text:
data on mohair quality was available in the database.
Indices in Angora breeding
The traits are divided into 5 main categories:
Animal's own traits:
Kemp and medullation:
Besides the five main indices and the three sub-indices describing mohair quality, a total breeding index is estimated, the S-index, combining all the indices. Like sheep and beef cattle breeding, Angora goat breeding is characterised by a very limited number of artificial inseminations. Therefore the male breeding animals have only a small number of progeny, often born in one herd. Hence, it is very difficult to estimate breeding values which can be compared, from one herd to another and for animals born in different years. In connection with sale or exchange of breeding stock -and perhaps inseminationsome relationships will be established in other herds. By using the Animal Model, it is thus possible to estimate fairly reliable breeding values.
The Animal Model estimates breeding values, making allowance for the heritabilities of the traits and the known relationships. At the same time, a correction is made for systematic environmental impacts. These corrections allow a comparison between the results collected in different environmental conditions (e.g. herds) and for different categories of animal (e.g. sex and age).
Table 1 shows the average indices of all Angora goats born during the past 6 years. When comparing the results of the different years, the breeding progress achieved can be estimated. According to Table 1, Angora breeding activities have been based on the evaluation of the mohair. Progress has also been achieved in the field of production and fineness, due to the positive correlation between mohair evaluation and mohair quality.
Table 1. Average of indices for birth year and breeding process per year (_PHONE_)
* calculated by means of regression analysis
|1990||1992||1994||1996||1997||Average change per year*|
|Number of animals||651||1824||1584||1408||1387||-|
|Kemp & medullation||99.8||99.7||101.9||103.6||104.0||0.8|
The purpose of estimating the S-index is to increase the total breeding progress in the years to come. It should be possible to greatly improve production figures and fineness while, at the same time, maintaining or moderately improving mothering traits and liveability.
Do we do enough recording?
Jørn Pedersen (pers. comm.) has analysed the number of information recorded on the registered goats. Thirteen thousand two hundred and forty-seven Angora goats have been registered in the Danish Angora database. Eight percent are born in foreign countries and 12 per cent are not registered from birth. The remaining 79 per cent corresponds to 10,488 animals. The following records have been reported, expressed as a percentage of the 10,488 animals in the Danish Breeding database:
Table 2. Registration of traits in Goat Registration Scheme of Angora goats:
Trait recorded Percent records
Kidding ease 86%
Birth weight 80%
Live weight at 2 months 52%
Live weight at 4 months 18%
Mohair yields 1st year 44%
Mohair yields 2nd year 27%
Mohair yields, other years 13%
Objective fibre test 3.1%
Linear classification 4.1%
Original scoring system 4.5%
Table 3. Changes in percentage record collected between 1991 and 1997
Year of birth
Traits recorded _PHONE_ _PHONE_ _PHONE_ 1997
% Fibre test 5.1 3.9 2.0 3.0 3.5 4.8 % -
Original classification system 18.6 11.9 3.9 - - - -
% Linear classification* 0.4 1.4 3.3 9.8 7.2 5.5 -
% Mohair yields 1st year 52 59 44 45 45 50 11
% Mohair yields 2nd year 37 37 27 28 29 26 -
% Mohair yields, other years 23 19 16 18 9 - -
*Only the linear classification system has been used since 1995.
The number of linear classifications and mohair tests have declined over the past years, resulting in very little progress in mohair fineness. The breeders require to make more fibre tests, used on the majority of the best progeny, especially if a cheaper method is available.
Pedersen, J. (1994). Genetic evaluation of Danish Angora goats. In : J.P. Laker & S.C. Bishop (editors). Genetic improvement of Fine Fibre Producing Animals. European Fine Fibre Network No.1.pp89.
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THE GENETIC IMPROVEMENT OF THE ANGORA GOAT IN FRANCE
Daniel Allain1 and André Billant2
INRA, Génétique Animale, Station d'Amélioration Génétique des Animaux, 31326 Castanet Tolosan, France1 and Caprigène France, Section Angora, Agropole, Mignaloux Beauvoir, 87000 Poitiers, France2
The French mohair industry has been developing since 1978. Today, about 8000 pure-bred Angora goats are raised, on about 180 different farms, and produce annually 30 t of mohair. The entire French production is collected, graded and processed under the control of farmer's co-operatives, to produce finished products such as hand-knitted shawls or pure mohair blankets, and marketed directly to consumers by the farmers themselves. A niche market for French mohair has been developed and producers control all the steps from farm to final consumer. French producers are all gathered in different farmers organisations, in order to control the genetic improvement of Angora goats (Caprigène Angora) as well as production (Association Nationale des Eleveurs de Chèvre Angora) and marketing (SICA-Mohair and France Mohair) of mohair produced in France under a common label «Le Mohair des Fermes de France ». A National Selection scheme has been developed with breeders, in order to improve on a national and common basis both quantity and quality of mohair produced by Angora goats. As a breeding objective, an ideal 18-month Angora goat will produce a high clean fleece weight with an average fibre diameter lower than 30µ, without kemp and medullated fibres. Other breeding attributes, including reproductive rate and ability to utilise low-value feed, will be maintained at a reasonable level. This selection scheme is based on an open nucleus population of 1500 breeding does on 50 farms with an on-farm performance recording system, a national genetic database and a buck-testing station. The objectives are to estimate annually breeding value on a common national basis, to help farmers on selection decisions by regular information exchanges between the farmers and the genetic database, and to create and disseminate genetic progress, inside both the open selected nucleus and the whole French Angora goat population. The following institutes and organisations are involved in this genetic improvement programme: a breeder organisation, « Caprigène France section angora », a textile laboratory « Institut Textile de France -Sud » for fibre measurements, « Institut de l'Elevage » the French Breeding Institute for genetic database management and INRA, a Research Institute for breeding value estimation and general purpose of the selection scheme.
The French mohair industry:
The French mohair industry has been developing since 1978. Today, there is around 8000 pure-bred goats, in about 180 farms. Thirty tonnes of mohair are produced each year. The mohair is graded and processed by farmers co-operatives. The final product is sold directly to the consumers.
Producers belong to regional associations. The genetic improvement of mohair is controlled via Caprigène France Section Angora; the mohair production, through the French Association of Angora Goat Breeders (ANECA). The marketing of the fibre is made by Processor Associations (Sica Mohair and France Mohair). The final product is sold under a common label "Le Mohair des Fermes de France".
The French selection scheme:
A National Selection scheme has been developed with breeders, to improve the quantity and quality of the mohair fibre. The breeding objectives for mohair are to have an 18-month old Angora goat producing a high clean fleece weight, with an average fibre diameter lower than 30 microns, free of kemp and medullated fibres. This scheme is based on an open nucleus population, which consist in 1500 breeding females, on 50 farms (a system of on-farm performance recording is implemented), a national database system and a buck-testing station. The objective is to estimate annually the breeding value of the animals on a common national basis, to help farmers taking selection decisions and to create, and disseminate, genetic progress.
Recording system and measurements:
The on-farm performance recording system: On the farm, the farmer records the animal identification, its pedigree and the reproduction data. Every 6 month, he shears and weighs the greasy fleece of the animal. A scoring committee visits the farm and undertakes an animal scoring and fleece assessment on all animals between 15-18 months of age. A fleece sampling is also done. The textile laboratory then measures fleece and fibre characteristics.
Measurements of fleece characteristics:
Objective measurements are done both on the farm and


Harnessing Emerging Technologies: Positive Body Image
Harnessing Emerging Technologies: Positive Body Image
For our Year 6 students this term it was truly a student-centred approach to learning when they were tasked with considering how new technologies could be harnessed to have a positive impact on society.
In a deep dive into Media, our Year 6 students were asked to address a societal issue and present a solution utilising innovative technology such as VR, AR, 360-degree video, interactive media or e-learning technologies to visually demonstrate their solution.
Diana wanted to answer the question: How might I encourage a positive body image in teenage girls?
Diana_Year 6_student
After scrolling social media, or flicking through magazines, Diana found she was genuinely concerned about the impact 'perfect' images were having upon teenage girls.
"A young teenage girl's body image is influenced by what she views on social media, on the TV, and in magazines. Our identity with beauty is often influenced by celebrities that we perceive as role models," Diana said.
"By showcasing these women in my media exhibition, I helped influence younger girls in being able to recognise how a positive self–body image is demonstrated."
Diana, Year 6
In answer to the growing issue that effects many young women, Diana decided to create a motivational video to demonstrate to young people the importance of positive role models. As a part of her project, she selected to interview Alex Pendlebury, Laura Heron, Kate Sheahan, and Esma Voloder, women who are actively promoting a positive self-body image with their online presence.
"By showcasing these women in my media exhibition, I helped influence younger girls in being able to recognise how a positive self–body image is demonstrated. People who have body image concerns feel worried, stressed and exceptionally unhappy about their appearance, weight and shape. Teenage girls are at the highest risk for body dissatisfaction as their social media usage is at its maximum. Instagram, Snapchat and other social media vehicles are the perfect outlet for celebrities and other influencers to portray themselves as 'perfect'. As we look at these images, we are mesmerised by how beautiful and natural looking these images are, but what is less obvious is the constant reshooting and extensive editing undertaken in order to capture the one perfect look," said Diana.
As Diana did more research into the growing issue, she wanted to highlight those who used social media in a more positive, real and healthy way in her video.
"Alex Pendlebury displays a positive self–body image on social media by posting photos of nutritious food and exercise while being natural in the photos. Kate Sheahan is part of the AFLW Richmond team. She is also a fox footy journalist, and a tennis coach. Kate Sheahan is inspirational because she promotes women's health and demonstrates that a female can break into a male dominated sport such as the AFL. Laura Heron is a current year 12 student and she is also a senior ballet dancer at my ballet school. She focuses on her studies, she focuses on her artwork, and on her dancing, she inspires me. Esma Voloder is Miss World Australia 2017. Esma talks about how girls have to be well rounded individuals that represent a positive influence to their community," says Diana.
Working around the busy schedules of the women involved in the video as well as her own, Diana had to work within tight deadlines and time restrains and ensure her goal was clear and organised and in an achievable manner. The finished product is an impressive feat that really hits home on how we can all strive to do better with our online presence.
"The most interesting part of my project was the consistent and inspiring message shining through the answers voiced by my interviewees. I found these women to be knowledgeable, intelligent and positive in their message, that all young women should believe in themselves and not feel pressured to be like anyone else except themselves," Diana said.
See Diana's complete video below.


Why is ammonia hydrophilic?
Because it is a polar molecule.
A hydrophilic molecule is a term used to describe a molecule that can bond with water, meaning that it is attracted to water molecules.
A water molecule is formed when an oxygen atom to two hydrogen atoms.
The difference in between oxygen, which is very electronegative, and the hydrogen atoms will cause these bonds to be.
The of the water molecule ensures that these polar bonds form a net dipole moment, which has a partial negative charge on the oxygen atom and partial positive charges on the hydrogen atoms.
Ammonia is also a polar molecule, which implies that it too has a net dipole moment. Once again, the hydrogen atoms bonded to the central nitrogen atom will have partial positive charges and the nitrogen will have a partial negative charge.
So, when ammonia is placed in water, the partial positive hydrogens will be attracted to water's partial negative oxygen, and the partial positive hydrogens of the water molecule will be attracted to ammonia's partial negative nitrogen.
This particular interaction allows water and ammonia to form. More specifically, the lone pair of electrons present on the nitrogen will be attracted to one of water's partial positive hydrogen atoms.
So, as a conclusion, ammonia is hydrophilic, or water loving, because it is a.
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text:
Many contributors to the normative literature on language policy argue that inclusive multilingual regimes are beneficial on several grounds. However, despite the professed advantages of multilingualism, most nation-states have been reluctant to equally recognise minority languages alongside the majority language. This reality raises three questions. First, why is this the case? Second, should the situation be remedied? Third, if yes, how can change be achieved? The present article contends that a large part of the problem stems from the emphasis scholars and activists alike have placed on the deep ties between a minority group's language and its collective identity. Yet, advocating for multilingualism on grounds of identity is likely to encounter strong resistance by the majority group and, consequently, thwart attempts to promote the official recognition of minority languages. In response, this article advocates three alternative defences of policies of multilingualism, which circumvent the obstacles that generally accompany identity-based arguments. The first justification stems from the unique instrumental nature of language, the second from utilitarian considerations regarding democratic performance and the third emphasises moral considerations such as equality and access. Together, these non-identity arguments provide normative and efficient grounds to the adoption of multilingual policies in heterogeneous societies.
|Number of pages||13|
|Journal||Journal of Multilingual and Multicultural Development|
|State||Published - 9 Aug 2017|
Bibliographical notePublisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.
- democratic performance
ASJC Scopus subject areas
- Cultural Studies
- Linguistics and Language

source: openbmb/Ultra-FineWeb


text: Bacterial colonization and biofilm formation on orthopedic implants is one of the worst scenarios in orthopedic surgery, in terms of both patient prognosis and healthcare costs. Tailoring the surfaces of implants at the nanoscale to actively promote bone bonding while avoiding bacterial colonization represents an interesting challenge to achieving better clinical outcomes. Herein, a Ti6Al4V alloy of medical grade has been coated with Ti nanostructures employing the glancing angle deposition technique by magnetron sputtering. The resulting surfaces have a high density of nanocolumnar structures, which exhibit strongly impaired bacterial adhesion that inhibits biofilm formation, while osteoblasts exhibit good cell response with similar behavior to the initial substrates. These results are discussed on the basis of a "lotus leaf effect" induced by the surface nanostructures and the different sizes and biological characteristics of osteoblasts and Staphylococcus aureus.


Rare book of the month: World War I POW Letter
This year's Remembrance Day marks a hundred years since the end of World War I. We recently posted about Trinity and St. Hilda's in the Great War, but we also thought we'd select a related item for November's Rare Book of the Month. We discovered it randomly in an unrelated book donation a couple of years ago, and through some research concluded that it is possibly a piece of ephemera produced by the British government during the First World War.
World War I is considered to be the first time that governments began to systematically dedicate resources to developing propaganda methods that have been carried into the modern era. While some of these were used to sway the opinion of their own citizens or those in allied countries, other propaganda was designed to create opposition among the citizenry of enemy states. This letter is an example of a particular propaganda campaign where the British Government reproduced large numbers of German prisoner of war letters that speak positively of the British. They were then distributed by air over Germany. In 1917, they began using the format seen in this example.
The letter here is believed to be one of these facsimile letters. The author given is Emil Seebaldt, a German prisoner of war in London, to his wife Agnes Seebaldt. In the letter, Seebaldt describes his captivity and lets her know that he is healthy, has enough to eat, that he needs winter stockings and assures her that she will continue to receive his pay each month.
1) George G. Bruntz. Allied Propaganda and the Collapse of the German Empire in 1918. Stanford University Press; H. Milford, Oxford University Press. An early monograph looking at First World War propaganda among allied countries is available through the Internet Archive: _URL_
Another digitized version of the same letter can be found in the holdings of the Staatsbibliothek in Berlin
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text:
Chronic abdominal wall pain
- George W Meyer, MD, FACP, MACG
George W Meyer, MD, FACP, MACG
- Clinical Professor of Medicine
- University of California Davis, School of Medicine
Chronic pain emanating from the abdominal wall is frequently unrecognized or confused with visceral pain, often leading to extensive diagnostic testing before an accurate diagnosis is achieved [1-7]. Once considered, the diagnosis can often be established with a history and physical examination. Treatment with a local anesthetic agent is effective for most patients, and can further help to confirm the diagnosis.
This topic review will focus on the diagnosis and treatment of abdominal wall pain. An approach to patients presenting with abdominal pain is presented separately. (See "Differential diagnosis of abdominal pain in adults".)
The exact prevalence of abdominal wall pain is unknown. Abdominal wall pain has been diagnosed in 10 to 90 percent of patients with abdominal pain of unknown cause in various series based upon the patient cohort. In one study, 5 to 10 percent of patients referred to specialist practices in gastroenterology had a diagnosis of chronic abdominal wall pain. In another study, 20 percent of patients admitted to a surgical department for abdominal pain had abdominal wall pain.
Women appear to be four times more likely to have chronic abdominal wall pain than men. The peak incidence is between the ages of 30 to 50 years, although cases have been reported in children and the elderly.
While many conditions can cause chronic pain in the abdomen (eg, radicular pain radiating from T7 to T12 lesions [such as are caused by Herpes zoster infection] or referred pain from abdominal or thoracic sources), the term "chronic abdominal wall pain" usually refers to anterior cutaneous nerve entrapment syndrome (ACNES), one of the most common causes of this condition. The following discussion will focus on this condition, while the other causes are discussed separately. (See "Differential diagnosis of abdominal pain in adults".)
- Thompson C, Goodman R, Rowe WA, et al. Abdominal wall syndrome: A costly diagnosis of exclusion (abstract). Gastroenterology 2001; 120:A637.
- Hershfield NB. The abdominal wall. A frequently overlooked source of abdominal pain. J Clin Gastroenterol 1992; 14:199.
- Applegate WV. Abdominal cutaneous nerve entrapment syndrome. Surgery 1972; 71:118.
- Greenbaum DS, Greenbaum RB, Joseph JG, Natale JE. Chronic abdominal wall pain. Diagnostic validity and costs. Dig Dis Sci 1994; 39:1935.
- Srinivasan R, Greenbaum DS. Chronic abdominal wall pain: a frequently overlooked problem. Practical approach to diagnosis and management. Am J Gastroenterol 2002; 97:824.
- Sharpstone D, Colin-Jones DG. Chronic, non-visceral abdominal pain. Gut 1994; 35:833.
- Costanza CD, Longstreth GF, Liu AL. Chronic abdominal wall pain: clinical features, health care costs, and long-term outcome. Clin Gastroenterol Hepatol 2004; 2:395.
- Thomson H, Francis DM. Abdominal-wall tenderness: A useful sign in the acute abdomen. Lancet 1977; 2:1053.
- Peleg R. Abdominal wall pain caused by cutaneous nerve entrapment in an adolescent girl taking oral contraceptive pills. J Adolesc Health 1999; 24:45.
- Peleg R, Gohar J, Koretz M, Peleg A. Abdominal wall pain in pregnant women caused by thoracic lateral cutaneous nerve entrapment. Eur J Obstet Gynecol Reprod Biol 1997; 74:169.
- van Assen T, de Jager-Kievit JW, Scheltinga MR, Roumen RM. Chronic abdominal wall pain misdiagnosed as functional abdominal pain. J Am Board Fam Med 2013; 26:738.
- Carnett JB. Intercostal neuralgia as a cause of abdominal pain and tenderness. SGO Surg Gynecol Obstet 1926; 42:625.
- Takada T, Ikusaka M, Ohira Y, et al. Diagnostic usefulness of Carnett's test in psychogenic abdominal pain. Intern Med 2011; 50:213.
- Hensen JH, Van Breda Vriesman AC, Puylaert JB. Abdominal wall endometriosis: clinical presentation and imaging features with emphasis on sonography. AJR Am J Roentgenol 2006; 186:616.
- Longstreth GF, Newcomer AD. Abdominal pain caused by diabetic radiculopathy. Ann Intern Med 1977; 86:166.
- Longstreth GF. Diabetic thoracic polyradiculopathy: ten patients with abdominal pain. Am J Gastroenterol 1997; 92:502.
- Streib EW, Sun SF, Paustian FF, et al. Diabetic thoracic radiculopathy: electrodiagnostic study. Muscle Nerve 1986; 9:548.
- Max MB, Culnane M, Schafer SC, et al. Amitriptyline relieves diabetic neuropathy pain in patients with normal or depressed mood. Neurology 1987; 37:589.
- Whitcomb DC, Martin SP, Schoen RE, Jho HD. Chronic abdominal pain caused by thoracic disc herniation. Am J Gastroenterol 1995; 90:835.
- Scobie BA. Costochondral pain in gastroenterologic practice. N Engl J Med 1976; 295:1261.
- Palmer E. Xyphoid cartilage syndrome (quoted in Calabro JJ. Costochondritis. N Engl J Med 1977; 296:946).
- The hypersensitive xiphoid. Lancet 1955; 2:1182.
- Cherry WB, Mueller PS. Rectus sheath hematoma: review of 126 cases at a single institution. Medicine (Baltimore) 2006; 85:105.
- Heinz GJ, Zavala DC. Slipping rib syndrome. JAMA 1977; 237:794.
- Simpson C, Greenough WB 3rd. Abdominal pain in an elderly osteoporotic patient: ribs on pelvis syndrome. J Am Geriatr Soc 2004; 52:1039.
- Wynne AT, Nelson MA, Nordin BE. Costo-iliac impingement syndrome. J Bone Joint Surg Br 1985; 67:124.
- McGrady EM, Marks RL. Treatment of abdominal nerve entrapment syndrome using a nerve stimulator. Ann R Coll Surg Engl 1988; 70:120.
- Gallegos NC, Hobsley M. Recognition and treatment of abdominal wall pain. J R Soc Med 1989; 82:343.
- Tung AS, Tenicela R, Giovanitti J. Rectus abdominis nerve entrapment syndrome. JAMA 1978; 240:738.
- Nazareno J, Ponich T, Gregor J. Long-term follow-up of trigger point injections for abdominal wall pain. Can J Gastroenterol 2005; 19:561.
- Boelens OB, Scheltinga MR, Houterman S, Roumen RM. Randomized clinical trial of trigger point infiltration with lidocaine to diagnose anterior cutaneous nerve entrapment syndrome. Br J Surg 2013; 100:217.
- Skinner AV, Lauder GR. Rectus sheath block: successful use in the chronic pain management of pediatric abdominal wall pain. Paediatr Anaesth 2007; 17:1203.
- Thomson WH, Dawes RF, Carter SS. Abdominal wall tenderness: a useful sign in chronic abdominal pain. Br J Surg 1991; 78:223.
- Gray DW, Dixon JM, Seabrook G, Collin J. Is abdominal wall tenderness a useful sign in the diagnosis of non-specific abdominal pain? Ann R Coll Surg Engl 1988; 70:233.
- Ashby EC. Abdominal pain of spinal origin. Value of intercostal block. Ann R Coll Surg Engl 1977; 59:242.
- Bourne IH. Treatment of painful conditions of the abdominal wall with local injections. Practitioner 1980; 224:921.
- Devor M, Govrin-Lippmann R, Raber P. Corticosteroids suppress ectopic neural discharge originating in experimental neuromas. Pain 1985; 22:127.
- Hahn L. Clinical findings and results of operative treatment in ilioinguinal nerve entrapment syndrome. Br J Obstet Gynaecol 1989; 96:1080.
- CLINICAL MANIFESTATIONS
- DIFFERENTIAL DIAGNOSIS
- Abdominal wall hernias
- Surgical scars
- Abdominal wall endometriosis
- Thoracic nerve radiculopathy
- Thoracic disc syndrome
- Pain generated from the ribcage and chest wall
- Rectus sheath hematoma
- Slipping rib syndrome
- Ribs on pelvis syndrome
- Physical therapy
- Injection therapy
- SUMMARY AND RECOMMENDATIONS


Revision as of 22:33, 12 March 2014 by Frodo (talk | contribs)
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AUTHOR Kaushik Raha
The solvgrid program creates bulk (or receptor) and explicit (or ligand) desolvation grids using the occupancy desolvation method (Luty et. al., J. Comp. Chem, 1995; Verkhiver et. al., J. Mol. Recog., 1999). The occupancy desolvation method is phenomenonlogical in nature where desolvation energy can be described pairwise additively. The desolvation energy due to interaction between a ligand atom and receptor atom can be calculated as the solvent affinity of a ligand atom weighted by the volume of the solvent displaced from the receptor atom due to binding and vice versa. Thus,
 Edsol = Si øDES,EXPL(xi) + fi øDES,BULK(xi)
Where the mobile atom i, has a solvation affinity of Si and a fragmental volume of fi. The solvent affinity of the ligand atom is calculated as:
Where qi is the charge on the ligand atom i, and alpha and beta are constants set at alpha = 0.25 kcal/mol and beta = -0.005 kcal/mol. fi is the volume of ligand atom i, calculated from the amber radius of the ligand atom. For the receptor, these can be precalculated and stored on a grid. øDES,BULK(xi) and øDES,EXPL(xi) are interpolated from grids calculated using the solvgrid program during docking. It requires the calculation of two separate grids:
where j is a rigid receptor atom, and Sj and fj are the solvent affinity and the fragmental volume of the receptor atom respectively. Bulk and explicit desolvation grids are calculated from fj and Sj at grid points p, distance rjp from the receptor atom multiplied by gaussian weighting of the distance. The solvgrid program calculates these grids from the charge and the volume of the receptor atoms.
USAGE: solvgrid
This programs require that an INRDSL file be created in the working directory, which contains the parameters to control the program. The INRDSL parameters for solvgrid are detailed below:
 receptor.pdb ; receptor pdb file
 parameters/ prot.table.ambcrg.ambH ; charge parameter file
 parameters/ vdw.parms.amb.mindock ; VDW parameter file
 box.pdb ; box pdb file
 0.33 ; grid spacing in angstroms
 1 ; es type: distance-dependent dielectric; 2: constant dielectric
 4 ; es scale for ff scoring
 2.3 2.8 ; bumping distances for polar and non-polar receptor atoms
 output_prefix ; output grid prefix name
 sol_op ; method for calculating desolvation grid
 solE_recep; solvation free energy of receptor
 * OUTRDSL _TAG_ of input parameters; messages pertaining to calculation of the grids
 * OUTPARM _TAG_ pertaining to parameterization of receptor atoms; net charge on the receptor molecule including any ions or waters in the receptor pdb file
 * PDBPARM _TAG_ which parameters have been associated with each atom in the receptor pdb file
 * output_prefix.bmp _TAG_ grid
 * output_prefix.vdw _TAG_ values for receptor
 * _TAG_ values for receptor
 * output_prefix.dsl _TAG_ and explicit desolvation grid for receptor


text:
Definition of Calesas
1. calesa [n] - See also: calesa
Click the following link to bring up a new window with an automated collection of images related to the term: Calesas Images
Lexicographical Neighbors of Calesas
Literary usage of Calesas
Below you will find example usage of this term as found in modern and/or classical literature:
1. Glimpses of Spain; Or, Notes of an Unfinished Tour in 1847 by Severn Teackle Wallis (1849)
"... Parson—English and Continental Manners—Spanish Cookery—Rides about the Hills—The Retiro— Villa of the Prussian Consul—calesas and Bombes—Torre Molino...."
2. Letters, Descriptive of Public Monuments, Scenery, and Manners in France and by Mrs Caroline Elizabeth Wilde Cushing, Caroline Elizabeth Cushing (1832)
"... it is, I imagine, to be attributed much less to the necessity of the case, than to settled, constitutional indolence. LETTER XVII. calesas...."
3. Blackwood's Edinburgh Magazine (1849)
"And even if granted, it usually, as in the case of the calesas above cited, is either too weak to be useful, or lags behind, or fairly turns tail...."
4. Three Years in the Pacific: Including Notices of Brazil, Chile, Bolivia, Peru by William Samuel Waithman Ruschenberger (1834)
"When we reached the Pantheon, which is about a mile from the city, the concourse became a dense crowd, and the road was blocked up with calesas...."
5. Scenes and Adventures in Spain: From 1835 to 1840 by Poco Mas (1845)
"calesas, or headed single-horse chaises, but of very primitive form,... calesas are rarely put in requisition by any but the holidaymaking folks of the..."


text:
This is a baptism sermon idea with the message that there are lots of roles in the Family of God and we all have a part to play in this child's Christian life. It went down very well and I felt many people engaged with it as everyone has a favourite Jelly Baby. I used a set of toy Jelly Babies and made a giant bag so folk could choose their favourite one when I spoke about them.
Bible Reference: Baptism of Jesus: Matthew 3, Mark 1, Luke 3
Give brief history of Jelly Babies (see Wikipedia etc)
All jelly babies used to be the same shape then in 1989, six of the 'babies' were given a name, an identity and features to distinguish them from one another.
Get out of the bag
It takes many people to make up a bag of Jelly Babies/a family/involved in bringing up/influencing a child – many people were and are involved in nurturing:
Jesus, and this child


To set up an audition, actors should be contacted by email (see sample email) and sent a copy of the script along with the role you would like them to read for. Five-to-seven actors per role. You should then follow-up with a phone call to make a personal connection and make sure there is no confusion about your expectations. Let them know what pages of the script you would like them to prepare for the audition.
How to Choose Sides for Auditions
 1. Sides should ideally have two characters, but no more than three.
 2. The best sides give the actor a chance to act and react. Therefore, exposition is not a good choice.
 3. Do not choose scenes that are primarily action. If you must see an actor move, give them an improv that is directed (called out).
 4. Sides should be no more than two minutes, preferably closer to one minute.
 5. Sides may be from a script that is not your own if it contains similar characters and situations.
 6. Sides may be specifically written for audition purposes to satisfy the recommendations above. For example, if your character does not speak, you could write an interview of that character for sides. This is a good way to verbalize how a character is feeling. Or, think about if you were making your film into a longer form piece. What scenes do you wish you could write? Write them for sides!


text:
Interface / Standard
Data Translation Instruments and MATLAB
Data Translation manufactures temperature and voltage measuring instruments such as the TempPointtm and VoltPointtm series of instruments that connect to your computer via Ethernet. You can use MATLAB together with Instrument Control Toolbox as your single software environment to configure, control, acquire, and analyze data from Data Translation measuring instruments.
Other Data Translation USB and PCI data acquisition devices are supported through Data Acquisition Toolbox using an adaptor available from Data Translation.
Once data is in MATLAB, you can analyze and visualize that data for tasks such as signal processing, statistical analysis, digital filtering, and curve fitting. You can also create graphical interfaces for collecting and analyzing your data and automating tests.
Data Translation Instrument Drivers
Find Data Translation Instrument Drivers
If an instrument driver is not available for your instrument, you can communicate directly with the instrument using SCPI commands over these communication protocols:
Tell us about your Data Translation instrument, its model number, and the type of application you want to develop, or request information about Data Translation instruments. To request support for a specific instrument, include the instrument's name and model number.
- Enter your email address
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Why Groundwater, Mangroves and Seagrasses?
Anthropogenic activities in coastal regions lead to elevated nitrate concentrations in groundwater. Submarine groundwater discharge (SGD) can transport these land-based nutrient inputs directly into coastal ecosystems, which can have severe effects such as eutrophication. SGD and associated nutrient fluxes are especially high around tropical islands.
These regions harbour sensitive coastal ecosystems (e.g. coral reefs, seagrass beds, mangrove forests). Severe effects of nitrate fluxes via SGD on coral reefs were already observed, while their effects on seagrass beds and mangrove forests are still poorly investigated.
We want to evaluate how elevated nitrate loadings from SGD will affect early life stages of seagrass and mangrove individuals. We believe that t This study is expected to provide extremely valuable information on the success for the establishment of new populations or for the recruitment of new individuals in already existing populations. Thus, appropriate measures can be taken to support the long-term viability of those valuable ecosystems in areas where SGD is prominent.
Experimental Design
In order to understand the effects of nutrient enriched submarine groundwater on the early life stages of seagrass and mangrove individuals, aquaria experiments will be carried out in the MAREE facilities at ZMT.
International Project Partner
 Institute of Marine Sciences, University of Dar es Salaam (Zanzibar)


I heard about Shakuntala Devi for the first time today, an Indian Savant who allegedly performed such feats as finding the 23rd root of a 201 digit number in 50 seconds, unaided.
There seems to be some documentation of these feats, but there also exists plenty of documentation for the tricks of psychics and others (i.e. plenty of people, and maybe even experts, will witness the power in action and be unable to detect the trick). Given that her father was a travelling magician, and she was a practising astrologer, I'm more inclined to believe that there's a trick at work than that this woman could factor 200 digit numbers in her head.
My question is:
 - Could Shakuntala Devi actually perform these feats? If so, are there other living people who can do this? If not, what sort of tricks were (or might have been) used to make people think she could?
Some additional information for comparison: A little more poking around turns up the Mental_Calculation_World_Cup, a modern, international event. Multiplication events consist of finding the product of two 8-digit numbers, which takes about 30 seconds per problem for the winners. Shakuntala Devi is claimed to have found the product of two 13-digit numbers in the same time period, which seems to be a super-linearly harder task. Similarly, the competition for root finding is to find the square root of a 6-digit number, a task which takes the world record holder about 42 seconds. Shakuntala Devi is claimed to have found a 23rd root of a random 201-digit number in 50 seconds, again, a task that seems much harder.
 - I think you might need to clarify the time periods involved for this question. From the looks of Wikipedia she started touring in the 1950's when computers weren't exactly very fast when it came to working with large numbers. – rjzii Mar 26 '14 at 19:55
 - 2
 _USER_ This is a good, point, but on reflection, I don't think I actually care about whether she was faster than a computer in her time. A person multiplying 13 digit numbers, or factoring 200 digit ones, in a matter of seconds, seems far-fetched in any era. I've edited the title to reflect this. – John Doucette Mar 26 '14 at 21:12
 - _USER_ Doucette: however one can cheat much faster if he has a fast computer doing the calculations! – nico Mar 27 '14 at 10:30
 - _USER_ True. But for the problems specified one could just as easily work out the answer in advance by hand. With pen and paper, it would take a couple or hours, or even days perhaps, but could be done. – John Doucette Mar 27 '14 at 19:04
 - _USER_ I'm not sure what you're getting at here. Doubtless there exist people who are fast at math. But this person is claimed to have an enormously faster capability than the best in the world today, and has other dubious credentials. Also, surely you don't mean to imply that being Indian would confer some advantage in this regard? – John Doucette Mar 27 '14 at 19:06
During her 1988 visit to the United States, educational psychologist Professor Arthur Jensen, University of California, Berkeley, have tried to unlock the secret of her abilities.
He published his work in Journal of Intelligence.
Speed of Information Processing in a Calculating Prodigy
Note: It's also the source of the answers in this post.
Could Shakuntala Devi actually perform these feats?
Did she do it? Answer is yes.
It seems hard to believe, but the following is reported in the Guinness Book of Records (1982), which has a reputation for the authenticity of its claims: "Mrs. Shakuntala Devi of India demonstrated the multiplication of two 13-digit numbers of 7,686,369,774,870 × 2,465,099,745,779 picked at random by the Computer Department of Imperial College, London on 18 June 1980, in 28 s. Her correct answer was 18,947,668,177,995,426,462,773,730."
Answer. Only handful.
Source: Shakuntala Devi and Other Human Calculators
Was Shakuntala Devi was exceptional genius in comparison to normal people?
Answer: Surprisingly No. Prof. Jensen's three experiment :
Experiment 1: Raven Matrices.
The Advanced Progressive Matrices (APM) is a highly g-loaded nonverbal test of abstract reasoning based on 36 multiple-choice items consisting of complex nonrepresentational figures.
She took 58 minutes to solve, which is within range of other people(students and older people) in the this study.
...this measure of psychometric g, Devi is not exceptional, in marked contrast to her phenomenal calculating ability.
Experiment 2: Digit Span.
The Digit Span subtest of the WAIS was of particular interest because it involves the recall of a series of digits immediately following their auditory presentation at the rate of 1 digit per second.
Devi correctly recalled 9 digits forward and 4 digits backward.
The score is not exceptional, she was in 63rd Percentile according to her age group. But actually the test was faulty and she broke it in forward scoring of 9, but there is no percentile for forward and reverse, so, the lowest being 4. she is considered normal.
Experiment 3: Chronometric Tests
The same tests were taken by college student of ages 18-25, and older adults from 51-87 years. This group consisted mostly of university graduates and had a mean of ~15 year+ of formal education.
enter image description here
Jensen's quotes on this test:
Her feats of calculation, with their extraordinary speed of processing numerical information, are of course so far beyond the normal distribution of capability in mental arithmetic that she is considered in a class with only a handful of the world's greatest mental calculations, past or present, on whose performance we have authentic records.
Google's tribute to Human Calculator
 - 2
 Well, I'm still surprised, but this does seem to be legitimate. Thanks for making such a comprehensive answer. – John Doucette Aug 14 '14 at 16:57
 - _USER_: She was a great lady. Once she came to our school(long ago). – Devashish Das Aug 14 '14 at 17:17
 - 1
 What I'd really like to know is if anyone has a theory about how her brain managed to do this. – Benjol Aug 18 '14 at 5:28
 - _USER_: Nice question. I think you can find the answer in the paper, I mentioned as source. She can actually see the number in different way than most of us. It is like you see a number 12 and visualize it as 1x2x3x2 or 3^2 + 3, etc. Add that with, she can remember most of the number if she already came across that. – Devashish Das Aug 18 '14 at 6:14
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- Laura Whiting
Scatter Plot with Linear Line of Best Fit
In Stata, to apply a line of best fit to a scatter graph you need to make two graphs together. However, there is also a command called aaplot that will do this for you. All you need to do is give the scatter variables and an appropriate line of best fit will be applied.
To create this graph in Stata, you first need to download the aaplot command from the SSC, using the following command in Stata:
To generate this graph in Stata, use the following commands:
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As part of USC's commitment to reducing our carbon footprint, Mail and Print Services choose to use sustainable paper and processes.
The paper supplied in all printers at USC is Premium Carbon Neutral Hi-White Copy Paper with the following environmental accreditations:
- National Carbon Offset Standard – Carbon Neutral certified
- Australian Forestry Standard (AFS/01-31-08)
- PEFC certified - Australian made and manufactured from 100% plantation timber
There are blue bins provided around all USC locations where paper and cardboard can be disposed, for recycling.
Toner cartridges are recycled and go through ground-breaking processes to help produce:
- higher quality asphalt for road surfaces
- recycled felt tip pens
- 100% recycled artist ink


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Display Lists Tutorial
Display Lists are about performance. It is a simple way of enhancing your OpenGL application making it run faster. In order to follow this tutorial you should know the basics of GLUT and OpenGL. If there is anything that is not quite clear please let me know and I'll try to improve it. Your feedback is important.
I hope you enjoy this tutorial.
What is a DL
At a first glance a display list can be seen just as a function in a computer program. You define it once and can use it as many times as you want. A display list stores a group of OpenGL commands so that they can be used repeatedly just by calling the display list.
Consider for instance that you're modeling a car. You can define a wheel in a display list and then call it four times with the appropriate translations.
However a Display List does something more, when you create a Display List the OpenGL commands within are "precompiled" and, if possible, stored in the graphics card memory. Therefore, in general the execution of a Display List is faster than the execution of the commands contained in it. The commands included in a display list can be optimized by the driver, namely some geometric transformations can be pre computed. Furthermore the display lists are stored in the graphics card memory. How much faster depends on your hardware and driver. Some graphics cards are designed to take full advantage of display lists, whereas others may show no significant gain in performance.
In order to wet your appetite here are the frames per second achieved in a simple application with roughly 36.000 polygons, no texturing or lighting, running on a PIII at 450 Mhz and a GeForce with 32MB DDR.
With display lists: 153 fps
without: 55 fps
Please note that the fps values should only be used for reference within the tutorial. Many factors affect the performance of an application and there was no effort at all to optimize this particular appliction. There are huge differences in hardware architectures and even software installations. Nevertheless the performance difference is very important because the only difference between the two versions is the inclusion of display lists.

source: HuggingFaceFW/fineweb-edu


Overview of ASP.NET Core Security
ASP.NET Core enables developers to easily configure and manage security for their apps. ASP.NET Core contains features for managing authentication, authorization, data protection, HTTPS enforcement, app secrets, XSRF/CSRF prevention, and CORS management. These security features allow you to build robust yet secure ASP.NET Core apps.
ASP.NET Core security features
ASP.NET Core provides many tools and libraries to secure your apps including built-in identity providers, but you can use third-party identity services such as Facebook, Twitter, and LinkedIn. With ASP.NET Core, you can easily manage app secrets, which are a way to store and use confidential information without having to expose it in the code.
Authentication vs. Authorization
Authentication is a process in which a user provides credentials that are then compared to those stored in an operating system, database, app or resource. If they match, users authenticate successfully, and can then perform actions that they're authorized for, during an authorization process. The authorization refers to the process that determines what a user is allowed to do.
Another way to think of authentication is to consider it as a way to enter a space, such as a server, database, app or resource, while authorization is which actions the user can perform to which objects inside that space (server, database, or app).
Common Vulnerabilities in software
ASP.NET Core and EF contain features that help you secure your apps and prevent security breaches. The following list of links takes you to documentation detailing techniques to avoid the most common security vulnerabilities in web apps:
There are more vulnerabilities that you should be aware of. For more information, see the other articles in the Security and Identity section of the table of contents.


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Social Sciences and History
The following sample questions do not appear on an actual CLEP examination. They are intended to give potential test-takers an indication of the format and difficulty level of the examination and provide content for practice and review. For more sample questions and information about the test, see the CLEP Official Study Guide.
Question 2 of 9
Anti-Jewish pogroms in Russia in the late 19th century had which of the following effects?
They accelerated intermarriage between Jews and non-Jews in Russian cities.
Jewish emigration to Britain and the United States increased dramatically.
The League of Nations issued an official condemnation of anti-Jewish policies.
The Russian army rose up against the Tsar and attempted a coup in protest.
They led Poland and Germany to resettle large numbers of refugees from Russia.
Want to get a feel for the tests? Try out sample questions from actual CLEP exams in the subject of your choice.
Find out if your institution accepts CLEP.


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Symbol, it's as Sailor wrote. s salivarius is a special species of bacteria in the cheese world. Generally when considering cheese applications for lactose-consuming species, we look at it along the lines of the following continuum
- Moderate-temp (70-85) loving heterofermentive lactococci such as leuconostoc and some strains of l lactis
- Regular meso lactococci (80-~100F). predominantly l lactis powerhouse
- heterofermentive lactobacilli (90-110F), such as casei, rhamnosus, etc. these are your NSLAB
- Lactobacilli (95-125F), such as delbrueckii and helveticus.
That forms the core foundation of useful organisms that may be used as starters. If you examined them under a microscope, you'd see that the shapes and morphological attributes also change based on the expected temp ranges.
S salivarius thermophilus is special. For one, it spans this space in between normal lactococci and lactobacilli. Meaning it's both mesophilic and thermophilic, if we stick to that outdated naming convention. Two, it possesses texturizing properties. It, more than many other types and strains, tends to have "mucus" in the form of polysaccharide chains on the outer walls. Think of them like ropes that have small hooks in them. As those ropes tangle up, the bacteria form strands or chains, that are capable of trapping water and creating texture. In dairy science, we call these exo-polysaccharides. And three, as sailor helpfully noted, S salivarius tends to vary in how and what it eats. So some strains mellow out relatively early.
All of these and other interesting properties of S salivarius enable us cheesemakers to use them to create very novel cheese applications. Such as stabilized bloomy rinds. And more recently, such as the novel application I came up with in that extended shelf life fresh curd. It also enabled us to create custom culture blends.. such as picking a strain with specific texture and acid properties for yogurt, or for mozz. A stabilized cheese, BTW, is one that has longer shelf life or where the ripening or maturation processes stop quickly to enable the longer shelf life.scasnerkay
, we have a huge library here where you can read for free.
love to have a good reference that explains the various reactions and microbes.
My favorite is Pat Fox. We've had a few threads before discussing books.


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There is nothing in the dough formulation you posted to suggest that there would be a problem after three days of cold fermentation. That said, I can only think of a couple of things that might have been responsible. The first is that there may have been a weighing error that resulted in a higher hydration value, such as making a mistake in weighing out the flour or the water. Making a mistake with the amount of yeast (too much) could also cause the dough to ferment much faster. The second possibility is that the dough was overfermented. You would have detected this condition if the dough was wet or damp or clammy, and the dough would be materially more extensible than normal. Usually, the cause of an unexpected overfermentation, especially when all of the ingredients were used in the correct amounts, is a material temperature change. Examples would be an above average finished dough temperature before placing the dough into the refrigerator, a malfunctioning refrigerator (not cooling properly), or letting the dough sit too long before using, especially if the room temperature is high. I know that you live in the Dallas area and, as you most likely saw this week, our outdoor temperatures got over 90 degrees. That could easily translate into an indoor temperature of over 80 degrees.
Hopefully what you experienced was an aberration that won't be repeated. With outdoor temperature dropping into the 40s and 50s the last two days, at least those temperatures shouldn't affect your next batch of dough.


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Elephant ear plants are beautiful, unique houseplants with large, arrow-shaped leaves. They go by many names including taro and cocoyam. The plant is grown throughout Asia as food, but in Europe and North America, it's more commonly used as a houseplant. Read the tips listed below to learn how to care for your elephant ear plant and watch the large leaves unfold before your eyes.
- The elephant ear plant comes from a tropical climate and prefers warmer temperatures with ample shade. The plant also thrives in a humid atmosphere, so if you keep it indoors, it's best to set it next to a humidifier [source: Lars].
- The elephant ear plant grows from corms, a swollen stem that stores the plant's food. Plant the corm in 1 gallon (3.79 liters) of fertile, moist and slightly acidic compost. Ensure that the corm is well situated deep within the soil [source: Fischer]. Water the plant often to maintain the moist soil.
- The elephant ear plant is a heavy feeder, so it's important to keep the soil rich in nutrients. These plants respond well to liquid fertilizer with a high nitrogen content. They should be fertilized once a week or as advised on the fertilizer package [source: Lars].
- The elephant ear plant's corm is prone to fungi infestations and rotting. To avoid this, keep the soil loosely packed to allow for ventilation [source: Lars].
- The elephant ear leaves and corm contain toxins. Ingesting the plant raw can lead to poisoning. (Thorough cooking rids the plant of the toxins and enables it to be eaten.) Contact a healthcare professional in the event of ingestion [source: NLM].


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Tool use in animals is rare, and bespeaks a level of intelligence that most of us are unaccustomed to associating with non-humans. This has a way of personifying creatures; to watch a sea otter hammer away at a sea shell with a rock, or witness a dolphin using a conch shell to trap its prey, is to catch a glimpse of the intellect that is supposed to make humans unique.
That's what makes this video of a Green Heron using bread to lure fish to their doom so remarkable. One would be hard pressed to argue that this bird is not thinking critically about the technique it is employing to catch its prey. Not only is it demonstrating logic and reason in its capacity to understand that a piece of bread can be used as bait, it's also passing up the chance to eat the bread in favor of a better meal, actively weighing cost and benefit, pitting immediate gratification against delayed satisfaction. It's a stunning display of animal intelligence.
This skill is even more intriguing when you realize that not all Green Heron actually hunt this way; the species has a wide geographic distribution, but bait-fishing only pops up in a few places, including the southern US, southern Japan, and western Africa.
"It would be interesting to know why the behaviour appears to be restricted to certain areas within the vast distribution of the species," writes zoologist Hiroyoshi Higuchi in this study on the link between Green Heron bait-fishing and territory quality, "however, we have to collect much more data on the behavior to clarify the reason."


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Academic discourse is the gateway not only to educational success but to worlds of imagination, discovery and accumulated wisdom. Understanding the nature of academic discourse and developing ways of helping everyone access, shape and change this knowledge is critical to supporting social justice. Yet education research often ignores the forms taken by knowledge and the language through which they are expressed. This volume comprises cutting-edge work that is bringing together sociological and linguistic approaches to access academic discourse.
Systemic functional linguistics (SFL) is a long-established and widely-known approach to understanding language. Legitimation Code Theory (LCT) is a younger and rapidly growing approach to exploring and shaping knowledge practices. Now evermore research and practice are using these approaches together. This volume presents cutting-edge advances from this inter-disciplinary dialogue, focusing on state-of-the-art work in SFL provoked by its productive dialogue with LCT. It showcases work by the leading lights of both approaches, including the foremost scholar of SFL and the creator of LCT. Chapters introduce key ideas from LCT, new conceptual developments in SFL, studies using both approaches, and guidelines for shaping curriculum and pedagogy to support access to academic discourse in classrooms.
The book is essential reading for all appliable and educational linguists, as well as scholars and practitioners of education and sociology.
List of Contributors
Chapter 1. Academic Discourse: An Inter-Disciplinary Dialogue
J.R. Martin, Karl Maton And Y. J. Doran
Part I: Legitimation Code Theory: Opening Ideas
Chapter 2. Specialization Codes: Knowledge, Knowers and Student Success
Karl Maton And Rainbow Tsai-Hung Chen
Chapter 3. Semantic Waves: Context, Complexity and Academic Discourse
Part II: Systemic Functional Linguistics: Responses To LCT
Chapter 4. Revisiting Mode: Context In/Dependency in Ancient History Classroom Discourse
J. R. Martin and Erika Margulis
Chapter 5. Revisiting Field: Specialised Knowledge in Secondary School Science and Humanities Discourse
J. R. Martin
Part III: Bringing SFL And LCT Together to Explore Knowers and Values
Chapter 6. Seeing Values: Axiology and Implicit Evaluation in Australia's 'Invasion'
Y. J. Doran
Chapter 7. Historical Events and Processes in The Discourse of Disciplinary History and Classroom Interaction
Part IV: Academic Discourse in the Classroom
Chapter 8. Live Lectures: The Significance of Presence in Building Disciplinary Knowledge
Chapter 9. Building A Pedagogic Metalanguage, I: Curriculum Genres
Chapter 10. Building A Pedagogic Metalanguage II: Knowledge Genres
Legitimation Code Theory (LCT) first emerged as a framework for the study of knowledge and education and is now being used to analyse a growing range of different practices. It builds on the ideas of Bernstein and Bourdieu and integrates insights from diverse fields including linguistics, literary criticism, physics and anthropology. Taking an innovative multidisciplinary approach, this series presents work that uses LCT to explore and generate knowledge-building in education. The books focus on everything from cutting-edge developments in theory to new forms of educational practice, and spring from a wide range of disciplines – from physics to ballet, and dentistry to design.


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Is meniscal allograft transplantation chondroprotective? A systematic review of radiological outcomes.
Smith NA., Parkinson B., Hutchinson CE., Costa ML., Spalding T.
PURPOSE: The primary aim of this systematic review was to examine the hypothesis that meniscal allograft transplantation is chondroprotective by identifying and appraising studies that have assessed the progression of osteoarthritis following meniscal allograft transplantation. The secondary aim was to identify and appraise radiological measures of meniscal allograft integrity following surgery. METHODS: Clinical studies on human participants undergoing meniscal allograft transplantation with a minimum follow-up of 6 months were included. The primary outcome measure was any radiological osteoarthritis progression measure. Secondary outcomes included magnetic resonance measures of meniscal integrity including meniscal size, shape, healing, extrusion and signal intensity. RESULTS: Thirty-eight studies with 1056 allografts were included. The weighted mean joint space loss was 0.032 mm at 4.5 years across 11 studies. Other radiological classification systems were reported in small numbers and with variable progression rates. Meniscal extrusion was present in nearly all cases, but was not associated with clinical or other radiological outcomes. Meniscal healing rates were high, although the size, shape and signal intensity were commonly altered from that of the native meniscus. The quality of the included studies was low, with a high risk of bias. CONCLUSION: There is some evidence to support the hypothesis that meniscal allograft transplantation reduces the progression of osteoarthritis, although it is unlikely to be as effective as the native meniscus. If this is proven, there may be a role for prophylactic meniscal allograft transplantation in selected patients. Well-designed randomised controlled trials are needed to further test this hypothesis. LEVEL OF EVIDENCE: Systematic review of studies, Level IV.


TSM Image Backups
Image Backups
The case for Image Backups
File systems that contain millions of files cause a number of problems for TSM.
 - Every backup of every file requires an entry in the TSM database, so one filespace with millions of files can account for 20% or more of the database capacity. Apart from the obvious space overhead, this also affects the time required to run tape reclamation and expire inventory.
 - Backups and Restores take a long time, not so much because of the amount of data involved, but because of the amount of activity required at the TSM database to handle all those files.
 - Backups of millions of files require a lot of client memory and backups can fail due to memory shortages. While memory efficient backup techniques can help here, even they can fail if a file space contains too many files.
An image backup will copy any filespace as a single blob, no matter how many files it contains. The advantages are that backups and restores of the filespace are fast, and you just get one entry in the database. The disadvantage is that you cannot restore individual files, just the whole filespace.
There are two scenarios where image backups can assist with problem filespaces.
 1. Recovery can be speeded up by taking a weekly image backup and normal daily incrementals. Recovery involves restoring the image, then 'rolling forward' with the incrementals by restoring with the -fromdate option.
 2. Image is perfect for those cases where you need to take a backup of a filespace, but the chances are you will never need to restore a file. An example would be to take a tax year end copy of a filespace, just in case the Inland Revenue comes calling.
There's 2 kinds of image backups, static image and online image.
Static image requires exclusive use of a filespace, so it puts a lock on it at the start of the backup so no-one else can access it, and releases the lock at the end of the backup. This is pretty much unrealistic for any kind of production data, unless you can arrange a total outage while you run your backup.
Online Image backups use snapshot technology. There's lots of ways to take snapshots, using either hardware or software, but the simplest answer seemed to be to use Microsoft's VSS (volume shadow services) if it is enabled. This is software based copy-on-write technology that uses temporary space in the existing filespace. you can find more information on VSS here, and hardware snapshots here.
configuring Online Image Backups
Online Image Backup configuration requires three steps.
 1. Configure TSM for VSS Snapshot Support and Open File support at the client. The easiest way is to use the TSM GUI wizard, select Utilities, then Setup Wizard and you should see the configuration options. This is a very easy, next-next-next process.
 2. Next you need some changes to your dsm.opt file, add the following lines - which assumes you are going to use VSS snapshot and you want an image backup of your E: drive.
 Snapshotproviderimage VSS
 Snapshotproviderfs VSS
 Domain.image E:
 3. Next, define an image backup schedule on your TSM server, where the action is IMAGEBACKUP, rather than the standard INC and associate your client node with it.
And that's it. Run the schedule and you should see something like
If you want to bind your image backups to specific management classes, please be aware that wildcards do not work with image backups in the same way that they work with other include statements. You can assign all the image backups for this client to a management class with the statement
include.image * mgmtclass
However if you want image backups to have different management classes, you cannot pick them out with wildcards, you need to specify the full filespace like this
include.image /usr/filesystem1 mgmtclass1
include.image /var/filesystem2 mgmtclass2
OK so far, but what about a restore? An image restore from either a static or online image backup requires exclusive use of an empty file space. This should not be an issue if you are rebuilding a server, but if the unlikely happens and you just need to retrieve a couple of files from an old backup, then you need to get some temporary disk space allocated and you have to restore the whole image, or in other words, the whole filespace. Note that even though the backup above just copied 61.63GB, a restore needs the full 300GB.
Once the restore completes you can see the full filespace with all it's original files, so it would be easy to copy over any that were required.
So this process could work well for large file spaces that hardly ever need files restored but the question you need to answer is, is the saving in TSM database worth the effort involved if you ever need that restore?


announcement***Please note - due to strict working conditions, parcels are currently leaving within 3-5 business days - ALSO our lines have a technical fault this week and they will be back up and running soon***
RETURN TO Bushcraft Articles and Guides
Wild Cooking | Bannock Bread Recipe
Wild Cooking | Bannock Bread Recipe
Coming from the Gaelic bannach, bonnach or bhannag (meaning 'morsel'), Bannock Bread is a simple flatbread that originated in Scotland. There are many opinions on where the word bannock came from however the actual translation means "to panic".
Bannock is not to be confused with Australian Damper though. Bannock refers to any large round article baked or cooked from grain. Damper on the other hand is traditionally baked or cooked from wheat flour and water.
Bannock was taken to North America by the Scottish explorers and traders. This inevitably lead to the indigenous people of the Northern Great Plains adopting bannock into their own cuisine.
There are now an infinite number of variations available on this simple recipe of what is essentially flour and water. Bannock is a great source of carbohydrates, and can compliment stews, meats and many other dishes.
Bannock can be made entirely from foraged natural resources in the wilderness, but only if you are lucky enough to be in a suitable location with the right seeds and roots avaialble.
Seasonal fruits, nuts and maple, birch and also sycamore sap can be used instead of water (or as well as) for binding the ingredients.
Bannock is easy to prepare and so many ingredients can work with it, making it a fun, simple and nourishing food source.
Below is a basic recipe that we have used for years. From this basic recipe you can add whatever you like. Great additions are seasonal fruits or nuts and if you want to pack some tasty additions; dried fruits, chocolate and honey are always a great start!
Bannock Recipe:
 - 3 mugs of flour (any type)
 - 2 mugs of milk powder
 - 1 tsp of baking powder
 - 1 tsp sugar
 - Enough water to make a nice thick dough
 - Anything else you want to add
Once you have a thick dough, you can either break it into patties or fill the bottom of your pot. Put the pot on some good embers and make sure you keep turning the bannock whilst cooking.
Times will vary enormously depending on how hot your fire is and how close your pot is to it. Keep checking for a golden brown colours and a hollow sound when you tap them.
A variation of this recipe (although some would argue is damper), is to twist the dough around a green stick (maybe an inch thick) and cook above the embers or near a fire until golden brown. When it's cooked, allow it to cool. Then remove the stick and you can fill the whole with jam, or a sausage like a hot dog!
There are plenty of variations on basic bannock bread. We would love for you to share your own personal variations on this bushcraft classic!
One controversial suggestion for damper bread - liberally coat the outside with warmed butter blended with Marmite! If it's kept warm, it'll go on with a pastry brush.
Ivan Roulson 19-05-2020 at 22:15
(* Not displayed on site)


at school and I can see the sadness on their face and in their posture. When I ask "How was your week?" they say "Meh, not too great." Rather than ignoring that or telling them to "suck it up, we've got work to do," we can tap into those feelings as their strength for creating soulful music. What does it feel like to play "Bohemian Folk Song" with sorrow? How about "Allegro" with anger? Perhaps the "Vivaldi Concerto in A minor" is calling to you in this moment? Emotion can guide and enhance technical exploration and expressive development!
 - Another example might be that a student wants to play music for their church service that is not in my syllabus. Perhaps it is a hymn or song they love and they feel it is a way they can share their spiritual gifts with their community. Absolutely we will work on that music together! The spiritual self can guide and enhance technical exploration and development!
In this way, it is my hope that music will become for the student much more than just another thing to "win" at while in school, but a tool for embracing personal motivations, healthy emotional connection, and purposeful expression for their entire lifetime.
Located in Downtown Stillwater, MN
Online Lessons Available


The DofE "physical section" includes any sport or aerobic activity that works your body (which distinguishes it from a skill)!
It can be a team sport or an individual sport. Your physical activity might include specific goals, targets, levels to achieve or competitions or simply involve participation over the required time-scale. You can be an expert of a high standard already or start something new as a beginner. It is progress that counts and this means setting appropriate goals with your assessor. A good idea what to choose is here.
Any sport can count so long as you can find a suitable venue and an assessor, usually this will be a coach known to you. At the very start students must ask an appropriate adult to be their assessor. The DofE enrolment pack has useful cards to help with this process.
School games and PE periods do not count!
If you are in a school team or play for a club then training sessions and matches outside lesson / curriculum time do count (e.g. lunch times or after school training).
 - Keep a diary record of dates you attend and scan this into edofe.
 - Photos / certificates etc can also be scanned into edofe as evidence of your progress and achievements.
You must find an adult assessor (usually your sports teacher or coach) who knows about the activity and is suitably qualified to be able to advise you, set suitable goals and monitor your progress.
At the end you will ask your assessor to sign up your edofe card and write a comment once you have finished the required time.


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What are the different types of Wonkee Donkee Trend router bit?
 buy bits for woodworking
There are many different types of router bit or cutter. They can usually be classed as follows:
Groove-forming router cutters
 Examples of groove bits of different shapes for creating various groove forms in timber
Groove-forming cutters are designed to produce grooves in the surface of materials.
They do not usually have a pin or ball-bearing guide, and may require the use of a side fence, guide bush, or another method for guiding the router. A guide allows them to rout along the edge of materials as well in the surface.
 A close up of a bottom cut groove bit in a routing machine
Many groove-forming cutters have the bottom cut facility, and so can be used in a plunge router to cut into the surface of materials, rather than having to cut from the edge. bits without the bottom cut facility need to have an edge from which to start cutting. For more information, see: What are the parts of a Trend router cutter?
 A selection of straight groove-forming router bits for woodwork
Straight groove-forming router cutters
These bits have straight flutes and so produce straight-sided, flat-bottomed grooves in materials.
Examples include single and twin flute straight cutters, mortisers and pocket cutters.
 A selection of shaped groove-forming router bits
Shaped groove-forming router cutters
Shaped groove-forming router bits are usually two fluted and are typically used for decorative moulding or jointing applications. There is a huge range of different shape options for these bits for an array of groove profile shapes.
 Diagram showing that one shaped bit can create different profiles on a wooden edge depending on the height at which it is used
By changing the height of these router bits, or by altering the table fence or side fence position, different profiles can be produced using the same cutter. This can mean grooves of different sizes can be routed, and some cutters are designed so they will produce different shapes of grooves when they are altered.
Self-guided router cutters
 Examples of self-guided router bits in a selection of shapes
These cutters have a pin or ball bearing guide located either on the shank or below the cutting edges and are primarily designed for edge-forming applications.
They do not usually require a side fence or other external method of guiding, as their pin or bearing follows the edge of the workpiece or a template fitted above or beneath it. The width of the cut is controlled by the edge of the pin or bearing running along the workpiece.
 A wooden tabletop with an edge created by a router bit
Self-guided router bits can be used on workpieces with straight or curved edges, (for example, rectangular or circular tables,) and can be used for trimming, moulding, or rebating applications.
 Different sizes of bearing guide found on routing bits
With bearing guided versions, the bearing can usually be removed and replaced for a smaller or larger diameter one, in order to produce a differently shaped or sized cut.
 Examples of straight router bit that have bearing guides
Straight self-guided router cutters
Also called trimming and profiling cutters, these have straight flutes and are typically used on multi-layered materials, to trim one or more of the layers flush with one another.Accessories for woodworking with power tools
 Examples of shaped router bits that have bearing guides
Shaped self-guided router cutters
These are similar to shaped groove-forming cutters but with a pin guide or guide bearing located on their shank, or below their cutting edges. They are available in an array of designs for different tasks.
 Image showing that the location of the guide on a router bit has an effect on the way it is used
Shaped self-guided cutters with a shank-mounted guide often have the bottom cut facility, allowing them to plunge into the surface of materials like groove-forming cutters. Those with a bearing below their cutting edges can only be used to form the edge of materials.
Typical profiles include bevel, radius, dovetail, round over, and rebate cutters.
Joint-making router cutters (can be guided or non-guided)
 joint-making bits (Pilot and non-pilot bits) for woodworking
Examples include:
 joint making bit pair with mating sections and an example of the woodworking joint
Joint-making bits sometimes come as a pair that will cut two mating sections (two parts that fit together) in materials. These sections are then fitted together to form a joint. Some joint-making bits come with a guide pin or bearing attached. These are known as pilot bits and can be used to cut along the edge of materials. Other joint-making bits do not come with a guide. These are known as non-pilot bits and can be used to cut across the surface of a material.
Slotting and grooving router cutters
 A grooving routing bit with shims and spacers
Slotting and grooving cutters, also called arbor-mounted router bits, consist of single or multiple slotting groovers, or profile blocks, assembled on an arbor, using spacers, shims, and ball-bearing guides to adjust their proximity and depth of cut.
 Diagram showing how a grooving bit can be used to cut either a tongue or a groove on the edge of a piece of flooring
This form of cutter offers a high degree of versatility, as the basic components can be mounted in different combinations, using the shims, washers and spacers to vary their spacing.
Replaceable tip router cutters
 A replaceable tip bit and a selection of attachable blades
Replaceable tip router cutters are comprised of a solid tungsten carbide blade held by retaining screws to a ground steel body.
When dull, the blade can be rotated to expose up to three more cutting edges. Buy routing accessories from wonkee donkee
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Hansen's Planet was an inhabited planet. This was the homeworld for a species of anthropoids. Prior to stardate 2821, this planet had previously been explored by Federation anthropologists.
While looking for survivors of the downed Galileo on Taurus II, Lieutenant Kelowitz's landing party was attacked by a species of anthropoids. When back aboard the USS Enterprise, the lieutenant stated that these anthropoids were similar to those found on Hansen's Planet. (TOS: "The Galileo Seven")
The location of Hansen's Planet was marked on the star chart Data and Picard were studying in the stellar cartography department on USS Enterprise-D in 2371. (Star Trek Generations, display graphic)


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The Longitudinal Examination of Body Mass Index and Internalizing Symptoms among Canadian Adolescents
Child and adolescent overweight and obesity issues are a rising concern. The mental health correlates of weight issues for youth are gaining recognition within the literature. However, the cross-sectional literature indicates...


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From 1 July 2023 the Victorian Government will implement a Windfall Gains Tax (WGT) on the uplift in value that occurs as a result of rezoning land.
'Rezoning' means an amendment of a planning scheme that causes land to be in a different zone from the zone it was in immediately before the amendment. 'Uplift in value' is the difference between the capital improved value of the land before and after the rezoning. The uplift in value must be more than $100,000 for WGT to apply.
Essentially this means that if you own land that is rezoned, and as a result of the rezoning, the value of the land increases by more than $100,000, WGT may apply.
The rationale is that owners are benefiting from the increase in land value as a result of the actions of government in rezoning and therefore some of that benefit should go back to the community via tax.
What is the rate of Windfall Gains Tax?
For an increase in the value of the land of more than $100,000 but less than $500,000 the rate is 62.5% of the value that exceeds $100,000.
For an increase in the value of the land of more than $500,000, the rate is 50% of the total increase.
When does Windfall Gains Tax have to be paid?
Owners of land subject to WGT will be issued with an assessment and given a due date for payment.
There is the option of deferring all or part of WGT until the next dutiable transaction occurs (e.g. you sell your property), or 30 years after the rezoning event, whichever occurs first. However, interest is payable on any deferred payments. Once the deferral ceases, payment of the WGT and interest must be paid within 30 days.
Are there any exemptions?
There are a number of exemptions from WGT including:
- Residential land or farmland which contains a residence (or a residence is being constructed, or a building permit has been issued to construct a residence) of up to 2 hectares, provided that the land is the only land of the owner which has been rezoned. If the land is more than 2 hectares, the first 2 hectares are exempt from WGT.
- Rezoning between schedules in the same zone.
- Pre-existing contracts of sale and options entered into before 15 May 2021.
- Rezonings underway before 15 May 2021.
- Land rezoned to correct errors.
- Land rezoned to a Rural Zone, Farming Zone or Green Wedge Zone.
- Land rezoned to or from the Urban Growth Zone within the Growth Areas Infrastructure Contribution Area.
For charitable land, the WGT and interest will be waived if the land remains as charitable land for 15 years after the rezoning.
What does this mean? An example
John owns industrial land on the outskirts of a regional town. Overtime the town's population increases and in October 2024 the land is rezoned to Neighbourhood Residential in anticipation of future residential developments. Before the rezoning, the property was valued at $400,000. After the rezoning the property is valued at $800,000 resulting in a value uplift of $400,000. WGT at the rate of 62.5% is payable on the value that exceeds $100,000. Therefore, the WGT liability on $300,000 is $187,500. John can choose to pay the WGT when assessed or defer the liability, accruing interest, until the next dutiable transaction, or October 2054 (whichever occurs first).
If you have any questions regarding WGT or believe it may soon be applicable to your property, please contact us for further advice.


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Scientists have been trying to determine the characteristics of the so-called "Last Universal Common Ancestor," or LUCA. How can they do this? A professor at the University of Montreal says they "identify common genetic traits between animals, plants, and bacteria" and use them to create a "tree of life." In other words, any characteristics that are similar must go back to the original common ancestor of life.
Researchers have decided that this early ancestor was sensitive to heat and could not survive in the heat that supposedly characterized the earth at its beginning. So they conclude that LUCA must have found a little "mini-climate" area that was cooler so it could develop and evolve.
Doesn't this all sound a little far-fetched? Scientists insist that common characteristics among organisms mean a common ancestor. Creationists, however, have long taught that this shows a Common Designer. God made animals and people with some similar characteristics. But humans and animals and plants are also very unique. Trying to build "LUCA" by looking at the world today is, of course, not science. True science requires hypotheses, experiments, and repeatable results. Evolution is not science—it is guesswork and imagination. If you were to make up a LUCA, what would it look like? You would have as much chance of being right as anyone else. And no one can ever prove who was right! We have faith in what God says about creation, or we have faith in what scientists make up about the beginning. I think it is safer to believe in what God has told us!


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This is the recording of the large Kermadec Islands earthquake of June 6, 2011, recorded on our schools seismology SEP seismometer here at Keele University in the UK.
Being at an epicentral distance of 155.3° from the epicentre, the first arrival is the PP phase as the direct P-wave is obstructed by the core.
The event is somewhat unusual as one would normally expect an earthquake of this magnitude along a subduction system to be a low-angle thrust event along the plate boundary between the Pacific and Australian Plates dipping gently to the west. However, the CMT focal mechanism determined is one of a normal fault. This event is right on the trench so it was possibly caused as the subducting Pacific Plate is forced to flex in order to subduct beneath the Australian Plate. The historical data show a magnitude 6.6 event from 2008, also on the position of the trench with a similar mechanism.
The 'quake seems to have caused a ~1m tsunami wave locally but a more regional tsunami alert was cancelled.
Further details from the USGS.


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HISPA (Hispanics Inspiring Students' Performance and Achievement)
of Private Matching Funds Remaining
Mission: To mobilize Hispanic professionals as active role models in local educational programs. Vision: To contribute to America's future by inspiring students' academic performance and achievement. HISPA mobilizes Hispanic professionals to eradicate one key reason why youth don't pursue education: a lack of role models. Unless students believe they can achieve, they risk of dropping out—and indeed, Hispanic dropout is the highest of all racial/ethnic groups. This has social and economic consequences as jobs demand more education and Hispanics make up more of the workforce. Research shows that early intervention is key to reducing dropout. It also shows strong correlation between having a role model and pursuing education. HISPA programs intervene during this critical period to emphasize the importance of academics, introduce careers, and demonstrate that all students can achieve their dreams. The HISPA Role Model Program puts Hispanic professionals in Hispanic-majority school classrooms to emphasize the importance of higher education and introduce potential future careers. HISPA Youth Conferences bring 150 students to a university campus for hands-on workshops alongside positive role models to introduce college life and encourage STEM studies and careers. HISPA Corporate Visits to company headquarters allow students to explore career options immersed in a professional setting. Students tour labs and work with cutting-edge technologies and hear from company leaders.
573 Harding Avenue
Perth Amboy, NJ 08861
The HISPA Role Model Program: After sharing his personal, educational and professional journey at a school in his community, a HISPA Role Model takes a picture with students.


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ES STEAM Week 2021
STEAM Week kicked off with grade level assemblies on March 18th. Students learned that celebrating STEAM week is about bringing together their scientific and mathematical thinking skills as well as elements of art and engineering to design and create solutions to problems. Technology was incorporated through the tools that students used to plan, develop, and communicate about their STEAM projects. The theme of STEAM week this year was Sustainability in our World.
Students showed their ability to reuse and repurpose materials in the ES Upcycling Competition. They were challenged to make new items out of old materials and winners were chosen in each grade level. These winners earned 100 house points for their house. All entries were awarded 10 house points and students were invited to show and tell their upcycled projects both on campus and on Zoom. The creativity and innovation of EC and ES students is inspirational.
G2-G4 students had a virtual visit from Redress, a sustainable clothing charity based in Hong Kong. Students learned about the materials that our clothes are made from, and if these materials come from renewable or non-renewable sources. We also learned what we can do with our old clothes – we can Repair, Donate or Upcycle! G2-4 also had a virtual visit from PRAISE-HK, in which they learned about the dangers of air pollution on our health and the major air pollutants in Hong Kong. Students learned the causes of air pollution and how leading a more sustainable lifestyle can help reduce air pollution and improve the air quality for the future. They also learnt about the technology being created by PRAISE-HK and the University of Hong Kong Science and Technology to tackle air pollution.
EC and G1 students were visited by some exotic animals. Toni (also an AIS parent) from Jurassic Garage introduced our students to a huge spider, snakes, a hedgehog and more creatures during the Zoom session. In connection with sustainability, students learned about the habitats of these animals and how we can protect them. They learned the importance of keeping our land, air, and water clean so that animals like the axolotl may someday be able to breed and thrive in their natural habitat.
On campus, students in Grade 4 competed in the second annual Great Eagle Egg drop. In teams of two, the students used recycled materials to design and build a structure that could protect our eagle eggs. We dropped our structures from the 1st and 2nd floors and all of the unbroken eggs won house points!
Grade 3 students learned what made bridges strong. Students collected materials at home according to their plans and when they returned to campus, the construction began. Students worked for 2 days, constructing bridges and testing them to see how much weight they held. We learned how to address failure points to improve their ideas. Finally, the day for the bridge competition arrived and all students were able to participate and cheer each other on. All bridges were successful and students left the day feeling proud!
On campus, Grade 2 students took part in a recycled Easter Egg basket challenge and showed great engineering and creativity skills! The students also did a science experiment looking at water transportation in plants, to coincide with our current science project, 'Interdependent Relationships in Ecosystems'. At home, students participated in an at home challenge involving taking fruit or vegetable food scraps and regrowing them into new plants. They recorded their plant's growth by creating their own digital plant diaries on 'Book Creator'.
Grade 1 participated in a building challenge. As an introduction to our upcoming life science unit, students began looking at the structures of different animals and used uncooked spaghetti and marshmallows to build animals. Students focused on planning and design, building the structure, and troubleshooting when things didn't go as planned. The hardest part was not eating the marshmallows while they worked!
Grade 1 Junior celebrated STEAM by making paper planes. The little engineers learned the concept of forces of flight like lift, thrust, and weight. They demonstrated their willingness and ability to follow instructions while folding their papers carefully. The creative minds then worked on decorating their planes with beautiful designs. And then came the most exciting part when they enjoyed flying their paper planes outside their classroom. They compared and measured whose plane has gone farthest and why? Troubleshooting is what engineers do all the time. Kids came back to their classes with the thought of how they can re-engineer their folds to have a higher flight next time!
In Early Childhood 2, students used their STEAM skills and knowledge to build animal homes to protect them from predators. The students learned about animals and their needs. Animals are important for our ecosystem, and they also need a safe environment just like people. Students were creative in making animal homes with popsicle sticks and clothespins.
Early Childhood 1 students read the book "The 3 Little Pigs". They incorporated all the elements of STEAM to build a house for their animals. The goal was to make a house that can stand up best to "wolf blowing". The students used, explored and discussed a variety of materials and tools, experimenting with design and texture. They had a blast!
STEAM Week was especially memorable this year because it brought grade levels together to participate in something as a community. Students were able to connect with friends they have not seen much this year and enjoy a whole school event together. Thank you parents, teachers, and the whole AIS community for supporting a week of STEAM in Elementary School!


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Building vibrant and tolerant democracies
The statistics relating to San children in Namibia and education are shocking. Only 67 percent of San children in the country enrol in school. And only 1 percent of those children complete secondary school. Think about that for a second. And then add the fact that none of them make it to university.
These statistics – highlighted by Dr Haavashe Nekongo-Nielsen from the University of Namibia during the Indigenous Education in a Changing World conference on San education co-hosted by UNESCO, the Working Group of Indigenous Minorities in Southern Africa and OSISA in Namibia – raise a very important question for those providing education services and working in the education sector, where are we getting it so wrong?
Despite being backed up by numerous policies and legislation, from the UN Convention on the Rights of Indigenous People to constitutions at country level to several policies by Ministries of Education and other relevant Ministries, education outcomes among the San people remain the poorest of all the social groups.
Dr Jennifer Hays, an anthropologist, says the major challenge lies in the fact that education systems, content and provision is being managed by people who are not San and have no appreciation of what it means to be San and to be forced to live in a world that is foreign and a world apart from the life you know.
Right from the first day of schooling, San children have to contend with a myriad of challenges, from a culture and language shock, to unprecedented levels of discrimination by both teachers and fellow learners, to bullying, economic barriers and the long distances walked to get to the school. These are some of the key barriers that keep San children away from school.
Is it a wonder then that by the time they get to Grade 2 less than a quarter of the children who actually enrolled are still going to class?
Such statistics are not limited to Namibia. San children in other countries in the region – such as Botswana, Angola and South Africa – face similar challenges. Xhwaa Qubi, a Naro speaker from Botswana had this to say about education, "when the education system was put in place, all our children received a 12 year sentence to learn a foreign language and a foreign way of life."
The reality and truth in this statement is hard hitting but nevertheless one that cannot be undermined. Is it that education systems have imposed on the San an education system that's unable to integrate the needs of its community?
The 'Indigenous Education in a Changing World' conference was organised to try and seek alternatives that can truly integrate San children into the education system. Several proposals have already been put forward including integrating San culture and indigenous knowledge into education; using local language (mother tongue) at least in the first four years of schooling; removing all economic barriers to education like user fees; promoting inclusive education policies; and, addressing issues of bullying and discrimination in schools. But will this be enough to result in better education outcomes for San Children?
Most of the countries represented at the conference have compelling examples of initiatives they have put been in place to address these issues – yet dropout rates among the San remain very high. So what is missing?
While there is a general appreciation for the efforts made so far, there is also a general acknowledgement that most of these interventions have not addressed the core needs of San children. A major reason is that there is very little if any involvement of the San themselves when developing such interventions.
As they say in disability circles 'nothing about us, without us'. And this is equally true for interventions targeting the San. Only when the San are put at the centre of any intervention and with their full involvement and participation, will we truly achieve an education that is tailored to address their needs.
This conference has been premised on that very foundation – that the voices of the San need to be heard. Although participants have come from as far as Canada, UK and other countries within the region, the key presentations have been drawn from San organisations with several examples of practical education initiatives, by the San themselves for the San.
Maybe, that is after all what we are missing – allowing the San themselves to determine the type of education they need, how that education should be provided, when and by whom. Maybe only then, will the San children fully enjoy their right to education.ShareThis