text:
Cislunar space (alternatively, cis-lunar space) is the volume within the Moon's orbit, or a sphere formed by rotating that orbit. Volumes within that such as low earth orbit (LEO) are distinguished by other names. Practically, cislunar space is a useful label for "the volume between geostationary orbit and the moon's orbit". Beyond cislunar space lies translunar space.
Cis-lunar is Latin for "on this side of the moon" but also "not beyond the moon". Therefore, one might regard the Lagrange points L4 and L5, the stable regions of the Moon's Trojan points, as cislunar, but in practice they are so interesting as to be likely to be talked about in their own right.
|This article is a stub relating to space or space exploration. You can help Space Wiki by expanding it.|


text:
The University of Nevada Extension serves diverse populations that may include participants who have Limited English Proficiencies (LEP). LEP populations are those who do not speak English as their primary language and may have limited ability to speak, read and understand English. They also may face language barriers that prevent them from participating and benefiting from Extension programs. Extension staff who design and implement Extension programs must take appropriate steps to ensure LEP population have equal opportunity and meaningful access to our programs. According to census and other statistical information regarding the populations in Nevada, many households speak in a language other than English. Spanish, Tagalog and Chinese are some of the more prevalent languages in our state. Extension staff are required to consider such information when creating and implementing programs. Here is an example of Nevada language statistical information from the US Census.
The University of Nevada, Reno Extension is federally funded, therefore we are required to serve all residents of Nevada, including LEP populations, by ensuring access to Extension programs. While federal law does not require the translation of every outreach material into every language, Extension is required to provide meaningful access to populations regularly encountered in the community and in the most commonly used languages spoken. We can never charge a participant for translations services, or expect or suggest a participant bring their own translator (such as a friend or family member) when participating in a program.
The USDA (United States Department of Agriculture) encourages the use of bilingual staff to provide interpretations and translations of program materials (including outreach, teaching materials, flyers and handouts and other Extension information) to meet the Title IV and Executive Order 13166 requirements for federally funded programs. Bilingual staff members are those who are completely bilingual and fluent in two languages and are able to conduct the business of the workplace in either of those languages.
Extension recognizes bilingual staff as current employees who:
- Applied for a position with bilingual duties outlined in the position description and specifies being bilingual is a requirement.
- Successfully interviewed with at least one bilingual interview committee member, who determined their ability to speak another language, or was given a written assessment to determine written fluency of another language, or both.
- Follows a current WPS (Work Performance Standards) which outlines the translating and/or interpreting duties required for the position. All WPS are signed by the employee and supervisor.
- Receives an additional 5% salary adjustment each pay period for bilingual duties when performed at least 10% of the work week.
Vital v. Non-Vital Information
In terms of translations (rendering written words or text from one language to another) or interpretations (rendering spoken words from one language to another), Extension programs must evaluate the nature of the information being communicated and who the intended audience is, as well as the intended purpose and use of the information. Extension program staff also must determine whether program information disseminated is vital or non-vital in nature.
Program content is considered vital if it contains information about federal services or benefits, if it is required by law, if it requires a signature of the participant, or if program information affects the immediate life and health of an individual. Other examples of vital information include applications, witness statements, consent forms, complaint forms, notices of rights, and disciplinary actions.
For vital information and documents, Extension professionals are to obtain a professional translation from the UNR Language Bank or through a certified or qualified translator. Certified translators have a professional designation from a nationally recognized organization such as ATA (American Translation Association). Qualified translators can be used for languages which an official certification is not available. Qualified translators have relevant education and 3 to 5 years of experience and/or a degree in Translation or Linguistics.
- Professional Translators and Interpreters Connect Us to Our World
- Language Bank
For non-vital information, Extension professionals have substantial flexibility in determining how to provide meaningful access to program material and identifying what information needs to be translated or interpreted for their audience. Extension professionals must determine which is the most effective and cost-efficient way to provide program information and participation to LEP populations. Sometimes written translations are most effective, while other times verbal interpretation is most effective, depending on the content and the audience for whom it is intended. For either vital or non-vital information, on-line translation modules or websites are not an acceptable method of translating or interpreting Extension materials.
Determining Language Needs
Extension professionals must examine the demographics of the populations they serve and the frequency of LEP populations encountered to determine language needs. Other areas to consider when determining language needs include the public's requests for materials in specific languages, data from the United States Census Bureau, and/or data from other agencies who partner with Extension programs. Extension professionals are to work with the Civil Rights Coordinator or Title IX office for any questions that may have regarding the populations in the community for which they are responsible.
In summary, the USDA offers this guideline for federally funded agencies to follow when providing meaningful access to LEP individuals:
- The number or proportion of LEP persons in the eligible service population
- The frequency with which LEP individuals come into contact with the program
- The importance of the service provided by the program
- The resources and budgets available for the program
These four factors are further explained in the DOJ LEP Guidance found on the FCS website and published in the Federal Register on August 16, 2000.

source: openbmb/Ultra-FineWeb


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problem icon
problem icon
problem icon
Two circles intersect at A and B. Points C and D move round one circle. CA and DB cut the other circle at E and F. What do you notice about the line segments CD and EF?
Floating in Space
Many thanks Andrei (School 205, Bucharest) for this well explained solution. A correct solution was also sent by Thomas, whilst Lawrence, of Beecroft Primary, may not have managed the complete journey - he certainly saw the importance of the parallel lines!
Let L be a point on BC and M on YZ so that:
BL$ \equiv $ YM, and point K on AB and N on XY so that BK$ \equiv $ YN.
As BL is parallel and congruent with YM, BLMY is a parallelogram, and LM is parallel and congruent with BY.
In the same situation, BK is parallel and congruent with YN and BKNY is a parallelogram.
So, KN is parallel and congruent with BY.
From the two relations, I observe that KN is parallel and congruent with LM and KLMN is a parallelogram.
So, KL$ \equiv $NM.
I already know that BK$ \equiv $ NY and LB$ \equiv $ MY, and from these three congruence relations, triangles KBL and NYM are congruent.
So, angles KBL and NYM are equal and so are angles ABC and XYZ.


text:
Table of Contents:
The most important point is that a local church is much more than just a building. The children need to understand that the local church they are visiting is part of the Church worldwide – it is a community of Christians from all races and nationalities.
To see where the local churches are, go to Find a Church (which opens in a new tab). Most churches would be thrilled to show a school year group around their church.
Lesson plans and resources for the: Visit to a local Church KS1
Prior to the church visit:
It is a good idea to work through this short PowerPoint with the children on: What is the Church? – RE lesson plan a PowerPoint slideshow (Opens in a new tab on _URL_)
NEW July 2021. Places of worship, a PowerPoint presentation viewable and downloadable for teachers to show the children. (Opens in a new tab on _URL_)
On the day of the visit
Children could ask these questions when KS1 visit a local Church (Opens in a new tab.) – RE lesson plan.
Teachers cheat question sheet to take on the visit to a local church (Opens in a new tab.)
How to fulfil the locally agreed syllabus on visiting a church KS1
Hopefully you will be able to match your local agreed syllabus with what is here which satisfies eight councils:
These lesson plans are based on the Progression Documents of The Agreed Syllabus for Religious Education' Cambridgeshire, Northamptonshire, Peterborough, Rutland County Councils. This is in the light blue text.
The green text is from other Councils: Lewisham Borough, West Sussex, Hull and East Riding.
Here are the main aims for the visit:
- Visit local churches (more than once) become familiar with the main features of the building.
- Find out what happens there and why (worship, baptisms, weddings) and what children do (choir, Sunday school, holiday clubs etc.)
- Explore stories connected with the church (e.g. its dedication, stained glass window showing Bible stories).
- Meet the people who go to the church and who lead church services (especially the vicar or minister) and find out what they do.
- Describe and explain practices.
- Tell of the ways people express identity in belonging to a faith group.
- How and why do people of faith worship?
- Describe how the building and its artefacts are used in different ways.
Key vocabulary: Church, Worship, Baptism, Hymn, Prayer, Priest, Vicar.


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Oracle's Cloud Resource Model API
In a move designed to help highlight the company's claim to a commitment to open standards, Oracle has announced the Oracle Cloud Resource Model Application Programming Interface (Oracle Cloud API) for managing cloud computing infrastructures.
The company claims that this news represents a delivery on its commitment to providing complete, open, and integrated cloud computing offerings. The Oracle Cloud Elemental Resource Model API is a subset of the Oracle Cloud API and has been presented to the Distributed Management Task Force (DMTF), the industry organization tasked with developing standards for systems management in enterprise IT deployments. If approved, the Oracle Cloud API may be further considered in DMTF's proposed Infrastructure as a Service (IaaS) Cloud API standard.
"Enterprises are continuing to look to cloud computing to extend the value of their IT investments and better service users," said Sushil Kumar, vice president, Oracle. "With the Oracle Cloud API, Oracle is further enabling customers and partners to build and manage cloud environments — based on an open, application-aware IaaS platform — to improve service levels and the overall end-user experience."
Oracle says that its Oracle Cloud API specification is available on the Oracle Technology Network and that this technology encompasses the common elements that make up a cloud by specifying machines, storage volumes and networks. The specification submitted to the DMTF describes how a machine can be provisioned from an image; how a volume can be attached to a machine; and how a machine can connect to a network.
"DMTF is committed to enabling interoperable management of IT systems worldwide by bringing the IT industry together to collaborate on the development, validation and promotion of systems management standards," said Mike Baskey, DMTF chairman. "As the use of cloud environments accelerates, the industry needs to consolidate on a set of accepted standards. Contributions like the Oracle Cloud Elemental Model subset of the API will help speed development and adoption of cloud-related standards."
By leveraging virtualization, clustering, and dynamic provisioning across all layers of the stack, the company claims that the Oracle Cloud API will help ensure that users can manage their cloud-based resources to achieve flexibility and a high utilization ratio across the IT stack.
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text:
Ashi-Certified Inspector Britt B. uncovered concerning issues during the inspection, revealing water damage in the garage accompanied by clear indications of termite presence. Additionally, the adjacent room displayed water damage in the lower wall section, coinciding with potential termite activity. The close proximity of water damage and termite signs has raised concerns about a possible interconnected issue.
Moisture accumulation from the water damage could be attracting termites, as they are drawn to damp environments. This intertwining dilemma emphasizes the urgency of addressing both problems promptly to prevent further escalation. This points to a worrisome connection between moisture issues and termite infestation. Immediate attention is vital to address these problems and prevent further deterioration.


Found this plant in a nursery around Central India. Not sure whether this is an indoor or outdoor plant. Want to know the species and tips about its upkeep
enter image description here
It looks like Melastoma malabathricum, commonly known as the Indian Rhododendron, or Tibouchina is another name used mostly in the West, though it is synonymous with Melastoma. It's considered a tropical plant because it won't tolerate temperatures below about 5 deg C very well, though it copes with a bit of light frost. Does well outside provided temperatures are suitable. Prefers not to be in full, very hot sun, morning sun is fine, though it will adapt gradually to full sun if it has to - it is evergreen. This particular example looks as if its suffered from heat/direct sun or a bit of drought in its pot. USDA hardiness zones are listed as 8-12, but in zone 8, they may die back and regrow in spring. Even so, in my experience in the UK (mostly Zone 8) these are easily killed in winter outside, particularly in pots. Needs fertile, moist soil that drains freely, but doesn't constantly dry out.
As far as I can tell, Central India, if that's where you are rather than just where you found the plant, does not experience temperatures below 5 deg C, so this plant should be fine planted outside.
Your Answer


text:
Management includes monitoring of electrolyte abnormalities, eliminating triggering toxins, and treatment of associated compartment syndrome, when present.
The causes of rhabdomyolysis are many and include alcohol, drugs, infection, toxins, vigorous exercise, severe injury, and acquired or inherited disorders.
M62.82 – Rhabdomyolysis
89010004 – Rhabdomyolysis
- Polymyositis / dermatomyositis / inflammatory myopathy
- Polymyalgia rheumatica
- Electrolyte abnormality (eg, hypokalemia, hypomagnesemia, hypocalcemia)
- Influenza / viral myositis or myalgia
- Hypothyroidism / hyperthyroidism
- Thrombotic thrombocytopenic purpura / hemolytic uremic syndrome
- Inborn errors of metabolism (eg, glycogen storage disorders [type 5, type 7])
- Mitochondrial myopathy
- Guillain-Barre syndrome
- Drug-induced myalgias or kidney injury (eg, statins, nonsteroidal anti-inflammatory drugs)
- Steroid myopathy
- Sickle cell disease


text:
- Clean the outside of the pipette using a soft lint-free cloth and 70 % EtOH.
- Complete Order Form/Decontamination Report carefully and place the printout in the package with the pipette(s). List all the pipettes being sent in for service, and the accompanying extras, such as other brand tips and chargers. Be sure to decontaminate the pipette if it has been used for any blood or serums, body fluids, pathological specimens, carcinogens, toxins, hazardous chemicals or radioactive substances.
- Pack the instruments, and accompanying accessories with suitable packaging material to prevent the contents from getting damaged during transportation. Include the completed Order Form/Decontamination Report.
- Address the package.
- Dispatch the package.


text:
Crack PTE Describe Image in 3 simple steps
Describe image is a very important task of PTE speaking. This task aims at testing the analytical and spontaneous speaking abilities of the test takers. As this section forms a significant part of integrated weightage system of PTE, the scores of these questions are reflected in content, pronunciation and oral fluency score chart of PTE results.
Generally, PTE speaking module consist of 6 to 7 such type of questions in which the test taker is required to explain the given graph or image within 40 seconds. However, 25 seconds of time is provided to the candidate for analyzing and preparing their response.
On your test day, you may get a variety of graphs, diagrams or pictures to describe which may include
- Bar graphs
- Line graphs
- Pie charts
- Process diagrams
- Venn diagrams
- Pyramids etc.
Precisely, in PTE, you are expected to have an ability to understand and elaborate the provided information effectively in less time.
Ironically, no matter how much difficulty you face while practicing these questions, you have no option to escape a single attempt of it in real PTE test as these questions partakes a significant weightage of the total integrated weightage system of PTE.
The only strategy to gain confidence and fluency in attempting these question types is to understand and learn a specific format that you may use in almost all the cases for avoiding any chance of glitches in your performance.
Such a format should include:
- Introduction line –You may form your first statement by using the information given in the describe image topic along with details forming the header of X- axis or relatively comparable component given in any image other than a graph. For e.g. This line graph/ bar graph/pie chart give information about /describes / depicts / compares the (topic of the graph )from the year 2010 to 2015 (information about X axis or relatively comparable component )
- In your subsequent sentence you may mention about major differences and similarities of given class intervals or key variants apparent in the given graph/ image.
- Finally, you should form a concluding statement summarizing the overall information in just one sentence.
Points to remember:
- Try to stick to a format as this will lessen your probability to baffle or making thinking sounds while describing the image on the test date.
- Remember that every unusual pause, stammer or baffle is counted as an error by the system in real PTE Test which can significantly reduce your score.
- If you feel that you have gone wrong somewhere while describing the image, you should not stop and should continue speaking fluently with sheer confidence. This will surely help you to at least gain full marks in pronunciation and fluency if not in content.
Last but not the least, take up lots of practice of describe image task… as this is the only way which may help you to perform this task in the most efficient and scoring way on the final day.


text:
calcRDI - Calculate repertoire distances
Calculate repertoire distances from a matrix of vdjCounts
calcRDI(vdjCounts, distMethod = c("euclidean", "cor"), subsample = TRUE, nIter = 100, constScale = TRUE, units = c("lfc", "pct"),...)
- a matrix of repertoire counts, as created by calcVDJCounts
- one of c("euclidean","cor") determining how to calculate the distance from the matrix of vdj counts. See Details.
- logical; if true, all repertoires are subsampled to be equal size.
- value defining how many times the subsampling should be repeated. Only used if subsample is TRUE.
- logical; if
TRUE, vdjCounts will be scaled such that the sum of each column will be equal to 500 counts (an arbitrary constant). Otherwise, the columns will be scaled to the average count of all the columns.
- One of "lfc" or "pct". This determines the method used for transforming the repertoire counts. See Details.
- additional parameters; these are ignored by this function.
A dissimilarity structure containing distances between repertoires, averaged across each subsampe run. In addition to the standard attributes in a dist object, three additional attributes are defined as follows:
|integers, the number of genes in each column of "genes" that were included in at least one repertoire.|
| integer, the number of sequences used after subsampling
the repertoires. If
There are two options for distance methods, "euclidean" and "cor". Euclidean refers to
standard euclidean distance, and is the standard for the RDI measure described in
(Bolen et al. Bioinformatics 2016). In contrast, cor refers to a correlation-based
distance metric, where the distance is defined as
(1-correlation) between each
column of vdjCounts.
units parameter is used to determine the transformation function for the
repertoire counts. If
units='lfc' (default), then the arcsinh transformation
is applied to the count matrix, resulting in a distance metric which
will scale with the average log fold change of each gene. In contrast,
units='pct' will result in no transformation of the count matrix, and distances
will be proportional to the average percent change of each gene, instead. Note that
"units" is a bit of a misnomer, as the distance metric doesn't actually represent the
true log-fold or percent change in the repertoires. In order to actually estimate
these parameters, refer to the rdiModel and convertRDI
_TAG_ genes genes = sample(letters, 10000, replace=TRUE) _TAG_ sequence annotations seqAnnot = data.frame(donor = sample(1:4, 10000, replace=TRUE), cellType = sample(c("B","T"), 10000, replace=TRUE) ) ##generate repertoire counts cts = calcVDJcounts(genes,seqAnnot) ##calculate RDI d = calcRDI(cts) ##calculate RDI in percent space d_pct = calcRDI(cts,units="pct") ##convert RDI to actual 'lfc' estimates and compare dtrue = convertRDI(d)$pred plot(d, dtrue)


text:
Training content and outcomes
The training incorporates the following three modules:
Understanding Language Development - a session focused on speech and language development in young children.
Fostering Children's Communication Skills - a practical session providing information and strategies to support language development in everyday interactions.
Providing Language-Rich Learning Environments - a practical session building on previous strategies to support the development of language rich learning environments and practices.
The training aims to support practitioners in developing further understanding and promoting their skills in:
- children's speech and language development
- potential receptive language difficulties
- expressive language delays and disorders
- supporting effective communication including conversation and social interaction
- supporting children from different language backgrounds
- reflecting on their role in promoting children's language development
- developing practical strategies to encourage interactions and cue turns in group situations, follow the children's lead and help children to lead
- promoting everyday strategies and practices which foster language-rich environments
- links with the VEYLDF outcomes
Who delivers the training?
It is delivered by an experienced Speech Pathologist and Early Childhood practitioner (both Hanen Certified).
Options for training delivery
Training days will be offered throughout the year – click here for upcoming trainings.
A maximum of 25 participants are allowed per training and the cost is $195 per person.
We are able to offer a 10% discount for 'whole of centre' trainings in Greater Shepparton. Training delivery options include a full day, two half days or three separate sessions for each module (approx. 3 hours each).
Training is able to be offered outside of Greater Shepparton, however a travel cost will apply, as may accommodation costs. If you would like to book this training for your own centre please contact Belinda Whitelaw, Best Start Co-ordinator, on 5832 9790 or _EMAIL_
Due to the demand for places at this training the following cancellation conditions apply.
- Cancellation more than 4 weeks prior to the training commencement - total of registration fee will be reimbursed
- Cancellation 2 to 4 weeks prior to the training commencement - 50% of the registration fee will be reimbursed
- Cancellation at 2 weeks or less prior to the training commencement - no refund is able to be made.
For more information please contact Belinda Whitelaw, Best Start Co-ordinator, on 58 329 790 or _EMAIL_


Decoupage the table with their own hands without much difficulty (photo)
Most often, ordinary tables purchased in a store look inconspicuous. This is largely due to the fact that such furniture is manufactured in series, it is intended for mass consumption, piece processing is not done. Nevertheless, this does not mean that you have to be content with nondescript serial production. Decorating the table with your own hands is not at all such a difficult task as it may seem at first glance.
Before you start updating the table, you need to disassemble it: remove the tabletop and unscrew the legs.
An original pattern can be made on the tabletop, for this wedge-shaped parts are often used. It is completely easy to do this: they are cut from sheets of walnut veneer, the edges are processed accordingly, the parts must be tightly pressed against the plywood cover.
In order to make a table decoupage, you need to take into account some features. First of all, it is necessary to take into account the fact that wood has an intricate natural pattern that can be significantly enhanced, making it more vivid and impressive.
As a material for cladding, you can use veneer, which is flexible, it is very thin, which makes it simply indispensable. You can make a beautiful pattern by arranging the veneer pieces in a specific order.
For decoupage the table you will need: acrylic paints, PVA glue, photos, acrylic lacquer, brushes, ruler and acrylic primer.
Particularly beautiful is the decoupage of the table, the table top of which is circular in shape. In order to make a pattern of veneer, a round tabletop provides many possibilities, while the veneer is glued with skin glue. Such work is good because the result is immediately visible, which allows you to make an adjustment. Such tools will be needed:
 1. Hacksaw.
 2. Roulette.
 3. Glue.
 4. Brush.
Features of the decoupage technology
Decoupage was very popular back in the old days, now the fashion for this is coming back. Decoupage the table can be done in such a way that it will resemble a blooming garden. Pictures for such a table can be printed on a color printer, they can be used to decorate the interior of the entire room. The table can be plastered with menu pages, and you can also use labels for wine bottles, which looks very attractive.
Before performing the decoupage, the table must be cleaned with an electric grinder or abrasive paper.
Before making a decoupage of a table that has a wooden cover, it is necessary to thoroughly treat the surface. It must be thoroughly cleaned, it is necessary to get rid of dust and degrease the material, and then apply a primer.
If you use a special primer that does not have color, the texture and color of the wood will be preserved. For decoration, you can use acrylic transparent paint. If we are talking about decorating old furniture, it is better to make a rich decoupage of the table, the intensive use of decor will make such furniture very attractive.
First, the table should be painted in the main shade. Given it, you can create a set of jewelry that will be needed for decoupage the table. In most cases, you only need to decorate the countertops, but you can decorate the entire surface.
All elements need to be covered with several varnish layers, and those parts with decoupage are also covered with varnish. The effect of inlay looks very attractive, for this you need to place the appropriate materials using glue on the side walls of the product.
Decorating the table with your own hands with a mosaic
Decoupage the table can be done with a mosaic, but it should be borne in mind that it can be of different thickness.
And for this you need to use the appropriate glue and moisture-resistant grout.
It should be noted that such a process is impossible without a specific artistic taste. And in what sequence all this is carried out:
 1. The cover must be wiped with alcohol thoroughly.
 2. The entire surface must be sanded with sandpaper.
 3. The mosaic should be placed from the outer edge.
 4. It is necessary to glue the beads and wait until the glue is completely dry.
 5. Divorce is diluted, seams are sealed, everything dries.
 6. The mosaic is wiped with a flannel cloth, which is pre-moistened in vegetable oil.
The beads always help in this matter, since they can be used to fill the space between small and large mosaics. Some people prefer to fill such places with grout, but they should not do this, as aesthetic integrity will be compromised. For this purpose, beads are just perfect, which give the furniture a very attractive appearance.
Every detail must be in the place that is intended for it. The glue on the table top should dry, then it should be cut off, and the veneer should be stripped to the desired state.
In order to make a table decoupage qualitatively, one must also clearly understand the planned end result in the working process. That is, the pattern made on the tabletop must be able to imagine beforehand. Thus, it is possible to eliminate all the shortcomings in a timely manner without much difficulty.
 - Decoupage the table with their own hands without much difficulty (photo)
 High-quality furniture from shields with your own hands
 Furniture from the boards with their own hands. Preparatory work. Full production of a bed from the first to the last step. The time after which you can begin operation.
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text:
ASL University ►
American Sign Language: "doctor"
NOTE: You will see the sign "doctor" done a number of ways. Do it however your local (qualified) instructor or local Deaf friends do it.
DOCTOR (recommended version)
Tap the fingertips of the dominant "bent hand" twice on the upturned wrist of the base hand.
Discussion: Where did this sign come from?
The "bent hand" evolved from an earlier version that used an "M" handshape. Why an "M" handshape? The "M" comes from back in the "old days" when doctors were commonly known as "medics." Over time, the bent hand replaced the "M" since the bent hand is easier to produce than an "M" handshape. Quite a few people (books, instructors, teachers etc.) do this sign with a "D" handshape. It is not worth arguing about. Really. I'm suggesting you know both versions and do it the way your local teacher does it or the way your local Deaf friends do it.
DOCTOR ("D" version)
In this version of doctor, the right "D" hand taps near where a doctor or nurse would take a person's pulse. The non-dominant hand (the left hand if you are right handed) can be either relaxed (curled up a bit) or flat.
A student writes: IHi Dr.V,I noticed in the sketch of this sign, the left hand is curled, almost closed. Yet in the variation of the 'doctor''medic' 'nurse' pictures, the left hand is open. Does it make a difference if the left hand is open or closed? Has the sign evolved to the open hand?Please advise.Thanks,Cathy
It is either. Really.
The "base hand" handshape is immaterial in that sign.
Most Deaf people if we aren't thinking about it will do it with a RELAXED hand (somewhat curled). If you ask us to "show you" the sign...we will get all "proper" and tend to do it with a palm-up flat hand. But when just hanging out amongst ourselves we do it with a relaxed base hand because it takes less effort.
Doctor of Philosophy (PhD) / Doctor of Education (EdD)
Do not use the sign for "medical doctor" to refer to your college professors unless they are indeed an "MD."
There is a difference between the sign for a medical doctor and an "academic" doctor. "Dr." as in Ph.D. (a doctor of philosophy) is generally fingerspelled. While the Deaf community is not overly concerned with titles, if you are introducing someone to an audience you would simply spell the letters "D-R" and then the name.
In most everyday communication we don't use titles. We use name signs instead.
The sign "NURSE" is an initialized form of the sign "Doctor." It uses an "N" handshape on your dominant hand.
NEW! Online "ASL Training Center!" (Premium Subscription Version of ASLU) ** CHECK IT OUT FREE **
You can learn sign language online at American Sign Language University ™
hosted by Lifeprint.com © Dr. William Vicars

source: HuggingFaceFW/fineweb-edu


Intelligence and National Security,
Intelligence and National Security,
week 6
Select one of the Questions to Ponder as the topic for this week's forum posting. Please select just one Question and do a thorough job on it.
Questions to Ponder
What are some of the situations or occurrence that should lead me to suspect that Denial and Deception are being employed against me?
When should evidence of Denial and Deception be sought?
Is it possible to be completely certain of action before it occurs?
What are the "cry wolf syndrome" and the "paradox of warning", and how do they play into the defense against, and the detection of Denial and Deception?
What are the steps in the Analysis of Competing Hypotheses, and how is this analysis conducted?
Instructions: Your initial post should be at least 250-500 words in length (not including references listed at the end). Please respond to at least 2 other students and one follow up question. Responses should be a minimum of 150 words in length and include references to the material.
Reading & Resources:
Heuer, Richards J. Jr. 1999. Psychology of Intelligence Analysis. Center for the Study of Intelligence Ch. 2, Ch. 4-8, scan remainder.
Joint Publication 3-13.4. 2006. "Military Deception." Accessed March 12, 2014. Exec Summary, Ch. 2 and Ch. 5
Student Response #1 – Harshul
The "cry wolf syndrome" is a "…false alert, and particularly a series of them, breeds skepticism or downright disbelief of the authentic warning when it is in fact received" (Grabo 2007, 82). The role it plays into the defense against and the detection of Denial and Deception is by and large negative. The lesson from Aesop's tale of the boy who cried wolf is applicable here as well, but with potentially dangerous consequences. By "crying wolf" too many times in regards to terrorism or foreign intelligence organizations one can contribute to diminishing the overall sense of urgency of the team. Furthermore by sullying ones own credibility, when a real threats emerges the warning is likely to receive less attention and can result in a security breach or an attack.
The "paradox of warning" is defined as "enemy counteraction based on action taken as a result of a warning that alters the enemy's initially intended course of action. The warning thus appears to be wrong on the basis of the change in enemy action" (Physics _PHONE_, np). The role this plays into the defense against and the detection of Denial and Deception can also be negative. The one aspect that confirms its counterproductive nature within this cycle of action and reaction among forces is preemptive activity by ones own forces or friendly forces. By reacting to mere indications or even conclusive evidence of the adversaries intentions, the enemy is allowed an opportunity to reassess and alter his strategy.
 1. Grabo, Cythia, M. 2007. Strategic Warning: The problem of Timing. (accessed October 24, 2014)
 2. Physics 911. 2014. Scientific Panel Investigating the Events of September 11, 2001. (accessed October 24, 2014)
Student Response #2 – Bobby
According to Psychology of Intelligence Analysis, suggests that analyst often reject the possibility of deception because they see no evidence of it (Heuer 1999, 98). If deception is done correctly, it will go virtually undetected and could show the false of what the enemy is trying to accomplish. In order to prevent the denial and deception Heuer explains the Analysis of Competing Hypotheses (ACH) is a tool for an analyst to use so they do not get complacent. It provides an 8-step process that requires careful weighing of alternate explanations or conclusions. The analyst must use a weighted system against each hypothesis that can reduce the amount of misleading information that can be a denial and deception campaign started from the enemy.
So now that a basic understanding of ACH can help analyst offset their chance of a denial and deception campaign, considerations needs to be given to the enemy's capabilities. The analyst must have a deep knowledge and understanding of not only the capabilities but also how they typically employ them. One thing that needs to be done is complete removal of all biases associated to the situation because it can have grave consequences if an analyst has a stake in it. What I mean by this is, when an analyst feels like it is his entire baby and that he has been working on the problem for so long, that he is not open to other ideas.
Another way that may prevent our adversary from utilizing D&D would be putting together a red cell analysis on the country in question. This would provide the best analysis of the enemies capabilities as well as providing subject matter experts looking at the way the enemy would fight against us. If done correctly, would provide an understanding and modeling of an enemy that would improve analysis.
One way to that should help in determining you are suspect to D&D is by applying critical thinking to the situation. Employment of critical thinking in the process can mitigate the effects of a person's mindset and biases by utilizing skillful analysis of evidence for and against an issue according to Critical Thinking and Intelligence Analysis (Moore 2007, 50). Understanding the intelligence coming in and questioning the information is essential because sources can be unreliable, D&D efforts can distort information, and this can create uncertainty. Using authenticity, accuracy, and reliability can help in establishing a common baseline of evidence that can be used in the analysis. The analyst should always consider, are you being deceived and then identify ways to provide alternate viewpoints to minimize the risk.
An analyst can employ numerous techniques, if they suspect a D&D campaign employed against them. The main area of concern is for the analyst to identify it and always be asking themselves are you being deceived. In today's technologically advanced world, a multi-intelligence approach to a problem will be best utilized. If done correctly, it could help in reducing the chances of having a D&D campaign against you and will provide policy makers the intelligence needed for them to form policies.
Heuer, Richards J. Jr. Psychology of Intelligence Analysis. Washington: Center for the Study of Intelligence, 1999.
Moore, David T. Critical Thinking and Intelligence Analysis. Washington: National Defense Intelligence College, 2007.
OSINT – week 6
For this forum, you are to answer one of the questions listed below. The original post must be a minimum of 250 words. Additionally, you must post two (2) peer reviews on a classmate's original post. Please be courteous and succinct in your response. The goal is to extend the conversation through your observations and experience.
How are new technologies affecting OSINT collection and analysis?
What potential vulnerabilities does a social media network present?
Define Social Media Intelligence. Give examples
What potential affect does social media intelligence present regarding non state actors? Give examples to support your assertion.
Instructions: Your initial post should be at least 250 words. Please respond to at least 2 other students. Responses should be a minimum of 200 words each and include direct questions.
Reading & Resources:
Media Content:
Open Source Intelligence and Social Media
Introducing Social Media Intelligence
Social Media: Valuable Tools in Today's Operational Environment
Using Google to track Mexican Drug Trafficking Organizations by Coscia and Rios
Student Response #1 – Dwayne
Define Social Media Intelligence. Give examples:
Social Media Intelligence (SOCMINT) is the process and searching for, identifying and extracting social media content that presents indicators of security threats. SOCMINT use in domestic intelligence may also help police agencies and criminal investigators to gauge the civilian climate in their areas of responsibility. The current trend, particularly in the UK, is to develop capabilities that increase police cyber awareness, their influence through cyber means, and methods to monitor social media, also known as crowd sourcing.
The value of SOCMINT has been noted by authorities, which has in turn spurred spending on increasing their capabilities. Ormand says that "Underlying these developments is significant planned public investment in the capabilities that will allow the authorities to continue to access communications data and access under warrant where necessary the content of internet communications including social media" (Ormand, 2012, 802).
With the exponential increase in social media activity, authorities have a responsibility to adapt and act accordingly. In fact, with many outlandish social media posts prior to acts of violence, it would almost be criminal for authorities not to act. Public health experts suggest that they are able to detect and identify pandemics through social media. As well, psychologists believe Facebook may portray an accurate representation of an individuals mental health through indicative content.
With the amount of information that people post about themselves in the public forum, it stands to reason that it can and should be exploited by officials with a responsibility for public safety. Public information falls under one of the seven exemptions for the warrantless search – open view, and its use should be no cause for public concern.
Ormand, D. Introducing Social Media Intelligence (SOCMNT). 2012. Intelligence and National Security, 27:6, 801-823. Retrieved from
The post Intelligence and National Security, appeared first on best homeworkhelp.


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Stationary Eddies and the Zonal Asymmetry of Net Precipitation and Ocean Freshwater Forcing
By Robert C. Wills and Tapio Schneider
Transport of water vapor in the atmosphere generates substantial spatial variability of net precipitation (precipitation minus evaporation). Over half of the total spatial variability in annual-mean net precipitation is accounted for by deviations from the zonal mean. Over land, these regional differences determine differences in surface water availability. Over oceans, they account, for example, for the Pacific–Atlantic difference in sea surface salinity, with implications for the deep overturning circulation. This study analyzes the atmospheric-water budget in reanalyses from ERA-Interim and MERRA, to investigate which physical balances lead to zonal variation in net precipitation. It is found that the leading-order contribution is zonal variation in stationary-eddy vertical motion. Transient eddies modify the pattern of zonally anomalous net precipitation by moving moisture from the subtropical and tropical oceans onto land and poleward across the Northern Hemisphere storm tracks. Zonal variation in specific humidity and stationary-eddy horizontal advection play a secondary role. The dynamics leading to net precipitation via vertical motion in stationary eddies can be understood from a lower-tropospheric vorticity budget. The large-scale variations of vertical motion are primarily described by Sverdrup balance and Ekman pumping, with some modification by transient eddies. These results suggest that it is important to understand changes in stationary eddies and their influence on the zonal variation of transient eddy fluxes, in order to understand regional changes in net precipitation. They highlight the relative importance of different atmospheric mechanisms for the freshwater forcing of the North Pacific and North Atlantic
Publisher: 'American Meteorological Society'
Year: 2015
OAI identifier:
Suggested articles


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Authors: ABC Life Literacy Canada
This sheet offers an activity to help the user track spending on a daily, weekly and monthly basis by keeping a money journal.
The authors suggest focusing on one expense and deciding how it could be reduced. As an example, they use someone who buys one large cup of coffee a day. If he chooses instead to brew the coffee at home and use a travel mug, he saves the price of a store-bought coffee every day. If he does that every day for a year, the amount of money saved will be significant.


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Launch countdown for Discovery
The countdown to launch of Space Shuttle Discovery continues at NASA's Kennedy Space Center, Florida. Discovery is due to launch today at 17:38 CEST (15:38 GMT) on flight STS-120, a mission to install the Italian-built Node 2 module on the ISS.
For the latest updates see NASA's Shuttle page
There is currently a 60-percent chance that weather at the launch site will delay today's launch. Weather conditions are expected to improve slightly on Wednesday and Thursday.
The seven STS-120 crew members, including ESA astronaut Paolo Nespoli, arrived at Kennedy Space Center on Friday.
As well as exchanging a member of the Station's permanent crew, and the challenging operation of repositioning a set of solar arrays, the STS-120 crew is responsible for the safe delivery of the Italian-built Node 2 connecting module - an important step in the continued construction of the International Space Station.
Nespoli's mission has been named 'Esperia' after the Ancient Greek name for the Italian peninsula. During the 14-day mission Nespoli will play a key role as the intravehicular activity (IVA) astronaut for three of the five scheduled spacewalks, including the installation of Node 2. He will also conduct a joint ESA/ASI programme of human physiology and biology experiments, as well as a number of educational activities.
Nespoli's mission stems from six flight opportunities granted to the Italian Space Agency (ASI) for their provision of three pressurised cargo containers (Multi-Purpose Logistics Modules, or MPLMs) to NASA under a bilateral agreement. The close cooperation between ESA and ASI led to the assignment of Nespoli, a member of the European Astronaut Corps, for this ASI flight opportunity.
The countdown to launch of STS-120 and the Esperia Mission can be viewed on NASA TV - coverage starts at 12:30 CEST (10:30 GMT): _URL_


STARI (Southern Tick-Associated Rash Illness) is a rash that is similar in appearance to that of Lyme disease that manifests following the bite of a lonestar tick. The incidence of STARI is increasing in areas where the lone star tick is prevalent. So what do you need to know about STARI? What causes it? What are the symptoms? How is it treated? Get the answers to these frequently asked questions and others, as well as tips to prevent tick bites in general.
What is STARI?
STARI stands for Southern Tick-Associated Rash Illness. It is a rash that follows the bite of a lone star tick that is similar in appearance to the rash caused by Lyme disease.
What causes STARI?
There is no known cause of STARI. It does, however, usually follow the bite of a lone star tick (Amblyomma americanum). The lone star tick does NOT cause Lyme disease.
What do lone star ticks look like?
Female lone star ticks are recognizable by a single white dot in the center of their brown bodies. Males have spots or streaks of white around the outer edge of their bodies.
Where are lone star ticks found?
Lone star ticks are found throughout the eastern, southeastern, and south central states of the United States. According to the CDC, their distribution, range and abundance have all increased over the last 20-30 years. All three life stages of lone star ticks (larva, nymph, and adult) feed on humans and can be quite aggressive. They also feed on dogs and cats.
What are the symptoms of STARI?
The most prominent symptom of STARI is a red, bulls-eye shaped rash that develops around the tick bite itself. The rash usually presents itself within about 7 days of a tick bite and can expand to a diameter of 3 inches or more. People with STARI may also experience fatigue, headache, fever, muscle pain, and joint pain. Because the cause of STARI is unknown, there is no blood test to diagnose it. The diagnosis is made on the basis of symptoms and patient-reported tick bites.
How is STARI treated?
The STARI rash and subsequent other symptoms have been shown to resolve with the use of the oral antibiotic doxycycline.
How can STARI be prevented?
Because STARI is brought on by a tick bite, preventing tick bites is the best method of preventing the illness. Some tips for preventing ticks include:
 - Avoid areas where ticks are known to favor such as tall grasses, bushes, or wooded areas.
 - Treat your clothing and gear (boots, clothes, camping gear) with a product containing permethrin.
 - Try to walk in the center of trails rather than on the edges.
 - After being outdoors,check your clothing for ticks and remove them immediately. Wash clothes in hot water and dry them on high heat. Carefully examine coats and backpacks, as well.
 - Try to shower within 2 hours of coming indoors. This has been shown to decrease the risk of Lyme disease, as well as wash off any unattached ticks from your body.
 - Conduct a full body check once you come inside. Use a handheld or full length mirror to check all over, especially under your arms, in and around your ears, inside your belly button, on the backs of your knees, around your hair, in between your legs, and around your waist.
 - Use tick preventatives on your pets per your vet's recommendations.
 - Check your pets for ticks daily, especially after they have been outdoors. Remove any ticks you find immediately. Make sure to check carefully around their ears, around their eyelids, under their collars, between their back legs, under their front legs, between their toes and around their tails.
 - Remove leaf litter and debris from your yard.
 - Clear any tall grasses and brush.
 - Install a 3 foot barrier of wood chips or gravel between your lawn and any wooded areas.
 - Keep your grass mowed frequently.
 - Stack firewood neatly and in a dry place.
 - Keep playground equipment, decks, and patios away from your yard edge or woods.
 - Use fencing to discourage deer, raccoons, stray dogs and other unwanted animals from coming into your yard.
 - Remove any old furniture, mattresses, and trash from your yard.
If you suspect you have a tick problem, call a professional pest control company who can help identify areas where ticks may be hiding and provide you with a thorough treatment and prevention plan to keep ticks out.


Modern SAT solvers: fast, neat and underused (part 3 of N)
In the previous two parts (1, 2) we used a SAT solver as a black box that we feed input into, and it will (usually quickly) spit out an answer. In this part, we will look at how SAT solvers work and what heuristics and other tricks they employ in their quest for performance.
Approaches to SAT solving
Modern SAT solvers fall into one of two groups: local search based solvers and
Conflict Driven Clause Learning (CDCL) based solvers. This post will concern itself with the latter for two simple reasons, one is that most of my experience is with CDCL solver, the second is that local-search based solvers are rarely used in practice.
There are two main reasons for local search based SAT solvers dearth of practical usage:
 1. They are often not complete (they might not find a solution even if it exists)
 2. They are usually slower than the deterministic CDCL solvers
They do however have their uses, e.g. when solving MaxSAT[1] problem, and have some interesting theoretical properties[2].
CDCL solvers
The CDCL solvers are an evolution of the Davis-Putnam-Logemann-Loveland (DPLL) algorithm, which itself is a reasonably simple[3] improvement over the naive backtracking algorithm. CDCL is both complete (will answer "SAT" if a solution exists) and sound (it will not answer "SAT" for an unsatisfiable formula).
I think that the best way to explain how CDCL works is to start with a naive backtracking algorithm and then show how the DPLL and CDCL algorithms improve upon it.
Simple backtracking
A (very) naive backtracking algorithm could work as follows:
 1. Pick a variable without an assigned truth value. If there are none, return SAT.
 2. Assign it a truth-value (true/false).
 3. Check if all clauses in our formula are still potentially satisfiable.
 - If they are, go to 1.
 - If they are not satisfiable, go to 2 and pick the other truth-value.
 - If they are not satisfiable, and both truth-values have been tried, backtrack.
 - If there is nowhere to backtrack, return UNSAT.
This algorithm is obviously both complete and sound. It is also very inefficient, so let's start improving it.
The first improvement we will make is to speed up the check for unsatisfiable clauses in step 3, but we need to introduce two new concepts to do so, positive literal and negative literal. A literal is positive if it evaluates to true given its variable truth value and negative otherwise. As an example, $\neg x$ is positive literal when variable $x$ is set to false, and negative literal when variable $x$ is set to true.
The trick we will use to speed up the check for unsatisfiable clauses is to update instead the state of our clauses based on variable assignment. This means that after step 2 we will take all clauses that contain a literal of the variable selected in step 1, and update them accordingly. If they contain a positive literal, they are satisfied, and we can remove them from further consideration completely. If they contain a negative literal, they cannot be satisfied using this variable, and we can remove the literal from them.
If removing the negative literals creates an empty clause, then the clause is unsatisfiable under the current assignment, and we need to backtrack.
The improved backtracking algorithm can thus be described as:
 3. Remove all clauses with positive literals of the variable assignment.
 4. Remove all negative literals of the variable assignment.
 5. Check if an empty clause was created.
 - If it was, try the other truth-value or backtrack.
 - If it was not, go to 1.
DPLL algorithm
Given the implementation above, it can be seen that if step 4 creates a clause consisting of a single literal (called unit clause), we are provided with extra information. Specifically, it provides us with an assignment for the variable of the literal inside the unit clause, because the only way to satisfy a unit clause is to make the literal inside positive. We can then also apply steps 3 and 4 for this forced assignment, potentially creating new unit clauses in the process. This is called unit propagation.
Another insight we could have is that if at any point, all literals of a variable have the same polarity, that is, they are either all negated or not, we can effectively remove that variable and all clauses that contain a literal of that variable[4]. This is called pure literal elimination.
By adding these two tricks to our backtracking solver, we have reimplemented a DPLL solver[5]:
 4. Remove all negative literals of the variable assignment.
 5. Keep performing unit propagation and pure literal elimination while possible.
 6. Check if an empty clause was created.
 - If it was not, go to 1.
Obviously, the order in which variables are picked in step 1 and which truth-values are attempted first in step 2, has a significant impact on solver's runtime, and we will get to heuristics for these later.
CDCL algorithm
The difference between a DPLL solver and a CDCL solver is the introduction of something called non-chronological backtracking or backjumping. The idea behind it is that often, a conflict (an empty clause is created) is caused by a variable assignment that happened much sooner than it was detected, and if we could somehow identify when the conflict was caused, we could backtrack several steps at once, without running into the same conflict multiple times.
The implementation of backjumping analyzes the current conflict via something called conflict clause, finds out the earliest variable assignment involved in the conflict and then jumps back to that assignment[6]. The conflict clause is also added to the problem, to avoid revisiting the parts of the search space that were involved in the conflict.
If you want more details about how a CDCL SAT solver works, I recommend looking at the Chaff and the MiniSat solvers. Chaff is often seen as the first SAT solver performant enough to be of practical interest, while MiniSat was written in 2003 to show that implementing state of the art SAT solver can be quite easy, and its later versions are still used as the basis for some current solvers. Specifically, you can look at the paper on Chaff's construction, or at the nitty-gritty of MiniSat's implementation. MiniSat has a very liberal open source licence, and we provide a somewhat cleaned-up version in a GitHub repo.
Performance tricks of CDCL SAT solvers
As a reminder, the Sudoku solver we built in the first post creates SAT instances with 729 variables and ~12k clauses. MiniSat then needs ~1.5 ms to solve them. Similarly, my employer's translation of master-key systems often creates problems with 100k-1M[7] variables and an order of magnitude more clauses. These large instances are then solved within a couple of minutes.
In this section, we will look at the specific tricks used by the CDCL SAT solvers to achieve this excellent performance.
Data structures
Good data structures are the backbone of every performant program and SAT solvers are no exceptions. Some of the data structures are generic, and well-known outside solvers, such as custom memory managers that batch allocations and keep data laid out in a cache-friendly manner, other are pretty much specific to CDCL SAT solvers, such as the (2) watched literals scheme.
I will skip over the tricks played with clause representation to ensure it is cache friendly because I want to make this post primarily about SAT specific tricks, and not generic tricks of the trade. This leaves us with the 2 watched literals trick.
Let's backtrack a bit, and return to the first algorithm we wrote down for solving SAT. To improve upon it, we proposed a step where we update and evaluate clauses based on the currently assigned variable, so that satisfied clauses are removed, while unsatisfied clauses are shortened. This step is called BCP (binary constraint propagation).
The naive implementation is simple, you can create a mapping between a variable and each clause that contains its literal when you are loading the problem, and then just iterate through all clauses relevant to a variable, either marking them as solved or shortening them. Backtracking is also surprisingly simple because when you unset a variable, you can restore the related clauses.
However, the naive implementation is also very inefficient. The only time when we can propagate a clause is when it is unsatisfied and is down to a single unassigned literal, in which case we can use the unassigned literal for unit propagation. Visiting clauses that are either already satisfied, or are not yet down to single unassigned literal is thus a waste of time. This poses a question, how do we keep track of clause status, without explicitly updating them on every variable assignment change?
2 watched literals
Enter the 2 watched literals algorithm/data structure/trick, pioneered by the Chaff solver[8]. The basic idea is that 2 literals from each clause are selected (watched), and the clause is only visited when one of them would be removed from the clause (in other words, its variable takes the opposite polarity). When a clause is visited, one of these four things happens
 1. All but one literal evaluate to false. This last literal is then unit propagated further.
 2. All literals evaluate to false. This particular assignment is UNSAT, and the solver must backtrack


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Early Childhood Mental Health Consultation Project
The Early Childhood Mental Health (ECMH) Consultation Project improves the ability of staff, programs and families to prevent, identify, treat and reduce the impact of social, emotional and other mental health problems among children birth through 5 years of age.
The Early Childhood Mental Health Consultation Project began in 2002 as a 3-year pilot program in Baltimore City and on the Eastern Shore. Based on the project's success as shown in the program evaluation, the Maryland State Department of Education funded the expansion of the ECMH Consultation Pilot Project in 2006 statewide to the twelve child care licensing regions.
In Maryland, the Early Childhood Mental Health Consultation project is both child/family focused and classroom/program focused. This hybrid model allows consultants to focus on specific child behaviors while working with teachers to improve the overall quality of the classroom environment.
The Project's goals are to:
- Promote positive social/emotional wellness practices in early childhood settings;
- Identify and work proactively with children who may have developmental, social, emotional, or behavioral concerns;
- Refer children and families in need of more intensive mental health services to appropriate support and/or clinical programs;
- Help children remain in stable, quality child care arrangements that support their individual needs;
- Increase teacher confidence and competence dealing with challenging behaviors through training, coaching and mentoring, and
- Build close partnerships with local community resources including Judy Centers, Head Start Centers, health departments, Child Find, Maryland Infants & Toddlers Program, preschool special education, and private consultation providers.
The ECMH Consultation Project has been very well received around the state. As one director observed, "Without your help there would be children we would never be able to care for, not that we don't want to, we don't know how to." The ECMH consultants build strong relationships with families, programs, and teachers to prevent, identify, treat, and reduce the impact of mental health problems among children.
Click here for a brochure about the Early Childhood Mental Health Project.
Additional materials and resources for parents and providers on the Early Childhood Mental Health Project:
· Click here for contact information for each region of the state
· Click here for the ECMH Consultation Standards for the State of Maryland
· Click here for ECMH Certificate Program Information
· Click here for a ECMH Legislative Brief
· Click here for the ECMH Standards Workbook, which includes many useful forms and resources.
· Here are some helpful ECMH-related websites:
o Center for the Social and Emotional Foundations for Early Learning: _URL_ -especially helpful are the "What Works Briefs"
o Technical Assistance Center on Social/Emotional Intervention for Young Children, also known as TACSEI: _URL_


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The anatomy of a sheep includes, among other components, its reproductive system, skull, horns, digestive system, and other internal organs. Ewe anatomy is similar to ram anatomy, with the main difference being their reproductive systems, size, and frequently, lack of horns.
Table of Contents
Ewe reproductive systems
The reproductive system of a ewe consists of ovaries, oviducts, and a uterus. The ova develop in the ovaries and are then released into the oviducts.
- The oviduct has a few different parts: a uterus, a cervix, and an area where the embryo develops before being implanted in the uterus. The uterus is lined with endometrium, which nourishes the embryo as it grows within it.
- A sheep's heat cycle occurs around every 17 days.
- Sheep are in heat for around 24-36 hours during each cycle.
- Depending on the breed, sheep may breed only during a certain season. Some types of sheep breed all year round.
- Sheep pregnancies range from 138 to 159 days
Ram reproductive systems
Rams have two testicles. The testicles produce testosterone, which helps to build muscle mass and increase libido in rams. They also produce sperm.
Testosterone makes rams more aggressive toward other rams, leading to fights for dominance within their herd.
The daily average sperm count in rams is about 20 million sperm cells for each testicle.
Ewe skulls are smaller than ram skulls. Among horned sheep, the skull supports the horns. Its sturdy structure protects the brain from impact and potential injuries.
A sheep's skull is composed of the maxilla, the frontal bone, the sphenoid bone, the occipital bone, and the parietal bone.
- The maxilla is located above the eye sockets. It is used as leverage for the ophthalmic muscles to attach to the skull.
- The frontal bone is located on the top and front of the head.
- The sphenoid bone attaches to the occipital bone at the back of the ewe's head. It helps protect the brain.
- The occipital bone is located behind the ears and attaches to the skull, with a ball joint that allows for movement.
- The parietal bone surrounds the brain and forms part of the forehead. It also contains blood vessels and nerves that help control eye movement, hearing, balance, and smell.
Not all sheep have horns. Some breeds are polled, and ewes are less likely to have horns than rams.
Horned sheep have horns made of fibrous keratin tubules that protect against damage to the skull. Horns are used among rams for protection and fighting for territory against other rams.
Contrary to popular belief, sheep do not have four stomachs. They have one stomach with four compartments.
The four compartments of a sheep's stomach are:
- Rumen: acts as an area where the ewe can store food. Fermentation of foods starts here.
- Reticulum: compresses the bolus (ball of food) and propels this towards the next compartment.
- Omasum: contains glands that secrete hydrochloric acid and enzymes needed for digestion.
- Abomasum: The abomasum is where food is combined with other enzymes and chemicals to break down its chemical bonds for absorption and utilization of nutrients.
Notable internal organs in a sheep include the heart, lungs, kidneys, liver, and spleen.
- The heart pumps blood and brings oxygenated blood to different body parts while excreting deoxygenated blood (a byproduct of the process) through the lungs.
- The lungs bring oxygen into the body and work with the circulatory system to get the optimal balance of acids and bases in the sheep's body.
- The kidneys remove waste products from the bloodstream, thus improving the balance of minerals, salts, and water inside the sheep's body.
- The liver aids in digestion by breaking down fats into smaller molecules for easier absorption.
- The spleen filters the blood plasma by fighting off viruses and bacteria. It also helps store blood.


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Migrant Education Program
over 2 years ago
The Migrant Education Program
The migrant education program provides help with education and other needs for children ages 3-21 who move frequently because they, their parents, or guardians work in agriculture, fishing, or forestry. Since 1996, the United States government has offered this assistance to families who work in agriculture. The Program is available in every U.S. state and Puerto Rico.
Migrant Education Program Goals
The goal of the Program is to help children and young people overcome problems that result from repeated moves, so the children can be successful in school, graduate from high school and go onto college or employment after graduation. The additional support for children from highly mobile, agricultural families gives them the same change for success as other students. In addition, the Program offers some services for young people under the ages of 22 who are not attending school.
Migrant Education Program Services
In school, the Program offers extra help for the students who need it most. The Migrant Education Program at your school might offer:
- In-class assistance
- Help with homework before or after school
- Summer school
- Preschool for children ages 3-5
- Parent meetings
In the community, the program helps with support services. Some examples are:
- 24 hour accident insurance for all eligible children
- Helping parents learn about the community and where they can get help finding employment, child care, food, clothes, and health services
- GED or English classes for youth who are working
Who Qualifies for Migrant Education Program Services?
Children and young people ages 3 to 21 years old:
- Who have not yet graduated from high school;
- Who moved with their families across school district boundaries within the last 3 years;
- Who moved so they or their parents could look for work in agriculture, fishing, forestry, ranching, dairy, canneries or meat packing plants;
- And whose families depend on agriculture work to survive.
After You Join the Migrant Education Program:
- All information provided by parents if confidential by law.
- Oregon keeps the information on a computer system. Only Migrant Program personnel may use the system.
- The Migrant Education Program in your school district will decide which services each child will receive.
- All eligible children and youth are covered by accident insurance 24 hours a day. The insurance pays part of the medical costs when a child is injured in an accident, including in school sports.
- The children and youth are eligible for Migrant Education Program services for three years from the date of the qualifying move.
- The Program is voluntary and free to all eligible children.


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Environmental watering in 2011-12
3.9 gigalitres of Commonwealth environmental water was made available to provide flows through Muggabah Creek near Booligal in the Lachlan catchment.
These environmental flows were delivered between August and November 2011, along with an additional 1.3 gigalitres supplied by the New South Wales Government. This action built on previous environmental watering activities in the Merrimajeel system and has taken advantage of 2010-11 inflows. In addition, the action aimed to improve system connectivity, support wetland vegetation and provide habitat for bird species. Observations in January 2012 indicate that native vegetation has responded well and has provided improved habitat for a wide range of water birds including glossy ibis and egrets.
The action was developed by working with the NSW Office of Environment and Heritage and the Lachlan Riverine Working Group.
4.9 gigalitres of Commonwealth environmental water was delivered to Merrimajeel Creek. Delivery of this water for the environment was carried out from June 2011 to September 2011 and was delivered with 2.5 gigalitres from the New South Wales Government.
The purpose of the watering action was to improve system connectivity, support habitat for a wide variety of wetland dependent species, including threatened species and migratory birds. Reported observations after the water delivery indicated the presence of a range of water birds including egrets, spoonbills, shelducks and swans, along with positive vegetation responses.
The watering action was managed in cooperation with the New South Wales Office of Environment and Heritage, New South Wales Office of Water, State Water and Lachlan Riverine Working Group, as well as landholders and community members.


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The 4 Different Coaching Styles: How To Connect with Your Clients
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Even if you're armed with all of the knowledge in the world, a lot of your success as a nutrition coach comes down to your rapport with your clients. While helping to identify ideal diets and macro breakdowns for your client is part of it, you have to present information in a coaching style that resonates with people and makes them want to change their current behaviors.
This often means reading peoples' personalities individually and figuring out the things that work for them, specifically. Because of that, one coaching style is not superior to the rest.
Depending on who you ask, there are three or four main coaching styles. Here, we cover all four.
1. Democratic Coaching Style
Democratic coaching involves garnering input from your clients and using that feedback to help with goal setting. The democratic coach outlines the overall program, and it's one of the most client-centered coaching styles. Democratic coaching aims to boost self-empowerment and improve decision-making skills.
A democratic coaching model may look like this:
 - As the coach, you listen to your client's goals and develop a loose plan.
 - After being on the plan for a little while, your client decides that something about the plan isn't working for him/her.
 - You use that feedback to work together to adjust the plan.
2. Autocratic/Authoritarian Coaching Styles
The terms autocratic and authoritarian are often used interchangeably to refer to both coaching and leadership styles.
Autocratic coaching involves telling, rather than asking. Instead of having an open dialogue between coach and client, the autocratic coach calls all of the shots and the client follows along with little to no involvement in decision making. In an authoritarian style of coaching, the coach decides what to do, how to do it and when to do it. They then present that information to the client in a structured way.
This type of coaching works best when the client is new to the fitness and nutrition world and needs a lot of direction.
Autocratic/authoritarian coaching styles may look like this:
 - Your client tells you his/her goals.
 - You develop a plan and dictate that plan to your client.
 - As you go, you adjust that plan as you see fit, rather than making changes in response to client feedback.
3. Laissez-Faire Coaching Style
Laissez-faire coaching styles are the opposite of an autocratic/authoritarian style of coaching. In this coaching model, all of the decision-making falls on the client. It has the least direction but the most autonomy. Instead of reaching out and guiding your client, you provide encouragement, guidance and support when asked.
Laissez-faire coaching styles may look like this:
 - A client comes to you and tells you his/her goals.
 - The client develops a plan on how to get there.
 - The client executes his/her plan, only coming to you for feedback and guidance when he/she decides.
4. Holistic Coaching Styles
When you take a holistic approach to coaching, you acknowledge that everything is connected. Holistic coaching is about addressing all areas of your life, like nutrition, fitness, sleep, stress management and social connection. This form of coaching also acknowledges that you can't really excel in one area without also paying attention to the other areas.
For example, if the client's goal is weight loss, an authoritative coach may develop a non-negotiable meal plan and fitness schedule that focuses on calories and macros, but a holistic coach will also call attention to the importance of managing stress levels and making time for fun.
While any of the coaching styles can be effective and there isn't necessarily one style that works best for everyone, holistic coaching is the most widely used. This is also the coaching method we try to adopt at WAG, for both our performance coaching and lifestyle coaching programs.
Tips to Becoming an Effective Coach
Throughout the coaching process, you'll learn that the best coaching style can be situational. It's common that a coach uses different coaching styles at different times depending on the specific goals. The best coaching styles can also depend on your client. Some clients respond really well to authoritarian styles of coaching while others like to feel more involved and prefer a democratic coaching style.
Part of what makes a great coach is being able to adapt to different situations and personalities so you can make sure you apply the most effective coaching practices for each specific client.
It's also not necessary to totally box yourself into a certain coaching label. You can combine ideas from the best of two coaching styles. This is called a combined coaching model.
Being able to toggle between different coaching behaviors takes practice. You may be the one guiding your clients to success, but as much as this is a learning process for them, it's also a learning process for you.
As you work with more clients and get a better understanding of which approaches work for what kind of people, you can develop new skills and use positive feedback from your clients—either through their words or their results—to adjust your approach and your coaching styles.
Create a judgment-free zone
No matter what kind of coaching style you have, one of the things that makes a good coach is creating a judgment-free environment. People perform better when they feel like they're safe to express their concerns and difficulties as well as their accomplishments.
Praise your client and reinforce the idea that mistakes are unavoidable parts of the journey. When you allow your client to come to you without judgment, you provide the comfort your client needs to be fully open and honest with you.
Provide positive feedback
Coaching is all about empowerment, and that's where positive feedback comes in. Even if your client is doing something "wrong" or having a hard time sticking to the plan, there's usually always something you can praise. Find the good things that your client is doing, and always make it a point to mention them. For example, your client may not be hitting their macros as well as you'd like to see, but if they're consistently nailing their workouts, give them the high-fives they deserve for that.
Even if you have a client who prefers autocratic coaching styles, make sure you provide positive feedback and focus on progress, no matter the speed with which that progress is made.
Bring more awareness to bad habits
Often, people don't realize they have persisting bad habits until you point it out to them. After all, they've been doing these things for so long that they don't even notice them anymore. Part of your job is to gently bring awareness to these bad habits so that the client becomes conscious of it.
But being a great coach isn't just about bringing this awareness—it's also about helping your client with problem-solving. Once you've identified and acknowledged the bad behavior, how are you going to work together to help fix it? This is a great time to work with your client on both short-term and long-term goal setting.
Ask open-ended questions
While directly bringing awareness to your client's bad habits or roadblocks is beneficial, it's also helpful to ask them open-ended questions that guide them toward making conclusions themselves. For example, you can ask:
 - What's your biggest challenge in sticking to your routine?
 - What are some things you do to stay motivated and/or disciplined?
 - What are some things that tend to throw you off track?
These questions encourage your client to reflect and notice their own patterns, and that awareness can benefit so many areas of their health. And when they come to these conclusions themselves, they're more likely to have lasting behavior changes than if you just pointed out bad behaviors and told them what to do.
Be relatable and vulnerable
There isn't a single person on the planet who knows everything. In the client-coach relationship, you may be the expert on nutrition and fitness, but that doesn't mean that you don't have hurdles or setbacks of your own. It's okay to admit that you struggle with certain areas or that you've made a mistake.
Rather than trying to be a picture of perfection, allow your clients to see some of your imperfections. This vulnerability makes you more relatable and less intimidating. It also fosters a great coach-client relationship that's built on trust and mutual respect.
Become a WAG Certified Coach
Want to take your learning to the next level? Add your name to the presale list for our next launch. In the meantime, learn how to get clients life-changing results as you build confidence in your coaching abilities with our Free Video Series.
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Posted by Lindsay Boyers
Lindsay Boyers is a holistic nutritionist specializing in keto/low-carb diets, gut health, mood disorders, and functional nutrition. Lindsay earned a degree in food and nutrition from Framingham State University and she holds a Certificate in Holistic Nutrition Consulting from the American College of Healthcare Sciences. She has written 11 books and has had more than 2,000 articles published across various websites, including mindbodygreen, Livestrong, Healthline, The Spruce and VeryWell.
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What time is it in Japan, the land of the rising sun? What is the time difference between its neighbors and between some of the biggest cities in the world? It's time to synchronize your watches and take a look.
What Time Zone Is Japan In?
Japan is in what is known as, Japan Standard Time JST (日本標準時, Nihon hyōjunji) and situated in the UTC time zone or GMT (Greenwich Mean Time) + 9 hours.
As the Archipelago extends in a north-east-south-west direction over a small latitude and longitude on the earth, the entire country is in the same time zone.
Cartoon image of a Japanese clock tower
The Sapporo clock tower
A Short History of Japan's Time Zones
Before the start of the Meiji era in 1868, Japan's regions were not in the same time zone. The time was based on the sun's position, so when the sun was at its highest point in the sky, it was midday.
With the development and increased need for rail travel and greater accuracy in train schedules, this system quickly left arrivals and departures in a mess. In 1888, Ordinance 51 was passed, which, although it took two years to be implemented, reset all clocks in the Archipelago to the same time.
Cartoon image of Japanese train crossing in front of mountains
In 1895, when Japan ruled Taiwan, Ordinance 167 renamed the time zone "central normal time" (中央標準時, chūō hyōjunji) while "new normal Western time" (西部標準時, seibu hyōjunji) was in place in Taiwan and parts of Okinawa. This time zone was in place until 1937, when it was abolished, putting the whole of Japan, including Okinawa, in the same time zone.
cartoon image of two Japanese employees running to work to get on time
Student and salaryman running late for work.
Does Japan Have Daylight Savings?
Between 1948 and 1952, during Japan's American occupation, summertime started from the first Sunday in May to the second Saturday in September. However, when the Americans left, the notion of changing the clocks during the summer months was also abolished.
Since then, Japan has not changed the time and remains on winter time for the entire year. Even though summertime's return started some debates whether to reintroduce the practice of daylight savings, it was felt that the inconvenience of changing the time outweighed the advantages, so Japan never (re)adopted the practice.
cartoon image of Japanese express train shinkansen
A high speed Japanese train, known as the Shinkansen
What Is The Time Differences Between Japan and Other Major Cities in the World?
Japan remains the same as the Korean peninsula (Korean Standard Time) for the entire year. Like Japan, South Korea never changes the time, and therefore Tokyo is always the same time as Seoul. Japan is also the same time as eastern Indonesia (Indonesian Eastern Standard Time). Regarding the time difference between other Asian countries, Tokyo is 1 hour ahead of Beijing, 2 hours ahead of Bangkok, and 3 hours 30 minutes ahead of Mumbai for the whole year.
Tokyo is 9 hours ahead of Greenwich Mean Time, which feels obvious as Japan is known as the land of the rising sun. The Japanese capital is therefore 9 hours ahead of London in winter but only 8 hours in summer.
France also changes its time and therefore the time difference between Tokyo and Paris is 8 hours in winter and 7 hours in summer.
Tokyo is 12 hours ahead of Sao Paulo and 14 hours ahead of New York. When the Tokyo Stock Exchange closes at 3 pm, it is only 1 am for the traders in New York!
The whole of Japan is on Japan Standard Time, which is GMT +9 hours. Tokyo is therefore 7 hours ahead of Paris in summer and 8 hours in winter.
To discover more practical information about planning your trip and to read more about Japan, please take a look at our Japan Travel Guide for the things you should know before you visit.
Translated by Mark Webster
Marie Borgers
Marie Borgers
Originaire de Paris, je suis arrivée au Japon début 2020 pour m'installer à Nagoya. Si chaque voyage suscite un parfum distinct, les modes de vie aux antipodes des nôtres me fascinent, et l'histoire me passionne. Je vibre tout particulièrement dans les sites religieux. J'aime ces chocs culturels qui bousculent nos habitudes et nos visions du monde, et nous bouleversent en profondeur.
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"Moku Shoku" Implemented in Fukuoka City
silent eating in Japan
A restaurant sign asking for cooperation from customers using the newly invented word, moku-shoku. Image sourced from _URL_
As a new measure to combat Coronavirus, Japan has begun implementing silent eating, also known as 黙食 or moku-shoku, in various restaurants. The measure requests that customers refrain from talking while eating. The new word was first used by a curry restaurant in Fukuoka city by the name of Masala Chicken. The restaurant already had numerous prevention measures in place such as a mask requirement, washing hands upon entering the restaurant, and allowing only 1 person at a time at the register. However, among rising corona cases across Fukuoka and all of Japan, the restaurant made the decision to take even further measures.
A restaurant poster states that talking while eating increases the risk of infection spreading. Image sourced from _URL_
According to the restaurant's manager, Mr. Mitsuji, despite the restaurant having requests in place to wear masks, he wanted to give a more straightforward message to encourage customers dining in to help prevent the spread of Corona. When asked about how he came up with the word, which consists of both the characters to be silent and to eat, Mr. Mitsuji responded, "I thought the characters were too straightforward at first. Some people told me to go with a milder expression, such as the characters for quiet and eat, but I ultimately decided that the meaning and goal of the word was most important."
How Silent Eating Will Affect the Japanese Dining Experience
While the thought of eating in complete silence may be off-putting to some, the concept itself is not foreign to Japan. As some online users have explained, many of their children have similar "no talking while eating" rules at school. Instead of conversation, some schools put on a movie for the children to watch while they eat their bento.
Although the newly created word "moku-shoku" may come off as quite strong in Japanese, the idea behind it is quickly spreading. The rule has been mostly well-received online, and many Japanese Twitter users have pointed out that talking quietly if at all while eating is typically considered polite. One use below states that they, "thought remaining silent and eating were supposed to be good manners."
The user below made a popular Tweet discussing silent eating by saying the following:
"well, silent eating has become a trend, and it is recommended to eat silently alone. This is really wonderful. I want this to be recommended more and more.
At the same time, I would like people to stop recommending it as if it were absolutely the only correct answer."
As silent eating makes its way across more and more restaurants in Japan, hopefully more effective and innovative ways for safely eating out will also surface.
Listen to Our This Week In Japan Podcast here:
Hosts of This Week In Japan
Julian Domanski
Born in England, Julian is a writer, videographer & musician living in Tokyo. When he's not drinking copious amounts of English Tea, he can be found studying Japanese or trying to master the surprisingly complex basics of the Jiuta Shamisen.
Yasuharu Matsuno
Founder of Japan Insider (Former Ryu Tokyo). Japanese-born entrepreneur. Yasu spent his life around the globe – Japan, Singapore, Switzerland, Australia, and the U.S. He hopes he had more time to play Japanese RPGs. MBA from Columbia University in the City of New York.


text: The MALDI (matrix assisted laser desorption/ionization) technique, widely used to desorb and ionize large biomolecules, is applied here to small molecules having low vapor pressure, such as drugs and explosives. Furthermore, we report the coupling of the MALDI technique with a small, highly portable tiny-TOF (time-of-flight) mass spectrometer developed in our laboratories. This mass spectrometer is a low voltage coaxial reflectron design with a short flight tube that is specifically designed for low molecular weight substances. The reflectron is designed to operate in two different modes that provide an extremely powerful pseudo-tandem mass spectrometry capability that is crucial for field applications. Using this system we have measured mass spectral signatures for cocaine, heroine, and the explosive RDX in the sub-nanogram range. Also reported here are continued developments on advanced MALDI sampling technologies, sensitivity, and mass resolution enhancements of the tiny-TOF, further decreases in system size and weight, and concepts for field operational systems.


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Several states make up what is traditionally called the "American Southwest", with New Mexico being the anchor in the center of this area. The exceptionally dry warm climate of this terrain plus the historical Native cultural traditions are the elements that influence much of the decor style, from the architecture to the inner home sanctuaries. The capital of New Mexico, Santa Fe, is known for a characteristic style all its own that has spread across the region and become quite popular.
- The interior design is full of rich cultural aspects that are captured in a warm palette of earth colors and rustically elegant elements.
- There is an overall feeling of the practical merged with a relaxed component of comfort all accomplished by using natural materials.
- The famous artist Georgia O'Keeffe found her home in Santa Fe where her paintings captured the raw beauty of this desert land.
- Home decor celebrates the region's rustic look with rooms decorated in mid-century furnishings.
- Using natural materials in furniture design is also quite popular.
- And every room is set off with Navajo or other tribe-inspired art and crafts work that is saturated with the First People's artistic patterns and design elements.
New Mexico Style History
The style of this region is a compilation of comfortable, stylish, and artsy which is all inspired by its history, the desert surroundings, and Native American and Spanish design influences. The first settlers of the Southwest region were populated by Native American tribes, particularly the Anasazi. Living out of adobe homes constructed from mud and stone bricks, their multi-story structures centered around a community-focused lifestyle.
- The next sets of inhabitants included populations from Mexico and Spain.
- The adobe homes endured to the present day due to their energy efficiency throughout all seasons.
- Another enduring home characteristic is individual home courtyards which are usually found at the front entrance of a home.
- These courtyards are overflowing with foliage and flowers and a gentle fountain feature.
- Another feature the Anasazi gave the New Mexico style home is a sort of curved fireplace called a kiva.
- These softly shaped kivas can be found in many Santa Fe home nooks.
New Mexico & Santa Fe: Architectural Foundations
You can't begin a New Mexico interior design discussion without mentioning the overall architectural design of Southwestern-style buildings.
- Homes are still built using the traditional materials of sun-dried clay bricks and mud mortar.
- Modern homes are currently using more stucco and concrete to replicate the adobe look.
- The interior walls often echo this stucco finish with 3D hand trowel textures.
- Floors come from a historical tradition of packed earth. The modern version uses hard surface flooring such as tile, brick, and wood, with little use of carpeting.
- Flat, rounded rooflines are supported by long wooden support beams called vigas.
- These rustic beams protrude through the exterior adobe walls and also remain exposed on the interior.
New Mexico & Santa Fe: COLOR GUIDE
Visualize that earthy rainbow that takes place in the sky during a sunset, with the hues ranging from brick red to burnt orange, to muted yellow. Add in earth neutral bases and then pops of crisp white, turquoise, indigo blue, and silver and there you have your New Mexico color palette for home decor.
- Southwestern interiors lean towards a rich and warm color palette.
- The overall vibe created is an inviting one that calls for a refreshing respite from the arid desert climate.
VIGNETTE FOCAL POINTS: New Mexico & Santa Fe Room Layout
Reading nooks, cozy corners, seats near a corner fireplacethese are all elements of a New Mexico home-style layout.
- Smaller focal areas in a larger space break rooms up into comfortable areas to gather, relax, and rejuvenate.
- Many homes also include hallways and recessed niches for displaying treasures.
- The soft exterior curves get mirrored inside with these rounded corners and arched doorways.
- Designate smaller focal areas by using area rugs to anchor a space.
- Large pots of greenery are also another way to create a visual distinction between spots.
New Mexico & Santa Fe FURNITURE
The opposite of ornate. Clean-lined and straightforward is the style of New Mexico furnishings. A rustic finish on these pieces is preferred, giving a used over time and sun-bleached look and feel. Organic natural materials are always the first choice for this decor style. A bit of a curved silhouette also pays homage to the adobe architecture roots of the region and emphasizes the southwestern style.
- Use of authentic vintage pieces for doors and gates adds just the right rustic element.
- Furniture components are commonly made of pine with natural stain finishes and rustic wrought iron hardware.
- Set a foundation with mid-century silhouettes and furniture with modern frameworks.
- Chairs with tapered legs.
- Streamlined woven leather armchairs.
- Weathered woods
- Aged leather.
- A lightly faded rug.
- A metal bar cart.
You're going for a rough textured look that can be achieved using natural materials with little finishing such as suede, leather, serapes, and woven textiles.
New Mexico & Santa Fe ACCESSORIES
The handcrafted arts from Native American and Mexican sources are the first accents pieces to be included in a New Mexico-style home. Some ideas you can incorporate are:
- Talavera ceramics.
- Religious artifacts.
- Colorful painted tiles.
- Southwestern pottery.
- Woven baskets.
- Navajo-inspired pillows, blankets in whimsical motifs.
- Geometric kilim rugs.
- Cowhide rugs.
- Landscapes or abstract art with graphic paintings and prints in earthy desert colors.
- Employ the layering technique which adds an element of inviting ambiance.
- Focus on color and texture: earthy browns with pops of brick red, turquoise, and green.
- The use of terracotta tiles throughout the space will establish the perfect vibe and can be interspersed throughout the house just about anywhere.
Cacti and New Mexico home decor are like peanut butter and jelly, the two simply go hand in hand.
- It's the icing on the decor cake with plenty of regional plants.
- Potted large cactus, mini cacti, and other leafy plants round out the whole look.
When weather permits, much time is spent outside in the shade around New Mexico homes. Thus the same decor style continues with that indoor/outdoor living flow. Greeting guests with a colorful front entrance using the identical palette that was employed in the home will present a stunning look to your front porch, courtyard, or backyard dining areas.
- Adding those weathered and rustic furniture pieces works nicely.
- So do potted greenery and some patterned rugs.
New Mexico-style interiors incorporate a stylish mix of modern design, Navajo patterns, and eclectic colorful touches that result in a visually pleasing home decor style. It's an interesting and stimulating look that also shares a depth of warmth and casual relaxation. The best tip is to surround yourself with nature, including natural fibers, different textural elements, and earth tones that incorporate terra cotta, cream, and tan.Southwestern looks mainly feature natural elements in everything from furniture to art to accessories that translate into works inspired by the surrounding natural beauty.
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