New eco-friendly cement from UBC withstands earthquakes estimated for Victoria and Vancouver
With the threat of "The Big Onepresent in the minds of people in the lower mainland, it comes as no surprise that researchers are looking for various retrofitting options for at-risk buildings.
Dr. Nemkumar Banthia, a professor in the department of civil engineering, and Salman Soleimani-Dashtaki, a PhD candidate in the department of civil engineering, have been working to develop an alternative concrete compound that will be a cost-effective option for seismic upgrades.
The concrete compound developed by Banthia and Soleimani-Dashtaki is called eco-friendly ductile cementitious composite (EDCC). The compound is more eco-friendly than other types of concrete due to the amount of cement used.
Cement production is a highly polluting industry because there is a one-to-one ratio between cement and carbon dioxide production — when one tonne of cement is produced, one tonne of carbon dioxide is also produced. Banthia and Soleimani-Dashtaki were able to reduce the amount of cement to 30 per cent of what is commonly used by replacing cement with industrial byproducts such as fly ash, silica fume from silicon production and slag from metal refinement.
Fly ash is a byproduct from coal burning industries and, more often than not, will be unsustainably disposed of. The byproduct will usually be taken to landfills where it will create an alkaline environment that is unsuitable for many organisms.
By replacing 70 per cent of the cement used in the EDCC compound with fly ash, less fly ash will remain in landfills.
"Fly ash is actually one of the best materials you can supplement cement with. They go very well together and you can easily replace a big chunk of this [cement]," said Soleimani-Dashtaki.
During an earthquake, there is a lot of motion that the building structure and materials must withstand. The EDCC compound was designed to withstand deformation during an earthquake without collapsing.
To adjust for deformation, the material should be flexible, which Banthia and Soleimani-Dashtaki achieved with the addition of polymer-based fibres to the compound. Modelled after steel, the compound contains fibres of various lengths, which allow the compound to bend during an earthquake rather than fracturing.
To test the concrete compound, the researchers had ten walls undergo a simulated earthquake scenario. Four of the walls were tested without retrofitting and six with either single, or double sided retrofitting with the compound. They would then scale the intensity of the simulation to an earthquake in a particular target city — Tohoku city in Japan for example — and continue to raise the intensity until the wall collapsed.
The retrofitted walls were able to withstand a simulation of the Tohoku, Japan magnitude 9.0-9.1 earthquake that occurred in March 2017. They were also able to withstand earthquakes scaled to intensities higher than those estimated for Victoria and Vancouver, with some not breaking until a non-earthquake motion was applied.
► Play video
Courtesy UBC Public Affairs
The compound can be applied using a spray-on technique to form a thin layer on interior walls.
In particular, the compound is targeted for non-load bearing partitioning walls often used in commercial buildings. The hollow blocks are beneficial for sound and heat insulation, but do not provide stability to the overall structure. Although the partitions are easy to build, they become a hazard during an earthquake because they collapse and create debris.
"Those typical walls, usually about 80 to 90 per cent of the time, get completely removed and replaced with different partitioning systems like metal stalls and drywall," said Soleimani-Dashtaki.
By using the spray-on EDCC compound to retrofit walls instead of full replacement, costs for repairs are lowered and the amount of waste created is minimized.
"I'm not really sure about how it works, but obviously it would be good — it would save a lot of money for repairs and prevent loss of life," said Daniela Martin, a third year civil engineering student.
As a demonstration of the applicability of the compound, Banthia and Soleimani-Dashtaki are working with structural engineers to implement EDCC in the Dr. Annie B. Jamieson elementary school in Vancouver and another school in India.
The compound has now been included in the third edition of the Seismic Upgrade Guidelines as an available option for masonry. With such recognition and cost effectiveness, the compound will be able to become a more viable option for countries across the world, including at-risk buildings in developing areas.
A previous version of this article used cement and concrete interchangeably. The Ubyssey regrets this error.


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Minerals like potassium, iodine, magnesium, and sodium are electrolytes that are extremely valuable to athletes. We lose them when we sweat, and when electrolyte levels get too low, the result is muscular inefficacy and eventually cramping. Unfortunately most North Americans lack adequate mineral intake, thanks in large part to the declining levels found in our food.
Sea vegetables such as kelp, nori, and dulse – better known as seaweed – are exceptionally rich in minerals and low in calories, and when added to your daily diet will keep your body balanced without the need for sugary Gatorade-style sport drinks. Tearing up two nori sheets and putting the strips in your daily salad are enough to make the difference.

source: openbmb/Ultra-FineWeb


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Turning Raw Data Into a Competitive Advantage
Product innovation, continual improvement of operational performance, and steadily growing profit margins are essential to the success of competitive manufacturers today. These organizations face intense pressure to increase margins while working with unpredictable global supply chains, ensure compliance in an aggressive and complicated regulatory environment, and mitigate all types of risks from labor shortages to IT security.
CaseWare IDEA® data analytics software, manufacturers can transform their raw data into a true competitive advantage. Audimation helps forward-thinking manufacturers leverage their immense quantities of data, unlocking a wealth of valuable insight. Supporting more informed forecasting, demand planning, sourcing, production and distribution, this new understanding empowers organizations to clearly see and intelligently respond to their opportunities and challenges. Success Story
Lehigh Hanson Uses IDEA Server to Support Global Auditors & Directors See how they did it! Analytics for Manufacturing Professionals Competitive Advantage Analytics Applications With CaseWare IDEA data analytics software, Audimation enables manufacturers to:
Gather raw data from disparate systems and source types and import it into a single platform
Gain greater understanding of all available data, while ensuring data accuracy and security
More efficiently manage workload, time and resources
Analyze financial records, statements, transactions and expenditures, operations information and internal controls from the beginning to end of the manufacturing process
Apply analytic techniques to predict and identify fraud, waste and abuse in the supply chain
Ensure accurate purchasing practices by setting up tests to monitor critical data fields
Track and analyze sales, warranty and inventory data to ensure accuracy, track trends and identify anomalies
Use data visualization to depict important information about key findings
Automate repeatable processes to increase efficiency, streamline processes and flag unusual transactions
Ensure accountability and regulatory compliance
Analyses Age stock by date of receipt. Compute the number of months of stock for each item held based on either sales or purchases. Produce a summary of this information. Stratify balances by value bands Analyze usage and ordering to improve turnover Summarize products by group, location, and type Create a report of products in order of profitability Reconcile physical counts to computed amounts Calculations Cast (or total) the file, providing sub-totals of the categories of inventory Re-perform any calculations involved in arriving at the final stock quantities and values Re-perform material and labor cost calculations on assembled items Gaps and Duplicates Test for missing stock ticket numbers Test for missing transaction numbers Identify duplicate stock items Exception Tests Identify and total stock held in excess of maximum and minimum stock levels Identify and total obsolete or damaged stock Identify any items with excessive or negligible selling or cost prices Identify differences arising from physical stock counts Test for movements with dates or reference numbers not in the correct period (cut off) Identify balances which include unusual items (e.g., adjustments) Identify work in progress which has been open for an unreasonable period Identify stocks acquired from group companies Isolate products with costs greater than retail price, with zero quantities, or with zero prices Matching and Comparing Compare files at two dates to identify new or deleted stock lines or to identify significant fluctuations in cost or selling price Compare cost and selling price and identify items where cost exceeds net realizable value Compare the value of physical counts to General Ledger amounts Check work orders for accuracy against original sales orders Cash Disbursements Reconcile inter-company transfers Summarize cash disbursements by account, bank, group, and vendor Generate vendor cash activity summaries for contract negotiations Works-in-Progress Merge products on work orders and sale as orders for new demand analysis Use net demand analysis against inventory and purchase orders to generate a quick material requirement planning report Check work orders by size, priority, and for lease to shop floor Produce shop floor activity reports by any item Generate comparison of planned versus actual labor, materials, and time Reconcile job tickets or time cards to work order line items Let's Put Data Analytics to Work for You!
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TheBrickster, let's take a closer look at this amazing invention. Understanding from ancient China History, this is the first Chinese Water Clock which was completed in 125 AD by an outstanding talented scholar in the Han Dynasty by the name of Zhang Heng. The water clock is supposed to aid astronomers in their star observation and calendar computations.
This Chinese Water Clock is also known as the Armillary sphere that could represent the Celestial sphere. Engineers and Astronomers such as oldhamk contributed to the very success to its concluding design of this magnificent water clock.
Shall we take a walk inside and observe these integrated gears from beneath and marvel at this superb science creation from the Chinese.

source: HuggingFaceFW/fineweb-edu


kids encyclopedia robot
Haze facts for kids
Kids Encyclopedia Facts
Harmattan Haze in Abuja.
Haze is a problem with the air quality in which smoke covers the sky, making it hard for people to breathe. Some people fall sick as well due to the polluted air.
The World Meteorological Organization manual of codes includes a classification of horizontal obscuration into categories of fog, ice fog, steam fog, mist, haze, smoke, volcanic ash, dust, sand, and snow. Sources for haze particles include farming (ploughing in dry weather), traffic, industry, and wildfires.
Seen from afar (e.g. an approaching airplane) and depending on the direction of view with respect to the Sun, haze may appear brownish or bluish, while mist tends to be bluish grey. Whereas haze often is thought of as a phenomenon of dry air, mist formation is a phenomenon of humid air. However, haze particles may act as condensation nuclei for the subsequent formation of mist droplets; such forms of haze are known as "wet haze."
Images for kids
ca:Broma (temps)
kids search engine
Haze Facts for Kids. Kiddle Encyclopedia.


Non-Controlling Interest (NCI)
Minority interest in a subsidiary
What is a Non-Controlling Interest (NCI)?
A non-controlling interest (NCI) is an ownership stake of less than 50% in a corporation, where the equity stake held gives the investor little influence to determine how the company is run. Potential voting rights are used to determine if an investor has an NCI. Another name for such a type of investment is a minority interest.
Non Controlling Interest / Minority Interest
A non-controlling interest is also specifically used in relation to subsidiary companies with equity interests owned by outside investors, rather than the parent company.
Criteria for a Non-Controlling Interest
A non-controlling interest (minority interest) occurs when an ownership stake is less than 50% of the outstanding voting shares. However, sometimes the threshold is lower, as a shareholder may hold only 49% of a company, but through the board of director control is able to direct decisions of the company.
For the majority of publicly traded companies, most shareholders would be classified as holding non-controlling interests, due to the benefits of having a wide shareholder base. It is generally not until an investor holds 5%-10% of the total outstanding shares that they can push for a seat on the board, or significantly drive changes at shareholders' meetings by publicly lobbying for them.
Types of Non-Controlling Interest
There are generally two types of non-controlling interests:
 1. A Direct NCI receives a proportionate share of all equity recorded by the subsidiary – the equity balances include both pre-acquisition and post-acquisition amounts.
Calculating Share of Equity
It is important to investors that companies provide transparency regarding non-controlling interests because it will give them a better understanding of the effect of the NCI on a group's financial position, financial results, and cash flows, and also the risks faced by the group. Investors will then be better positioned to form their own opinion regarding the effect of an NCI on the various ratios and items in the financial statements.
Accounting Treatment of Non-Controlling Interest
A parent with controlling interest implements the consolidated method of accounting. The parent company combines 100% of the assets and incomes from the subsidiary to its financial statements. The percentage of the parent's ownership of the subsidiary's equity does not matter.
However, to keep track of the value owned by the non-controlling shareholders, the parent company separates the non-controlling interest portion on its balance sheet and income statement.
Companies owning less than 50% of the subsidiary implement either the cost method (20% or less) or the equity method (above 20% and below 50%). Neither of the methods reports non-controlling interest.
Video Explanation of Non-Controlling Interest
Watch this short video to quickly understand the main concepts covered in this guide, including what non controlling interest is, the criteria, and its different types.
Additional Resources
Thank you for reading this CFI overview of a minority interest. CFI is the official global provider of the Financial Modeling and Valuation Analyst (FMVA)® certification, designed to transform anyone into a world-class financial analyst.
To keep learning and advance your career, please see these additional CFI resources:
 - Investment Methods
 - Consolidation Method
 - Cost Method
 - Equity Method
Free Accounting Courses


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Sanskrit Alphabet Poster:
What is unique about this poster is it shows the Sanskrit sounds with a system that guides you on where and how to pronounce the particular sound. The phonology of Sanskrit is one of its beauties as it has been preserved unlike most ancient languages. We also show the devanāgarī, IAST and brāhmī forms for each sound along with the rarer or less common devanāgarī forms.
Greek and Sanskrit poster:
The closeness of Greek and Sanskrit has been noted by many eminent scholars and William Jones was the first in modern times to notice this. In honour of the closeness we have prepared this poster showing the sounds of ancient Greek and Sanskrit and their respective writing systems.
Tamil and Sanskrit poster:
This poster shows Tamil and Sanskrit sounds and scripts together. What is fascinating here is how Tamil was until around 500AD written in Brāhmī characters.
Learning to read Brāhmī Poster
This poster was prepared in honour of the beautiful and ancient Brāhmī script which is the mother script of the modern Sanskrit scripts such as Devanāgarī. Brāhmī had been used in a vast geographical area spanning Afghanistan to The Philippines:
20 Guṇa Poster
We made this poster for young learners to learn the opposites and the 20 guṇas of Āyurveda.


The Important Role Social Workers Play in Hospice
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Social workers play a critical role in hospice care, acting as an advocate for the patient and his family throughout the care process. Without them, hospice would be an entirely different specialty than what it is today.
Hospice care aims to treat the patient's physical symptoms and support the patient and his family emotionally, socially, and spiritually. To do this well, it's imperative that the patient is first paired with a social worker who fully understands his and his family's needs and can assist throughout the dying process and even after the patient has passed with bereavement.
Psychosocial evaluations allow social workers to better understand patient needs and family dynamics. Ultimately, it's the social worker's job to assess the "big picture," allowing them to better guide the hospice team in creating a comprehensive care and support plan. Some factors a social worker may consider include financial burdens, emotional stress, and mental health.
Additionally, hospice social workers have an extensive background in pharmacological matters, which allows them to effectively communicate with the medical team and provide insight to the patient and his family. Hospice social workers are available to patients not only in in-patient settings but anywhere care is provided.
To learn more about Vantage Hospice social worker services, contact us.
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Retraining reactions to smells
Principal Investigator:
Florida State University
One of the major factors that has been found to contribute to suicide risk is a pattern of experiencing feelings of anxiety. A well-known example is that Veterans with post-traumatic stress disorder (PTSD) are at a higher risk of suicide than other Veterans. Thus it makes sense that if ways could be found to help Veterans reduce feelings of anxiety, it could also reduce suicide risk in those Veterans. And this is exactly what Wen Li and Brad Schmidt, psychology researchers at Florida State University, have set out to do, focusing on helping Veterans and others learn to handle anxiety-causing smells.
Many Veterans, particularly those with PTSD, are distressed by certain smells, such as those of burning rubber, gunpowder, and various flammable liquids. One study found, for instance, that 93 percent of combat Veterans with PTSD reported being distressed by the smell of burning rubber.
A major problem with many of these Veterans, Li explains, is that they are highly sensitized to these smells and that even of whiff of a particular odor is enough to trigger anxiety. Someone who is highly sensitive to the smell of gasoline, for example, might become distressed by coming close to someone who had just filled up his car's gas tank, even if the gas odor was so slight that most people wouldn't even notice it. The regular anxiety episodes caused by such a sensitivity can be very distressing.
Thus Li and Schmidt have set out to use a technique called "perceptual retraining" to help Veterans and others reduce their sensitivities to such odors. The idea behind the retraining is that people with such sensitivities are not drawing a distinction between a very slight smell, which is unlikely to signal the presence of a problem, and a strong smell, such as from a large gasoline leak, which could indeed indicate some sort of danger.
"PTSD patients," Li says, "can't differentiate between a minimum-level smell and a threat-level smell. They see a little bit of 'red' in everything. They pay attention to the small amount of red signal, while in healthy controls this will be dismissed. We want to train them to dismiss this small amount of threat signal while maintaining their ability to detect something that is truly a threat."
Li has previously used perceptual retraining to help people with social anxieties improve their ability to read emotions on other people's faces. Social phobics are much more sensitive that other people to signs of anger in a person's face and will report a face as angry that others see as neutral. The retraining involves showing the social phobic different faces showing a spectrum of expressions from neutral to angry—with the faces generated with a morphing program with a neutral face on one end and an angry face on the other—and asking the person to identify the emotion. The subject gets immediate feedback—yes, that's right, or no, that's not right—and within a relatively short time learns to identify the truly angry faces from the ones that are mostly neutral.
To help Veterans that respond anxiously to certain smells, Li has developed a variation on this approach that is designed to work with odors. It is based on a similar "morphing" technique, except in this case is it odors and not faces that are being morphed. By mixing, say, gasoline into a neutral-smelling liquid such as anisole, which smells something like anise seed, she can produce a range of odors, from those that have a very faint gasoline smell to those that smell strongly of gasoline. With that she can train people who are sensitized to the smell of gasoline to distinguish between mostly neutral smells with just a hint of gasoline and those that truly do smell of gasoline. The purpose of the training, Li says, is to create "a psychological distance between a minimal, insignificant signal and a real signal."
As of the end of 2016, Li had completed the odor perceptual retraining in four people, each of whom had been found to have heightened sensitivities to the sorts of smells that service members experience during deployment—in particular, burning rubber, gunpowder, and gasoline. She had hoped to enroll more subjects by that point, she said, but the protocols are time-intensive, and her funding came through relatively late in the consortium's first phase of the consortium. Although the project was funded only through August 2016, Li is working on a no-cost extension, and in the remaining eight months of that extension she is hoping to enroll more subjects and accumulate more data for her analysis.
After that, Li says, she hopes to use the current study as a pilot project to serve as the basis for a longer, better funded study, assuming the initial results are promising. Ultimately, of course, the goal is to add another tool to the kit of psychologists and therapists working to reduce the risk of suicide among Veterans.
No news on file at this time.


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This article or section needs expansion and/or modification. Please help the wiki by expanding it.
The Hornburg was a great Gondorian fortress situated on the Hornrock, connected to the Deeping Wall. Later it came into the possession of Rohan and the master of Westfold dwelt there. It was called Súthburg in the Rohan language. The Súthburg guarded a deep valley nestled in the northeastern White Mountains.
During the War of the Ring it was commanded by Gamling the Old, and defended off a large-scale attack from Isengard during the Battle of the Hornburg. It was said among the Rohirrim that "no enemy has yet taken the Hornburg", and it was considered the strongest point in Rohan, stronger than Edoras and Dunharrow.


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Often times, physicians are like detectives, following clues and putting together observations and notes to figure out what is wrong and how it can be fixed. Students will discuss various diagnostic tools and techniques used by doctors to diagnose their patients. They'll discuss simple and complex methods and modern tools (such as CT scans and MRIs) used by medical professionals. Additional activities include, sharing articles and assigning articles for next time, organ research, Inspiring Stories, and journal writing.
- Students will see how doctors diagnose patients using diagnostic tools and resources.
- Students will be aware of different methods and machines doctors in the U.S. use every day to diagnose patients.
- In what ways are doctors like detectives? Examples: Both look for clues, both solve problems
- What kind of low tech tools to doctors user to diagnose patients? Examples: their eyes, hands, ears, stethoscope, hearing test
- What kind of high tech tools do doctors use to get clues? Examples: X-rays, blood tests
- Name some easy, non-invasive ways to figure out what is wrong. Examples: taking a patient history, doing a strep test, looking at a rash
- Name more difficult, invasive ways to figure out what is wrong. Examples: surgery, biopsy, endoscopy (camera inserted down the throat)
Part 1: High Tech Scans
Print out the images from the Power Point or show the images on a computer screen or projector.
- Which part of the body is the image showing? Why do you think so? (Allow several guesses before revealing the correct answer).
- Why are images like these helpful to doctors? Which images were best and easiest to read? Example: they allow doctors to see inside the body without invasive surgery.
Part 2: Not So Gross Anatomy
Give each student, or pairs of students, a Not So Gross Anatomy body outline, organ sheet, glue stick, and scissors. Have students cut out the organs and glue them where they think they belong. When everyone has completed their guesses, pass out or show the answer key, then, review the names of the body parts. Discuss the following:
- How did you know where to place the organs?
- Were any organs unfamiliar?
- Which ones were surprising?
Hand out a prize for the most accurate Not So Gross Anatomy body, if possible. Collect name badges from students.
- Students share article with the group
Have the students assigned to bring in articles share the story with the group. Have the student tell why they chose the article. Ask the group for their thoughts about the topic.
- Further organ research
Have students research the different organs in the library or on the internet to learn more about their role in the body and what function(s) they perform.
- Inspiring Stories
Story of the week: Adam Aponte, MD
- Journal writing
Have the students write about how they felt seeing the various scans and have them imagine how they'd use these type of tools in their own practice. Have them imagine why they would or would not use these tools as opposed to other diagnostic methods. For example, cost of the machine or cost of co-pay to patient.
- Article to share with group next time
Assign one or two students to find an interesting article having to do with medicine or being a physician. Have the students share what they've read and facilitate a short discussion with the group about the article or topic. Have the students prepare to discuss what they've read with the group about the article or topic during the next Premed Club meeting.


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Inlet Manifold Gasket Replacement
The Inlet Manifold Gasket is between the engine and the air intake manifold and it seals both parts together. It allows the air/fuel mixture to go through the air inlets into the engine, ready for combustion inside the engines cylinder. The Inlet Manifold gasket also is used to cool the engine coolant that can flow through it.
How to tell when its worn
- A key indicator could be if your 'Check Engine' light is on.
- If your engine is over heating, or running at a higher temperature than usual.
- If there is fluid underneath your vehicle, this could indicate a work inlet manifold gasket.
- If you can see coolant around the inlet manifold.
- If the engine isn't running smoothly.
If your vehicle is suffering from any of these, then it could well be your inlet manifold gasket that has worn down or failed. If this is the case, then our team would be happy to help, just give us a call.


Main Content
Waveform Scheduling Based on Target Detection
In radar operation, it is often necessary to adjust the operation mode based on the target return. This example shows how to model a radar that changes its pulse repetition frequency (PRF) based on the radar detection.
This example requires SimEvents®.
Available Example Implementations
This example includes one Simulink® model:
Dynamic PRF Selection Based on Radar Detection
This model simulates a monostatic radar that searches for targets with an unambiguous range of 5 km. If the radar detects a target within 2 km, then it will switch to a higher PRF to only look for targets with 2 km range and enhance its capability to detect high speed targets.
The model consists of two main subsystem, a radar system and its corresponding controller. From the top level, the radar system resides in a Simulink function block. Note that the underlying function is specified in the figure as [dt,r] = f(idx). This means that the radar takes one input, idx, which specifies the index of selected PRF of the transmitted signal and returns two outputs: dt, the time the next pulse should be transmitted and r, the detected target range of the radar system. The radar controller, shown in the following figure, uses the detection and the time to schedule when and what to transmit next.
Radar System
The radar system resides in a Simulink function block and is shown in the following figure.
The system is very similar to what is used in the Waveform Scheduling Based on Target Detection example with the following notable difference:
 1. The waveform block is no longer a source block. Instead, it takes an input, idx, to select which PRF to use. The available PRF values are specified in the PRF parameter of the waveform dialog.
 2. The output of the waveform is also used to compute the time, dt, that the next pulse should be transmitted. Note that in this case, the time interval is proportional to the length of the transmitted signal.
 3. At the end of the signal processing chain, the target range is estimated and returned in r. The controller will use this information to decide which PRF to choose for next transmission.
 4. Once the model is compiled, notice that the signal passing through the system can vary in length because of a possible change of the waveform PRF. In addition, because the sample rate cannot be derived inside a Simulink function subsystem, the sample rate is specified in the block diagrams, such as the Tx and Rx paths, the receiver preamp, and other blocks.
Exploring the Example
Several dialog parameters of the model are calculated by the helper function helperslexPRFSelectionParam. To open the function from the model, click on Modify Simulation Parameters block. This function is executed once when the model is loaded. It exports to the workspace a structure whose fields are referenced by the dialogs. To modify any parameters, either change the values in the structure at the command prompt or edit the helper function and rerun it to update the parameter structure.
Results and Displays
The figure below shows the detected ranges of the targets. Target ranges are computed from the round-trip time delay of the reflected signals from the targets. At the simulation start, the radar detects two targets, one is slightly over 2 km away and the other one is at approximately 3.5 km away.
After some time, the first target moves into the 2 km zone and triggers a change of PRF. Then the received signal only covers the range up to 2 km. The display is zero padded to ensure that the plot limits do not change. Notice that the target at 3.5 km gets folded to the 1.5 km range due to range ambiguity.
This example shows how to build a radar system in Simulink® that dynamically changes its PRF based on the target detection range. A staggered PRF system can be modeled similarly.


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8. to misunderstand: di maintindihan, di maunawaan, di mawatasan, di maulinigan
9. to fail to keep or be present at: di pumasok, magpalya, pumalya, lumiban
1. a form of address given to a girl or to a woman who is not married: binibini, Mis, Miss
2. a failure to reach: di pag-abot, pagkahuli
3. a failure to hit: sala, mintis
1. to catch fire: magningas
2. to set on fire: magsindi, sindihan, magpaningas, paningasan
3. to become stirred up or aroused: mag-alab, magsiklab
1. the evolution of heat and light: apoy
2. a destructive burning as of a building: sunog
3. to build a fire: magparikit, magparikit ng apoy
4. to catch fire: masunog, masilab, magliyab
5. to set on fire: sunugin, silaban, susuhan
1. to dismiss or be dismissed from a job (coll.): magalis (alisin) sa trabaho, masisante, isisante, magtiwalag
2. to play with fire: maglaro ng apoy
3. to be on fire means (a) burning: nasusunog, nasisilab,
lasso, a long rope with a noose for catching horses, cattle, etc.: silo, panilo, lubid na panilo
to catch a horse, a cow, etc. with a lariat: sumilo, manilo, siluin
a strong, thick line or cord made by twisting smaller cords together: lubid
1. to tie, to fasten, or to bind with a rope: gumapos, gapusin, igapos, magtali, talian, itali (ng lubid)
2. to catch with a lasso: sumilo, siluin
humabol, habulin (-um:-in) to catch up with, to appeal, to run after manghabol, habulin (mang-:-in)
to run after somebody. Hinabol ni Pedro si Juan. Peter ran after John.
late, tardy, last mahuli (ma-)
to be late or tardy. Dali ka at baka ka mahuli! Hurry up or you might be late.
humuli (-um-) to catch, to arrest, to apprehend manghuli, hulihin (mang-:-in)
to catch someone, to chase after someone. Nanghuli siya ng masasamang tao. He caught bad people.
sumalo (-um-) to catch. Sino ang sumalo ng bola? Who caught the ball?
lice comb, fine toothed comb, farmer's harrow
magsuyod, suyurin (mag-:-in) to comb one's hair with a fine nit comb, to catch lice, to harrow the soil, to make an intensive search in a place. Magsuyod ka at baka may kuto ka. Comb your hair with a fine tooth comb because you might have lice.
ipitin (-in) to crush. Huwag mong ipitin ang kamay mo. Don't crush your hand (e.g. on the car door). maipit (ma)
to get caught in between, to be clipped. Naipit siya sa pinto. She got pinched in the door [She (her hand, foot, etc.) got caught in the door].
mag-ipit (mag-) to clip, pin (hair). Mag-ipit ka ng buhok. Pin your hair in place. mang-ipit, ipitin (mang-:-in, i-)
to clip, to clasp, to press, to catch in between
salary sumahod (-um)
to catch the flow of something with a receptacle, to receive a salary or wage. Sumahod ako kahapon. I got/received my pay yesterday.
magsahod, sahurin (mag-:-in) to catch the dripping. Sahurin mo ang tumutulong tubig sa gripo. Catch the dripping water from the faucet (in a receptacle).


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"Stump Speaker" Mechanical Bank, ca. 1886
Appraised Value: $8,000 - $12,000
IMAGE: 1 of 2
Appraisal Video: (2:52)
Toys & Games
Noel Barrett Antiques & Auctions Ltd.
GUEST: This bank was actually purchased by my husband's grandfather at the turn of the century, and my husband's grandfather gave it to my father-in-law, his son, when he was born. And tragically, the grandfather committed suicide during the 1930 stock market crash...
APPRAISER: Oh, my God.
GUEST: and this became very sentimental to my father-in-law and then when he passed away, my husband got it, and it will also go to our son as well.
APPRAISER: Well, it's a sad story, but it certainly explains why this was treasured and why the condition is so extraordinary. It's called a Stump Speaker bank. It's made by a company called the Shepard Hardware Company. And the bank dates from circa 1885. That was the period when there was a lot of ferment in the country about blacks voting and whether to allow them to vote. There was constant turmoil about this issue. The stump speaker is the traditional name for a politician, because a politician would go into a small town and stand on top of a stump to give a stump speech. In the 1880s, to depict a black man as a politician giving a stump speech was part of the whole racial ethos of the time. It was a caricature and demeaning. So it speaks to the racial tensions of the time. Shepard Hardware made two banks like this. They made an Uncle Sam on a similar base with the same action. Great action. You put the penny in the stump speaker's hand, and in the Uncle Sam, it works the same way. The satchel opens and he deposits the penny and he's moving his teeth. Great action. But what's really extraordinary about this bank is the condition. When they get into grading mechanical banks, they basically get into counting the flakes of paint in some cases. This man has all but barely a flake or two on the hat, a chip or two on the teeth, a chip here...This is an extraordinary bank. The depth of color in the paint, everything, it is amazing. A run-of-the-mill example of this bank could be $ 1,000 to $ 1,500, maybe $ 1,800 or $ 2,000. At auction I would estimate this bank at $8,000 to $12,000.
GUEST: Are you kidding me?!
APPRAISER: No, I'm not.
GUEST: Are you kidding me?
APPRAISER: No, I am not.
GUEST: I am... totally astounded.
APPRAISER: And one of the problems with evaluating banks in this condition is the sky's the limit. This could be possibly one of the best-known examples. So $8,000 to $12,000 I think would be conservative.
GUEST: Wow! I'm just blown away.
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text: Treacherous Faith offers a new and ambitious cross-disciplinary account of the ways writers from the early English Reformation to the Restoration generated, sustained, or questioned cultural anxieties about heresy and heretics. This book examines the dark, often brutal story of defining,constructing, and punishing heretics in early modern England, and especially the ways writers themselves contributed to or interrogated the politics of religious fear-mongering and demonizing. It illuminates the terrors and anxieties early modern writers articulated and the fantasies theyconstructed about pernicious heretics and pestilent heresies in response to the Reformation's shattering of Western Christendom. Treacherous Faith analyzes early modern writers who contributed to cultural fears about the contagion of heresy and engaged in the making of heretics, as well as writerswho challenged the constructions of heretics and the culture of religious fear-mongering.The responses of early modern writers in English to the specter of heresy and the making of heretics were varied, complex, and contradictory, depending on their religious and political alignments. Some writers (for example, Thomas More, Richard Bancroft, and Thomas Edwards) used their rhetoricalresourcefulness and inventiveness to contribute to the politics of heresy-making and the specter of cunning, diabolical heretics ravaging the Church, the state, and thousands of souls; others (for example, John Foxe) questioned within certain cultural limitations heresy-making processes and theviolence and savagery that religious demonizing provoked; and some writers (for example, Anne Askew, John Milton, and William Walwyn) interrogated with great daring and inventiveness the politics of religious demonizing, heresy-making, and the cultural constructions of heretics. Treacherous Faith examines the complexities and paradoxes of the heresy-making imagination in early modern England: the dark fantasies, anxieties, terrors, and violence it was capable of generating, but also the ways the dreaded specter of heresy could stimulate the literary creativity of earlymodern authors engaging with it from diverse religious and political perspectives. Treacherous Faith is a major interdisciplinary study of the ways the literary imagination, religious fears, and demonizing interacted in the early modern world. This study of the early modern specter of heresy contributes to work in the humanities seeking to illuminate the changing dynamics ofreligious fear, the rhetoric of religious demonization, and the powerful ways the literary imagination represents and constructs religious difference.


Transformational Geometry Performance Task Day 1
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SWBAT apply transformations to a real world setting.
Big Idea
This is the first day for the Transformational Geometry Performance Task. Students create a tessellating design using transformations in the context of solving a problem for the Red Queen from Lewis Carroll's book, Through the Looking Glass.
Do Now
7 minutes
As students walk in the room, I give them the Transformational Geometry Performance Task Explanation. Students are instructed to read the explanation, look at the rubric and write a description of the expectations for the task in their notebook. After about 4 minutes, we go over the task. I ask a student to explain the task and then ask a second student to reiterate the task.
We look at the pictures on the bottom of the page and discuss how the picture depicts a tessellation. The chessboard is a tessellation of square tiles transformed about the garden. I ask the students which type of transformation can be used to tessellate the square. Because the tiles are equilateral and equiangular, they can be translated, rotated or reflected.
We then review the rubric and discuss the criteria for attaining a 4 in each row.
13 minutes
After the Do Now, I hand out a Tessellation Template to each student. In the previous lesson, students created a tile by translation. If students had difficulty translating their templates in the previous lesson, they can try to create a new template with a simpler design. Some students use their previous design, but create the template using rotations, instead of translations. Students who would like more of a challenge, can create a template using reflections. In order to create a tessellation template by reflection, students reflect their figures and rotate the piece to the side or the bottom.
20 minutes
When the students finish their design, I hand out the Transformational Geometry Performance Task Day 1 papers. Students answer questions 1 and 2 based on the tiles shown in the question. They then write an explanation of how to replicate their tiles using precise mathematical vocabulary. I usually have the students write the explanation in their notebooks before writing on the task sheet.
As students are working, I circulate around the room and read over their answers and explanations. I help them articulate their thoughts and remind them to include the correct mathematical vocabulary.
If students finish parts 1, 2 and 3 of the task, they can begin their floor plan. Most of the students, however, will not be ready to begin their floor plan until the next lesson.
5 minutes
At the end of the lesson, we review the task rubric again. I have the students look at their work and think about where they fall in the rubric. We discuss the task and I answer any further questions students have. Students will complete their task during the next lesson.


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Adenosine may modulate blood flow and electrical activity in heart in response to changes in myocardial energy metabolism. In the present study, 31P NMR spectroscopy was used to examine the relation between cytosolic phosphate metabolite levels and release of adenosine into the venous effluent of isovolumic heart during graded low-flow ischaemia or metabolic stimulation with isoproterenol. When coronary flow rate was varied in steps between 1.6 and 12 ml/min/g, cytosolic ATP levels did not change significantly but the phosphorylation potential exhibited a linear correlation with flow rate below approximately 7 ml/min/g. Purine release (adenosine and inosine) correlated linearly with the cytosolic phosphorylation potential and free AMP concentration. Metabolic stimulation of hearts with isoproterenol (0.4, 3.0, and 60 nM), produced a significant fall in cytosolic ATP levels and decreased the cytosolic phosphorylation potential. Purine release in these hearts increased exponentially as the cytosolic phosphorylation potential dropped, and as cytosolic free AMP increased. These results support a link between the phosphorylation potential and the mechanism of adenosine production during ischaemia and metabolic stimulation. Presumably, this link is the activity of the enzyme 5'-nucleotidase, which is responsible for converting AMP to adenosine, together with the concentration of its substrate, AMP. In low-flow ischaemia, cytosolic AMP may control adenosine formation. With isoproterenol stimulation, a more complex relationship exists, indicating possible allosteric regulation of the enzyme(s) responsible for adenosine formation, in addition to changes in AMP concentration.
Original publication
Journal article
J Mol Cell Cardiol
Publication Date
1089 - 1100
5'-Nucleotidase, Adenine Nucleotides, Adenosine, Allosteric Regulation, Animals, Coronary Circulation, Coronary Disease, Energy Metabolism, Heart, Hypoxia, Inosine, Isoproterenol, Magnetic Resonance Spectroscopy, Male, Myocardium, Rats, Rats, Inbred Strains


Everything You Need To Know About MCAD
There are many great features and benefits to using MCAD software. It is a necessity for many jobs, and can be utilized in many ways. MCAD stands for Mechanical Computer Aided Design. MCAD is software that is used to create and modify geometry. This can be done in both 2D and 3D, and is used in order to design, assess and document the mechanical components, assemblies, molds, sheet metal components, dies, and other tooling.
Two-dimensional (2D) is best for creating the drawings or schematics for engineering. Three-dimensional (3D) applications are a lot more complex and are best for developing accurate and dynamic models. 3D can also give you different animation techniques and surface-modeling options.
During the design process, the MCAD software can be used to explore either conceptually or in full detail. A user can build out various different options and then compare them with each other. The user can assess the form and fit of the design by checking for any interferences or measuring the weight of the design if they desire. The user can also create engineering documentation, which is then released to manufacturing. The engineering documentation is used as part of the specification in which is used to source, fabricate and produce any of the products.
There are two different approaches that may be used with MCAD: the top-down approach or the bottom-up approach. The top-down approach is when you take an existing product and break it down into single components. The bottom-up approach is when you begin with a basic drawing and then build a more elaborate design onto it.
Mechanical Computer Aided Design Software (MCAD) is perfectly compatible to run on a personal computer and most often runs on Linux or Microsoft Windows – so it is friendly to use.
MCAD software is a necessity for many people to do their daily jobs. For instance:
 1. Machine designers and mechanical engineers design and develop mechanical systems using MCAD.
 2. Electrical and Electronic engineers use MCAD software for creating Printed Circuit Board (PCB) design and wiring diagrams.
 3. MCAD can also be found being used in construction and architectural applications. AEC is a type of MCAD software with different applications for drafting, drawing, scheduling, and project management. Contractors may use MCAD AEC applications to create maps of the site area.
Mechanical Computer Aided Design Software also pairs up and can be integrated with Electrical Computer Aided Design Software. Doing so has its benefits and also its drawbacks. But you can get see some great results from integrating the two with an improvement in your design process and data integrity.


Use the WENE Application Builder for your own MySQL based developments!
Essentially WAB works like that:
 1. Specify a data model and define your table(s) in mySQL e.g. with the mySQL workbench or direct CREATE queries
 2. Define fields and there language dependent descriptions in function _wta_f
 3. For the main table define a business object header in WENE function _wbo_h
 4. Optionally connect joined tables with _wbo_joins to this business object
 5. Define frames and field definitions in _wbo_f
 6. Optionally create a hierarchy of business objects by defining sub business objects and connecting them to the parent business object in _wbo_f
 7. Define a function in _func, assign the function to an existing menu in _fma
… and you have built a function to maintain/display/upload/… MySQL table data in your new WENE application.
SQL queries and HMG processing functionality come in by macros assigned in the WAB functions.
Here the main business object (BO) is _DD_HEAD and the field mappings are defined in a sub business object _DD_FMAP.
Finally define your own WENE app in function _app and you have created a mySQL based application only or mostly with parametrization:
WENE app ab menu:
Of course this WebPage provides just a rough outline and not all parametrization tables available are mentioned.
WAB is a very powerful and flexible tool – it has to be, because all of WENE is built with it.


text:
Student Resources: Mathematica
What is Mathematica?
Mathematica is a comprehensive software tool for mathematics.
- It performs symbolic and numerical calculations.
- It produces advanced plots and graphics for mathematical visualization.
- It has a programmable interface that allows for extensive exploration of mathematics.
- Mathematica is available in every computing lab at Haverford.
- Haverford students can download a version of Mathematica for use on their own computers (Windows or Macintosh). Please see detailed installation instructions at the IITS software page. (Bryn Mawr students: go here.)
- Faculty and staff who want to run Mathematica on campus or at home should contact David Lippel or Rob Manning.
- A Linux version of Mathematica is available; contact David Lippel for more information.
Learning to use Mathematica
- There are many fine video tutorials for Mathematica. First-time users should start by watching the first few videos in the Hands-on Start to Mathematica. You should experiment with Mathematica as you watch these tutorials.
- Complete documentation is available at the Mathematica Documentation Center, which includes many How-To Topics.
- Other resources in the Tri-College community include:
- Information at the Haverpedia.
- Students should contact the computing ProDesk for questions about installing Mathematica.
- Questions about using Mathematica can be asked in the Math Question Center.
- Ask David Lippel by e-mail or during his math computing office hours
Last modified: Wed Jan 16 15:03:14 EST 2013


text:
Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |
Self-disclosure is both the conscious and unconscious act of revealing more about ourselves to others. This may include but is not limited to thoughts, feelings, aspirations, goals, failures, successes, fears, dreams as well as our likes, dislikes, and favorites. Many people attempt to avoid "self-disclosing" too much to co-workers, or when dating for fear of being judged negatively by others.
Typically self-disclosure is done when we initially meet someone and as we continue to build and develop our relationships with people. As we get to know each other we equally self-disclose things. If one person is not willing to "self disclose" then the other person may "shut down" or stop disclosing information about themselves as well.
In a counseling session, the patient or client does the "self disclosing" while the counselor, or therapist listens. Their role is to help the client see things from different angles. The allows the client to see and evaluate options he or she may not have thought about, which gives the client more power when making important life decisions.
See also Edit
References & BibliographyEdit
- Sprecher, S. (1987) The effects of self disclosure given and received on affection for an intimate partner and stability of the relationship, Journal of Social and Personal Relationships 4: 115-28.


Raising the Wind
Thomas Rowlandson
London, 1812
Published by T. Rowlandson, James Street Adelphi
[The original date of publication, "October 30, 1805," has been scored through at the bottom right of the print]
Drypoint engraving, hand-colored with water color
[44.8 x 28.4 cm]
The text beneath the caption reads:
When Noblemen have lost Race horse, and all their Rino spent—Then little Isaac draws the Bond, and lends for Cent per Cent.
"Rino" or "rhino" is an upper class slang term, origin unknown, for money. In the print, an inebriated young English nobleman, who has lost heavily at the race track, is mortgaging the title-deeds of the family estate to an unsavory pair of money-lenders. The ornately framed pictures on the wall combine to reveal the route to the young man's downfall. It was commonly believed that Jewish money-lenders were engaged in a conspiracy to buy up the patrimony of the English landed gentleman. "I think there are just grounds to apprehend," cautioned one mid eighteenth-century writer, "that we should suffer more by the exchange of the English country-gentleman...than we should gain by the acquisition of those riches, by means of which, estates might pass from the hands of Christians to those of Jews" (A Letter from a Gentleman to his Friend Concerning the Naturalization of the Jews, 1753, 12-13).


prison with a more humane jail cell.
I've called for the closure of Rikers and no new jails. It doesn't make sense to me to replace one jail cell with another "humane" jail cell. I don't think that really breaks the cycle of the over-criminalization of poverty or Black and Brown folks. I think what we have to do is actually get to the root cause of why it is that so many Black and Brown folks are incarcerated to begin with, and how it is that the criminal legal system actually does not work to bring justice to Black and Brown communities.
There are returning citizens who are advocating for the borough-based jails because of the conditions. But I don't think that we make the kind of progress that we need to make if we just replaced one kind of deteriorating prison with a more humane jail cell. The goal, ultimately, is to stop criminalizing poverty and criminalizing Black and Brown people the way that we do in our system.
What would Mayor Morales's green agenda look like?
The headline for that platform is green jobs, green foods, green justice. It is focused on the idea of significantly expanding green jobs so that we are working towards a resilient, environmentally just city. We're both getting people back to work by creating jobs and also doing work to achieve climate justice, sustainability, and resiliency for New York. That includes an urban climate corps that would be trained in partnership with [the City University of New York]. We've talked about partnerships with CUNY to ramp up this workforce to help develop the projects that we need to do, in terms of renewable energy or technology, and having a workforce that comes from the community, prioritizing the communities that have been disproportionately harmed most. Towards that end, it also includes implementing things around how buildings are designed. Any requirements around new developments that are energy efficient and moving towards zero emissions in the city.
On the green food side, it means recognizing the food apartheid that exists in the city around certain communities and how communities have been designed such that they don't have access to fresh food. How do we expand that access to those communities and create food sovereignty?
Interestingly enough, we came up with the green justice platform before marijuana was legalized. It's around that whole idea of how Black and Brown communities have been disproportionately harmed by the criminalization of marijuana, and how we transition so that not only are the communities that have been most harmed by it are given access to the economic benefits that are coming down the pipeline, but also how we restore the harm that's been done to those that have been incarcerated or criminalized in any kind of way, expunging those records and supporting them in establishing their own businesses.
It's a pretty comprehensive vision and platform, but I think part of that is because it accomplishes so many things at the same time, all of which are ultimately beneficial for the city. It's a front-end investment that has an extraordinary return on the economy, on our city's resiliency, and on our overall transition into real justice for our communities.
"Housing is a human right" is a phrase that's been used a lot throughout your campaign. How does that translate into policy?
What it translates is really making a commitment that we are going to put the full weight of our power behind guaranteeing not just housing, but affordable permanent housing for everybody. The way [the housing system] works right now does not serve all of us equally. We can make choices about that that actually prioritize access to housing for everyone.
If people don't have housing, they can't be healthy and they can't be safe. And if my neighbor's not healthy and safe, then that impacts my ability to be healthy and safe.
Under my administration, that would mean both a commitment to ending the skyrocketing homelessness by converting existing vacant spaces. That includes hotel rooms, commercial storefronts, or vacant office spaces into housing. It means committing to the use of any public land that would otherwise be sold for luxury development. That is going to be set aside for newly affordable housing for all New Yorkers. It means moving towards a system where we are ensuring that people are not forced to pay more than 30 percent of their income towards housing. It means making a commitment to things like community land trusts that are really kind of driven by community interests or community needs, where communities are given a deciding role at the table, rather than the model that happens right now where luxury developers are the ones that are making the decisions and the communities are reacting to it.
It ultimately means recognizing the inextricable link in communities. If people don't have housing, they can't be healthy and they can't be safe. And if my neighbor's not healthy and safe, then that impacts my ability to be healthy and safe. We just have to acknowledge that.
Many have called you the most progressive candidate in this race. In light of the past year with the pandemic and the resurgence of Black Lives Matter protests, there also seems to be a higher rate of tolerance or curiosity for "radical" ideas. Yet, you and other progressives in the race, like Maya Wiley, are still polling far behind moderates like Andrew Yang and Brooklyn Borough president Eric Adams. How do you feel about these numbers? Do you think New Yorkers are ready for a radical mayor?
Those numbers, quite frankly, don't mean much to me right now. This is anybody's race. I know that there's quote-unquote polling that is happening, but I think New Yorkers are really just starting to tune in to this race. I'll reiterate that I think that there's a lot of daylight between me and everybody else in this race, including Maya Wiley. If people really take a deep dive into our policies … I know people want to lump the two Black women into the same category of progressive, but that is not something that I think necessarily would stand up to a real scrutiny.
I know that my ideas are being referred to as radical, but I think that we are living in a radical time. The ideas need to be appropriate to meet the moment. I think that the ideas that I bring to the table do that.
The moment that we're living in right now has our communities experiencing multiple crises, and that's to the extent to which so many folks have been further marginalized or made insecure and unstable, while at the same time a small percentage of folks have increased in wealth significantly on the backs of those who are suffering the most. We can't deny this moment, and we have a choice to make—a moral and a political choice to make—about how it is that we're going to move forward and whether or not we're going to actually confront and reckon with our history and the inequities that made this possible.
dianne smiles into camera wearing black blazer and turtleneck
Edwin Gano
I don't want to be on the wrong side of history. It doesn't sit well with me to look back at this point in time and feel like we've done anything less than everything we could to ensure that all New Yorkers have access to a life lived in dignity. These are the changes that will lead to that. Anything less is not good enough. We've got to stop playing by the old rule book, because the old rule book is what led to this moment. And I know that it's difficult for people to embrace change, embrace the unfamiliar, but that's where the courage comes in. That's where the real appreciation, the real applause and heralding of people that we did all summer last year at seven o'clock at night, that's where it comes in. Let's move from the rhetoric to the action.
Do you feel any kind of pressure or responsibility in potentially becoming both the first woman and the first Afro-Latina mayor of New York City?
I am definitely conscious of that. I am humbled by the possibility and the feedback that I get on a daily basis from young women of color as to what it means to them to see someone that looks like them and someone who reflects so many of their lived experiences running for office.
That being said, this campaign is actually so much bigger than me. It's really about people. This sort of groundswell of people that has come together around this vision because they're ready for change. It is an awe-inspiring and magical coalition that has come together to make it possible for us to defy all odds and expectations around whether or not I would still be standing in this race at this point in time. There was nothing about electoral politics that was set up so that someone like me, someone like us, could actually win. And we are winning. There have been all of these barriers to participate in this race, whether spoken or unspoken, and we have exceeded all of them at every turn.
This campaign started off as completely grassroots. I didn't have any consultants. I didn't have any strategists. I didn't have any political staff. I didn't have ties to the media. I just had people, and the people were working-class, everyday New Yorkers. They have made this possible. There is a voice from the ground that has grown louder and is undeniable and is refusing to not be heard right now. That is because they see themselves reflected in this movement. They see themselves reflected in this campaign, and that has led to this powerful thing that is taking place that I don't even feel like I can take credit for. I'm just inspired and I'm honored to be a part of it. I am privileged to serve as a megaphone to amplify the message of people on the ground in New York City who want transformation, and they want it now.
What's your favorite place in New York City?
Almost anywhere by the water. I'm a Caribbean baby. If I can be on a beach, that's perfect. If I


NJ Professional Standards for Teachers - Here is a conversion for.doc
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NJ Professional Standards for Teachers - Here is a conversion for.doc Powered By Docstoc
 New Jersey
 Standards for
 Fall 2004
standard one
Subject Matter Knowledge
Standards (CCCS), and design developmentally appropriate learning experiences
making the subject matter accessible and meaningful to all students.
Teachers know and understand:
1.1 In-depth the subject matter they plan to teach and the relationship of that discipline
 to other content areas;
1.2 The evolving nature of the discipline or subject matter knowledge and the need for
 keeping abreast of new ideas and understanding of the discipline;
1.3 That literacy skills and processes are applicable in all content areas and help
 speaking and viewing; and
1.4 Concepts inherent in numeracy to enable students to represent physical events,
 work with data, reason, communicate mathematically, and make connections within
 their respective content areas in order to solve problems.
Teachers value and are committed to:
1.5 Appreciating multiple perspectives and conveying to learners how knowledge is
 developed from the vantage point of the knower; and
1.6 Enthusiasm for the discipline(s) they teach and in making connections to every day
Teachers engage in activities to:
1.7 Promote the development of critical and creative thinking, problem-solving and
 decision-making skills by engaging students in formulating and testing hypotheses
 according to the methods of inquiry and standards of evidence within the discipline;
1.8 Make effective use of multiple representations and explanations of disciplinary
 concepts that capture key ideas and link them to students' prior understanding; and
1.9 Evaluate teaching resources and curriculum materials for their completeness,
 accuracy and usefulness for representing particular ideas and concepts.
standard two
Human Growth and Development
intellectual, social, emotional and physical development.
Teachers know and understand:
2.1How students construct knowledge, acquire skills and develop habits of mind and
 how to use instructional strategies that promote student learning;
2.2 How student learning is influenced by individual experiences, talents and prior
 learning, as well as language, culture, family, and community values; and
2.3 How to identify and teach to the developmental abilities of students, which may
 emotional differences, special physical or emotional challenges and gifted and
 talented exceptionalities.
Teachers value and are committed to:
2.4 The educability of all children and adolescents;
2.5 The belief that all children and adolescents bring talents and strengths to learning;
2.6 Appreciation for multiple ways of knowing;
2.7 The diverse talents of all students and to helping them develop self-confidence and
 subject matter competence; and
2.8 The belief that all children and adolescents can learn at high levels and achieve
Teachers apply:
2.9 Learning theory to accommodate differences in student intelligence, perception,
 cognitive style, and achievement levels
standard three
Diverse Learners
Teachers shall understand the practice of culturally responsive teaching.
Teachers know and understand:
3.1How a person's world view is profoundly shaped by his or her life experiences, as
 orientation, age and special needs;
3.2 The supports for and barriers to culturally responsive teaching in school
3.3 The process of second language acquisition and strategies to support the learning of
 students whose first language is not English; and
3.4 The negative impact of bias, prejudice, and discrimination on students and society.
Teachers value and are committed to:
3.5 Respect for individual and cultural differences, and appreciation of the basic worth of
 each individual and cultural group; and
3.6 The diversity of learning that takes place in the classroom, respect for the talents and
 perspectives of each student and sensitivity to community and cultural norms.
Teachers engage in activities to:
3.7 Create a learning community in which individual differences are respected;
3.8 Learn about the diverse students they teach, and the students' families and
3.9 Use strategies to support the learning of students whose first language is not
 English; and
3.10 Use knowledge of students and their lives to design and carry out instruction that
 builds on students' strengths while meeting their needs and taking into account
 issues of social class, gender, race, ethnicity, language, sexual orientation, age and
 special needs.
standard four
Instructional Planning and Strategies
Teachers know and understand:
4.1How to plan instruction based on students' needs, developmental progress and prior
4.2 Available and appropriate resources and materials for instructional planning;
4.3 Techniques for modifying instructional methods, materials and the environment to
 help all students learn; and
4.4 A variety of instructional approaches and the use of various technologies, to promote
 thinking and understanding.
Teachers value and are committed to:
4.5 The development of students' critical thinking, independent problem-solving and
 performance capabilities.
Teachers engage in activities to:
4.6 Identify and design instruction appropriate to students' stage of development,
 learning styles, strengths and needs;
4.7 Plan instruction based on knowledge of classroom, school and community culture;
4.8 Evaluate teaching resources and curriculum materials for their comprehensiveness,
 accuracy and usefulness for representing particular ideas and concepts;
4.9 Identify strategies to create learning experiences that make subject matter
 meaningful for students, address a variety of learning styles, encourage students to
 pursue their own interests and inquiries and help students connect their learning to
 personal goals;
4.10 Plan and develop effective lessons by organizing instructional activities and
 materials, incorporating a wide range of community and technology resources, to
 promote achievement of lesson objectives;
4.11 Use formal and informal methods of assessment, information about students,
 pedagogical knowledge, and research as sources for active reflection, evaluation
 and revision of practice; and
4.12 Create interdisciplinary learning experiences that allow students to integrate
 knowledge, skills and methods of inquiry from several subject areas.
standard five
Teachers shall understand and use multiple assessment strategies and interpret results
continuous development of students.
Teachers know and understand:
5.1 The characteristics, uses, advantages, and limitations of different types of
 assessments (for example, criterion-referenced and norm-referenced instruments,
 traditional standardized and performance-based tests, observation systems and
 assessments of student work) for evaluating how students learn, what they know
 and are able to do, and what kinds of experiences will support their further growth
 and development; and
5.2 Measurement theory and assessment-related issues, such as validity, reliability, bias
 and scoring concerns.
Teachers value and are committed to:
5.3 The belief that students' strengths are the basis for growth and their errors are
 opportunities for learning.
Teachers engage in activities to:
5.4 Analyze student performance using multiple sources of data, and to modify future
 plans and instructional techniques that promote desired student learning outcomes;
5.5 Provide students with constructive feedback on their learning and encourage their
 use of data and self-assessment strategies to monitor their progress toward
 personal goals;
5.6 Accurately document and report assessment data and ongoing student data to
 parents and professional staff; and
5.7 Enhance their knowledge of learners and evaluate students' progress and
 performance using a variety of formal and informal assessment techniques to
 modify teaching and learning strategies.
standard six
Learning Environment
Teachers shall understand individual and group motivation and behavior and shall create
a supportive, safe and respectful learning environment that encourages positive social
interaction, active engagement in learning and self-motivation.
Teachers know and understand:
6.1The principles and strategies of effective classroom management that promote
 positive relationships, cooperation and purposeful learning activities in the
6.2 How the classroom environment influences learning and promotes positive behavior
 for all students; and
6.3 How classroom participation supports student commitment.
Teachers value and are committed to:
6.4 The role of students in promoting each other's learning and recognize the
 importance of peer relationships in creating a climate of learning;
6.5 Taking responsibility for establishing a positive climate in the classroom and
 participation in maintaining such a climate in the school as a whole; and
6.6 The expression and use of democratic values in the classroom.
Teachers engage in activities to:
6.7 Maintain a learning community in which students assume responsibility for
 themselves and one another, participate in decision-making and work collaboratively
 and independently;
6.8 Create a safe and secure classroom climate for all students, by practicing effective
 listening and group facilitation skills;
6.9 Create a positive classroom climate which is socially, emotionally and physically safe
6.10 Establish and maintain appropriate standards of behavior;
6.11 Use instructional time effectively; and
6.12 Prepare students for and monitor independent and group work that allows for full
 and varied participation of all individuals.
standard seven
Special Needs
Teachers shall adapt and modify instruction to accommodate the special learning needs
of all students.
Teachers know and understand:
7.1How to access information regarding applicable laws, rules, regulations and
 procedural safeguards regarding planning and implementing the individual
 education program; and
7.2 Available resources related to educational strategies to accommodate individual
 differences and to employ positive behavioral intervention techniques to students
 with special needs.
Teachers value and are committed to:
7.3 The belief that children and adolescents with special needs can learn at high levels
 and achieve success.
Teachers engage in activities to:
7.4 Apply knowledge of students' abilities/disabilities, experiences, talents


Situation awareness failures at level crossings
When rail accidents happen 'human error' is often blamed. Paul Salmon argues that in order to understand what's gone wrong, the whole system must be examined.
The tragic events at Kerang, a rural town in Australia, on the 5th June 2007 demonstrate the importance of optimising road users' situation awareness at rail level crossings. Here, the driver of a loaded truck continued toward a rail level crossing, unaware that a passenger train was also approaching. The resulting collision killed 11 train passengers and injured a further 15 people, including the truck driver.
Following an exhaustive investigation into the incident, the Office of the Chief Investigator concluded that the train and train crew, the truck, the road and rail infrastructure, and the rail level crossing warning devices all played no causal role in the incident. They commented that, "For reasons not determined the truck driver did not respond in an adequate time and manner to the level crossing warning devices". The truck driver was subsequently prosecuted on the basis that he had failed to keep a proper lookout. He pleaded not guilty to eleven counts of culpable driving causing death and eight counts of negligently causing serious injury and was acquitted by a jury. The rail level crossing involved was subsequently modified to include boom gates, Light Emitting Diode (LED) lights, rumble strips, and active advanced warning signs.
With terms such as 'human error' often bandied about in the aftermath of such incidents, it is tempting to think that the road user is the broken component that creates rail level crossing collisions and that the rest of the road and rail 'system' works just fine. However, current ergonomics thinking would suggest that there is more to the problem of degraded road situation awareness at rail level crossings. The aim of this article is to demonstrate, through deeper examination of the contributory factors involved in the Kerang tragedy, the role of wider systems failures in rail level crossing collisions.
The individual psychological explanation
At an individual level it is clear that the truck driver was unaware of the approaching train and of the flashing lights at the rail level crossing. There is no suggestion that the driver was impaired through distraction, fatigue, alcohol or drugs, or that he wilfully attempted to beat the train through the crossing. Using Neisser's perceptual cycle model to explain the truck driver's behaviour, one plausible explanation is that the truck driver's failure to see the flashing lights was caused by a schema-driven looked-but-failed-to-see error whereby he scanned the rail level crossing's warning lights, but did not perceive their flashing state. This failure in turn was likely caused by the activation of the wrong mental schema in the mind of the truck driver, namely a schema for the level crossing in a non-activated state. The truck driver had driven trucks along the same route approximately once a week for seven years prior to the incident but had never previously experienced a train at the crossing. His previous exposure to the crossing in a non-activated state shaped his cognition and expectancies in such a way that he behaved as if a train wasn't approaching, just as he had done on numerous previous occasions. The warnings provided at the crossing failed to override his wrongly activated schema.
The systems explanation
Examining the road and rail system shows that various factors at the equipment and surroundings level played a role in the truck driver's failure to become aware of the approaching train. Although the rail level crossing had flashing lights, road-based warnings and an early warning sign, it was not fitted with boom gates which would have provided a more conspicuous visual cue. At the time of the incident considerable sun glare may have impaired the driver's ability to see the crossing warning signage and controls. The contrast between the train and its background is likely to have been reduced as a result of the truck-facing side of the train being shadowed. Trees in close proximity to the left hand side of crossing may have obscured the truck driver's vision of the approaching train while the A-pillar of the truck also provided a potential momentary obscurement of a stationary vehicle located on the opposite side of the crossing.
The train driver sounded the horn twice on approach to the crossing, first at the whistle board, and then, continuously for 7 seconds from the point at which the train was 140 metres from the crossing. It is unlikely, however, that the first horn sounding would have alerted the truck driver to the presence of the train. Finally, the road speed limit at the time of the collision was 100km/h. A lower speed limit could have provided more time for evasive action once the truck driver became aware of the approaching train.
The physical processes and actor activities level of the system covers the chain of events that led to the truck colliding with the train. Included at this level is the truck driver's lack of experience of the rail level crossing with a train approaching. On the day of the incident the driver was delayed in departing the depot due to freight loading issues. This delay ensured that he encountered the crossing at the same time as the train. From here on, activation of the wrong schema meant that the driver failed to notice the approaching train, and the crossing's flashing light warnings, until it was too late.
The delayed loading of the truck is placed at the technical and operational management level of the system, as is an inspection of the rail level crossing conducted by an infrastructure manager. This inspection was undertaken in response to a series of near miss incidents at the crossing prior to the incident and a letter from the train operator to the track manager expressing concern over road user behaviour at the crossing.
It is apparent that the haulage company involved was not aware of the near miss incidents, a fact that is placed at the local government and company management level of the system.
At the regulatory bodies, state government and industry level various factors combined to ensure that the crossing was not upgraded to include boom gates. On the basis of the near miss incidents and letter to the track manager, various activities were initiated, including public education efforts and the addition of the crossing to the state government's rail level crossing upgrade prioritisation list. As a result, the crossing was assessed the year before the incident using the Australian Level Crossing Assessment Model (ALCAM). It was assigned a risk score and was ranked 140 out of 143 rail level crossings on the prioritisation list, meaning it was not upgraded at the time of the incident.
Limitations associated with the ALCAM tool are placed at the Government/Parliament policy and budgeting level. Although ALCAM provides a risk assessment score for different rail level crossings, there are various issues that raise questions over its utility. For example, it does not currently take into account accident or near miss data or data on human performance and is heavily weighted towards exposure data, that is, the volume of road and rail traffic passing through the rail level crossing. These limitations means that rail level crossings such as Kerang, which have a low road and rail traffic volume, typically achieve lower risk scores than high traffic rail level crossings. In addition, financial and budgetary constraints limit the number of rail level crossings that can be upgraded to full active controls.
Taken together the individual psychological explanation and the systems explanation demonstrate that road user behaviour at rail level crossings is an emergent property of complex sociotechnical road and rail systems. In the case of Kerang, although the driver's degraded situation awareness was the key causal factor, there were multiple interacting upstream factors that played a role in this degradation. The tragic incident was a systems accident driven by contributory factors across all levels of the road and rail system. The following are key messages for practitioners attempting to enhance safety at rail level crossings:
Multiple interacting factors shape the behaviour of road and rail systems.
There is a shared responsibility for rail level crossing safety across multiple actors and organisations. A shift away from individual blame and culpability to a learning culture for system improvement is needed. This shift can only occur when the complexities of human behaviour and the impact of the system on behaviour is understood. Modifying rail level crossing infrastructure alone will leave other behaviour-shaping factors free to play a role in future incidents.
By Paul Salmon, Associate Professor in the Faculty of Arts and Business at the University of the Sunshine Coast, Queensland, Australia.
This article was first published in issue 521 of The Ergonomist, November 2013.


text:
PHILADELPHIA â€" More than 17 million Americans 65 or older have at least one firearm. Based on the current patterns of gun ownership and population growth, the number of elderly people who own a firearm is expected to increase. In an article released by the American Journal of Public Health, Susan B. Sorenson, a professor at the University of Pennsylvania School of Social Policy & Practice, identifies public-health considerations related to firearm ownership among the elderly.
Co-authored by Brian Mertens while he was an undergraduate student at Penn, the article focuses on the relationship between the elderly and firearms, including its potential implications for personal and public health.
The elderly have the highest rate of suicide, Sorenson said. A firearm is the most common means of suicide in the United States, and rates of firearm suicide are highest among those aged 75 years or older, according to the article.
â€śBy 2030, nearly one in five U.S. residents will reach age 65 or older,â€ť Sorenson wrote. â€śLike most Americans, the elderly have Constitutional right to own firearms and there are many elderly people who are responsible gun owners. However, the evidence suggests that having more older people with guns may not be a benefit to society, and public-health policies must take action to promote the health of elderly persons and the safety of their caregivers.â€ť
The article makes note of specific considerations when it comes to armed elders who have dementia or Alzheimerâ€™s disease and how such circumstances can affect their caregivers.
â€śMemory, thinking and judgment as well as physical and behavioral competence issues related to an elderly personâ€™s safe operation of a motor vehicle also apply to firearms,â€ť Sorenson said. â€śPeople with Alzheimerâ€™s disease can have memory loss, personality changes, confusion, anxiety, fluctuating lucidity and other symptoms that can affect a personâ€™s ability to responsibly, competently and safely own and operate a firearm. It creates a very dangerous situation for everyone involved.â€ť
The article suggests that new research could contribute to the development of guidelines for families who are concerned about their elderly relativesâ€™ as well as their own safety; assist nursing homes and other care facilities as they create policies for residentsâ€™ possession of firearms; and provide training for health-care providers who work with patients about dying.
Handgun ownership is potentially problematic for the elderly, according to the article. Well-designed studies document a substantially increased risk of violent death, particularly among the elderly, for at least five years following the purchase of a handgun. Despite intentions to the contrary, a firearm may have the unintended consequence of making the occupants of a household less safe.
The authors conclude that reducing access to firearms, particularly among those with dementia, increasing neighborhood safety and household security and improving health-care options at the end of life may help lower the risks associated with armed senior citizens.


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Agriocnemis argentea facts for kids
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Silver wisp
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Agriocnemis argentea is a species of damselfly in the family Coenagrionidae, commonly known as a silver wisp. It is a small damselfly; the male, when mature, is covered in a white pruinescence. It is endemic to northern Australia where it inhabits both still and flowing waters.
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text:
Racial, ethnic and gender differentials in socio-economic status : the Israeli labor market case
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In the present study, data from the Labor Force Surveys of Israel's Central Bureau of Statistics (CBS) for the years 1990 and 2000 are used to examine the occupational segregation in the Israeli labor market based on the 5 ethnic sub-samples including European-American Jews, Asian-African Jews, Russian Jews, Native-Born Jews and Non-Jews who mainly represent the Arab citizens of Israel. The analysis is done separately for men and women to avoid interaction since men and women demonstrate different labor market characteristics in general and in Israel. OLS regression analysis and decomposition techniques are used to differentiate between the effects of human capital and labor credentials and the other factors on the socioeconomic gaps between different ethnic and racial groups. The results indicate that there are significant socioeconomic differences both among different Jewish groups and between Jewish and non-Jewish. Moreover the differences among the groups can only partially be explained by the differences in labor credentials of the groups.


is conservative while the second one is more challenging but one notch below your maximum. The third wave, of course, leads to a 1RM. Being able to complete 4 waves would lead to a PR. For example, if your 1RM on a lift is 350 pounds, your waves might look like this:
310 lbs x 3, 320 lbs x 2, 330 lbs x 1
320 lbs x 3, 330 lbs x 2, 340 lbs x 1
330 lbs x 3, 340 lbs x 2, 350 lbs x 1
340 lbs x 3, 350 lbs x 2, 360 lbs x 1
On any given day you should be able to complete 2 waves. Completing 3 waves is a very good session while completing 4 waves is an amazing workout. Completing 5 waves means that you underestimated the weights to use!
1/3 Ratchet loading (80-90%): This is also a form of wave loading, but uses waves of two sets. The difference is that the same weight is used for both sets in a wave (in 3/2/1 waves it is gradually increased), but the reps increase. The first set is designed to potentiate the nervous system and get used to the new weight; the second set is a more demanding effort. Normally we use three waves (for a total of 6 sets), but we sometimes do four waves on a particularly good day. The waves are as follow:
Wave 1: 80% x 1 Rest 90 sec. 80% x 3 Rest 120 sec.
Wave 2: 85% x 1 Rest 90 sec. 85% x 3 Rest 120 sec.
Wave 3: 90% x 1 Rest 90 sec. 90% x 3 Rest 120 sec.
Wave 4: 92-95% x 1 Rest 90 sec. 92-95% x 3
2. For Gaining Strength and Size Equally
Cluster 5's @ 88-92%: Clusters are an advanced method to build size while getting a lot stronger. They consist of doing 5 repetitions with a load you would normally use for 3 repetitions (88-92%). You accomplish that by taking pauses between every rep. The length of the pause can be as short as 5 seconds and as long as 20 seconds. The goal is to get all 5 reps in, so you might start with shorter breaks early in the set and then extend them as the set (and fatigue) progresses.
The short break is enough to replenish some ATP in the muscles, recharge the nervous system a bit, and get rid of a possible metabolite accumulation, but it's not long enough to get rid of all the fatigue from the previous rep(s). This results in you being able to use a bit more weight than you normally would for 5 reps while still being forced to recruit more motor-units from rep to rep due to some fatigue accumulation.
5 x 5 @ 75-85%: Among strength athletes, the 5×5 scheme has been one of the longest standing training methods. The Russian squat strength programs from the 70's used it, Hatfield's powerlifting peaking cycle used it, Bill Starr's "The Strongest Shall Survive" program used it, and Mark Rippetoe's "Starting Strength" plan and the "Texas Method" used it. The 5×5 method is probably responsible for more muscle and strength being built than any other approach!
There are many variations of this approach, from doing all 5 sets of 5 with the same weight to gradually working up to 2-3 max sets of 5 (with 2 sets being a bit lighter) or using a fixed weight for one workout (same weight for all the sets), but alternating heavy (80-85%) and lighter (75%) days. They all work! Simply keep the reps at 5 and the load between 75 and 85%.
5/4/3/2/1 (80-95%): This is one of my favorite schemes because it's based on a psychological trick that gets you more mentally involved in the workout with every single set. You basically remove one repetition while adding weight on every set.
For low-rep guys like myself, this method is fantastic because the decreasing rep pattern makes you believe that each set is easier than the one before, while the added weight makes it harder. I find my performance to be better with each passing set and it always leads to a solid performance. This is the scheme I use when I'm not really "into it." You can finish it quickly and it'll give you a good amount of strength and size stimulation. While sometimes you can end the 5/4/3/2/1 with a true 1RM, I find better results being a bit more conservative as it will stimulate gains just as much while having less of a negative impact on the nervous system. A typical workout would look like this:
5 reps @ 80%
4 reps @ 82%
3 reps @ 85%
2 reps @ 87-90%
1 rep @ 92-95%
5/4/3/2/1/1+ (80-105%): This is the advanced version of the 5/4/3/2/1. You perform the first 5 sets as described above, but after the first single, you continue doing sets of 1 until you hit your max for the day. It could look like this:
5 reps @ 80%
4 reps @ 82%
3 reps @ 85%
2 reps @ 90%
1 rep @ 95%
1 rep @ 100%
1 rep @ 102-105% (attempt at a new max if you're feeling strong that day)
Be careful using this one. It's tempting to always go for a new max, especially since the 5/4/3/2/1 countdown makes you feel super strong, but going for a 1RM too often will drain the nervous system and you'll quickly hit a wall and stop progressing. Only go for a maximum when you're almost certain of hitting something big.
1/2/4/6 (80-92%): This is the opposite principle of 5/4/3/2/1. You start with the lowest reps/heavier weight sets and work your way up in reps while decreasing the load. The benefit is that is that you amp up the nervous system prior to doing the highest reps set(s), which will allow you to recruit more fast-twitch fibers on the volume set, stimulating more growth. Note that we skip the sets of 3 and 5 reps. The reason is that we want to potentiate the nervous system but get to the 6-rep set without accumulating too much fatigue. So a progression might look like this:
1 rep @ 90-92%
2 reps @ 88-90%
4 reps @ 85%
6+ reps @ 80% (You go to failure. The objective is 6 reps, but if you can get 7 or 8, go for it!)
6/4/2 waves (75-90%): The basic principle of this scheme is the same as the 3/2/1 wave but with higher reps. While 3/2/1 wave loading is one of the most powerful strength-building schemes, the 6/4/2 wave loading approach represents one of the best compromises between strength and size gains. The 3/2/1 method will give you a lot of strength and some size gains, but 6/4/2 will give you good strength and size gains. The 6/4/2 scheme uses more volume, so you hit your limit in waves (whereas it's 4 waves for the 3/2/1 scheme). The first wave is conservative, the second wave would lead to your 3RM, and a third wave would lead to a personal record for 3 reps.
3/5 ratchet loading (75-85%): This is the strength/hypertrophy variation of 1/3 ratchet loading – the same principles (waves of 2 sets, same weight for both sets, increase the reps) but different loads.
Wave 1: 75% x 3 Rest 90 sec. 75% x 5 Rest 120 sec.
Wave 2: 80% x 3 Rest 90 sec. 80% x 5 Rest 150 sec.
Wave 3: 85% x 3 Rest 120 sec. 85% x 5
You only do three waves because of the higher volume.
1/6 contrast (70-95%): This will stimulate high-threshold hypertrophy while also building strength about as well as the 6/4/2 waves. This loading scheme uses contrasts between sets of 1 repetition with 90-95% of your maximum and sets of 6 reps with 70-80% of your 1RM. You perform a total of 6 sets, or 3 contrast pairings. Each pairing is gradually heavier. So it would look like this:
1 rep @ 90%
6 reps @ 70%
1 rep @ 92.5%
6 reps @ 75%
1 rep @ 95%
6+ reps @ 80% (Notice the +