text:
These Forward Planning sheets are an easy and effective way to forward plan for the upcoming school weeks. These sheets can be placed in your planning file and ideas jotted down to ensure you don't miss a single moment!
This resources is available in 4 different formats and 2 colour options.
If you like this resource, check out our other planning resources available in the store:
- Relief Teacher Communication Sheet
- Weekly Lesson Overview
- Student Communication Sheet


Documentation forOrion Platform
Create new alerts to monitor your environment with the Orion Platform
Navigate to the Alert Manager in the Orion Platform to create a completely new alert definition, or duplicate an alert that is similar to the alert you want to create.
 1. Enter the alert properties, which includes who can view the alert, severity, and how frequently the alert conditions are evaluated.
 2. Define the conditions must exist to trigger the alert.
 3. Define what event occurs to reset the alert.
 4. Schedule when you want the alert to monitor your environment.
 5. Define what happens when an alert is triggered.
 6. Define what happens when the alert is reset.
 7. Review your alert, including the number of alerts that will be triggered based on the conditions you defined.
You can skip to different steps if you clicked Duplicate & Edit or if you are editing a saved alert.
Once you have created an alert, it is added to the list of available alerts in the Alert Manager. When the alert is enabled, it immediately monitors your environment for the conditions necessary to trigger it.


probably apply standard sieving techniques. Here are a couple references. First, hot off the press is Kjell Wooding's Calgary thesis [1], which includes a good overview of both software and hardware sieving techniques (e.g. FPGA-based sieves, Calgary's scalable sieve, etc). Its bibliography should prove useful as an entry point into the literature. Also, here [2] is a charming classic paper by D.H. Lehmer - one of the pioneers of computational number theory. It gives a nice succinct introduction to sieving in general. Such methods have a long venerable history that stimulated much development in both number theory and computer science, e.g. google "Lehmer sieve" and you'll discover many ingenious machines devised to carry out number theoretical computations long before the dawn of the modern digital computer, e.g. via bicycles chains, photoelectric devices, etc.
1 Wooding, Kjell. The Sieve Problem in Oneand Two-Dimensions.
PhD Thesis. Calgary, Alberta. April, 2010
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_USER_: Thank you Dubuque.. – Mohammed Marey Jul 28 '10 at 21:13
You can get away with storing $n_2^{1/4}$ bits for the sieving data. Generate the primes $<= n_2^{1/4}$, and use them to generate the primes in successive intervals of length $n_2^{1/4}$ dynamically, up to $n_2^{1/2}$. The primes thus generated can be used to generate the primes in the interval $[n_1,n_2]$.
share|improve this answer
_USER_: Is there is a good reference that explains generating primes in successive intervals dynamically. – Mohammed Marey Jul 27 '10 at 11:59
_USER_: If you have all the primes up to k, and an interval [a,b] with k < a < b < k^2, then you can sieve the interval [a,b], right? That's all I meant. – TonyK Jul 29 '10 at 12:45
You can use prime sieves.
share|improve this answer
I'm assuming you're asking if we can generate primes in [n1, n2] without generating the primes before that (using a sieve), to which the answer is, no, nothing aside from testing every number between n1 and n2 for primality using something like Rabin-Miller.
Note that this will be significantly slower than sieving unless the numbers are extremely large and the range [n1, n2] is comparatively small.
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NB. From what I understand Miller-Rabin is still the preferred method for something like this in practice even though it's probabilistic; AKS is much much slower and Bernstein's probabilistic version of AKS is still slower than MR. – Steve Huntsman Jul 25 '10 at 19:04
Of course M-R doesn't prove primality, so in some cases it's inappropriate unless followed by a proof. For example, it would be a bad choice if you were enumerating the pseudoprimes like, e.g., Richard Pinch... _URL_.html – Charles Jul 25 '10 at 19:08
Yes, Rabin-Miller is used in practice in cryptography, usually 100 times to give a probability of failure of $1−1/2^{100}$, which is close enough to certain for practical purposes. However, if this worries you too much, you can of course use something like AKS, which is deterministic. – BlueRaja Jul 25 '10 at 23:39
That is what i am asking about, to generate all primes in [n1,n2] without generating primes less than n1. – Mohammed Marey Jul 26 '10 at 8:23
Let $S=\sqrt{n_2}$. If S is bigger than your computer's memory in bits, then you're going to have trouble generating all the primes in that range; if you insist, break the range into pieces that fit into memory, mark off the ones with small divisors, and test the remaining numbers for primality. You want to do as much sieving as possible, so fill maybe half the memory with primes and use those for sieving.
If S fits in memory and $n_2-n_1$ is not much smaller than S, use a sieve (sieve of Atkin or Eratosthenes). You may need to use a segmented version of the sieve, depending on how large $n_2-n_1$ is.
If $n_2-n_1$ is significantly smaller than S, make a bit array of (segments of?) the range, mark off small divisors, and test the remaining members for primality.
share|improve this answer
This means we should test for primality of each number in [n1, n2] which is not nice if the length of [n1,n2] contains for examples $2^{10}$ or $2^{50}$ numbers!!. Or we should generate all primes p < n2 which is not nice if n1 is a large number for examples $2^{50}$!! – Mohammed Marey Jul 26 '10 at 10:16
_USER_: The distance between primes is ~ ln(n), so even if you are only looking for the primes between [$2^{50}$, $2^{51}$) ($2^{50}$ numbers), you are still looking at many terabytes of space to store all those primes. – BlueRaja Jul 26 '10 at 16:29
Practically speaking, if you want to generate all primes in a large interval, you need to be able to store the primes up to the square root of the upper end of the interval in main memory. To sieve [2^50, 2^51] would require storing the 2,857,269 primes up to sqrt(2^51) which is pretty easy (11 MB using 32-bit integers). With 8 GB of main memory you could sieve an interval with upper bound of 2^68. – Charles Jul 26 '10 at 17:00
_USER_: Is there is a clear reference explaining in details your practical comment? – Mohammed Marey Jul 27 '10 at 11:46
_USER_: You'll have to if you're using the Sieve of Eratosthenes or Atkin. But if you're looking at $[2^{1000},2^{1000}+2^{20}]$ then you won't want to store the ~244 TB of primes up to the square root. Instead you should sieve out the multiples of the first thousand primes (removing 94% of the range), M-R the remaining numbers (removing ~98% of the candidates), and prove the primality of the remainder -- or test them to sufficient confidence, as desired. – Charles Jul 27 '10 at 16:39
The other answers have covered the right strategies, but here are a few additional comments.
On an idealized computer with an unbounded amount of memory, the cost of sieving $[n_1,n_2]$ for the prime $p$ is $C_1(n_2-n_1)/p$ for some constant $C_1$, the average cost of a memory read & write operation. Therefore, the cost of sieving $[n_1,n_2]$ for all primes up to some bound $B$ is $$C_1 (n_2 - n_1) \sum_{p\leq B} \frac{1}{p} = (n_2 - n_1) (C_1 \log \log B + O(1)),$$ by the 2nd Mertens Theorem. The numbers in $[n_1,n_2]$ that remain after sieving is approximately $$(n_2-n_1)\prod_{p \leq B} \left(1-\frac{1}{p}\right) = (n_2 - n_1) \frac{e^{-\gamma}}{\log B},$$ by the 3rd Mertens Theorem. Therefore, the time for testing the remaining numbers for primality is about $$C_2(n_2-n_1) \frac{e^{-\gamma}}{\log B},$$ where $C_2$ is the average cost of a single primality test. The optimal sieving bound $B$ is then approximately $\exp(e^{-\gamma} C_2/C_1)$.
The "constants" $C_1$ and $C_2$ are best determined empirically. In reality, the constant $C_1$ depends heavily on the length of the interval $[n_1,n_2]$ while the constant $C_2$ depends mostly on the size of $n_2$. The constant $C_2$ should vary smoothly with $n_2$, but there will be sharp increases in $C_1$ when the cache size is exceeded and a still larger increase if disk swaps are necessary. Here is a trick that will help you fit longer intervals into the cache, especially if you have multiple processors available. The cost of sieving is higher for small primes, to save some of this time, break the interval into arithmetic progressions $


Values Clarification Exercise using Image Theatre
How do you clarify which values need interrogation for your group?
This values clarification exercise can draw out the critical values for a group and give you a strong basis for building self esteem. If you are wondering how a values clarification exercise can build self esteem, read this article on Values Clarification: a crucial step in building self esteem.
The exercise has two steps: a discussion as preparation and the main values clarification exercise which I will call talking stills. Others have called the same exercise image theatre, drama codes, tableaux or statues. I like talking stills because the silent frozen images can tell you more about your group than a whole hour's discussion can, It can also teach your group more about themselves than you can in an entire lecture.
Step One of values clarification exercise:
Group discussion
Choose any of the following questions to spark the discussion Some suggestions are subtle and other rather straight forward.
1. Unsubtly, ask the group what values they think are missing in society. I recently used this upfront approach with a group of teachers and community workers in a training workshop. I let them discuss the ideas in groups of about 5 to 7 before moving straight into the talking stills. The question immediately puts the group in an authoritative position from where they can comment on society. It works like a charm especially with young people.
I came to the workshop to explore new ways of stimulating learners' creativity,. I enjoyed the experience and got insight into ways in which drama can be used in discussions about values. – Teacher who attended workshop
2. A little more subtly, ask them what things people do that upset them the most. Apart from highlighting the things that are really important to them, the discussion forges a bond between the group members as they agree with each other about all the things that bother them.
3. Another great question to start your values clarification exercise is to ask the young people what messages they have for the world, or their parents, or their peers. This question forces them to articulate their needs and tell you exactly what values are important to them.
With a group of teenagers this question clearly brought out their need for acceptance and tolerance.
Let them chat in two's and threes before feeding back, or just talk in the big group. Read the dynamics. The aim is to make sure everyone takes part.
4. Another way is to ask questions about a story or object you bring to class. Get them talking about a news paper clipping to stimulate them, or some other interesting story/object. Even ask them to bring their own stories ahead of time. If they come with their own stories the chances are better that you will not contaminate their views with your own value system.
Step Two of values clarification exercise:
Talking stills
As a second step to your values clarification exercise, get the group to make a tableau in answer to any of the questions discussed. E.g. make a tableau of your message to the world/ one of the stories that most touched you/ what you think our society needs most from us.
A little creative input
Sometimes a group needs a little more input from the facilitator to help them use the stills effectively to communicate their views.
I like to show them the different thins that can be communicated by placing people higher or lower than each other (vertical plane).
For example a person standing has more power than one sitting down. A sitting person has more power, or status, than one with his head down or one lying on the floor. The most status can be achieved by placing some one on a chair or standing on a table.
The horizontal plane communicates intimacy or closeness. Two people standing close together have a more intimate relationship than one standing further away. One person separated from the group to one side is clearly cut off and not included in the group relationship.
The values clarification exercise blow by blow
1. Divide into groups of 4-6 and shortly discuss your response to the chosen question.
2. Choose one director in each group.
3. In complete silence, the director uses the bodies of the others to shape an image of his/her answer to the question posed. He or she takes into account what the others have said during the discussion.
4. Ask the group members if they agree with the image. If they want to change something, the person suggesting the change takes over the role of the director while the first director takes his or her place in the picture. Continue until all are satisfied.
5. Show the images one by one to the whole group. Ask the onlookers to say what they see.
6. Dynamise the statues (give them a chance to express their meaning) by one of the following:
 - Touch each individual in the picture on their shoulder and ask them to say just one word, or make a sound to express what they are feeling.
 - Similarly ask them to unfreeze and show their next movement at your touch.
 - Let the whole group move together.
 - Play with the different options and let them speak and move together.
 - Discover your own ways to help them express their feeling and their meaning.
 7. Let the onlookers feed back what they saw and experienced. Focus on what they see and feel and hear. No deep interpretation needed, but do not shun it when it comes (obviously).
 Discuss the solutions to the problems portrayed, these lead to the values. If you have time, also make statues of the ideal world where the problems are solved. Again, the values come to the fore. Michael Shank: Theatre of the Oppressed Training Manual
 The values clarification exercise is moreeffective, however, than talking: ask them to show you an image of what they can do themselves to address the problems, or to instil the values identified. Alternatively, let them act out their stories and use forum theatre to test out solutions. Here is a fantastic resource on Forum theatre if you want to know more:
 A real world example
 Recently with a group of about 70 Education students learning to be Life Orientation teachers, I asked them to show me the problems that are caused in society by a lack of values. This can be an effective exercise for character education training as well.
 After showing and talking about their stills, we discussed which values will remedy these problems. Here was the list of problems and corresponding values they came up with:
 No discipline
 Dysfunctional leadership
 Peer pressure
 Values lacking:
 Self Esteem
 We took these 10 values in a next class and used the same values clarification exercise to do stills of what they can do to instill these values in their future classes. I auctioned off the values to the groups to see who wanted which value to work with.
 Three values were fought over: self esteem, acceptance and trust.
 I had to allow them to leave out some values and double up on these. These three were the critical values for this particular group. Note here that these values are not the values important of critical for the learners they would work with, but their own critical values. How do I know this? Because these are the values they could talk about most. The group is motivated to think about and explore them. These are the values I would use as a central theme for building self esteem in this group.
 What if self esteem was not a value on their list?
 I would simply use what ever values are on the list. I was lucky that this group was able to identify and name it as a need for themselves. If they didn't, I would simply continue the process with the values they did give me.
 Understanding and interrogating these values will inevitably lead to raised self respect and self confidence.
 Know your values and you will know your value.
 To understand better why this is so, read the article on Values Clarification: a crucial step in building self esteem.
 Dr. Petro Janse van Vuuren
Why bats hang upside down – the story
Once upon a time before humans ruled the earth, animals reigned on the ground and in the tree trunks and birds reigned the sky and the tree tops Both animals and birds loved their world and loved who they were.
One day the animals decided to celebrate their 'animalness' and the word was spread across the land. When Bat heard the news he was very excited. He loved dressing up and he loved making friends. So, on the night of the party, he brushed his hair, gelled it with a bit of tree gum, cleaned his wings and set off. On the way he caught his reflection in a puddle and he winked at himself.
At the party he was just about to swagger in after the tall giraffe when a foot shot out and tripped him. Wait a minute' said Big Baboon who was playing bouncer for the night. "You can't come in".
"Why not?" asked Bat surprised.
"Because you're not an animal", said Baboon, "you are a bird. Look at those wings and you only have two legs. OUT!"
"But I have fur and teeth. Look at me, I an animal", pleaded bat.
"What about my ears?"
"Owls have ears and they are birds"
Bat tried a desperate dash through the door, but Baboon grabbed him by the scruff of his neck and threw him out. He landed on a wing and bruised it. Limping home bat began to cry. At home he sat on a branch and the tears just kept streaming. He cried so much that the branch on which he sat got wet and slippery and Whoops! He slipped round it, his feet still clinging and there he hung, upside down, weeping.
A few weeks later the birds had a party. They


Is there any way to prove that ionic compounds, for instance $\ce{NaCl}$, completely dissociate into singular $\ce{Na+}$ and $\ce{Cl-}$ ions within water by hard experimental evidence?
Besides adhering to the perfect solvation model in theory, I am interested in definitive proof of monoatomic solvation in practice.
How do we know that the ionic crystal lattice isn't only partially dissolved? When the superficial reaction between water and the ionic compound takes place, could it stop at say 10-100 atom microcluster lattices ($\ce{Na/Cl/Na/Cl}$ etc), giving the appearance by standard means that it is completely dissolved?
I am only interested in experimental means of verification, not concepts taken from books.
 - 2
 $\begingroup$ Osmotic pressure? $\endgroup$ – Ivan Neretin Jul 2 '18 at 21:38
 - $\begingroup$ Possibly, but I am not sure if this thoroughly ensures that there aren't still ultra small lattice clusters emulating ions to a sufficient degree. For example, what if the cluster had only 4 atoms, Na-Cl-Na-Cl? This particle is ridiculously small. How do we know that it doesn't exist? Or rather, larger ones? $\endgroup$ – Michael S. Jul 2 '18 at 21:43
 - $\begingroup$ You wanna check out if Earth isn't flat too? Salty water conducts electricity way better and it wouldn't if salt wasn't dissociated. $\endgroup$ – Mithoron Jul 2 '18 at 21:53
 - 1
 $\begingroup$ It strikes me as a statistical probability that there will be one Na+ ion next to a Clion without a water molecule in between for some number of femtoseconds. But real "particles" of NaCl floating around... No. Particles of NaCl could be detected by x-ray diffraction, but it is a S/N problem. One cluster of four NaCl "molecules" floating around in 1 ml of water would be undetectable. $\endgroup$ – MaxW Jul 2 '18 at 23:16
 - 2
 $\begingroup$ _USER_. - Yes, using statistical arguments you could calculate the probability of a 4 "molecule" cluster existing. But chemical properties are about "average" behavior not some probability like winning the lottery 5 times in a row. The chemical behavior of ionic solutions isn't determined by the concentration of the ions, but rather their activity. Within experimental error the plot goes through the origin. You have to realize with $6.023\times 10^{23}$ molecules per mole the state of 3 or 4 molecules just isn't important chemically. $\endgroup$ – MaxW Jul 2 '18 at 23:31
One method is by making electrical conductivity measurements on aqueous solutions of salts. If we take four strong electrolytes:
 - Sodium chloride
 - Potassium chloride
 - Sodium perchlorate
 - Potassium perchlorate
We can measure the electrical conductivities at very low concentrations which allows us to obtain the limiting specific conductivties of the salts (extrapolation to zero concentration).
We will then find that the sum of the limiting conductivity of sodium chloride and potassium perchlorate will be the same as that of potassium chloride and sodium perchlorate.
This is because the limiting conductivity of a strong electrolyte salt is the sum of the contributions of the cations and anions. This allows us in an indirect way to show that some salts can totally dissociate when very dilute.
 - $\begingroup$ I think this is a good answer, but I was wondering whether limiting conductivities imply true ionic dissociation in practice even if the measurements are the same for different species. I understand logically the sum of the parts equals the whole, I am still trying to confirm the true nature of the parts. So, far this is a good answer. I am nearly satisfied. (Upvoted) $\endgroup$ – Michael S. Jul 3 '18 at 15:12
Another method is to look at boiling point elevation (using this to study dissociation is called ebulliscopy). In theory (think ideal liquid), boiling points increase linearly with the molality of dissolved non-volatile components. Thus change in boiling point of water is equal to the ebulliscopic factor times the solution molality. This allows the estimation of a value 'i' that denotes the moles of dissociated ions vs the moles of the dissolved substance.
For instance, i=1 for sugar (no dissociation), i=1.9 for NaCl, showing that it is highly dissociated, i=2.3 for calcium chloride, etc..
This would indicate the likely conclusion that NaCl does not completely dissociate with the resulting ions randomly dispersed throughout an completely disordered solution (there is probably some local structure around the ions), but it's close.
(NOTE: Alternatively, you can look at freezing point depression, which for low concentrations of solute is a linear function of molality, also.)
Taking aside modern methods on nanochemistry, many experiences can be used. The mixture will have very different properties depending on which is the final particle size, from entropy changes to conductivity changes.
You can argue in terms of conductivity just by the verification of the law of independent ionic molar conductivities. Salts must dissolve completely for the law verification.
The halfwave potential (polarography) is quite independent of the counterion.
In essence, almost anything that turns to be independent of the counter ion is a good proof (from electric methods above, to ionic chromatography, to selective electrodes etc.)
One of the simpler evidences can be the diffusion speed, which is easily modeled and measured and turns to be compatible which small particle size. Of course you can say that the models are not exact and small differences are hard to predict. Let's consider we just bounded the possible sizes to very few ions clusters. In such case you can measure (for example) frequency dependent dielectric permittivity and confirm that there are not relaxations at frequencies compatibles with molecular rotations.
By the way, thousands of good predictions are made monthly requiring such consideration (dissolution to individual ions), and do not forget nanochemistry.
Your Answer


text:
EDUC 643. Internship in Teaching, Middle Education (Grades 6-8)
Prerequisites: Completion of all licensure coursework and admission to the Teacher Education Program
Credit Hours: (6)
Provides extensive clinical experience on one or more grade levels appropriate to the certification area for graduate students seeking teaching licensure in middle education (grades 6 – 8). Experience begins with observation and limited participation; and culminates in assumption of full responsibility in the classroom.
Detailed Description of Course Content
A graduate-level, clinical experience on one or more levels in grades 6 - 8 begins with observation and limited participation and culminates in assumption of full responsibility in the classroom. The course allows candidates to apply and reflect on their content, professional and pedagogical knowledge, skills and professional dispositions in a variety of settings. Students will use everyday materials to explore and practice effective pedagogy to develop and demonstrate proficiencies that support learning by all students. This approach provides experience in professional, clinical practice during which the graduate student tests and reconstructs the theory which the student has evolved and during which the student further develops a personal teaching style. These practices will utilize the Specialty Program Associations and the Virginia Department of Education standards listed below.
Topics will emphasize:
1. Schools and Learners
a. Concept of teaching middle school students
b. Philosophy of teaching middle school students
c. Characteristics of learners in middle grades
d. Understanding the culture of middle schools
e. Communication with families and school personnel
2. Advanced Instructional Planning
a. Developmentally appropriate
b. Long and short term
c. Knowledge of models appropriate to discipline such as inquiry, role playing, concept attainment, direct instruction, simulations, advanced organizers, process approach to writing, reading and writing across the content areas, and reader response.
3. Diverse Learners
a. Cultural, ethnic, and special needs
b. Learning styles
c. Designing and delivering appropriate and effective instruction
4. Classroom Management
c. On-going challenges
a. Integrating into short and long term planning
6. Impact of Learning on Students
a. Alternative approaches to assessment
b. Using assessment for planning instruction and monitoring student progress
Detailed Description of Conduct of Course
Student teacher placements are made in appropriate grade/discipline areas. Opportunities are provided to practice teaching diverse learners under the supervision of approved cooperating teachers and university supervisors. The experience begins with observation and limited participation and culminates in assumption of full responsibility. The student teaching experience will provide for a minimum of 300 clock hours with at least 150 hours supervised in direct teaching activities according to the VA DOE matrix appropriate to each discipline area.
EDUC 643 is a clinical experience that requires students to design, implement and evaluate projects related to the roles for which they are preparing. Candidates will learn to contextualize teaching and draw effectively on representations from the students' own experiences and cultures. Students will be working with their supervising teacher to develop lesson plans and deliver instruction specific to their pedagogical area.
Goals and Objectives of the Course
Goals, objectives and assignments in this class address the following National and State Standards:
VGC – Virginia Department of Education General Content
VPS – Virginia Department of Education Professional Studies
TSIP – Technology Standards for Instructional Personnel
NMSA – National Middle School Association
NCATE National Council for Accreditation of Teacher Education
· 1b – Pedagogical Content Knowledge
· 1c – Professional and Pedagogical Knowledge and Skills for Teacher Candidates
· 1d – Student Learning for Teacher Candidates
· 1g – Professional Dispositions
Having successfully completed this course, the candidate will be able to:
1. Incorporate state and national standards in planning and instruction
· NMSA 2, 3, 4, 5
· VPS 1a, 2d, 3a, 3c
· TSIP V
· NCATE 1b
2. Apply theories of learning and integration into instruction and incorporate technologies in learning, contextualize teaching, and draw effectively on representations from the students' own experiences and culture
· NMSA 2, 3, 4, 5
· VPS 1b, 2.d, 5b, 5f
· TSIP I, II, III
· NCATE 1c
3. Plan instruction and assessments based on research of how students learn by differentiating instruction for learners at different stages of development, abilities and select appropriate objectives, activities, and teaching materials for each discipline as appropriate.
· VGC – Math 11
· NMSA 2, 3, 4, 5
· VPS – 1a, 1f
· TSIP I
· NCATE 1c
4. Apply classroom [and behavior] management techniques and individual interventions, including techniques that promote the emotional well being, maintaining behavioral conduct consistent with norms, standards and rules of the educational environment. These techniques will address diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice.
· VPS 3
Assessment in student teaching is both formative and summative and is completed collaboratively by the supervising classroom teacher and university faculty member. Evaluation is based upon the INTASC Standards for Beginning Teachers, which are embedded in the Teacher Candidate Evaluation form. Other assignments include:
- Completion of Child Abuse Certificate training
- NCATE Task: Supervising teachers and professors will evaluate students as they carry out their professional duties utilizing the Student Teaching Evaluation form and the Disposition of Candidates form.
- Develop and create lesson plans
- Students will research a chosen topic related to their classroom experience. They will present a written analysis of the research and its implications for their teaching, and lead a discussion with their peers on their research findings.
- Other activities appropriate to the specific program and content areas
To differentiate EDUC 643 taken by graduate teacher candidates seeking middle education licensure from EDUC 451 taken by undergraduate teacher candidates seeking middle school licensure, candidates will complete the following assignment:
· Graduate teacher candidates will participate in a professional learning community with other graduate teacher candidates to study current issues in education. This study will involve in-depth reading assignments and either online or face-to-face discussions. Graduate teacher candidates will then be charged with planning and presenting a seminar (making a presentation??) to their undergraduate peers to be held during the student teaching semester. Graduate teacher candidates will work with their cohort leaders to select an appropriate format for these presentations.
· Graduate teacher candidates will develop an action research proposal to be carried out during the student teaching experience. This may be an investigation into how real classroom practice impacts the development of a unit plan thus comparing the theoretical with actual practice or another topic to be determined by the faculty and student together.
Other Course Information
Review and Approval
DATE ACTION APPROVED BY
5/7/09 Reviewed by Dr. Elizabeth Dore

source: openbmb/Ultra-FineWeb


Cream soda
From Wikipedia, the free encyclopedia
Jump to: navigation, search
For other uses, see Cream soda (disambiguation).
Bottle of American cream soda
History and development[edit]
Alexander C. Howell, of Vienna, New Jersey, was granted a patent for "cream soda-water" on June 27, 1865. Howell's cream soda-water was made with sodium bicarbonate, water, sugar, egg whites, wheat flour, and "any of the usual flavoring materials—such as oil of lemon, extracts of vanilla, pine-apple,to suit the taste" before drinking, the cream soda water was mixed with water and an acid such as tartaric acid or citric acid.[2] In Canada, James William Black of Berwick, Nova Scotia was granted a U.S. patent on December 8, 1885, and a Canadian patent on July 5, 1886, for "ice-cream soda".[3][4] Black's ice-cream soda, which contained whipped egg whites, sugar, lime juice, lemons, citric acid, flavoring, and bicarbonate of soda,[5] was a concentrated syrup that could be reconstituted into an effervescent beverage by adding ordinary ice water.[4]
International variations[edit]
North and South America[edit]
United States[edit]
In the United States, cream soda is often vanilla-flavored and is either clear or colored a light golden brown in appearance, but red, pink, orange and blue are also relatively common color variants. In addition, in some places in the U.S. where the drink is made on location, especially in cafes, cream soda consists of soda water, vanilla syrup, and cream or half and half.
Popular brands include:
In Canada, cream soda is mostly red (except in Quebec where it is sold clear) and tastes like grenadine. Some brands, such as Fanta, market a colorless version.
Brands include:
Some American brands are available in Canada as imports.
Caribbean and Latin America[edit]
Cream soda is usually served as a "red pop", particularly Fanta's Red Cream Soda.
In Australia, cream soda is generally known as creaming soda or creamy soda by current manufacturers and is generally pink, red or brown. Less commonly, there is a bright yellow type of creaming soda, an example of which is produced by Crows Nest Soft Drinks, or Hartz. Another example is Saxbys Soft Drinks' Crème Soda, which is produced in Taree, NSW. Manufacturers of creaming soda in Australia include Bundaberg Brewed Drinks, Kirks, River Port, Schweppes and Tarax. As of 2005, Kirks creaming soda was made and distributed by Coca-Cola Amatil. Up until the mid-1990s, Kirks also produced Snow Cap, which was essentially the vanilla flavored brown version of the drink. The name "Snow Cap" was created to differentiate the pink and brown versions of the drink. While Snow Cap is no longer produced, Kirks do produce a product called 'Sno-Drop'. Schweppes Australia markets creaming Soda as part of their 'Schweppes Traditional' line of soft drinks. Until recently it was deep red in all states except Victoria where it was brown, but now both varieties are offered. The flavor is also different between the red and brown versions of 'Schweppes Traditional' with the red version having a small amount of raspberry flavor added to it.[citation needed] South Australian soft drink manufacturer Woodroofe produces "Sno-Top", a brown creaming soda drink. A second South Australian soft drink and cordial manufacturer Bickford's markets a deep red colored creaming soda.[8] Golden Circle is another a popular brand of creaming soda.
New Zealand[edit]
This is known as Creaming soda, Ice cream soda, Chill drink or cream soda, though the flavor changes are negligible. It is usually a bright yellow color or a white opaque. It is one of the many flavors sold by Foxton Fizz It is also one of the many carbonated drink-flavors offered by Golden Circle.
Another variety is one referred to as Italian cream soda. This is usually a mixture of carbonated water and half and half or cream combined with vanilla syrup. Ratios vary widely, but the taste is usually that of sweetened, flavored milk.
The Netherlands had a somewhat similar milkbased drink, called Frizz. It was sold by a dairy company named Friesland Foods. It is currently owned by FrieslandCampina, but Frizz is no longer in production and the brandname will expire in 2019.[9][10] It is said to have been caramel-colored[citation needed].
However, Asian supermarkets (called toko's) usually sell Schweppes Cream Soda. The cream sodas are imported from Hong Kong.[citation needed]
United Kingdom[edit]
In the UK, cream soda was traditionally served with a dessert-spoonful of vanilla ice cream floating on the top, but this became a rarity in recent years.[citation needed] It is vanilla-flavoured, slightly glutinous and has a uniquely thick, "soft" and long-lasting foam. A.G. Barr, Ben Shaw's (a Cott brand), and DG Jamaica manufacture their own brands of cream soda, and most supermarkets sell it under their respective own brands. Pakola, a Pakistani brand of ice cream soda, is available in most Asian retailers.
Hale's Blue Boy Cream Soda Syrup
In Hong Kong, the Swire Coca Cola Company markets a yellow Schweppes Cream Soda. Some people enjoy Cream Soda in a 1:1 ratio with fresh milk.
In India, two brands of cream soda are Cottons and Bijoli.
In Japan, "cream soda" is a term used for an ice cream float made with melon-flavored soda topped with a scoop of vanilla ice cream.
In Malaysia, the F&N or Fraser and Neave brand makes a clear Ice Cream Soda.
Pakistan's popular brand is Pakola Ice Cream Soda (پاكولا, Pākōlā), which is green in color.
In Sri Lanka, Elephant House Cream Soda is most popular soft drink. Meanwhile, Coca-Cola Beverages Sri Lanka launched their newest flavor, "Fanta Cream Soda", in July 2009.
In Thailand, Hale's Trading produces Hale's Blue Boy Brand Cream Soda Flavoured Syrup. A green colored rose/floral flavored cordial. This is mixed 1 part to 4 parts water/soda water to get a cream soda drink, very similar to the South African Creme Soda. Or used as a flavoring in their shaved iced deserts. This syrup is sold world-wide in some Asian food stores. Additionally, PepsiCo's division in Thailand produces a green cream flavored soda under their brand name Mirinda.
Sparletta Creme Soda
In South Africa and Zimbabwe, cream soda is sold under the label Sparletta Creme Soda, a product of the Coca-Cola company. It is green in color.
In South Africa, cream soda is often referred to as the "Green Ambulance" or "Creme Sober" (predominantly by students), as it is believed to alleviate the effects of hangovers.[citation needed] Cream soda is also used as a mixer with cane spirit (an inexpensive alcoholic beverage distilled from fermented sugarcane). This is commonly known as a "John Deer" (cf. John Deere and its green logo), "Cane Train", or "Green Mamba". Cane spirit is chosen due its ability to go relatively unnoticed.
See also[edit]
 1. ^ Michigan Journal, Volume II (1852)
 2. ^ US 48405, Howell, Alexander C., "Improved Beverage", issued 1865-06-27
 3. ^ CA 24012, Black, James William, "Ice Cream Soda", issued 1886-05-10 (Patent information at CIPO)
 4. ^ a b US 332134, Black, James William, "Ice-cream Soda", issued 1885-12-08 "This invention relates to a new confectionery composition or sirup for conveniently and economically making, as desired, a refreshing beverage called "ice-cream soda." The ingredients used in the beverage, except the ice-water, are combined in a concentrated form and bottled for use, so that as occasion demands it may be quickly mixed with ice-water to form an effervescent, refreshing, and healthful drink."
 5. ^ Mario Theriault, Great Maritime Inventions 1833–1950, Goose Lane Editions, Fredericton, New Brunswick, 2001, p. 19
 6. ^ referenced August 26, 2008
 7. ^ Janelle Brown. Los Angeles: Galco's Soda Pop Store, The New York Times, September 10, 2006, page TR6. Online version retrieved 2011-07-05.
 8. ^ [1][dead link]
 9. ^
 10. ^


text:
.
|Brugada algorithm; Figure 1 from Reference 5.|
You can link to the PV Card from ALiEM for the Brugada criteria here.
ii. R-wave to peak time at DII: This algorithm (also from Brugada) was published in 2010 as an attempt to develop simpler criteria utilizing only one lead. It was developed using an EP study as a gold standard. The basic premise is that if the R wave to peak time (duration from the onset of QRS depolarization onset until the first change of polarity) is > 50 ms in lead II, the diagnosis is Vtach. The authors reported a sensitivity and specificity for Vtach of 0.93 and 0.99, respectively.
|RWPT in lead II measurement. Figures 5 & 6 from Reference 6.|
One thing that you can see from their example (above) is that measuring RWPT really is not that straightforward. And practically speaking, a sensitivity of 93% really is not good enough. You can read more about this method at ALiEM here.
iii. Vereckei's algorithm for lead aVR, published in 2008, uses lead aVR to differentiate from Vtach vs. SVT with aberrancy:
The last step of this algorithm, Step 4, requires a calculated comparison of the distance traveled during the initial and concluding impulses of the QRS complex:
In the initial study, they reported a 96.5% sensitivity for the diagnosis of Ventricular tachycardia.


As can be suspected when beginning reading books from the Shannara universe and is made clear in the various prequel books,
The Four Lands are actually located in a post-apocalyptic American Northwest, with most of the species descended from what we would call modern-day (or slightly future) humans living in the American Northwest.
Based on this, it seems logical to assume that at least the humans and likely most of the rest of the species have English or some evolved form of English as their primary language.
Is this ever made clear in the books, or in anything Terry Brooks has said?
We do know that at least the written language has changed, as books from the Great Wars (which would most likely be English) have to be translated by those who know the language (i.e. Druids). For spoken language, it isn't said whether or not it is English, but we know that some of it is based off of an older dialect. For example, in Antrax, when Panax meets the Rhindge, he realizes that they are speaking a dialect similar to an ancient Dwarven tongue.
The Elves have their own language. In Elves of the Cintra, it explains that the black staff of the Knights of the Word allows them to understand the Elven language. This is when Angel Perez is first brought to the Elves.
Your Answer


text:
Beautiful new images from Rosetta's approach to Mars: OSIRIS UPDATE
This series of beautiful images taken by Rosetta's Optical, Spectroscopic, and Infrared Remote Imaging System (OSIRIS), shows planet Mars in the pre-close-approach phase (updated with additional spectral information).
In the lead image above, an orange (red), green and near-UV colour filter composite image of Mars is shown; the UV channel (the blue color) has been enhanced. The enhanced UV signal clearly shows the presence of the cloud system covering most of the Martian disk.
The above-image composite is based on near-infrared, green and near-ultra-violet colour information obtained by the OSIRIS Narrow Angle Camera. At the southern part of the planet, the southern spring polar cap is clearly seen.
At this time of the Martian year, a large fraction of Mars' atmosphere is evaporating from the southern polar cap and will migrate to the northern polar cap during nothern winter. Over most of the Martian disk one can see large cloud systems.
The first true-colour image (above) was generated using the OSIRIS orange (red), green and blue colour filters.
The ultraviolet image above was taken on 24 February 2007 with the OSIRIS wide-angle camera through the 'OH' colour filter, intended for the indirect detection of water when observing comet 67/P Churyumov-Gerasimenko.
Clouds are visible at the North polar cap of Mars and at the morning 'limb' (border or outermost edge of a celestial body). A high-altitude cloud is also visible and shown in the inset.
Atmospheric structures can be seen in the next pair of images taken by the OSIRIS narrow-angle camera. The images have been produced through a special combination of the green and red colour filters, emphasising the brightness difference. This image processing step enhances the structures in the atmosphere, either dust or clouds.
The last OSIRIS image presented in this article is an annotated version of the two-colour composite of Mars seen by the OSIRIS narrow-angle camera on 24 February at 19:28 CET from a distance of about 240 000 km, with an image resolution of about 5 km per pixel.
This is better, for example, than previous views of the planet obtained by the Hubble Space Telescope. The greenish regions are clouds above the red surface of Mars.
All images were acquired on 24 February at 19:28 CET from a distance of about 240 000 km; image resolution is about 5 km/pixel.
Contact for more information
OSIRIS Principal Investigator
Max-Planck-Institut für Aeronomie
Email: KELLER @ linmpi.mpg.de
ESA Rosetta Mission Manager
Email: gerhard.schwehm @ esa.int
ESA/ESOC Communication Office

source: HuggingFaceFW/fineweb-edu


text: Ash Davies teaches us how to Photoshop digital bokeh with this tutorial. First, open up Photoshop and create a new canvas with your width at 1920 and your height at 1200. Now, create a new layer and set your background layer as invisible. Now create a medium size circle and reduce the fill to 50%. Now enter blending options and add a stroke of 10 pixels to the inside with the color set to black. Now define the shape as a brush and then click "edit" and "define brush preset" name this, "bokeh". You can now hide your bokeh brush layer. In order to paint, select the paint pallet and find your newly defined brush. First, turn the visibility of the background to "on" then change the color to 26,26,26. Now apply this color to your background. Now add a new layer and rename it "colors". Go to blending options and select "gradient overlay". Click on "gradient" and add in your colors: ffff85, 1bdaeb, 9b3b81, and d27e34. Now click "ok" and change blend mode to overlay and angle to 45 degrees. Now, create a new folder and call it "bokeh" and make the layer "color dodge". Now select your bokeh brush and you will have the scattered effect!


Curious about how others would solve this question: What is the number of people aged between 0-20 in Dubai.
Market sizing
New answer on Jan 27, 2020
3 Answers
Anonymous A asked on Jan 27, 2020
Overview of answers
 - Upvotes
 - Date ascending
 - Date descending
Content Creator
replied on Jan 27, 2020
There are multiple sources:
 - Population - you simply divide the population by the average life expectancy and then multiply by 20
 - Tourists - you assume that every 5th person you see in Dubai is a tourist and out of them x% are 0-20
Was this answer helpful?
Anonymous A on Jan 30, 2020
Thank you, Vlad! In the case of the UAE where the population is significantly young, assuming an equal age distribution won't work. How would you change your approach?
Udayan on Feb 13, 2020
That is relevant information - just adjust with what you think is most reasonable. For example distribute population 0-20 as being 30% of the population vs 25% if you take a life expectancy of 80
updated an answer on Jan 27, 2020
The structure mentioned in the previous answer is a good approach for most of the cities/countries. However, for hot tourist destinations like Dubai, one needs to consider the number of tourists that visit that particular city/country in a year.
On average, Dubai gets 12 million tourists (nearly four times the population of Dubai). If you use the similar approach and add that number to the one mentioned in the other answer, you arrive at the approximate number. Feel free to change assumptions regarding age distribution and life expectancy of tourists (Wouldn't change by more than 10-15% anyway).
Was this answer helpful?
Anonymous B replied on Jan 27, 2020
For this, I would lay the structure and assumption down as follows
# of people aged between 0-20 = (Total Population of Dubai / Avg. life span of the local population or the world) * # of years (0-20)
Key assumption, people distribution of ages are even across the board. Stating, that there are the same number of people at every 1 year.
# of people aged between 0-20 = ( (assumed) 3.5M / (assumed) 75 ) * 20
= 0.93M
Note, for this market sizing you should be aware of what the population of Dubai is, or approximate of it. Also 75-80 years is the average lifespan globally, this can vary by region.
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Correlation of the 4977 bp mitochondrial DNA deletion with human sperm dysfunction
Several studies have examined the association between mitochondrial DNA (mtDNA) deletions, in particular the "common" 4977-bp deletion, and human sperm dysfunction, but have produced contradictory results.
Here we show that PCR slippage and primer miss-match to nuclear DNA may lead to overestimates in the frequency of deletions. Our investigation resolves this issue and gives strong negative correlation between the proportion of the "common" deletion and sperm motility. Furthermore, for the first time, we present data which reinforce the hypothesis for a negative correlation between the mtDNA "common" deletion and fertilization efficiency of spermatozoa.
The present analysis resolves several literature inconsistencies and opens the way for diagnostic use of the "common" deletion as a molecular indicator of sperm fertility potential.
In the past decade more than 200 point mutations have been identified in human mtDNA and 45 of them proved to be associated with disease [1]. Also, more than 100 deletions are known to be involved in diseases [2]. In particular, a 4977-bp deletion has been associated with a number of pathological phenotypes [37]. This deletion, also found to accumulate during aging [8], has been characterized as the "common" deletion and used as an mtDNA damage indicator [9]. The 4977-bp deletion occurs between two 13-bp direct repeats, located at nucleotides 8470–8482 and 13447–13459 respectively, and results in mtDNA molecules (ΔmtDNA4977) that lack all or part of a 12 gene cluster. Due to the loss of several vital OXPHOS genes, mtDNA deletions mainly affect high-energy demanding post-mitotic cells, such as brain, liver and muscles. Since spermatozoon movement also requires a great amount of energy, defects in mitochondrial respiratory function is assumed to cause a decline in motility and, consequently, decrease of fertility.
Several studies have examined the correlation of mtDNA deletions and sperm dysfunction, but have produced contradictory results. Kao et al. [10] observed a negative correlation between presence and proportion of the 4977-bp deletion and sperm motility. These authors also reported a significantly higher incidence of the deletion in patients with asthenospermia, oligozoospermia and primary infertility when compared to normal individuals. In contrast, later reports have not found a clear association between the "common" deletion and infertility categorisation of donors [11, 12]. There is also no clear correlation between multiple deletions and male infertility. Some studies have found a higher incidence of multiple mtDNA deletions in sub-fertile or infertile men [12, 13], while other studies found no such association [14]. These deletions were not fully characterized, since neither the precise breakpoints nor the sequence of the amplified products were determined.
Here we show that the inconsistencies in the literature are due to technical inaccuracies of used methods, including primer miss-annealing and PCR slippage. We have applied an improved PCR assay in 31 samples with normal and 83 samples with abnormal sperm parameters and obtained a clear negative correlation between presence of the "common" deletion and sperm motility.
Preparation of spermatozoa and extraction of total DNA
Semen samples were kindly provided by "Eugonia-Iatriki Erevna-IVF unit, Greece" and "Embioiatriki-IVF unit, Greece" and classified according to World Health Organization (WHO) criteria [15]. After the semen sample was liquefied at room temperature, the spermatozoa were fractionated by Percoll™ (Sigma-Aldrich) 45% and 90% gradient [16]. Spermatozoa were collected from each layer and washed three times with five volumes of PBS (phosphate buffer saline; 137 mM NaCl, 2.7 mM KCl, 10 mM Na2HPO4, 1.8 mM KH2PO4, pH 7.4) to remove percoll. In order to avoid contamination from other cells (such as lymphocytes and epithelial cells), the sperm sample was incubated, prior to DNA extraction, with 50 mM Tris-HCl buffer (pH 6.8) at 8°C for 20 min [17], a treatment that does not affect spermatozoa. Spermatozoa were collected by centrifugation at 1000-g for 5 min. The sperm pellet was immediately subjected to DNA extraction as described by Douris et al. [18].
Qualitative and quantitative PCR assays, PCR conditions, cloning and sequencing of PCR products
Detection of mtDNA deletion was carried out by PCR amplification using primers that flank the deleted region [see Additional file 1]. With these primers, conventional PCR gives a product only from molecules bearing the deletion, because the fragment from the normal mtDNA is too large to be amplified. Normal mtDNA molecules were detected using a forward primer located within the deletion (4977Fi) and an external reverse primer. This method produces a single PCR product when the sample contains only normal mtDNA and two products if it contains normal and deleted mtDNA molecules. The relative amounts of deleted and normal mtDNA were calculated using PCR-based serial dilution method [19] in mixtures of known proportions of deleted and normal mtDNA [see Additional file]. PCR reactions were carried out in a 25-μl reaction mixture containing 200 μM of each dNTP, 0.5 μM of each primer, 1 unit of Taq DNA polymerase (Promega), 1.5–2 mM MgCl2, and 1×reaction buffer (provided by the company). Cycling conditions were: initial denaturation at 94°C for 2 min, followed by 25–30 cycles of denaturation at 94°C for 30 sec, annealing at 55°C to 63°C (depending on the primer pair) for 45 sec and extension at 72°C for 30–60 sec. Long PCR reactions were performed with primers Fvelo and Rvelo, or D6 and R10 [see Additional file] in a number of samples, the obtained products were separated in agarose gels and the appropriate bands were excised and purified using the PureLink Quick Gel Extraction Kit (Invitrogen), and either cloned or directly sequenced using a commercial outlet. Long PCR products produced from four different semen samples with primers D6 and R10 were subjected to southern blot analysis [see Additional file 1].
Statistical analysis
Results were analyzed by the pair-wise Chi-square test of independence or, when the expected numbers are small (less than five), by Fisher's exact test of independence.
Results and discussion
We tested 53 samples with normal and 96 samples with abnormal sperm parameters using the primer-shift PCR assay with previously published primer sets. We obtained a negative correlation between occurrence of the deletion and the size of the deletion product (r = -0.978, P = 0.021, Table 1). A similar observation was reported previously [20] suggesting that the larger fragments may lead to underestimation of the deletion occurrence, because they are less likely to be detected than the smaller fragments (Figure 1A). We conclude that the literature differences could be due to the different primer sets used.
Figure 1
Agarose gel electrophoresis of PCR products. (A) Agarose gel electrophoresis of PCR products obtained by using four different primer sets in one of the examined semen samples. Lane M: 100-bp marker (Invitrogen, USA); lane 1: 380-bp PCR product (primers 4977F and 4977Rc); lane 2: 454-bp PCR product (primers 4977F and 4977R); lane 3: 524-bp PCR product (primers 4977F and 4977RK2); lane 4: 719-bp PCR product (primers 4977F and 4977RK3). Equal amount of each PCR reaction has been loaded to lanes 1 to 4. (B) Agarose gel electrophoresis of PCR products amplified from three different samples (1–3) with primers 4977F/4977Rc (lanes 1a, 2a, 3a) or 4977Fx/4977Rcx (lanes 1b, 2b, 3b). Lane M: 100-bp marker (Invitrogen, USA). Amplification with primers 4977F/4977Rc gave two products: a 380 bp band corresponding to ΔmtDNA4977 molecules (lanes 1a and 2a) and a ~470 bp band proved to be a by-product (lanes 2a and 2b). Specially designed primers 4977Fx/4977Rcx failed to produce the ~470 bp by-product (lanes 2b and 3b).
Table 1 Occurrence of "common" deletion in human spermatozoa using different primer sets
This hypothesis led us to the use of primers 4977F and 4977Rc, which produce the smallest deletion-specific fragment. PCR analysis in 61 of 149 samples revealed a larger product, in addition to the product expected from the presence of the "common" deletion, an observation that suggests the existence of a new deletion (Figure 1B). Is


text:
What makes people to undertake research? This question is of fundamental importance. The possible motives for doing research may either be one or more of the following:
1. Desire to get a research degree along with its consequential benefits.
2. Desire to face the challenge in solving the unsolved problems, i.e., concern over practical problems initiates research.
3. Desire to get the intellectual joy of doing some creative work.
4. Desire to serve the research community.
5. Desire to earn respect.
However, this is not an exhaustive list of factors motivating people to undertake research studies. Many more factors, such as directives of government, employment conditions, curiosity about new things, social thinking and awakening, etc may well motivate, or at times compel, people to perform research operations.


text:
Credo-led Aspiring Leaders Workshops, usually offered in partnership with a higher education organization or association, gives the next generation of leaders an opportunity to evaluate their own skills, gifts, and calling against the primary leadership needs in today's independent higher education environment. This experience has demonstrated great value for those considering new or expanded leadership roles in key areas on campus including presidential or executive roles, academic, enrollment management, student affairs, student services, marketing, and advancement.
Workshops include strong leadership benefits for participants including:
- Participants will be able to articulate the key themes of thriving independent institutions and demonstrate an awareness of how their own experience compares.
- Participants will understand the characteristics of best practice leaders and begin to formulate a plan for personal and professional development.
- Participants will experience increased awareness of primary external threats in our industry and be able to articulate the related responsibilities of their aspirational leadership position.
- Participants will gauge their own readiness for leadership in general and specific areas and develop a roadmap for progress.
Why undertake leadership development?
- To increase the effectiveness of leaders in their current roles and teams.
- To deepen the leadership bench across each state for cabinet-level and presidential positions.
- To connect potential with context so those most likely to enter leadership positions are knowledgeable and prepared for the future of our marketplace.
- To positively impact higher education's sustainability across the state.
We recommend tailored core content, presented over the span of the workshop, with an introduction on the higher education landscape in your state from the organization President.
Credo partners with your organization to provide a workshop to further the conversation about leadership preparation in independent higher education across your state, providing the following:
- Credo will develop and provide content for the day or day and a half, delivered by two senior Credo consultants.
- Credo will provide a print program and takeaway materials for the event.
- Credo will conduct an online post-event survey to evaluate outcomes and learning, and will share a report from that survey back to you and your leadership.
Some of our partners for Aspiring Leaders work include:
- KICA - Kansas Independent Colleges Association
- GICA - Georgia Independent Colleges Association
- TICUA - Tennessee Independent Colleges & Universities Association
- ICUF - Independent Colleges & Universities of Florida
To find out how to get started or speak to one of our Aspiring Leaders Workshop Facilitators, contact us.


NAME 'IO::Ppoll' - Object interface to Linux's 'ppoll()' call SYNOPSIS use IO::Ppoll qw( POLLIN POLLOUT ); use POSIX qw( sigprocmask SIG_BLOCK SIGHUP ); my $ppoll = IO::Ppoll->new(); $ppoll->mask( $input_handle => POLLIN ); $ppoll->mask( $output_handle => POLLOUT ); $SIG{HUP} = sub { print "SIGHUP happened\n"; }; sigprocmask( SIG_BLOCK, POSIX::SigSet->new( SIGHUP ), undef ); # If a SIGHUP happens, it can only happen during this poll $ppoll->poll( $timeout ); $input_ev = $poll->events( $input_handle ); DESCRIPTION 'IO::Ppoll' is a simple interface to Linux's 'ppoll()' system call. It provides an interface that is drop-in compatible with IO::Poll. The object stores a signal mask that will be in effect during the actual 'ppoll()' system call and has additional methods for manipulating the signal mask. The 'ppoll()' system call atomically switches the process's signal mask to that provided by the call, waits identically to 'poll()', then switches it back again. This allows a program to safely wait on either file handle IO or signals, without needing such tricks as a self-connected pipe or socket. The usual way in which this is used is to block the signals the application is interested in during the normal running of code. Whenever the 'ppoll()' wait is entered the process signal mask will be switched to that stored in the object. If there are any pending signals, the Linux kernel will then deliver them and make 'ppoll()' return -1 with 'errno' set to 'EINTR'. If no signals are pending, it will wait as a normal 'poll()' would. This guarantees the signals will only be delivered during the 'ppoll()' wait, when it would be safe to do so. CONSTRUCTOR $ppoll = IO::Ppoll->new() Returns a new instance of an 'IO::Ppoll' object. It will contain no file handles and its signal mask will be empty. METHODS $mask = $ppoll->mask( $handle ) Returns the current mask bits for the given IO handle $ppoll->mask( $handle, $newmask ) Sets the mask bits for the given IO handle. If '$newmask' is 0, the handle will be removed. $ret = $ppoll->poll( $timeout ) Call the 'ppoll()' system call. If '$timeout' is not supplied then no timeout value will be passed to the system call. Returns the result of the system call, which is the number of filehandles that have non-zero events, 0 on timeout, or -1 if an error occurred (including being interrupted by a signal). If -1 is returned, '$!' will contain the error. $bits = $ppoll->events( $handle ) Returns the event mask which represents the events that happened on the filehandle during the last call to 'poll()'. $ppoll->remove( $handle ) Removes the handle from the list of file descriptors for the next poll. _USER_ = $ppoll->handles( $bits ) Returns a list of handles. If '$bits' is not given then all of the handles will be returned. If '$bits' is given then the list will only contain handles which reported at least one of the bits specified during the last 'poll()' call. $sigset = $ppoll->sigmask Returns the 'POSIX::SigSet' object in which the signal mask is stored. Since this is a reference to the object the 'IO::Ppoll' object uses, any modifications made to it will be reflected in the signal mask given to the 'ppoll()' system call. $ppoll->sigmask( $newsigset ) Sets the 'POSIX::SigSet' object in which the signal mask is stored. Usually this is not required, as a new 'IO::Ppoll' is initialised with an empty set, and the 'sigmask_add()' and 'sigmask_del()' methods can be used to modify it. $ppoll->sigmask_add( _USER_ ) Adds the given signals to the signal mask. These signals will be blocked during the 'poll()' call. $ppoll->sigmask_del( _USER_ ) Removes the given signals from the signal mask. These signals will not be blocked during the 'poll()' call, and may be delivered while 'poll()' is waiting. $present = $ppoll->sigmask_ismember( $signal ) Tests if the given signal is present in the signal mask. SEE ALSO * IO::Poll - Object interface to system poll call * 'ppoll(2)' - wait for some event on a file descriptor (Linux manpages) * IO::Async::Loop::IO_Ppoll - a Loop using an IO::Ppoll object AUTHOR Paul Evans


A NativeScript Font Icon Converter
Getting set up to use Icon Fonts in a NativeScript app is fairly straight-forward. NativeScript documentation covers it, and Nathanael Anderson has a tutorial covering things in more depth. However, there's one annoyance I have with using them in NativeScript and this post will cover that and one way to resolve it.
The Annoyance
Once you're set up to use icon fonts, you'll typically have a CSS rule defined to set the font-family when a certain class is used:
.fa {
 font-family: FontAwesome;
But, as you can see in the above referenced getting started docs/tutorial, CSS is not what sets the content as it would be if we were using HTML and Icon Fonts. We have to find the unicode and set the text property of our element to use that:
So you must either memorize the unicode for your font icons or be resigned to looking them up every time.
One solution
NativeScript has a feature baked into it called Converters - essentially functions you can pipe an input to and have it converted to a different output without changing the source (i.e. a property on a model). You can also have application-wide converters by adding them to your application's resources, which is what we'll be using to make it easier to use our icon fonts!.
Create our Converter Function
The first thing we'll want to do is to create the function that will be our converter. Let's create a new directory: app/utils/ and create a new TypeScript file within named fontIconConverter.ts. This converter is actually really simple - it just has a hash map of all the icons we want to use and their unicode value, then provides a function for converting strings, or parts of strings, to the appropriate unicode value. Notice below that we're also handling cases where an icon may be passed in within a string of text.
// app/utils/fontIconConverter.ts
const fontToUnicode = {
 //I recommend using the full css class name of the icon (i.e. 'fa-bluetooth')
 // instead of shortening (i.e. just 'bluetooth') in case you need to use the
 // text along side an icon
 'fa-bluetooth': '\uf293',
 'fa-hashtag': '\uf292',
 'fa-usb': '\uf287'
function valueToFontUnicode(value: string): string {
 //if the value isn't a key in our hash map, just return the value as it is
 return fontToUnicode[value] || value;
export default function fontIconConverter(value: string): string {
 //check for spaces so we can handle things like "fa-bluetooth some text here"
 if (/\s/.test(value)) {
 return value.split(/\s/).map(t => valueToFontUnicode(t)).join(' ');
 } else {
 return valueToFontUnicode(value);
Make the converter accessible application-wide
Now that we've defined a converter function, we just need to add it to our application resources to make it available application-wide. Simply navigate to your app/app.ts file, and make the following additions:
import fontIconConverter from './utils/fontIconConverter';
application.resources['fontIconConverter'] = fontIconConverter;
Use the converter in your view
Now that we've added the converter to our application resources, we can use it in any view like this:
Is it still clunky/ugly? Yep. But, I find it easier to remember the actual names of the icons over their unicode values. So, in an app where a lot of different icons are being used, this may just be helpful. If you're only using one or two icons then maybe it wouldn't be worth it - you'd have to decide :)
Quick Caveat
Any time that you are using the binding syntax {{... }} your view must have a binding context or it won't interpolate. Even if all you're doing is taking a static string, such as is the case with the font icon converter, and running it through a converter. If needed, you can just set the binding context to an empty object and that works, but kinda feels hacky to me.
It's certainly not a perfect/elegant solution, but as far as I can find it's either typing in the unicode directly to the label or some converter like this when it comes to using font icons. If you know of a better approach, feel free to share in the comments!
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Commission for Climatology world map
Programmes > WCP > CCl > ICT-CSIS
Implementation Coordination Team on the Climate Services Information System (ICT-CSIS)
Terms of Reference
 1. Keep under review the features of the Climate Services Information System (CSIS) within the implementation plan of the GFCS, and identify potential CCl contributions thereto;
 2. Advise and coordinate across CCl, ensuring the involvement of all the OPACEs, on developments and contributions to the CSIS including, inter alia, transition of the Climate Information and Prediction Services (CLIPS) project activities into the GFCS following its expected conclusion in 2015 as decided by Cg-XVI;
 3. Advise the CCl president on the GFCS governance aspects relevant to the CSIS;
 4. Elaborate a minimum set of climate information outputs, covering historical, monitoring, prediction and verification information, that are expected of the CSIS at the global, regional and national levels;
 5. Liaise closely with CBS, WCRP and other relevant bodies to establish formal structures for operational CSIS elements, and facilitate the global-regional-national linkages in the flow of climate information, including the development of a CSIS Technical Reference manual;
 6. Collaborate with experts within and outside of the Commission to help build, implement and coordinate a Climate Services Toolkit in close alignment with the related activities within the GFCS Implementation Plan;
 7. Provide guidance on user interface and capacity development aspects of CSIS to ensure effective integration of CSIS implementation within the overall GFCS implementation.
 1. A. Kamga, Cameroon
 2. Chenghu Sun, China
 3. N. Chattopadhyay, India
 4. Leo Pereira, Bolivia
 5. Roger S. Pulwarty, USA (Lead)
 6. S. Mason, USA
 7. B. Bannerman, Australia
 8. D. Jayasuriya, Australia
 9. Roger Stone, Australia
 10. J.P. Ceron, France
 11. C. Goodess, UK
 12. A. Klein Tank, The Netherlands (Co-Lead)
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Alberto Pinto named chief editor of the Journal of Dynamics and Games
Alberto Pinto from LIAAD/INESC TEC has been named chief editor of the Journal of Dynamics and Games (JDG) by the American Institute of Mathematical Sciences.
The researcher will run the journal in partnership with Michael Benain. The journal is dedicated to applied mathematics and publishes high quality articles on Dynamic System interfaces and Game Theory.
The journal addresses the development and diffusion of ideas and mathematical techniques that result from the analysis and modelling of systems where the agents interact in a dynamic way over time. The JDG covers topics, such as dynamic stochastic games and learning and evolution models.


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Jonathan Lighter followed his mentor, John Hurt Fisher of the English Department, to UT in the early 1970s and earned the PhD in English in 1980. He became interested in American slang in the 1960s when, as a high school student, he began to collect slang words and origins. His first major article, "The Slang of the American Expeditionary Forces, 1917–1919: An Historical Glossary" was published in American Speech while he was an undergraduate. Building on the work of his doctoral dissertation (essentially, the entries for the letter A) he worked as a research associate in the English Department on a project to create a historical dictionary of American slang, with support from the National Endowment for the Humanities.
In 1984 he negotiated with Random House to produce the Random House Historical Dictionary of American Slang, the first volume of which (A-G) was published in 1994. The second volume (1997) covered H-O. Random House then withdrew from the project, but in 2003 Oxford University Press announced that it had acquired the publication rights. While there are other slang dictionaries, Lighter's is the first to take a scholarly, historical approach to the subject.


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From The Art and Popular Culture Encyclopedia
The fact-value distinction is a concept used to distinguish between arguments that can be claimed through reason alone and those in which rationality is limited to describing a collective opinion. In another formulation, it is the distinction between what is (can be discovered by science, philosophy or reason) and what ought to be (a judgment which can be agreed upon by consensus). The terms positive and normative represent another manner of expressing this, as do the terms descriptive and prescriptive, respectively. Positive statements make the implicit claim to facts (e.g. water molecules are made up of two hydrogen atoms and one oxygen atom), whereas normative statements make a claim to values or to norms (e.g. water ought to be protected from environmental pollution).


Physical forces when cornering
There's more to tyre design than you might think. Engineers need to consider safety, fuel efficiency, wear and tear and performance - while being fully aware of all the forces that affect handling.
What is cornering force?
One important tyre dynamic is cornering force. As its name suggests, cornering force is the lateral force that's generated by your tyres every time they turn. This force is equivalent to the centrifugal force that would, if unchallenged, send the vehicle off course. The cornering force counters the centrifugal force, giving the tyres the power to grip the road through the turn.
You will notice that tyres change shape when cornering. This distortion of the tread blocks happens when the steering angle generates the right amount of front and rear lateral force. Cornering force to the left will generate a tyre slip to the right.
What affects cornering force?
 - Speed: The higher the speed, the higher the cornering force. That's why it's important to fit tyres with the speed rating recommended by your vehicle's manufacturer.
 - Weight: The higher the weight, the higher the cornering force. Make sure you don't overload your vehicle and have tyres with the proper load range or load index. See your vehicle manual for more information.
 - Road conditions: Cornering force is affected by bad weather. Snow and ice, in particular, can cause tyres to slide when turning – especially when driven at speed. All-weather and winter tyres are designed to reduce this risk.
 - Tyre width, size and pressure: These are clearly related to the contact area between tyre tread and the road. The bigger the contact area, the more cornering force the tyres can provide.
What tyres have the best cornering force?
Tyres with a low-profile design and a sticky tread compound have the best cornering force. They're often described by drivers as being responsive, making them ideal for perfomance cars such as sport cars and sedans. Their tread patterns grip the road tightly, particularly during high-speed cornering manouevres.
What is the safest way to drive round corners?
The faster you take a corner, the more pressure you put on your tyres. If you push them too far, you will skid and lose control. As well as slowing down, you need to take bends as smoothly as possible. One way to do this is to 'straighten' the bend slightly using the full width of your lane to create the widest possible arc. However, it is important that you don't cross the central line unless it's legal to do so and you have a full view of what's coming towards you.
As you approach the bend, look in your rear-view mirror and slow down to a safe speed. While your tyres are still facing straight ahead, change down to a lower gear. This gives you the option to accelerate as you leave the bend.
Steer smoothly into the curve and gently put your foot on the accelerator as you pass the apex of the curve. Avoid braking on a bend if at all possible. Your tyres are already dealing with numerous forces when cornering and braking can upset the balance, causing you to skid.
Uniroyal. A brand of Continental.*


From the Stars
When an alien spaceship crashes on Earth, a NASA scientist tries to understand the strange creatures and technology of a greatly advanced space-faring race known as the Yompar. The aliens say they are only studying Earth and its Human inhabitants. But why?
 This story includes a list of more than 350 titles about first-contact, many involving alien invasion of Earth.
BUY the 99 cents E-short story
Indiebound (bookstores)


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Escape from the castle's rotary tower with this exciting Quadrilla set featuring two transparent stairways. As the marbles make their way down the rail they sound three hanging bells.
- The quadrille series games by Hape are award winning - recognized by the International toy industry with awards such as the "Spiel gut" (good toy) Award and Oppenheim toy Portfolio Platinum award winner this game is sure to entertain
- Supports S. T. E. M learning - watch your child develop their imagination, problem solving skills, counting, color identification and more while playing while "escaping the castle walls".
- Prepare your child for the future - quadrille marble runs help children to develop spatial and reasoning abilities, and has even been highlighted as a developmental tool for computer programming by the wall street journal!
- Massive 102 piece set is interchangeable with other sets - quadrille components are fully interchangeable among sets and Use Standard 5/8" Or 16mm marbles. Escape from this castle's rotary tower with exciting quadrille set featuring two transparent stairways. As the marbles make their way down the rail they sound three hanging bells while they are on their journey.
- Made from a renewable resource - you want the very best for your child and Hape delivers! Our toys provide hours of endless entertainment while using non-toxic, renewable materials that can also be recycled! The toy is and safe for your child!


Monthly Archives: May 2013
Headford's First Bird Dawn Chorus Event Sunday May 19th
To mark Biodiversity Week 2013 several brave souls dragged themselves out of bed to meet up at 5am at Greenfields, close to the causeway to Inchiquin Island. These intrepid bird watchers were ably led by Neil Sharkey and by 7am a total of 33 different bird species had either been heard or seen by the group. The small but varied area searched by the group yielded familiar summer visitors such as the swallow but also three secretive warblers, two wading species and a tern. There were five species of crow, four different finches, and even a goose! All 33 species are listed below.
Neil pointed out the difference between the calls of the three warblers; the rich melodic, soft, clear warbling notes of the Blackcap, the loud, fast sequence of harsh grating chattering notes of the Sedge Warbler, and the thin, pleasant liquid notes of the Willow Warbler, which starts out softly, rises in pitch and then fades away. The calls of the Cuckoo and the Wood Pigeon were distinguished by listening carefully for the Cuckoo's 'cuc-coo' and the pigeon's 'cooo-cooo'.
 The most exciting twitching moments were spotting a group of Whimbrel flying along the horizon and a Common Sandpiper. The Whimbrels were on their spring migration, moving north from wintering grounds in Africa to breeding grounds in Iceland and northern Europe. The sandpiper is a small wader that is at home on the edges of rocky water bodies, and was spotted resting on rocks but also flying low over the surface of the water.
Just as the group started to make its way back to the cars, an Arctic Tern was spotted making shallow dives into the water, presumably feeding on small fish. To reinforce the fact that it is generally much easier to watch birds than mammals, the only hint of the latter was the very strong fox scent picked up at one spot along the walk.
The event was enjoyably rounded off with a hot cup of tea. The target for next year's dawn chorus is 40 species!
Common Gull; Black-headed Gull
Willow Warbler; Sedge Warbler; Blackcap
Chaffinch; Greenfinch; Goldfinch; Linnet
Wood Pigeon
Blue Tit
Raven; Jackdaw; Hooded Crow; Rook; Starling
Greylag Goose
Mute Swan
Common Sandpiper
Pied Wagtail
Arctic Tern
 Kate McAney – Headford Environment Group


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(Vizsla Dog Breed Story at Dog Grooming!)
Vizsla Dog Breed Story at Dog Grooming-The Vizsla is a Hungarian breed with a lengthy history. They were esteemed and adaptable hunters, known for their pointing and retrieving abilities. They are now well-known as affectionate, attractive, and energetic companions.
Is a Vizsla a good family dog?
Personality of the Vizsla…. Vizslas are generally regarded as kind, joyful, vivacious, loving, sociable, and clever dogs who make excellent family companions. They want constant human interaction and, as previously said, might develop separation anxiety if left alone for lengthy periods of time.
Related article: (German Shorthaired Pointer Dog Breed Story at Dog Grooming!)
What are the characteristics of a Vizsla dog?
Vizslas are regarded as bright, kind, and loving dogs with above-average learning abilities and a great desire to be around people. Although he is recognised for being biddable, some Vizslas may be obstinate, hyperactive, or timid.
What is the value of a Vizsla puppy?
A Vizsla puppy from a breeder costs around $1,000 on average. The majority of pups cost between $500 and $1,700. However, you can get pups for a lot more money.
What is the maximum amount of time I may leave my Vizsla alone?
We all adjust and meet the dogs' demands, as well as love and feed them well. If you are consistent in your training and exercising your dog in the mornings and nights, any dog can tolerate being alone for a work day. Vizslas are no exception. My dog is perfectly capable of staying at home alone for 8-10 hours.
Is it possible to keep a Vizsla in an apartment?
So, how do Vizslas fare as apartment dogs? Yes, most dogs can be fine apartment dogs if the owner has the resources to care for the dog's requirements, according to Urban Dog. Vizslas, as we've mentioned several times in this post, require a lot of cerebral stimulation and activity. They flourish in their owner's company as well.
The Vizsla has a long and illustrious history. Their origins are said to be as far back as the eighth century. The Magyar clans in Hungary were created about this period, and they required canines with stamina, speed, athleticism, and courage to help them with their hunts. As a result, they are also known as the Magyar or Hungarian Vizsla.
There's even a piece of artwork from the 10th century that depicts a Magyar tribesman, his falcon, and a dog that looks a lot like a Vizsla.
These canines were valued belongings of Hungarian noblemen as the ages passed. They proceeded to improve the breed's hunting abilities and disposition, resulting in the modern-day Vizsla that has captured the hearts of many.
Vizsla populations had plummeted by the late nineteenth century, and they were on the point of extinction. Because of the commitment of breed lovers, it was able to avoid this destiny, and its popularity has since grown again.
The first Vizslas came in the United States in the mid-twentieth century, and they were recognised by the American Kennel Club (AKC) in 1960. They are still a popular breed in North America and Europe today.
How to Care:
The Vizsla is a breed that is known for being flexible, loving, and energetic. They are ideally suited to a busy household with an active outdoor lifestyle. They have a lot of energy, and if they don't receive enough daily exercise and stimulation, they can easily get bored and disruptive at home.
They are known to be good chewers, so provide them with plenty of safe and interesting toys to play with.
They are superb agility dogs and thrive at competitive sports. They do well in scent work trials because to their hunting pointing and retrieve skills, and they are frequently wonderful water lovers. They are noted for their agility and stamina, and they like running. If you appreciate the sport of Canicross, this makes them a popular pick (running with your dog).
Vizslas are bright dogs who want to please their owners. It's critical to provide kids with adequate mental activity to keep troublesome behaviours at bay. They react well to positive dog training methods and, with the appropriate direction, rapidly pick up commands and training cues.
They have a deep relationship with their family members and are quite companionable. They are often sociable with people and other dogs and flourish in groups.
This does imply that if they are left alone too much, they may develop separation anxiety, and they are best suited to a family where someone will be there for the majority of the day.
They are a vocal breed with a proclivity for alert barking, howling, and other vocalisations. You must be careful not to unintentionally reward these behaviours, since this might lead to a problem. To keep their barking under control, always thank them for being silent and ask for an alternate behaviour.
Vizslas do not have a high grooming need. They have a short coat that just has to be brushed once a week to remove dead hair and keep it in good shape. They're also not renowned for shedding excessively.
Vizslas have a reputation for being a healthy breed. They do have some health issues to which they may be genetically prone.
You may lessen the dangers by finding a reputable breeder that does health tests on prospective parents, but some of the diseases they are known for include:
Vizslas are more susceptible to epilepsy-related seizures than the typical dog breed. This is an area where study is underway. Meanwhile, while there is presently no treatment, it is comforting to know that, while there is no cure, it is a condition that can frequently be adequately controlled with medicine and lifestyle changes.
Auto-Immune Illnesses: Vizslas have also been shown to be more susceptible to auto-immune diseases. Seasonal and dietary allergies are becoming more frequent. Vizsla Inflammatory Polymyopathy is a breed-specific illness that is currently being investigated. Muscle atrophy around the head, swallowing difficulties, and excessive drooling are all possible symptoms. The prognosis is usually excellent if this is detected early enough, since it may be treated with immune suppressant medicines.
Hip dysplasia is a condition that affects numerous breeds. It has something to do with the aberrant development of one or both hip joints. It's typically a progressive disorder, and surgery may be necessary in extreme cases to help preserve a high quality of life.
Diet and Nutrition:
Your Vizsla, like any other dog, should be fed a high-quality, portion-controlled diet.
Because of their deep chests, Vizslas are more susceptible to the life-threatening illness known as bloat.
It is suggested that you feed them at least twice a day rather than one heavy meal to help reduce the risk of this happening. Encourage them to eat more slowly using a slow feeder or interactive treat toy if they are prone to gulping down their food.


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Gwayasdums village is a small community located on Gilford Island. The village is the traditional home of the Kwikwasut'inuxw people, though throughout the historic era a number of groups have used the site as a winter village.
Other Kwakwaka'wakw groups that identify closely with Gilford Island are the Gwawa'enuxw, the Haxwa'mis and the Dzawada'enuxw. These three groups, along with the Kwikwasut'inuxw, formed an informally related cluster of social groupings collectively known as Qui'kwasi ki la or "living inside the mountains". The groups had their own potlatch ring, and they used Gwayasdums as a winter village.
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This story speaks of the importance of giving. When hard times fall on his land, Buddha reaches out to the wealthy, asking them to help feed the poor. The rich people grumble and refuse until a young, well-to-do girl steps forward and offers to take her bowl from house-to-house to be filled for those less fortunate than herself. Supriya succeeds and many in the land fill her bowl and their own to give to the poor.
Katherine Scholes begins this informative piece by describing the multi-facted nature of the word "peace" and what it can mean to different people at different times. Then she provides concrete ways that each of us can be a peacemaker.
Agree/disagree statements challenge students to think critically about their knowledge of a topic, theme or text. The strategy exposes students to the major ideas in a text before reading—engaging their thinking and motivating them to learn more. It also requires them to reconsider their original thinking after reading the text and to use textual evidence to support and explain their thinking.
Select the parts of your Learning Plan you'd like to print. If your Tasks or Strategies have PDF handouts, they'll need to be printed separately. These are listed on the left side of each Task or Strategy page.


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ABIH Provides Path for Industrial Hygienists to Rise to the Highest Level
The American Board of Industrial Hygiene (ABIH) administers the prestigious Certified Industrial Hygienist (CIH) program.
Industrial hygiene is the science of protecting and enhancing the health and safety of people. Health and safety hazards cover a wide range of chemical, physical, biological and ergonomic stressors. Those dedicated to anticipating, recognizing, evaluating and controlling these hazards are known as Industrial Hygienists. They are professionals dedicated to the well-being of people – at work, at home and in the community.
Anticipation, recognition, evaluation and control of hazards have always been the prime goal for the industrial hygiene professional. Traditionally, the Industrial Hygienist became proficient by some combination of education, training, and experience. Ideally, this knowledge is used to anticipate when a hazardous condition may occur and then presumably, take corrective action. But not everything can be anticipated, so the Industrial Hygienist must be able to recognize conditions that could lead to adverse health effects to workers or a community population. Once anticipated or recognized, the hazard could then be evaluated and eventually controlled to eliminate or reduce the impact of the hazard.
Since the term Industrial Hygienist has not been restricted by law, anyone, regardless of knowledge and competency, can call themselves an "Industrial Hygienist". "To aid employers and the public, a voluntary professional certification program was established in 1960," reported Tracy Parsons, CIH, Administrative Program Manager at ABIH. "The American Board of Industrial Hygiene was developed as an independent corporation with the sole purpose of providing a certification program that ensured a minimum level of knowledge and skills in industrial hygiene. The ABIH program has since become the world's largest, premier certification for Industrial Hygienists. Today, CIHs are recognized as leaders in the industrial hygiene community and are highly sought after by industry, institutions and government agencies."
ABIH has released a video about the benefits of the CIH program that can be viewed at:
To learn more about the American Board of Industrial Hygiene or the CIH program, please email _EMAIL_, visit _URL_, or call _PHONE_.
About the American Board of Industrial Hygiene
Since 1960, ABIH, a not-for-profit corporation, has been the world's largest, premier organization for certifying professionals in the practice of industrial hygiene. ABIH is responsible for ensuring high-quality certification including education, experience, examination, certification maintenance and ethics enforcement.
- Contact Information
- Paul Cochrane
- Cochrane & Associates, LLC
- Contact via E-mail
This news content may be integrated into any legitimate news gathering and publishing effort. Linking is permitted.


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A paper on human rights and humanitarian interventions
International interventions in and massive human rights violations that lead to humanitarian and human rights emergencies the humanitarian, human rights,. The human rights consequences of peacekeeping interventions in council of human rights policy (ichrp), working paper, human rights: the humanitarian. Just war and humanitarian terrorism and violation of human rights should be noted that the few humanitarian interventions that have been successful,.
The legality of humanitarian intervention the issue is 'hot' because the concept of human rights is on the it also examines 'humanitarian interventions. Legal aspects of humanitarian intervention for humanitarian purposes and can human rights be protected by the since humanitarian interventions cause and. The protection of human rights in humanitarian crises a joint background paper by ohchr and unhcr iasc principals, 8 may 2013 a objective. Humanitarian intervention essay example free essay on humanitarian intervention "forcible self-help by states to protect human rights," iowa law review 53, 24.
Intervening in syria and the humanitarian case: what does the of foreign military interventions on human-rights grounds in humanitarian interventions. Is that forcible action to stop serious human rights of humanitarian intervention, this paper tries to of humanitarian interventions that. Hypothesis: that despite the incidents where humanitarian interventions humanitarian intervention and the violation of human rights and humanitarian. Intervention: when, why and how post-cold war era by the human rights discourse and modern threats to aims of humanitarian interventions is to.Human rights data & technology the practice of humanitarian intervention of those instances of internationalized rule that we call 'interventions'. Burundi and the future of humanitarian abuses of those rights this paper concludes that a of humanitarian intervention human rights. Drawing upon examples of post-cold war interventions, discuss the way in which humanitarian interventions have (or have not) contributed to the spread of human rights. Artigo humanitarian interventions: a critical approach fernando josé ludwig 1 abstract this paper aims to confront the manifold aspects of "humanitarian" intervention along with the conceptualization of national sovereignty. Humanitarian interventions, human rights are considered the prime responsibility of this example humanitarian intervention essay is published for educational.
Humanitarian intervention essay writing service, custom humanitarian intervention human rights makes internal human rights law universal and humanitarian. The aim of this paper is to trace significant influence on the practise of humanitarian interventions throughout human rights being promoted at the. Humanitarian interventions in the service of international organizations human rights humanitarian intervention my paper offers one view in.
- Fighting for the moral cause state motivations for humanitarian while some humanitarian interventions the effect of human rights ngos on humanitarian.
- Given the realities of complex emergencies the separation of human rights and humanitarian action has become an obstacle to responding more adequately to this type of crisis: the issue is no longer whether there should be a human rights-based approach to relief, but rather how to give effect to it.
The history of humanitarian intervention in theory and humanitarian interventions in 'anti-slavery courts and the dawn of international human rights. Politics of int law - humanitarian intervention and human rights - essay example. Humanitarian intervention and pretexts for war (humanitarian interventions have of internationally recognized human rights sean d murphy, humanitarian inter. Free humanitarian intervention sovereign states committing human rights abuse to - humanitarian interventions have been an argument in the.


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Plaice, American – Iceland
American Plaice is a flatfish that is widely distributed throughout the North Atlantic. It is slow growing, but matures early and has moderate fecundity (fertility).
In Iceland, catches of American Plaice increased from 1986 to peak at 6,400 tons in 1996, but have since drastically declined. In 2009 only 290 tons of American Plaice were landed and catch per unit effort is at a historic low.
More than 90% of American Plaice in Icelandic waters are caught with Danish seines, a fishing method which can damage the sea floor and catch moderates amounts of bycatch.
Due to the low abundance of American Plaice in Iceland, the Icelandic Marine Research Institute recommended that the total allowable catch for the 2010/2011 fishing year be set no higher than the amount that is likely to be caught as bycatch in other fisheries.


text: The present work focuses on the fabrication of environmental friendly ZnO nanocrystals and chitosan/cellulose films hosting ZnO nanoparticles (NPs) as an attempt to produce nanocomposites with enhanced bactericidal capacity. The solution casting method was used to fabricate the chitosan/cellulose blend films. Highly monodisperse ZnO nanoparticles were synthesized using Zinc acetate and Triethylene glycol (TEG) via a modified Polyol route. ZnO crystal size was controlled by the heterogeneous nucleation approach. Optical properties of ZnO nanoparticles were studied by UV–vis spectroscopy and Photoluminescence Spectroscopy (PL) techniques. The nanoparticles' size and morphology were determined by Transmission Electron Microscopy (TEM) and X-ray diffraction (XRD), respectively. Obtained results confirmed the effectiveness of the size-controlled synthesis employed. The chitosan/cellulose/ZnO nanocomposites were characterized by Fourier Transform – Infrared spectroscopy (FTIR) and X-ray diffraction (XRD) methods. The mechanical properties of produced bare and ZnO-bearing composites were determined from stress-strain tests. The Standard Plate Count and the Halo Zone methods were used to evaluate the bactericidal properties of the ZnO nanoparticles, chitosan/cellulose blend films and chitosan/cellulose/ZnO nanocomposites against Escherichia coli (ATCC 35218).