee does it, that means it's cool. :)
Groovy article about slang
Groovy article about why "cool" is always cool, and groovy isn't.
Saturday, August 13, 2011
Flotsam and jetsam
Here's a newsletter about words, the origin of them, I mean. I'm enjoying the current issue, which explains how "flotsam and jetsam" are actually legal terms for material lost off cargo ships, and there are two other categories, and they indicate whether you can legally scavenge them, which would be useful, no?
This e-magazine is also available as an RSS feed, whose source is
at.
Back issues are at.
Friday, August 12, 2011
None of this is a moral issue....
Been accosted the other day by a couple questioners who made me think about morality and writing. That is, I don't think most writing issues are


text:
Recognizing and interpreting pain in animals is a challenging task in an animalís home environment. The challenge is even greater in the stressful environment of an animal shelter.
Recognizing and treating pain in shelter animals is ethically the right thing to do. It is also the right thing to do for practical reasons. Pain compounds an animalís stress. This is turn frequently leads to illness, which may result in that animalís death or the illness and death of other animals.
The information and resources on this page will help you put together a protocol for assessing, documenting, and treating pain.
How Animals Show Signs of Pain
Animals are masters of adapting to and disguising their discomfort. It can be difficult to distinguish between an anxious animal, a sick animal, and an animal in pain.
Signs of pain are often indirect. Examples include:
The pain scale documents at right provide more detail and also some visual representations of cats and dogs in pain. These can be helpful in assessing the degree of pain an animal may be experiencing.
Responding to Pain Part 1: Call Your Vet
The best pain management plan addresses pain before it starts. If you are not sure whether an animal is in pain, it is probably best to assume the animal is in pain and begin treatment.
If you think an animal may be in pain:
Responding to Pain Part 2: Provide Good Nursing Care
Treating pain is more than merely administering drugs. Day-to-day care can also have a big impact on how the animal responds to treatment.
Related ASV Guidelines
For more information about pain management, refer to the following topics in the Guidelines for Standards of Care in Animal Shelters (.pdf):


Intended for healthcare professionals
Why we need a broad perspective on meta-analysis
It may be crucially important for patients
 1. Peter C Gøtzsche, director (
 1. Nordic Cochrane Centre, Rigshospitalet, DK-2100 Copenhagen ø, Denmark
 In the world of clinical trials and meta-analyses there is an important debate between the "lumpers" and the "splitters." This relates to whether the overall findings of clinical trials and meta-analyses are the appropriate outcome to apply to individuals (lumping) or whether it is better to try to match the characteristics of particular patients to characteristics of subgroups within trials or meta-analyses (splitting). Although the splitters' view seems intuitively correct, there are usually substantial clinical and methodological advantages to lumping.
 The generalisability and usefulness of meta-analyses are increased considerably if the individual trials cover different patient populations, settings, and concomitant routine care. For example, when a meta-analysis showed that the use of human albumin increased mortality1 this result applied to all three groups of critically ill patients studied. For patients with hypovolaemia the difference was not conventionally significant (95% confidence interval for the odds ratio 0.99 to 3.15), but it would be wrong to interpret this result as meaning that clinicians should continue to give these patients albumin. Most significant results will disappear because of lack of power if trials in a meta-analysis are split up into a large enough number of subgroups. It is more relevant that the point estimates were similar …
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text:
Hands on activityThe English designer William Morris was influenced by Indian patterns when he designed this block printed cotton fabric in 1883. Other British designers used Indian patterns, such as 'Paisley'. Using factories, British cloth makers were able to make cheaper fabrics and sell it in India in Victorian times. Indian weavers spun, wove and decorated their cloth in their own homes and this made it more expensive, so many of them went out of business. Have a look at the images below. They show some designs, cloth printing and the blocks used to print cloths.
You would need to print with your block thousands of time to decorate a large piece of cloth by hand. You can make a printing block using a potato - it's much easier to carve than wood!
You will need:
a big potato
paper for your pattern
a small knife with a pointed end or a scalpel
fabric paints or dyes - use indigo, turmeric or henna if you want to make authentic Indian colours
paper plates for mixing colours
1. Cut your potato in half and leave it to dry for a few hours. If you want, you can slice off the edges to make a square, which will be easier to line up when you print. You can also use a polystyrene ceiling tile, with the pattern drawn into it. You can buy real wood printing blocks in some Indian shops if you want to print from wood.
2. Design your printing block pattern on thin white paper, filling in the areas to be cut out. Remember to make the pattern no larger than the potato. Cut the paper 1 centimetre bigger than the design.
3. Tape your paper design onto the dry potato.
4. Get an adult to help with this part. Using the sharp knife or scalpel, cut out your design.
5. Mix your dyes or fabric paints on the paper plate. If you are using an Indian dye such as turmeric make it into quite a thick paste.
6. Paint the dye onto your potato block, or press the block into the dye on the plate.
7. Practice printing the block on some scrap paper before you try it on the fabric.
8. Print the pattern onto the fabric. It looks best when you print repeated patterns, or try different colours next to each other. Keep the patterns in line using a long ruler.
9. Leave the fabric to dry.
Need some inspiration?
Have a look at the some Victorian paisley patterns.
You can have a go at a block printing activity in this Museum Open Learning Initiative activity.
Wooden blocks are available ready made from Parrotfish.
Have a look at some William Morris designs and download some wallpaper.


text:
The Via Pontica, an important migration route for birds in Eastern Europe, runs along the Black Sea coast of Romania and Bulgaria. Bats also use this route.
In this region, numerous wind farms have been installed in recent years because of good wind conditions, but there has been little implementation of the legally required measures for the protection of bats. A Romanian research team cooperated with the Leibniz Institute for Zoo and Wildlife Research (Leibniz-IZW) in Berlin to demonstrate that this leads to high death rates of migrating bats and potentially large declines even in populations living far away in other countries. The scientists therefore recommend the widespread introduction of turn-off times during the migration months, which – as the team was able to show in a local wind farm – would massively decrease bat mortality yet produce only a marginal loss in the energy production of the turbines.
Over the past ten years, the coastal region west of the Black Sea developed into a hotspot for wind energy production in Eastern Europe. Favourable wind conditions make the operation of wind farms particularly profitable in this area. Moreover, the region is relatively sparsely populated, so conflicts between operators and residents are rare.
Because of the good wind conditions, there is also an important migration route for numerous bird and bat species – the so-called Via Pontica, named after a historical Roman road connection. This area should therefore particularly benefit from conservation measures such as carefully chosen turbine turn-off times in order to keep bat mortality to a minimum. International agreements such as the EUROBATS agreement and the European Union's Fauna Flora Habitat Directive do already provide the legal framework for that. Currently, few protective measures have been implemented and monitoring of the populations is limited or absent in many regions in Eastern Europe. Accordingly, little is known about the impact of wind farms on bat populations.
A Romanian research team in cooperation with the Leibniz-IZW investigated bat fatalities in a local wind farm over a period of four years. The wind farm, comprising twenty turbines, is located in the Romanian part of the Dobruja, a historical coastal region between the Danube and the Black Sea which forms the border between Romania and Bulgaria. Within the four years, the scientists collected a total of 166 dead bats of 10 different species in the wind farm. Carcasses of Nathusius' pipistrelle bats (Pipistrellus nathusii) and common noctule bats (Nyctalus noctula) were particularly common. Since many bats had open wounds and/or broken wing bones, they most likely died as a result of direct collisions with rotating rotor blades. About half as many animals died without direct collision from barotrauma, which are commonly deadly lung injuries caused by huge differences in air pressure close to the rotor blades.
Since the scientists conducted selective, punctual searches, the scientists calculated the total loss of animals taking into account the search pattern, search times and other factors such as the likely removal of carcasses by foxes and stray dogs. According to this projection, 2,394 bats had died in this wind farm over the period of four years – or in other words 30 bats per wind turbine and year or 14.2 bats per megawatt and year. "This fatality rate is extremely high," says Dr Christian Voigt, head of the Department of Evolutionary Ecology at the Leibniz-IZW. "For comparison: the highest fatality rates in Central Europe or the USA are 10 bats per megawatt and year." A stable isotope analysis of fur samples carried out at the Leibniz-IZW additionally revealed that 90 percent of bats came from distant regions in the north and northeast, including the Ukraine, Belarus and Russia.
"This has given us a clear picture of what happened," explains Christian Voigt. "The fatality rate is so high because the wind farm under investigation is located in the middle of an important migration route for bats. Thus, the wind farm does not only negatively affect local bats, but also distant populations. This makes it all the more important to take appropriate measures to keep the fatality rate as low as possible, especially on such migration routes".
The scientists have already shown at this site that this is relatively easy to achieve. During the summer months, when there is a high level of bat migration, the operator – in consultation with the scientists – increased the threshold wind speed at which the turbines start up (the cut-in speed) to 6.5 metres per second. As a result, the fatality rate fell massively by 78 percent. "The energy production of the wind farm decreased by only 0.35 percent per year, which is a marginal loss for the operator," says Christian Voigt.
"This wind farm has a total capacity of 42 megawatts and is rather small," the Leibniz-IZW scientist continues. "The wind farms throughout the Dobruja region have a total capacity of at least 3,000 megawatts in operation. The total number of fatalities across this area could lead to a long-term decline in local bat populations as well as those from large parts of Eastern Europe. We therefore strongly recommend the widespread introduction of turn-off times and higher cut-in speeds. This will cost the operators almost nothing and could make the Via Pontica once again a largely safe flight path for bats."
Măntoiu DS, Kravchenko K, Lehnert LS, Vlaschenko A, Moldovan OT, Mirea IC, Stanciu RC, Zaharia R, Popescu-Mirceni R, Nistorescu MC, Voigt CC (2020): Wildlife and infrastructure: impact of wind turbines on bats in the Black Sea coast region.
European Journal of Wildlife Research (2020) 66:44


text:
Does Environmental Economics Produce Aeroplanes Without Engines? On the Need for an Environmental Social Science
Research output: Contribution to journal › Letter
In this paper we first critically review conventional environmental economics. We conclude that the standard theory offers too narrow a perspective for many real world problems and that many theories are not empirically tested. Consequently, environmental economics is at risk of producing aeroplanes without engines. Next, we welcome and discuss some recent trends, particularly the rapid developments of behavioural and new institutional economics as well as the increased interest in empirical analysis. Yet, we conclude that more 'logical duels' between competing theories, more interaction between theory and empirics, and more integration between the social sciences are needed to achieve a better understanding of real world environmental problems and the development of adequate policy handles. Finally, we present an outline of steps towards the development of an environmental social science and briefly present the papers that make up this special issue as important building stones of such a discipline.
|Research areas and keywords||
Subject classification (UKÄ) – MANDATORY
|Journal||Environmental and Resource Economics|
|Publication status||Published - 2011|


text:
Cloning and expression profile of FLT3 gene during progenitor cell-dependent liver regeneration
Aydin, I. T.
Akcali, K. C.
Journal of Gastroenterology and Hepatology (Australia)
2181 - 2188
Item Usage Stats
MetadataShow full item record
Background and Aim: The liver has a unique capacity to regenerate upon exposure to viral infections, toxic reactions and cancer formation. Liver regeneration is a complex phenomenon in which several factors participate during its onset. Cellular proliferation is an important component of this process and the factors that regulate this proliferation have a vital role. FLT3, a well-known hematopoietic stem cell and hepatic lineage surface marker, is involved in proliferative events of hematopoietic stem cells. However, its contribution to liver regeneration is not known. Therefore, the aim of this study was to clone and examine the role of FLT3 during liver regeneration in rats. Methods: Partial cDNA of rat homolog of FLT3 gene was cloned from thymus and the tissue specific expression of this gene at mRNA and protein levels was examined by RT-PCR and Western blot. After treating with 2-AAF and performing hepatectomy in rats to induce progenitor-dependent liver regeneration, the mRNA and protein expression profile of FLT3 was investigated by real-time PCR and Western blot during liver regeneration. In addition, cellular localization of FLT3 protein was determined by immunohistochemistry. Results: The results indicated that rat FLT3 cDNA has high homology with mouse and human FLT3 cDNA. It was also found that FLT3 is expressed in most of the rat tissues and during liver regeneration. In addition, its intracellular localization is altered during the late stages of liver regeneration. Conclusion: The FLT3 receptor is activated at the late stages of liver regeneration and participates in the proliferation response that is observed during progenitor-dependent liver regeneration. © 2006 The Authors.


text:
Last Updated: June 18, 2016
KompoZer Padding Tutorial shows you how to add padding to your website. This tutorial also shows you how to add a HTML paragraph tag to align the text.
Latest News: I have added another link to the menu below.
In this lesson you will learn how to add padding and set up a HTML tag. When you write online you normally assign the tag to paragraphs and you align the text in between.
KompoZer Padding Tutorial Steps
Step 1 ) The following image Css Stylesheets -> Box tab shows you to set up the Padding's options.
- Width = changed to 680px (This value had to be adjusted because of the following 5px padding.)
- padding-right: 5px;
- padding-left: 5px;
Step 1-1 ) The following image shows you the Style rule for _TAG_ id.
Step 2 ) Click on the CSS Editor icon to create a paragraph rule. The following image CSS Stylesheets shows you what you need to select to create a paragraph rule.
In this example I selected style applied to all elements of type. In the drop down menu I selected p (Paragraph) type.
Step 3 ) The following image CSS Stylesheet -> General shows you the new P element added with the CSS code. This element works in the same manner as an id.
What this means is as follow, from now on when ever you add a paragraph to your website it will be formatted according to the following CSS style.
P css style code:
Step 4 ) The following image illustrates the 5px padding added to the div tag. You can see the 5px gap between the border and the words.
Note: You can add this padding to all the other div tags by following the same instructions as above.
Step 5 ) The following image shows you the final results with padding and paragraphs aligned to the left. Notice how I added some dummy text for you to view the results. The template is starting to take shape.
Click on the following URL Right Sidebar Style to continue.


Over the past three years, one million active Twitter users have tweeted at least one billion times according to Beevolve. Not every participant has made their voice heard since one out of four Twitter users has never tweeted. With this growth, the composition of Twitter has changed significantly and this has implications for your marketing.
5 Twitter Facts (and What They Mean for Your Business)
Here are five important facts about Twitter that have an impact on your business.
 1. Twitter skews female. Specifically women outnumber men on Twitter 53 percent to 47 percent. Since as technology platforms most social media venues tend to attract men as early adopters. Therefore this shift toward female usage signals that Twitter is maturing.
 2. Women tweet more than men on average. Women tweet 610 times on average while men tweet 567 times on average. This makes sense since women are known as communicators. Further, this is consistent with communications usage on other platforms and devices.
 3. Twitter usage by sex varies by country. In areas where Twitter is a more mature platform, women are the dominant segment. By contrast, in regions where Twitter usage is newer, men are the dominant segment. Specifically, men tend to dominate in India, Brazil, and France.
 4. Higher female Twitter usage is consistent across age groups. In other words, being female trumps age in terms of Twitter use.
 5. Twitter conversation focus has shifted to family. This reflects the interests of the majority of women. This is an opportunity for B2C marketers looking to engage women around topics related to their products.
 6. With over 90 percent of U.S. businesses on social media, the shift on Twitter represents a significant marketing opportunity. As the third largest social media platform after Facebook and YouTube, Twitter is becoming a mass social media venue. This is particularly important for B2C marketers.
3 Strategic Social Media Marketing Elements to Check
Before rushing to implement new Twitter tactics, at a minimum, this shift requires the following three strategic elements. Even better, take the time to re-examine your entire social media marketing strategy.
 1. Re-evaluate your marketing persona and social media persona. Take into consideration these changes in Twitter usage as they apply to your target audience.
 2. Assess your editorial calendar and related social media calendar. Determine where you may need to modify how you leverage Twitter to create new content and/or distribute content.
 3. Ensure you track your Twitter marketing effectiveness. Use social media calls-to-action.
5 Actionable Twitter Marketing Tactics
To leverage Twitter to achieve your marketing goals, here are five actionable marketing tactics. In the process, ensure you make your tweets count!
 1. Build your Twitter base. While most marketers have started expanding their Twitter following, it's worth repeating. Without a community on Twitter, your message reach is limited. Therefore, leverage your owned and other marketing to support these efforts. At a minimum, let your audience know that you're active on Twitter. (Here are the secrets to building a Twitter following.) While Twitter is good for engaging with prospects and customers, research has found that Twitter isn't a conversation!
 2. Use Twitter to distribute content created for other venues. Utilize Twitter to help you deliver your social media and content marketing to a broader audience. This is particularly important for family-related information. Don't forget to use hashtags! Of course, this doesn't hold for promotions!
 3. Distribute family-related content. Given the popularity of family-related topics, create one or more Twitter feeds that offer a tip of the day or other regular information. Alternatively, use Twitter to curate other people's content on the topic.
 4. Answer prospect and customer questions. You can do this by having a Twitter presence for your customer service as Comcast does. Alternatively, you can accomplish this by responding to common customer questions by tweeting content from your blog or other content site. Marcus Sheridan of the The Sales Lion calls this the secret sauce.
 5. Promote one "Deal of the Day." While outright promotion is not acceptable on social media platforms, you can make one value offer per 24 hours if you're transparent about it.
The bottom line is that Twitter matters and, regardless of your business focus, it's critical to integrate into your marketing plans.
What do you think of this new Twitter research and how will you incorporate it into your 2013 marketing plans?
Happy marketing,
Heidi Cohen
Related reading


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|Origin:||Probably from Middle Dutch pegge|
a short piece of wood, metal, or plastic that is attached to a wall or fits into a hole, used especially to hang things on or to fasten things together:
Sarah hung her coat on the peg.
a table fitted together with pegs
a pattern made with coloured pegs on a board
a small plastic or wooden object used to fasten wet clothes to a thin rope to dry [= clothespeg; = clothespin AmE]
hanging wet clothesBritish English
a pointed piece of wood or metal that you push into the ground in order to keep a tent in the correct position
to make someone realize that they are not as important or skilled as they think they are:
Evans is an arrogant bully who needs taking down a peg or two.
a wooden screw used to make the strings of a violin, guitar etc tighter or looser [= tuning peg]
6 British English
something that is used as a reason for doing, discussing, or believing something:
As a peg to hang it on, the tournament had the 100th anniversary of Nehru's birth.
a small amount of strong alcoholic drink, especially whisky or brandy


From New World Encyclopedia
The term potash has more than one meaning. In a narrow sense, it refers to the salt potassium carbonate (K2CO3). In a broader sense, it is a generic term for various water-soluble potassium salts that may be mined or manufactured.[1]
Potash has been used since antiquity in the manufacture of glass, ceramics, and soap. Today, potash (in the form of potassium oxide) is used mainly as a fertilizer.
The name is derived by combining the English words pot and ash, referring to its discovery in the water-soluble fraction of wood ash. The element potassium was named after the word potash.
Various meanings
The term has become somewhat ambiguous due to the substitution in fertilizers of cheaper potassium salts, such as potassium chloride (KCl) or potassium oxide (K2O), to which the same common name is now sometimes also applied. In addition, potassium hydroxide (KOH) is commonly called caustic potash, an additional source of confusion.
Various chemical compounds containing potassium have the word potash in their traditional names, as noted in the table below.
Traditional Name Chemical Name Chemical Formula
potash fertilizer potassium oxide K2O
caustic potash or potash lye potassium hydroxide KOH
carbonate of potash, salts of tartar, or pearlash potassium carbonate K2CO3
chlorate of potash potassium chlorate KClO3
muriate of potash potassium chloride KCl
nitrate of potash or saltpeter potassium nitrate KNO3
sulfate of potash potassium sulfate K2SO4
Historical production
Prior to the twentieth century, potash was one of the most important chemicals in the industrialized West. Extracted from the ashes of broadleaved trees, it was produced primarily in the forested areas of Europe, Russia, and North America. The first U.S. patent was issued in 1790 to Samuel Hopkins for an improvement in making "Pot ash and Pearl ash by a new Apparatus and Process."
In the late eighteenth and early nineteenth century, potash production provided North American settlers a way to obtain badly needed cash and credit as they cleared their wooded land for crops. To make full use of their land, excess wood, including stumps, needed to be disposed. The easiest way to accomplish this was to burn any wood not needed for fuel or construction. Ashes from hardwood trees were used to produce lye (potassium hydroxide), which was in turn used to make soap or boiled down to produce potash.
Hardwood could generate ashes at the rate of 60 to 100 bushels per acre (500 to 900 cubic meters per square kilometer (m³/km²)). In 1790, ashes could be sold for $3.25 to $6.25 per acre ($800 to $1500/km²) in rural New York State—nearly the same rate as hiring a laborer to clear the same area.
The refined potash was in increasing demand in Europe for use in the production of glass and ceramic goods. American hardwoods, besides being more abundant, are said to have provided a higher yield of quality potash than European wood. In some parts, potash receipts became a common form of currency. Some settlers found potash production to be quite lucrative. Unfortunately, this approach to generating fast cash increased the pace of deforestation, adversely affecting the wildlife and ecosystems of those areas.
Current production
Today, 14 countries produce most of the world's supply of potash, by mining and manufacturing processes. The main supply comes from Saskatchewan, Canada, and additional supplies are generated in Russia, Belarus, Germany, Israel, and Jordan. Among them, Israel and Jordan use solar evaporation pans at the Dead Sea to produce carnallite from which potassium chloride is produced.
Northeastern Thailand's Udon Thani province has also been identified as one of the world's richest potash reserves and could potentially become a major exporter of the mineral. Mining of this area, however, has been delayed by public opposition. Many villagers who live directly above the proposed mine site have expressed concerns about adverse effects such as land subsidence and salinization of groundwater and soil. These effects would threaten the economic stability of local communities that rely primarily on rice farming for survival.
See also
 1. Potash USGS Minerals Information. Retrieved October 9, 2007.
External links
All links retrieved June 13, 2019.


text:
Create a Learning Environment
Discovering opportunities where the child can be taught is the first step in creating the learning environment. Parents take pictures for the MySocius gallery; pictures of the child's favorite food, people, pets, objects and activities.
We call this process "Recognize and Create."
Read more about it in the MySocius User Guide.
Keith Allen, PhD writes: "Naturalistic teaching procedures can assist children transfer or carry the skills they have learned into the natural or everyday settings where those skills are required. Naturalistic procedures have been found to enhance the development of language, social and play skills. In direct comparisons with more structured approaches, naturalistic procedures have, in many situations, been found to more effectively carry important skills to the natural environment. In addition, because naturalistic procedures occur within the context of everyday life and activities, they can help make learning more fun and in many cases increase a child's willingness to participate in teaching interactions."
Keith Allen, PhD discusses Why Use Naturalistic Teaching in this video.
MySocius is $24.99 on the App Store. Get yours NOW!


text:
If you have kids, you know that when they lose their baby teeth, they expect a visit from the tooth fairy. The question is how much money will be left for them under their pillow? We have decided to leave you with some advice on that question, but also what to teach your kids once they get that money. Our credit counseling belief is that kids should learn about good financial habits when they're young. This advice for parents will help your kids appreciate money, and set them up for success in the future.
Everyone has a different idea of how much to give their kids for losing their baby teeth. A recent survey by Delta Dental (largest dental insurer in the US) found the average amount left is $3.70. Before that, the average was $4.50 in 2017.
2. Decisions, Decisions…
Once your kids get the money for their teeth, what will they do with it? Most kids would spend it right away on candy, a toy, etc. This would be a great opportunity to teach them about doing something different! You could tell them about saving it and gaining more money over time. You can also teach them about giving to charity, and the importance of helping those in need. Depending on your financial status, you might be able to show them what investing is. All these suggestions are vital because children may not know or think about these things until they are already teens or adults. The earlier they understand these fundamentals, the better it will stick when they grow older.
Final Advice for Parents
The Tooth Fairy is a myth we created to tell kids about the importance of brushing and flossing their teeth, but it can be an opportunity to gain financial literacy as well. It allows us to teach children money lessons that will last them a lifetime. The Tooth Fairy can give money, but only you can give your kids the skills and knowledge to master money.
To learn more about managing your money, please call ACCC at _PHONE_ today!
If you're struggling to pay off debt, ACCC can help. Sign up for a free credit counseling session today.


Please note, your browser is out of date.
A curfew is actually not planned. However, the Federal Council recommends to only leave the home if absolutely necessary (i.e. to purchase groceries). People who are over the age of 65 or who have an underlying medical condition are even strongly advised not to leave the house under any circumstances except to see a doctor. Gatherings in public spaces of more than five people are prohibited. If five or fewer people meet, they must maintain a distance of two metres from one another. Public events and private events are banned. Classroom teaching is banned at schools, universities and other educational institutions. Publicly accessible establishments shall be closed to the public. This applies especially to the following: shops, restaurants, bars, leisure and entertainment businesses (i.e. museums, concerts). This ban does not apply to establishments who provide the essential goods and services, such as food stores, pharmacies, post offices and bank. These establishments must follow the rules on hygiene and social distancing. All these measures are expected to be in force until 19 April 2020. The vast majority of the population adheres to the measures and stays strictly at home as the Federal Council has observed.


From Wikipedia, the free encyclopedia
 (Redirected from Palatable)
Jump to: navigation, search
Palatability is the hedonic reward provided by foods or fluids that are agreeable to the "palate" in regard to the homeostatic satisfaction of nutritional, water, or energy needs.[1] The palatability of a food or fluid, unlike its flavor or taste, varies with the state of an individual: it is lower after consumption and higher when deprived. Palatability of foods, however, can be learned. It has increasingly been appreciated that this can create a hedonic hunger that is independent of homeostatic needs.[2]
Brain mechanism[edit]
Advertisement of Castor oil as a medicine by Scott & Bowne company, 19th century
The palatability of a substance is determined by opioid receptor-related processes in the nucleus accumbens and ventral pallidum.[3] The opioid processes involve mu opioid receptors and are present in the rostromedial shell part of the nucleus accumbens[4] on its spiny neurons.[5] This area has been called the "opioid eating site".[6]
The rewardfulness of consumption associated with palatability is dissociable from desire or incentive value which is the motivation to seek out a specific commodity.[3] Desire or incentive value is processed by opioid receptor-related processes in the basolateral amygdala.[3] Unlike the liking palatability for food, the incentive salience wanting is not downregulated by the physiological consequences of food consumption and may be largely independent of homoeostatic processes influencing food intake.[7]
Though the wanting of incentive salience may be informed by palatability it is independent and not necessarily reduced to it.[3] It has been suggested that a third system exists that links opioid processes in the two parts of the brain: "Logically this raises the possibility that a third system, with which the accumbens shell, ventral pallidum, and basolateral amygdala are associated, distributes the affective signals elicited by specific commodities across distinct functional systems to control reward seeking... At present we do not have any direct evidence for a system of this kind, but indirect evidence suggests it may reside within the motivationally rich circuits linking hypothalamic and brainstem viscerogenic structures such as the parabrachial nucleus.[3]
It has also been suggested that "hedonic hunger" can be driven both in regard to "wanting" and "liking"[2] and that a palatability subtype of neuron may also exist in the basolateral amygdala.[8]
Satiety and palatability[edit]
Appetite is controlled by a direct loop and an indirect one. In both the direct and indirect loops there are two feedback mechanisms. First a positive feedback involving its stimulation by palatability food cues, and second, a negative feedback due to satiation and satiety cues following ingestion.[9] In the indirect loop these cues are learnt by association such as meal plate size and work by modulating the potency of the cues of the direct loop.[10] The influence of these processes can exist without subjective awareness.[11]
The cessation of a desire to eat after a meal "satiation" is likely to be due to different processes and cues.[12] More palatable foods reduce the effects of such cues upon satiation causing a larger food intake.[13][14] In contrast, unpalatability of certain foods can serve as a deterrent from feeding on those foods in the future. For example, the Variable Checkerspot butterfly contains iridoid compounds that are unpalatable to avian predators, thus reducing the risk of predation.[15]
See also[edit]
 1. ^ Friedman MI, Stricker EM. (1976). The physiological psychology of hunger: a physiological perspective. Psychol Rev. 83(6):409-31. PMID _PHONE_
 2. ^ a b Lowe MR, Butryn ML. (2007). Hedonic hunger: a new dimension of appetite? Physiol Behav. Jul 24;91(4):432-9. PMID _PHONE_
 3. ^ a b c d e Wassum KM, Ostlund SB, Maidment NT, Balleine BW. (2009). Distinct opioid circuits determine the palatability and the desirability of rewarding events. Proc Natl Acad Sci U S A. 106:12512–12517 PMID _PHONE_ doi:10.1073/pnas._PHONE_
 4. ^ Peciña S, Berridge KC. (2005). Hedonic hot spot in nucleus accumbens shell: where do mu-opioids cause increased hedonic impact of sweetness? J Neurosci. 14;25(50):11777-86. doi:10.1523/JNEUROSCI.2329-05.2005 PMID _PHONE_
 5. ^ Kelley AE, Bakshi VP, Haber SN, Steininger TL, Will MJ, Zhang M. (2002). Opioid modulation of taste hedonics within the ventral striatum. Physiol Behav. 76(3):365-77. PMID _PHONE_
 6. ^ Peciña S, Berridge KC. (2000).Opioid site in nucleus accumbens shell mediates eating and hedonic 'liking' for food: map based on microinjection Fos plumes. Brain Res. 863(1-2):71-86. PMID _PHONE_
 7. ^ Finlayson G, King N, Blundell J. (2008). The role of implicit wanting in relation to explicit liking and wanting for food: implications for appetite control. Appetite. 50(1):120-7. PMID _PHONE_
 8. ^ Fontanini A, Grossman SE, Figueroa JA, Katz DB. (2009). Distinct subtypes of basolateral amygdala taste neurons reflect palatability and reward. J Neurosci. 29(8):2486-95. PMID _PHONE_
 9. ^ Smith GP. (2000). The controls of eating: a shift from nutritional homeostasis to behavioral neuroscience. Nutrition. 16(10):814-20. PMID _PHONE_
 10. ^ Smith GP. (1996). The direct and indirect controls of meal size. Neurosci Biobehav Rev. 20(1):41-6. PMID _PHONE_
 11. ^ Berridge KC. (1996). Food reward: brain substrates of wanting and liking. Neurosci Biobehav Rev. ;20(1):1-25. PMID _PHONE_
 12. ^ Blundell JE. Rogers PJ. (1991). Hunger, hedonics, and the control of satiation and satiety. pp. 127–148. In: M.I. Friedman, M.G. Tordoff and M.R. Kare, (Editors) Appetite and nutrition, Dekker, New York ISBN 978-0-8247-8371-6
 13. ^ Yeomans MR, Lee MD, Gray RW, French SJ. (2001). Effects of test-meal palatability on compensatory eating following disguised fat and carbohydrate preloads. Int J Obes Relat Metab Disord. 25(8):1215-24. PMID _PHONE_
 14. ^ Robinson TM, Gray RW, Yeomans MR, French SJ. (2005).Test-meal palatability alters the effects of intragastric fat but not carbohydrate preloads on intake and rated appetite in healthy volunteers. Physiol Behav. 84(2):193-203. PMID _PHONE_
 15. ^ Bowers, M. D. "Unpalatability as a Defense Strategy of Western Checkerspot Butterflies (Euphydryas Scudder, Nymphalidae)." Evolution 35.2 (1981): 367-75.
External links[edit]


- The Black Oystercatcher
Encountering Black Oystercatchers
Posted by Kerry-Lynn on Wed January 30, 2019.
On day 2 of the Oystercatcher trail we hiked a 12km coastline between Danabaai and Boggomsbaai. It is a less demanding hike then the previous days mountainous terrain. We often come across bluebottles (Portuguese man of war), jellyfish, plough snails and different seabirds and discuss the role these species play in the environment that they inhabit. On this particular day we came across a pair of African black oystercatchers. What was so unique about this encounter was that the pair had obviously nested nearby and were protecting it by flying close towards us and vocalizing in a sharp alarming tone to deter us from their eggs or chicks. We were respectful of the birds behavior and did not linger as to aggravate them more. However, they followed us for about 100m before they realized we were not a threat and retreated back to their home territory. It was an amazing experience to see these birds display this behavior over such a long distance but it brings up the question why did these birds feel the need to protect their nest from us for such a great distance? Had they been disturbed already that day by other people passing or preying birds? Or are they new parents who had a powerful urge to defend what they had so proudly accomplished?
Fun facts about the oystercatcher
Oystercatchers are monogamous meaning they mate for life.
They make their nests, a simple scraping in the sand, above the high-water mark.
They actually don't eat oysters! They mostly eat mussels, limpets and mussel worms.
For a long time, these birds were threatened but due to conservation efforts they are now listed as near threatened.
The total population is estimated at 5000-6000 individuals with roughly half in South Africa and half in Namibia.


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A "learning council" is made up of a group of individuals within a school that meets to share knowledge and ideas around effective learning in order to accomplish two major goals: Communicating the existing learning and developing new and improved learning ideas.
At Yardley Gobion CE Primary our Learning Council two representatives from each year group, from Year 3 to Year 6 and representatives for Key Stage 1, from the Year 2 Class.
Miss Birch (Dragon Class Teacher) attends the meeting to support the councillors and to answer any questions regarding school policy and procedure. She facilitates the meetings but does not lead them; the older pupils are developing their chairing skills.
Our Key Aims for 2019/20:
- strengthen Class council work to feed into the Pupil Council
- provide pupil voice evidence to support the monitoring of Teaching and Learning
- to provide areas to improve the Yardley Gobion School experience for all pupils


text:
|This is a measure of the brightness of a celestial object. The lower the value, the brighter the object, so magnitude -4 is brighter than magnitude 0, which is in turn brighter than magnitude +4. The scale is logarithmic, and a difference of 5 magnitudes means a brightness difference of exactly 100 times. A difference of one magnitude corresponds to a brightness difference of around 2.51 (the fifth root of 100).
The system was started by the ancient Greeks, who divided the stars into one of six magnitude groups with stars of the first magnitude being the first ones to be visible after sunset. In modern times, the scale has been extended in both directions and more strictly defined.
Examples of magnitude values for well-known objects are;
|Sun||-26.7 (about 400 000 times brighter than full Moon!)|
|Brightest Iridium flares||-8|
|Venus (at brightest)||-4.4|
|International Space Station||-2|
|Sirius (brightest star)||-1.44|
|Limit of human eye||+6 to +7|
|Limit of 10x50 binoculars||+9|
|Limit of Hubble Space Telescope||+30|