Mental health remains the poor relation
GPs are having to deal with the rise in mental illness, and a more integrated approach to physical and mental health is vital, say Martin Lindsay and Marc Lester
GPs' surgeries see patients with mental health problems on a daily basis
GPs' surgeries see patients with mental health problems on a daily basis. Photograph: Frank Baron for the Guardian
The gulf between physical and mental health is huge, with just £11bn of the National Health Service's annual budget spent on the latter.
It's the classic iceberg syndrome, and what is starting to emerge from beneath the waterline of public awareness is just how many people are affected by mental illness at some time in their lives.
The rise in mental illness and its impact on society has long been predicted by bodies as diverse as the World Bank, British Medical Journal and Royal College of Psychiatrists. One in four of us will be affected by mental illness during our lives. Dementia will beset more than one million people in the UK by 2015, and many GPs see as many patients for depression as high blood pressure, which is the commonest physical ailment.
This increase is evident in the number of patients showing up at surgeries across north London with mental health problems.
This is reported to be as many as 50% of consultations in some surgeries, with common conditions including depression and anxiety.
It is a major concern within our profession, because GPs are often isolated and at the coalface of the problem. We see the impact of poor mental health on a daily basis and wrestle with the dilemma of what can be done within the confines of a 10-minute appointment slot.
It may be that the newly emerging clinical consortia boards provide an opportunity to redress the balance if given adequate financial resources.
One solution would be for primary and mental health trusts to pay greater attention to what GPs have to say. This would improve efficiencies without necessarily increasing costs.
A positive experience of this is our work with Barnet, Enfield and Haringey mental health NHS trust, which asked GPs what sort of additional training and support they needed.
This is, of course, limited by financial austerity, but includes the recent launch of a "one-stop" mental health referral service offering a faster, more responsive service that triages, screens and signposts patients to the appropriate service within 24 hours. This co-operative and practical approach to problem-solving is the way forward.
The trust is increasingly shaping services in alignment with primary care physicians and their day-to-day needs. This includes a primary care academy, which will provide GPs with training days, workshops and interactive multimedia events where they can learn more about various areas of mental health and share experience and best practice.
There are many reasons for the rise in incidence of mental illness, but two of the biggest contributing factors we see are the stress caused by increasing the age of retirement and the dynamics of the modern family.
Our society's fixation on material wealth and status is exacting its price as we work longer and harder, to the detriment of our own wellbeing. The global recession, and some employers' unspoken expectation that we work longer and harder, are contributing to the problem.
In our increasingly busy lives, it is worth stepping back and realising that our most valuable possession is our health. It may be a cliche, but the majority of us really don't understand that until something goes wrong.
We often give our house or car more attention than our bodies, and we see all around us the devastating impact of that behaviour reflected in the steady rise of heart disease, obesity, diabetes and a host of other largely preventable conditions.
People need to really understand that physical and mental health are interwoven. If your body is run-down and unhealthy it will affect your mental wellbeing, and vice versa.
It's about greater self-education and awareness, but it's also about ensuring that health services work more closely in partnership with one another and reflect the synergy of our own bodies and minds.
- Martin Lindsay is GP lead for mental health in Haringey, north London, and Dr Marc Lester is clinical director of Barnet, Enfield and Haringey mental health NHS trust
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Q. 124.3( 3 Votes )
Why do the centra
Answer :
The central problems of an economy arises due to three reasons:
a) The wants of the people are unlimited.
b) The resources to satisfy these wants are limited.
c) These limited resources have alternative uses.
The central problem of 'for whom to produce' means how much output should be distributed among the people. It also means the level of output a person will receive depending upon his income. So, the basic issue here lies in deciding how should the income be distributed in society.
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Stock Control Settings
You're playing an NES game, a typical sidescroller, and the control is what it usually is. A is jump, and B is run, or attack, or whatever action the developers had in mind. Breaking this conformity just for the sake of being different has the greater risk of frustrating the players, and breaking the immersion the developers otherwise worked so hard for. When these are altered, Damn You, Muscle Memory may occur. When unique new control features are added and not shown to players in tutorials, Noob Bridges may occur.
This is why we have Stock Control Settings.
Naturally, the exact control settings depend on both the genre, and the controller used. To cover the controllers, see General Gaming Gamepads. Here, the focus is mainly on the layout of the face buttons. Those come in a few varieties:
 - Single Row — Two or more buttons are placed in a (mostly) horizontal row. Systems using this include the NES, the Game Boy systems, the Sega Master System, the Sega Genesis.
 - Double Row — Two horizontal rows, one above the other. Systems using this include the Sega Saturn and arcade joysticks used to play Fighting Games.
 - Cross — Four buttons arranged like points of a cross. This was popularized with the SNES gamepad, and then became the standard for gamepads.
 - Shoulder Buttons — Two or more buttons on top of the gamepad. This was also popularized with the SNES, and became the standard.
 - Analog Stick Buttons — Activated by pushing the analog sticks into the controller. Usually written as "LB"/"RB" for "Left/Right stick Button" or "L3"/"R3" to fit in with the numbering of the Shoulder Buttons.
 - Keyboard & Mouse — Typically a QWERTY keyboard, and a three button mouse, preferably with the center button being either under the scroll wheel or the wheel itself pushed down. For the menu systems of pre-mouse games and console ports, usually confirm/toggle is Return/Enter, cancel/pause is Escape, and navigation is done with the arrow (cursor) keys.
 - On-Screen Buttons — Control schemes relying exclusively on these are awkward for many action games, but they're a practical necessity for iOS Games, where no other buttons or keys are available. This kind of control scheme was used as long ago as 1987, in the Psygnosis game Barbarian. Dungeon Master, released the same year, made it popular for Western RPGs.
This is largely unimportant in personal computer games nowadays, since PC games are expected to let the user reconfigure all of the game's controls (especially given the PC's numerous selection of niche controllers), and most of them do allow this. In the past, however (especially in the 8/16-bit era,) the bulk of games on most PC platforms had hardcoded controls. A burgeoning market in software and hardware to remap controls (even reserved ones like the Windows key) still exists from those times, many of which also allow inflexibly programmed games to be played with controllers that they weren't designed for.
 - Platformers usually have at least two buttons. One for jumping, and the other for secondary actions, which can be running, using a weapon, or interacting with the environment or other characters.
 - Single Row — If there are two buttons, left is the secondary action, while jumping is right button. If there are three buttons, jump is center, while both side buttons are the secondary action, or splitting them between different actions.
 - Some early platformers and puzzle-platformers mapped jumping to Up on the D-Pad. This is rarely done on consoles, but many of the simpler Browser-based games still do this (usually mapped to W, the Up key, or both to allow for preferences).
 - Cross — Jump is the bottom button, while there are usually two secondary actions, both split between the side buttons. A "continuous" secondary action, such as running, is typically on the left button, allowing to jump while running.
 - Keyboard & Mouse — W/A/S/D/ for movement, Jump is the space bar, while secondary actions are with the mouse buttons, and a few of the keys.
 - Q/A/O/P/Space was a popular keyboard-only setup in the days of the Sinclair Spectrum, Commodore 64 and Amstrad CPC. The Amstrad CPC allowed the "copy" key (the Left Alt key on a modern PC) for secondary actions.
 - Which sometimes made it painful for BBC Micro users to play a Spectrum game, or vice versa. BBC games tended to use the converse, Z/X/@/?/Enter, i.e. the left hand for horizontal movement, the right hand for vertical.
 - Most PC games since the dawn of the 32-bit era have stuck to inverted T-shaped key layouts (WASD, IJKL, arrows, keypad) for movement. In the 8/16 bit era, as indicated above, there were all sorts of different layouts used. Even the arrow ("cursor") keys were arranged horizontally at the time on many platforms (←, →, ↓, ↑, for Apple), though they were the standard keyboard controls for MSX games. IJKL was used as early as Lode Runner for the Apple ][.
 - A very popular control scheme for old DOS games, such as Duke Nukem, Cosmos Cosmic Adventure, and Commander Keen was to assign both Ctrl keys to jump and both Alt keys to fire or some other function ("bring out pogostick" in the case of most Keen games). This was nice since it would let you have your choice of jump to the left or right of fire. Using the Alt keys became less popular with the rise of Windows operating systems, which tended to cause minimization and accidental context menu problems with Alt, so either Z or the spacebar has taken over that role if Ctrl is used for jumping.
 - Troper Tips: Windows Key getting in your way? Try remapping Ctrl and Alt as Z and V. They're about the same distance apart.
 - Another frequent choice is Enter for either jump, shoot or some other action.
 - Many freeware platformers also use Z for jump and X for secondary action. This is also popular with users of emulators. The reason may be because this effectively gives the left hand a corresponding mirror-image role to the usual role of the right hand on a console controller. (However this may cause problems if the controls are bound to specific letters rather than specific key positions—imagine trying to reach for Z on a QWERTZ or other non-QWERTY keyboard, for example.) When more buttons are needed, players and games often use some combination of the first nine letters on the left of the keyboard (Q W E A S D Z X and C).
 - There is some amount of disagreement over whether jump should be on the other hand or linked to the up button (or whatever's mapped to it).
 - A number of PC Platformers like Abuse use the mouse for aiming or looking around.
 - JRPGs: There are four basic commands: Menu, Interact (talking to someone, examining an object, pressing a switch, etc.), Confirm, Cancel. Any extra commands depend on the game. In fact, which button is used for what basic command depends on the type of game.
 - Dragon Quest setup — Menu and Confirm are the same button. Interact is actually part of the menu. Only Cancel is its own button.
 - Phantasy Star setup — Similar to the Dragon Quest one, only Interact is separate from the menu (in the first game, it was walking up to a person/object; in the other games, it was its own button).
 - Final Fantasy setup — Confirm and Interact are the same button. Menu and Cancel are their own buttons. Oddly enough, Dragon Quest VIII adopted this setup.
 - As for the actual gamepads, it's unfortunately often varied. For example, with the Cross configuration, sometimes Confirm is the right button, and sometimes it's the bottom button. Cancel is usually the opposite, but not always. And who knows where Menu will end up.
 - There was a time when Eastern and Western control schemes were different: For Cross Western had the Interact and Confirm button on the bottom, Cancel next to it, and with the Menu over on the Pause or Start button. Eastern had them all on the cross, Menu at the top and the others switching. These blending may be adding to the unpredictability of the matter now.
 - First Person Shooters and Third Person Shooters: There are seven basic commands. Move, Aim, Fire, Run, Switch Weapon, Interact, and Menu. Typical additions are Secondary Fire, Jump, Crouch, splitting different types of interaction, and allowing two-way weapon swapping.
 - Keyboard & Mouse — Move is with the arrow keys or W, A, S, and D keys (actually called WASD). Aim is with the mouse. Fire is the left mouse button.note Secondary Fire and/or grenades and/or looking through a sniper scope and/or zoom focus is the right mouse button. Switching weapons is with the scroll wheel and/or with the numerals at the top of the keyboard. Jump is space bar, like Platformers (which often have similar setups if it's an action third person game), Interact is the E key (or sometimes the F key, such as if the game has lean commands which themselves almost always Q and E), and the other commands are located around the WASD keys. Pause/Menu is Esc.
 - Slightly less common but no less uniform are are


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Graduate STEM Fellow Profile
Timothy R. Morris
Thesis: Forbidden Subgraphs That Imply Certain Hamiltonian Properties
College/University: University of Colorado Denver
Research Advisor: Michael Ferrara
Degree Sought: Ph.D. Applied Discrete Mathematics
Department: Department of Mathematical and Statistical Sciences
Research Focus: Structures within graphs and what conditions will guarantee that those structures exist.
Description of Research
Given a family of graphs F, a graph G is said to be F-free if G does not contain any graph from F as an induced subgraph. G is hamiltonian if G has a cycle of length the order of G. G is pancyclic if G contains cycles of all lengths from 3 to the order of G. Thus the concept of pancyclicity is an extension of the concept of hamiltonicity. The concept of hamiltonicity has been extensively studied in terms of degree conditions, the relationship between connectivity and independence, and forbidden subgraphs. My research extends the forbidden subgraph condition to determine similar conditions that guarantee pancyclicity. For example, I have shown that graphs which are 4-connected, claw-free, and P10-free are pancyclic.
Example of how my research is integrated into my GK-12 experience
One example integrating my research into the classroom was a discussion of graph decompositions. I was able to define for the students a few types of graphs and discussed how to determine the minimum number of graphs of a particular type necessary to decompose another type of graph. This concept was then tied into molecular models and we discussed how this type of information could be used to determine physical properties of such molecules. This discussion showed students that mathematical modeling is useful for scientific understanding.

source: openbmb/Ultra-FineWeb


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Abandoned mineshafts could be used to heat Glasgow
by James Morgan
15 February 2013
In certain cases, it will be necessary to dig up streets in order to install new pipes and cables. I think that working out how to do this will prove to be the biggest challenge. However, a lot of our work is likely to be carried out in conjunction with new developments in which a centralised heat-pumping system will distribute water around houses and offices.
Experts from Glasgow Caledonian University (GCU) believe that disused coal mines could help to solve the problem of fuel poverty within Scotland's largest city. The researchers, whose work is being partly funded by ScottishPower Ltd, suspect that the warm water contained within Glasgow's abandoned mineshafts can be used to heat roads, pavements and homes.
This might sound too good to be true, but Glasgow wouldn't be the first city in the world to adopt such an approach. Hamburgers and Stockholmers already enjoy similar systems that take advantage of the geothermal energy beneath their feet. If the team – led by Project Director Dr Nick Hytiris, Senior Lecturer at GCU's School of Engineering and Built Environment – concludes that Glasgow is a suitable candidate for such a system, it has been calculated that the subterranean water supply could provide heating for approximately 40 per cent of the city's population.
To find out more about the benefits that might result from this network of almost-forgotten mineshafts, I spoke to GCU's Bjørn Aaen, a participating researcher and former technical advisor to Glasgow City Council. I began by asking how he and his colleagues plan to identify reservoirs with the potential to fuel this under-street heating system.
"We will begin by studying the maps that have already been developed by Glasgow City Council and the British Geological Survey (BGS)," Aaen replied. "These 3D models are really detailed representations of subterranean Glasgow, and they show that there are reservoirs of water stored within the city's old mine workings. The trick will be to identify the best reservoirs to use. Utilising very shallow mine workings, for instance, could cause problems relating to instability. Having said that, any water that we draw from reservoirs will be pumped back again, so there should be very little overall change in volume.
"Even so, it might be more sensible to choose reservoirs that exist at a depth of about 50m or so," he continued. "At these levels, the temperature doesn't tend to vary with the seasons. You don't have to go very deep into the ground to find water with a temperature that remains stable all year round."
Of course, assuming that Aaen and his colleagues do find a sufficient number of reservoirs to make this project economically viable, it still remains for them to pump the warm water to the places in which it is needed. I asked how difficult it would be to integrate such a system within Glasgow's already bustling underground infrastructure.
"To some extent, this depends on the distance that the water has to travel," Aaen explained. "In certain cases, it will be necessary to dig up streets in order to install new pipes and cables. I think that working out how to do this will prove to be the biggest challenge. However, a lot of our work is likely to be carried out in conjunction with new developments in which a centralised heat-pumping system will distribute water around houses and offices. For example, we are going to be working in the Clyde Gateway Regeneration area; the largest regeneration area in Scotland. As we will be starting from scratch, installing geothermal heating systems will cause very little disruption. Naturally, we will do our best to avoid digging anything up without good reason."
In the United Kingdom, a household is said to be in fuel poverty if – in addition to meeting the costs of utilities such as lighting, appliances, cooking and water heating – it spends more than 10 per cent of its income on maintaining a satisfactory heating regime.1 During recent years, energy prices have risen at a faster rate than the average income in Glasgow, leading to higher levels of fuel poverty across the city. Indeed, according to the 2008 Scottish House Condition Survey, 25 per cent of Glaswegian households are 'fuel poor'.2
In light of such statistics, I asked Aaen about the extent to which this initiative will provide heating for domestic purposes? How many people could benefit from Glasgow's geothermal energy resource?
"It has been calculated that during a 100-year period, up to 40 per cent of Glasgow's heating needs could be met by this energy resource," he replied. "It has the potential to make fuel costs more affordable for huge numbers of people. Moreover, there is existing evidence to this effect. The residents of Glenalmond Street have had this system installed for over a decade now. Whilst I am only talking about 17 houses – it is quite a small setup – the residents have reported that their heating bills have dropped to approximately £150 per year. Heating homes in this way is much cheaper than using gas or electricity."
Finally, I asked Aaen whether other UK cities are likely to follow suit if he and his colleagues find Glasgow to be a suitable host for this expansive geothermal heating infrastructure. As he explained, locations across the home nations could take advantage of their mining heritages.
"There are numerous towns and cities that exist above old mine workings similar to those that can be found beneath Glasgow," Aaen concluded. "Places across Central Scotland, England and Wales could certainly benefit from the same type of technology. After all, the remnants of mining past are spread widely across the UK and beyond."
1 'Topic guide to: Fuel Poverty', UK National Statistics
2 'Fuel poverty', Understanding Glasgow: The Glasgow Indicators Project

source: HuggingFaceFW/fineweb-edu


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1st Grade Research and Inquiry Resources
- Children will use the Internet to learn that some animal babies need parental care after birth, while others do not.
- Children will learn about baby birds whose parent cares for them after birth and baby snakes whose parent does not care for them after birth.
- Children will match baby animals to the parents that care for them.
- Have children look again at Website. Discuss what other animals stay with their moms after they are born. For example, cows, horses, most other mammals and birds. What animals do not need their parents after birth? For example, most reptiles and fish.
- Talk about male animals that also take care of their young, such as the Emperor Penguin.


Some notes on desistance research
Epistemic status: To make sure I got this post right, I asked Michael Bailey for comments. I edited my initial draft based on his feedback, and he agrees completely with this version.
Also, I guess this post means that the followup that I promised for my last post will have to wait a bit.
"Desistance", in the context of research by Zucker et al, refers to a very specific phenomenon. The topic is still an open research area, so it is difficult to say anything for sure. However, desistance research specifically applies to early-onset gender dysphoria, which is strongly associated with gender nonconformity. The association with gender-nonconformity makes it easy to assume that highly GNC kids will eventually turn out transgender, but in practice they are usually observed to outgrow this and end up happy with their sex. This specifically is the phenomenon that is covered in desistance research. Not much is known about why they are so strongly correlated, but some researchers believe that the gender-nonconformity can be a reflection of the dysphoria, and that encouraging it may cause the dysphoria to persist. This specific pattern of desistance is observed only for early-onset gender dysphoria, and it likely relies on specific characteristics of the dysphoria that are not seen in other forms. As a result, there is little a priori reason to expect it to generalize to other forms of gender dysphoria, unless these forms of gender dysphoria also have specific characteristics that would imply a high likelihood of desistance.
In particular, desistance research does not apply to autogynephilic gender dysphoria. Not much is known about the specifics that distinguishes dysphoric autogynephiles from non-dysphoric ones, but equivalent phenomena to desistance have not been consistently observed for them (and is unlikely to ever be observed, even if it does exist, as properly identifying and evaluating autogynephiles in the relevant period is very difficult). Autogynephilic gender dysphoria has, however, been observed to disappear in some cases, but this is not a consistent and reliable phenomenon in the same way that desistance from gender nonconformity seems to be.
The research also does not apply directly to "rapid-onset gender dysphoria". There is currently no research on the desistance rates of ROGD. However, if the model that rapid-onset gender dysphoria is to a large degree caused by social contagion is true, then this creates a large possibility for desistance under the right circumstances, as the gender dysphoria is not purely due to permanent characteristics of the person in question, but instead also due to mutable social environment. If the social contagion model is incorrect, there is very little reason to expect desistance to happen. There is almost no research on the validity of the social contagion model for rapid-onset gender dysphoria, but there are many anecdotes that make it seem somewhat plausible.
The specific ways that desistance might work in early-onset gender dysphorics also means that if children who *could* desist instead go on to transition, they will likely not experience regret from transition, but will instead simply not desist. This has a number of implications. It means that the harm of transition will be limited to the problems associated with being a transgender person rather than a gay person, rather than implying regret and future detransition. However, it also means that if someone who could've desisted ends up transitioning, it becomes easy for people to mistakenly think that the transition was a huge success because the patient is very happy with the outcomes, when actually the patient could have been just as happy if they didn't transition. And lastly, it also implies that interventions which do not permit unlearning gender-nonconformity and atypical gender identity – for example ones where gender-nonconformity is highly encouraged – might very well prevent desistance.
Rates of autoandrophilia among FtMs
Let's talk about the rates of autoandrophilia I've observed among FtMs. I've had a few different approaches for assessing this, so it's probably worth going through things in detail. Arguably, the most direct was asking about it directly:
Rates of transmasc autoandrophilia in the Transmasculine Sexuality Survey.
For counting this properly, I exclude the third question, since it could conceivably by interpreted as assessing gynephilia, rather than autoandrophilia. Doing this, the total autoandrophilia rate in the survey was 74% (n=31). However, one problem with this survey is that I shared it to a nonbinary subreddit, and so it is possible that some NBs responded too, which might make the data hard to interpret. If I exclude those who didn't pick "male" as one of their gender responses (I allowed multiple, including "nonbinary", "genderfluid" and "questioning"), I get a rate of 71% (n=14), essentially the same.
It may be informative to also consider the frequency of autoandrophilic fantasies from this group. I won't include this when counting the rates, though.
Transmasc pre-identification AAP fantasy rates according to Transmasculine Sexuality Survey.
Another survey with a very straightforward methodology was in my Survey of Traits You Are Attracted to or Would Like to Have. Unlike the previous survey, this was targeted at reddit in general, not just transmascs, and so it may have a better accuracy distribution-wise. In this survey, I also asked rather directly whether they found being male hot:
Autoandrophilia in transmasc participants of Survey of Traits You're Attracted to or Would Like to Have.
Again, the rate of affirmative answers was 74% (n=27). If we exclude the nonbinary participants, the rate increases to 89% (n=9). One nice thing about this survey is that I also asked about "sexual fantasies about being the opposite sex", so this gives us a way of assessing whether these yield the same sorts of results. The problem is that some trans men will interpret "sexual fantasies about being the opposite sex" as referring to sexual fantasies about being female, so it's important to figure out how big this problem is.
For the record, the equivalent MtF numbers are 95% (n=19) and 90% (n=10).
In this survey, arousal to fantasies about being the opposite sex wasn't very strongly associated with autoandrophilia (r~0.28). In fact, it was more closely associated with the autogynephilia measure (r~0.39), despite the fact that the concept of autogynephilic transmascs is… weird. I found that 70% of the ones who got positive scores on the AAP scale also got positive scores on the scale assessing A*P by asking about "opposite sex", but 43% of those who got zero scores on the AAP scale still got positive scores on the A*P scale. Not great.
Another survey with a slightly less direct approach was my Can you look at some porn For Science? survey, which was about exactly what it says in the title. Before presenting the erotic material, I asked a number of questions about paraphilias, including "Picturing myself as the opposite sex, or with certain physical features of the opposite sex" and "Picturing an attractive man and imagining *being* him". The latter seemed to work for assessing autoandrophilia in women; assuming the former question assesses AAP perfectly (dubious), the latter had r~0.72 correlation with AAP, 15% false positive rate, and 21% false negative rate.
Amount of autoandrophilia in the transmascs in the porn survey.
68% of transmascs (n=22) and 75% of FtMs (n=8) reported AAP according to this measure. This survey also allows us to revisit the approach of asking about "opposite sex". It had a correlation of r~0.5, and the rate of positive answers to this among those who had given positive answers to the other AAP question was 80%. Meanwhile, the rate of negative answers to this among those who had given negative answers to the other AAP question was 14%. This is a far higher validity than was observed in the other survey. On the other hand, the equivalent numbers when comparing with the AGP question are 0.37, 91% and 29%, which is still a pretty strong connection, so asking about "opposite sex" probably isn't great.
The MtF rates of autogynephilia here were 76% (n=33) and 82% (n=23).
So far, this suggests an AAP rate of 68% to 74% (weighted average: 72%, n=80) for transmascs in general and 71% to 89% (weighted average: 77%, n=31) for FtMs. Of course, these numbers should be taken with a grain of salt; for example, there may be some misreporting, where some AAPs report not experiencing AAP. In addition, there is a troubling problem that needs to be taken into account, and which I will address in my next post.
Gender information collaboration project
Right now, a lot of politics about issues relating to transgender and gender nonconforming people are intense and not very forgiving. There's very little trust, and understandably so, as a lot of people have been hurt in many ways by the current situation.
I don't


Diversity efforts in lacrosse slow to pay off, but it's a start
June 17, 2013|Mike Preston
When Chazz Woodson, a midfielder for Major League Lacrosse's Ohio Machine, stated recently that a racial epithet had been directed at him three times during his collegiate career at Brown, once by an opposing player and twice by teammates, the old myth about lacrosse resurfaced.
There was and still is a perception in some parts of the black community that white players dominate lacrosse because the affluent in the sport limit the opportunities for black and other minorities to play.
Only 1.9 percent of Division I mens' lacrosse players are black.
"People kind of like to brush it under the table and say that kind of thing never happens or there's none of that in this sport," Woodson was quoted in the New York Times about the epithet. "But there is. It's still very much alive."
He is probably correct to some degree, but I don't think it's overwhelming. Nor do I believe there is a conspiracy to keep African-Americans from playing lacrosse. In fact, the only race stopping African-Americans from playing lacrosse are African-Americans.
It's not all about race, but more about exposure. As the sport continues to grow in the African-American community, so will the number of college players. It is basic math, but with a grass root problem.
As young children, African-Americans are more likely to play football or basketball than lacrosse because those sports are more prevalent in black neighborhoods and cheaper to play. Lacrosse is played year round which requires parents to invest in equipment as opposed to football which is played only in the fall and the equipment is provided by most recreation programs and high schools.
By the time they get to high school, lacrosse is foreign, especially playing with a stick.
There are other problems, too.
Athletic directors pour more money into the sports where participation is higher, and lacrosse is often treated as the ugly stepchild in most black high schools. It's not unusual for most coaches to have to walk the halls looking for players to fill out their rosters.
I would know. I coach at New Town, a predominantly black high school in Owings Mills. Players seem more willing to be disciplined by the vice principal than play lacrosse. If we can get 25 players, that's a good year.
Fortunately, more African -Americans are starting to play at a younger age, but it's a long process before they can develop that skill set to play college lacrosse. Compared to 20 years ago, it is still a major improvement with the success of players like Sam Bradman, Rhamel and Shamel Bratton, Maxx Davis, Woodson and Kyle Harrison.
Regardless of the time or year, there is always going to be some sort of racism. Two years ago, one of my former players was called the n-word by a New Jersey player, and told that his "kind shouldn't be playing lacrosse."
I've had situations in other states in summer league tournaments where referees wouldn't acknowledge me as the head coach and would only talk to my assistant. We laughed about it and at one time he used my name. There are idiots everywhere and you're never going to get rid of them all. They exist in every sport, not just lacrosse.
But that's the extreme, not the norm.
There are some changes that need to be made. Coaches at the high school and college level need to give African-American players more time to develop stick skills instead of being so quick to put them on the defensive midfield because of athleticism. Club team executives should charge less and offer more scholarships to those families who are struggling financially.
Some mistake those enormous fees for racism. It's called greed.
But overall, there aren't too many complaints, not nearly as many when Morgan University was putting a competitive team on the field in the 1970s.
I've seen way too many strong efforts put forth to help change the face of lacrosse. I've watched Johns Hopkins officials work with Westinghouse Corporation to form the Baltimore City Middle Schools League in the 1980's, and then watched as hundreds of inner city kids participate in the Charm City Youth Lacrosse clinics on Saturday mornings throughout this spring.
US Lacrosse has also made funds available for programs that were struggling financially if they applied and local college coaches have contributed equipment and other resources in building programs.
Is the sport perfect?
No, but lacrosse has made tremendous strides. You can't always see it on the field, but the best is yet to come. Lacrosse is a sport that had a lot of stereotypes but there is no need to believe some of them anymore.
Perception isn't always reality.
Baltimore Sun Articles


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The culmination of this particular research intends to analyze U.S. Supreme Court Chief Justice John Marshall's judicial opinions with historical perspectives. Special emphasis is placed upon Marshall's motives for promoting the interests of the national government over the interests of the individual states and their respective governments and the interests ofthe federal judiciary over its fellow branches. Overall, it can be successfully argued that Marshall's influence was not to promote the individual branch of the federal judiciary, but rather promote the necessity of a strong national government. The research utilizes primary and secondary sources including Marshall's judicial opinions, his personal correspondence, and his autobiography. The overall purpose of the research seeks to achieve a sense of Marshall as a historical actor rather than the American iconic figure one generally associates Marshall as being.
Civil Procedure | Constitutional Law | Legal History, Theory and Process
Carver, Mattea C., "The Monumental Ally: Chief Justice John Marshall and the Protection of the United States Constitution" (2008). Honors College Capstone Experience/Thesis Projects. Paper 103.


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Definition of Green gland
1. Noun. One of a pair of glands (believed to have excretory functions) in some crustaceans near the base of the large antennae.
Green Gland Pictures
Click the following link to bring up a new window with an automated collection of images related to the term: Green Gland Images
Lexicographical Neighbors of Green Gland
Literary usage of Green gland
Below you will find example usage of this term as found in modern and/or classical literature:
1. Report of the Annual Meeting (1880)
"This same green gland has been studied by Professor Huxley and Mr. Martin, who, in an elementary work on practical biology, describes it as a soft greenish..."
2. The Crayfish: An Introduction to the Study of Zoology by Thomas Henry Huxley (1880)
"... gg. green gland, exposed in A on the left side by the removal of its sac ; ima, intermaxillary or cephalic apodeme ; ces, oesophagus seen in transverse..."
3. The British Flower Garden: Containing Coloured Figures and Descriptions of...by Robert Sweet by Robert Sweet (1838)
"... on a sort of green gland ; filaments very short and slender : anthers linear, opening at the point for the exclusion of the yellow pollen...."
4. Comparative Anatomy and Physiology by Francis Jeffrey Bell (1885)
"This is the so-called " green gland" of the crayfish, where it presents the following characters. An orifice, large enough to admit a fairly stout bristle,..."
5. The Century Dictionary: An Encyclopedic Lexicon of the English Language by William Dwight Whitney (1889)
"Green-gland, a special excretory gland of the crawfish and other crustaceans,... The green-gland alone is distinctly similar to a renal excretory organ...."
6. The American Monthly Microscopical Journal by Chas. W. Smiley (1888)
"simplicity, though one sufficiently unlike the green-gland to require an en... The wall of the cavities, as in the green-gland, was found to shut out the..."
7. Bulletin of the Essex Institute by Essex Institute (1889)
"... must be derived from the ectoderm,unless the duct form long before the rest of the gland. Ishikawa's observations on the origin of the green gland of..."
8. The Microscope: An Illustrated Monthly Designed to Popularize the Subject of (1886)
"Did they describe the methods by which certainty was obtained, one could have more confidence in the results. The Green-gland of Crustacea...."


Converting to Percentiles and Back (1 of 4)
If the mean and standard deviation of a normal distribution are known, it is relatively easy to figure out the percentile rank of a person obtaining a specific score. To be more concrete, assume a test in Introductory Psychology is normally distributed with a mean of 80 and a standard deviation of 5. What is the percentile rank of a person who received a score of 70 on the test?
Mathematical statisticians have developed ways of determining the proportion of a distribution that is below a given number of standard deviations from the mean. They have shown that only 2.3% of the population will be less than or equal to a score two standard deviations below the mean. (click here to see why 70 is two standard deviations below the mean.) In terms of the Introductory Psychology test example, this means that a person scoring 70 would be in the 2.3rd percentile.
normal distributiion
This graph shows the distribution of scores on the test. The shaded area is 2.3% of the total area. The proportion of the area below 70 is equal to the proportion of the scores below 70.


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From Our 2008 Archives
Corneal Transplants Can Carry Infection Risk
Latest Eyesight News
TUESDAY, Feb. 12 (HealthDay News) -- People who donate corneas are giving the gift of sight, but they may also be passing along a serious infection to the recipients, a new study finds.
This infection, called endophthalmitis, most commonly comes from donors who die in a hospital or had cancer, according to the report in the February issue of the Archives of Ophthalmology. Endophthalmitis is a rare but serious complication of corneal transplant surgery and can result in loss of vision or blindness in the affected eye.
"A national study over a decade showed that serious infection with endophthalmitis, after corneal transplant surgery, is uncommonly reported, but can be caused by a range of microbes, including bacteria and fungi," said study co-author Dr. Kirk R. Wilhelmus, a professor of ophthalmology at Baylor University College of Medicine in Houston. "The chance for infection is higher if eye tissue donations came from decedent donors who died in the hospital or with advanced cancer," he added.
For the study, the researchers used data from a registry that collected information on cases of eye infection after transplants done between 1994 and 2003. Over the 10 years, eye banks distributed 340,174 corneas in the United States and 109,009 in other countries. There were a total of 162 cases of endophthalmitis reported during that time.
The odds that someone was infected by a donor who had been hospitalized were three times greater when compared with a recipient who was not infected. Moreover, getting an infection was substantially more likely if the donor had died from cancer, the researchers found.
Although infections are rare, they do occur, and may be due to infections picked up in the hospital. "Donor tissue can harbor microorganisms that can persist despite antiseptics, sterile procedures, and antibiotics," Wilhelmus said.
Still, corneal transplant surgery is largely a safe and effective procedure, but infection is possible Wilhelmus said. "Eye banking procedures appropriately include quality control procedures for screening potential donors," he said.
To reduce the risk of infection, donors who had blood or other infections are often not allowed to donate corneas. Also, antiseptic tools are used when removing the cornea from the donor and preserving it before transplant.
One expert thinks that because the risk of infection is so small, patients should not fear having corneal transplant surgery.
"The number of infections is very small," said Dr. Joel Sugar, a professor of ophthalmology and visual science at the University of Illinois at Chicago Eye Center and author of an accompanying editorial in the journal. "The Eye Bank Association of America has a very stringent and effective system for reporting such cases."
People who die in hospitals or from cancer make up the largest number of cornea donors, Sugar noted.
"To eliminate those categories for this low-risk event does not make sense. It does highlight, however, the ongoing need to be vigilant in looking for risk factors for infections and doing everything we can to reduce the frequency of infections, even though they are exceedingly small," he said.
Another report in the same issue of the journal concludes that older white people are more likely to develop advanced forms of age-related macular degeneration than black people.
In the study, Dr. Susan B. Bressler, of Johns Hopkins University School of Medicine, and colleagues found that whites 65 and older were more likely to have advanced macular degeneration than blacks -- 1.7 percent versus 1.1 percent, respectively.
What's more, a form of macular degeneration called geographic atrophy was more common among whites than blacks -- 1.8 percent compared to 0.3 percent, the researchers found.
"Such data strongly suggest that white individuals are more likely to progress to advanced vision-disabling age-related macular degeneration (certainly to geographic atrophy) than black individuals," Bressler's team concluded. The researchers also suggested that blacks may have a mechanism that protects them from age-related macular degeneration and other eye problems.
SOURCES: Kirk R. Wilhelmus, M.D., Ph.D., professor, ophthalmology, Baylor University College of Medicine, Houston; Joel Sugar, M.D., professor, ophthalmology and visual science, University of Illinois at Chicago Eye Center; February 2008 Archives of Ophthalmology
Copyright © 2008 ScoutNews, LLC. All rights reserved.
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Explosion protection for optical radiation in hazardous locations
Three protection schemes are under consideration.
Industry uses optical equipment for surveying, communications, sensing, and measurement. Often the installation is inside or close to potentially explosive atmospheres, and radiation from this equipment may pass through these atmospheres, exposing them to a potential ignition source. The explosive mixture may absorb the radiation, leading to a local temperature increase or photochemical process, and ignition or focused laser radiation may cause formation of plasma capable of causing ignition.
In practice, the greatest danger is absorption of the radiation by a solid target (surfaces or particles), causing the heated surface to become an ignition source.
The International Electrotechnical Commission (IEC) has set up Working Group 8 to develop requirements for optical equipment used in hazardous atmospheres.
Continuous wave radiation
Several publications, including a European standard, deal with ignition of explosive fuel/air mixtures by optical radiation. The most likely ignition hazard is a local temperature rise caused by light falling on radiation-absorbing materials.
In view of this mechanism, the European Commission has sponsored a research project to determine limiting values for continuous-wave radiation sources intended for use in potentially explosive atmospheres. Researchers investigated various radiation sources, target materials, and explosive mixtures to obtain minimum values for the radiant power and irradiance capable of causing ignition; 50 milliwatts (mW) has been found to be the lowest igniting radiant power, including explosive mixtures with very low minimum ignition energies and autoignition temperatures. We consider radiation an ignition source if the radiated power is greater than 35 mW or the peak radiation flux is more than 5 mW per square millimeter (mm2).
We have completed additional research, including pulsed optical sources and a combustible target. The findings affirmed the results of the initial research, even when the targets were combustible. Unfortunately, the results show no clear structure similar to the explosion group/temperature class system of IEC/CENELEC (EN50014) or CEN standards (prEN 13 463). On the other hand, ignition of gases in explosion group IIA in combination with temperature classes T1, T2, or T3a requires a minimum of 200 mW for flammable liquids. As this combination covers the majority of flammable gases and vapors, a power limit based on these findings would help considerably in practice.
In the special case of methane, recent research has shown a linear relationship between fiber diameter and minimum igniting power for diameters greater than 100 micrometers (µm). With smaller fibers, the minimum igniting power levels off.
We have investigated pulsed radiation using using two independent methods, relying on a Nd/YAG laser in both cases. We affixed inert and combustible target materials to the end of
62.5- and 400-µm fiber-optic cables or focused the unconfined laser radiation on a small spot on the target material. This resulted in lower ignition energies than with a coated fiber end target.
For the fiber-optic arrangement and laser equipment used, we found that ignitions with 70-microsecond spiked pulses were the most hazardous case. A plasma spark generated on the target material was the primary cause of ignition. Radiative ignition energies may approach the electrical ones, but under normal (atmospheric) conditions they will not fall below the latter. With carbon black as target material, "optical minimum ignition energies" for the combustibles hydrogen, propane, diethyl ether, pentane, and carbon disulfide were a factor of only 2.4 to 9.3 higher than the electrical ones.
Working Group 8 is discussing three protection concepts. The first is inherently safe optical radiation. Based on the research results, the working group is considering experimental ignition threshold values. Continuous wave devices radiating in the visible and near infrared range are unable to ignite a surrounding explosive atmosphere, provided the radiated power is less than 35 mW or the peak radiation flux is less than 5 mW/mm2.
These values are a factor of about 1.5 below the experimental ignition thresholds for the most easily ignited gases or vapors. The above limits, therefore, cover all flammable substances in the explosion hazardous locations. Different values of power and flux may, however, be appropriate for the following:
- Pulsed or intermittent light sources
- Resonance absorption of the radiation in the explosive atmosphere
- Specific mixtures (e.g., oxygen-rich mixtures)
- Devices that emit radiation from an area less than 3 x 10-5 mm2
- Where sensitive substances (explosives, pyrotechnic, and unstable compositions, etc.) are present
One of the questions addressed by the second European research project was classification of gases and vapors. The results have shown there is no direct relationship between the established gas groups and temperature classes and the safe levels of optical power or irradiance. However, all gases and vapors belonging to Group IIA (IEC), Group D (National Electric Code), and temperature classes T1, T2, and T3 (with autoignition temperatures above 200°C) could not be ignited with an optical power below 200 mW, even with small fiber diameters.
When deducing safe limit values from these results by applying a safety margin, engineers must consider the absorptivity and combustibility of the target material, as well as the mixture temperature. A power limit of 150 mW, representing a safety margin of about 2 compared with the lowest igniting power value, is appropriate for fiber-optic instrumentation used in mines, where explosive methane/air mixtures (and coal dust/air mixtures) may occur.
Meeting safety needs
Two cases have to be evaluated for the safety assessment of electrical/optical equipment:
- The optical radiation source is part of a piece of electrical equipment for use in the hazardous (classified) location. Examples are bar-code readers, scanners, data transmission links, and laser pointers to mark measuring points. The electrical equipment must comply with the relevant standards requirements for equipment used in explosive atmospheres.
- The radiation source is located in the safe area. Only the optical radiation, in a free beam or an optical fiber, enters the explosion hazardous location. Examples are spectroscopic analysis of chemical substances and counting systems using optical fibers or level gauging. Here, the source of optical radiation is assessed similarly to an "associated apparatus" in type of protection intrinsic safety "i."
Researchers installed a test setup that allows computer-controlled measurement of the radiant power and pulsed energy of optical sources. Specially designed programmable power sources control semiconductor laser diodes and infrared light-emitting diodes. Further, researchers may vary the enclosure temperature of the diode.
Among the most important results is that semiconductor laser diodes are quite capable of emitting a higher radiant power than the maximum radiant power specified in the data sheets. The data sheet values refer to "kink-free" operation, a nonlinear path for the plot of the radiant power vs. the DC current above the maximum rated power. For the safety assessment, however, engineers must consider a failure in the supply circuit. Because the maximum emitted radiant power depends on the individual sample, the maximum value derived from 10 samples of the same laser diode type is used.
Engineers must perform a practical test if they can't directly observe the threshold values of radiant power or peak radiation flux. Key parameters for the procedure are shape and volume of the test vessel, target materials, power measurement, test mixtures, mixture temperature and pressure, and ignition criteria. Engineers must provide a safety factor, too, because ignition by a small hot surface contains considerable statistical deviations.
The second concept, "inherently safe optical radiation," covers a lot of optical-beam applications and relies on ignition of gases and vapors by particles or surfaces heated by irradiating beams. An explosion occurs only if all the following are present simultaneously:
- Flammable gas or vapor cloud
- Radiating source of the duration and intensity needed to cause ignition
- Appropriate target particle or surface
Complying with the threshold values for the radiated power or the peak radiation flux assumes that all other conditions for an ignition are optimal. When radiation is inside optical fibers or some other medium, however, and there is no possibility of mechanical damage or breakage, there will be no ignition.
If a fiber run is in a Zone 1 hazardous location with the protection required for electrical cables with nonintrinsically safe voltages/currents, then the installation is safe regardless of the irradiance values. The coupling devices and radiation source are located in the safe area in this case or are otherwise protected. Another possibility is to keep the optical radiation inside an enclosure that is protected similarly to electrical equipment.
A third way to prevent critical radiation from becoming an ignition source is the use of cutoff systems that switch off the radiation source at the transmitter if reception at the receiver is lost. The designers must consider the operating delay of interlocks and the reliability and period between inspections that would detect failed elements.
The thermal time constant of the target must be compared with the operating delay of the cutoff system. If the latter is higher than the reaction time of the interlock, ignition risk is low. In case of fiber breakage or other failures, designers should assume at the first instant there is no target at the broken end of the fiber to absorb optical power.
Working Group 8 welcomes comments on this concept from industry, users, and others. IT
Figures and Graphics
Behind the Byline
Dr. Heino Bothe is head of Department 3.3, Physikalisch-Technische Bundesanstalt, Braunschweig, Germany.
Dr. Ulrich Johannsmeyer is head of Section 3.42, Physikal


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Virological electron microscope methods
Faecal (stool) samples.
For electron microscope (EM) examination, viruses contained in faecal samples normally have to be concentrated and partially purified.
Samples of diarrhoea or stool are emulsified in saline and centrifuged at low speed to sediment large pieces of debris and most bacteria. The supernatant is then spun at high speed (high 'g') in an ultracentrifuge to sediment any viruses into a pellet at the bottom of the centrifuge tube.
The supernatant from this step is discarded and the pellet resuspended in a small volume of liquid. A drop of this resuspended pellet is placed on an EM specimen grid coated in a very thin layer of plastic, which supports any viruses in the sample. After being allowed to settle, excess fluid is blotted off, the grid washed in distilled water and the adherent viruses stained using a heavy metal salt solution (usually phosphotungstic acid).
The grid is then examined at high magnification (40,000 to 60,000 times) which allows recognition by the electron microscopist of characteristic virus symmetry and morphology.
In cases where the skin shows lesions or blisters thought to involve a virus infection (such as chicken pox), then some fluid can be aspirated from these lesions and placed on a coated electron microscope specimen grid.
After staining, the grid is examined under an electron microscope for viruses such as Herpesviruses, Poxviruses or Papillomaviruses (wart viruses).
As these viruses are generally much larger than those found in cases of gastroenteritis (diarrhoea and/or vomiting), a lower magnification (about 40,000 times) is used for screening.
The left thin-sectioned image shows where these viruses assemble in infected cells, and the right negatively-stained image allows identification as a polyomavirus. Each virus capsid is about 45nm in diameter.


Universiteit Leiden
nl en
Third time's a charm: ERC Advanced Grant for Marc Koper
Electrochemist Marc Koper has been awarded an ERC Advanced Grant of 2.5 million euros for research into chemical reactions driven by electrodes and electricity. He hopes that new insights will make it into the textbooks and help design green processes, such as making fuel from greenhouse gas.
'It was certainly a very happy announcement,' says Marc Koper, Professor of Catalysis and Surface Chemistry. 'With the ERC Advanced Grant, the chance of acceptance is around ten per cent. I was hopeful, but you have to wait and see. The competition is simply tough. I have submitted two previous proposals and only the third was successful.'
The importance of electrochemistry
Koper researches electrochemistry: chemical reactions driven by electricity and electrodes of metals such as platinum and iridium. A classic example of such a reaction is the electrolysis of water, in which oxygen is produced at one electrode and hydrogen at the other.
Electrochemistry may be far removed from everyday life, but industry produces caustic soda and chlorine from simple table salt. In Rotterdam's Botlek district, electrolysis plants produce 800 million kilos of chlorine gas annually, which is indispensable in the manufacture of toilet cleaners, mattresses and rain pipes. 'Electrolysis of seawater to make hydrogen as a fuel is also receiving a lot of attention at the moment,' says Koper. 'And a lot of research is being done on the electrolysis of carbon dioxide and water to make fuel or chemicals.'
Theory seems wrong
The ERC proposal deals with matters that are still not understood: what exactly happens in the boundary layer where the electrode and the solution come into contact? 'There has always been a tendency to look primarily at the surface of the electrode, but I want to understand the role played by the electrolyte, the solution with ions. Once we understand that better, you can ask the second question: how does that interplay affect the reaction rate? I am not the first to ask these questions, but there is still surprisingly little understanding. Last year, we carried out several experiments that showed that the prevailing theories are not entirely correct. I took that research as the starting point for the proposal.'
You can leave our website to view this video.
Tiny needle
With the ERC's 2.5 million euros, his group can appoint four PhD candidates and three postdocs over the next few years. They will use all sorts of techniques to study the electrochemical phenomenon: an AFM microscope that uses a tiny needle to map the boundary layer near the electrode, for example. Another technique examines the reaction from a distance using a beam of X-rays.
From knowledge to application
Together with electrical measurements, all these data should provide a better picture, says Koper. 'We are also going to process these data in modelling studies and computer simulations. I suspect that if we have a better understanding of the mechanisms, we can also improve electrochemical processes in practice. My interest lies mainly in answering scientific questions, but in electrochemistry, concrete applications are always close at hand.'
According to Koper, electrochemistry still offers plenty of new opportunities. Think of the production of raw materials that we currently manufacture with a lot of heat and energy from petroleum. Chemists are researching how they can convert carbon dioxide directly into alcohol, for example. 'It would be great if we could eventually replace contemporary chemistry with a process that uses renewable raw materials, green electricity and low temperatures.'
One of the more recent ideas is making ammonia from wastewater with nitrate. This would be a useful alternative to the production of artificial fertiliser, and at the same time would solve a huge waste problem. 'Electrochemically speaking, the reduction of nitrate to ammonia is not that complicated, but a lot of work is still needed to make the process economically profitable.
New opportunity
Koper hopes in the first place that his new research will yield knowledge that eventually will find its way into the textbooks. 'Nowadays, the free space for pure scientific curiosity is a luxury. I do have some opportunities to tackle interesting fundamental questions, but not nearly everything. I get that opportunity thanks to this proposal.'
Text: Arno van 't Hoog
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A valuable book that initiates exploration and stimulates the reader's creativity and resourcefulness!
Physical education teachers and activity/recreation directors find GAMES for People With Sensory Impairments: Strategies for Including Individuals of all Ages to be practical, relevant, and realistic. Adapted physical education (APE) professors find it to be a valuable tool when teaching future APE teachers. For novices, this publication provides a wealth of information on what to do, how to do it, and why. The authors, Lauren Lieberman and James Cowart, draw on their extensive experience in teaching students of all ages who have visual impairments, blindness, deafblindness, and multiple disabilities.
The book's Game Finder helps teachers locate games and activities that are appropriate for their students. The Game Finder Key identifies each game by name, category, sport skill, physical and motor fitness, and fundamental motor patterns and skills. The games and activities included in the book are creative innovations submitted by 15 outstanding teachers, coaches, and leaders who work in schools or programs for students who have sensory impairments.
The binder allows game pages to be removed for easy use in the gym, on the field, or poolside. The game pages are printed on heavier paper stock to accommodate frequent handling. Both the large print and braille versions contain a CD-ROM with an HTML file.
Catalog Number: 7-08609-00
Click this link to purchase GAMES for People With Sensory Impairments.
APH Shopping Home: _URL_ American Printing House for the Blind, Inc.
1839 Frankfort Avenue
Mailing Address: P.O. Box 6085
Louisville, Kentucky 40206-0085
Toll Free: _PHONE_
Web site: _URL_
APH Shopping Home: _URL_


Harry Potter Wiki
Antioch Peverell's enemy
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Revision as of 03:59, March 27, 2013 by (Talk)
Antioch's enemy
Antioch Peverell's victim
Biographical information
Between 12 July, 1214 and 18 May, 1291
Physical information
Magical characteristics
"The first brother travelled on for a week or more, and reaching a distant village, he sought out a fellow wizard with whom he had a quarrel. Naturally, with the Elder Wand as his weapon, he could not fail to win the duel that followed. Leaving his enemy dead upon the floor, the oldest brother proceeded to an inn, where he boasted loudly of the powerful wand he had snatched from Death himself, and of how it made him invincible."
Beedle the Bard, The Tale of the Three Brothers.[src]
Antioch kills
Antioch kills this wizard in a duel.
This man (fl. 13th century) was a wizard with whom Antioch Peverell had a quarrel. When Antioch obtained his unbeatable wand, he killed this wizard in a duel and later went into an inn, where he boasted about his powerful wand. Peverell, while sleeping "wine-sodden", had his wand stolen and his throat slit by a thief.
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For kids, Thanksgiving pales in comparison to holidays in which they get to unwrap more than just some silverware from a cloth napkin. In fact, for some youngsters Turkey Day can be downright boring.
Save for stuffing herself with bird and her favorite pumpkin pie, my 7-year-old sees the holiday as simply the day before she can start using her red Sharpie to countdown to Christmas on the calendar.
Of course, having whiny kids underfoot while trying to prepare a feast for 20 is no picnic for parents either. This is why it pays to be prepared. Keeping children entertained while fostering the holiday spirit doesn't have to be a chore. Rather, fill the day with fun and laughter by partaking in the following kid-friendly activities:
The Kids Table: Every family has one. It's the place where the youngest members of the family dine on Thanksgiving turkey and all the fixings when space at the dining room table is limited. However, being relegated to the kids table shouldn't be viewed as a punishment. Instead, make sitting there a fun experience by covering the table with brown craft paper and setting up buckets of crayons and markers at each place setting. Kids can use stencils, draw freehand or simply scribble holiday-themed scenes.
Turkey Trivia: Rather than be pelted with the incessant "When are we eating?" queries, place index cards filled with Thanksgiving trivia in a plastic pumpkin and let the kids quiz family and friends on facts, such as: Did you know turkeys prefer to sleep in trees? Or, how old is the average roaster turkey? Answer: Five to seven months. What is the average age of a fryer turkey? Answer: Just under sixteen weeks.
Pin the Tail Feathers on the Turkey: This game takes its cue from the children's classic Pin the Tail on the Donkey. To make it more seasonal, draw a turkey on a sheet of paper and tape it to the wall. Then, give each child a faux turkey feather (which you can find at craft stores or discount retailers) with a bit of tape on it. Next, blindfold each player, spin him around a few times and see where he sticks his feather. The player closest to the turkey's tail area is the winner.
What games do you play on Thanksgiving?


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National Coming Out Day
An internationally observed civil awareness day celebrating individuals who publicly identify as bisexual, gay, lesbian, transgender. Observed annually on October 11, the anniversary of the 1987 National March on Washington for Lesbian and Gay Rights.
Queer Community Reception
The other Homecoming dance where all are always welcome.
Trans Week of Remembrance
A week memorializing those who have been killed as a result of transphobia, or the hatred or fear of transgender and gender non-conforming people.
KINK on Campus
National Day of Silence
The Day of Silence is a national event that brings attention to bullying and harassment in schools. Students from middle school to college take a vow of silence in an effort to encourage schools and classmates to address the problem of anti-LGBT.
Night of Noise
After the Day of Silence, the Night of Noise is the time to break the silence, release tension, and celebrate.


Lang, Jiashan
My name is Jiashan Lang, an artist and have been creating dough figurines since childhood. It is my passion, a natural part of who I am. The figurines started during the Song Dynasty over 1000 years ago. My grandfather, Lang Shao'an, is the one who has brought this art back to life. It has been a family heirloom since then. My father and grandfather dedicated their lives to promoting intangible cultural heritage, and now I aim to do the same. My purpose is to promote cultural heritage around the world. I am on a mission to introduce this beautiful art to everyone; it carries so much history, and is too beautiful to be lost. The figurines represent different people and different scenes. All of which are based on historical events, displaying individual people's lives in ancient times, or based on ancient Chinese literature. They preserve history and lore passed down through the ages.


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and Kenney offer fitness practitioners a comprehensive book on
exercise motivation and adherence. The authors recommend this
book for exercise leaders, program directors, health club administrators,
those involved in the development, operation, and evaluation
of corporate wellness programs, and others concerned about making
the most of fitness activities. This book attempts to answer
questions and address issues such as; how to deal effectively
with motivational problems; ways to make exercise more enjoyable;
appropriate exercise prescriptions; and preparing clients for
exercise. Although the book is based on sound research and theory,
the authors rely heavily on their years of experiences in preventative
and rehabilitative programs in both university and corporate
Chapter 1 begins by examining what motivates exercise behavior.
Ten major components of a motivational exercise program are discussed
in detail. The authors include these guidelines:
- "Clients will begin and maintain exercise only if the
outcomes of the behavior are valued. For each individual, it
is important to consider how exercise might compete with other
interests and/or responsibilities of daily life."
- "You should analyze whether probable outcomes of an
exercise prescription are consistent with clients' personal needs.
It is also important to establish realistic levels of goal attainment
for each client, to question whether these are in fact reinforcing,
and to counter problems associated with the delayed rewards of
- "You should establish and reinforce the proper balance
of intrinsic and extrinsic rewards. A potential danger of extrinsic
reward structures is that they will lead to non-compliance when
the reward is no longer available. The real problem occurs when
clients believe that extrinsic rewards are being used to control
them rather than to inform them that they are doing well."
- "You should ensure that clients believe that the prescribed
fitness activities will produce the desired effects and that
they have confidence that these effects can be produced if they
behave as directed."
- "Always consider the role of outcome expectancies and
self-confidence in determining behavior. A client's decision
to participate in a fitness program can be compared to a cost-benefit
analysis. Beliefs in specific cost and benefits become more influential,
depending on their worth to the individual."
- "You should closely examine what clients believe they
have to do to attain desired goals. It is important to shape
these beliefs and subsequent behaviors so they are consistent
with constructive exercise prescriptions."
- "You should learn how to build on positive and to counter
negative social influence. Consideration must be given to significant
others (e.g., the family), as well as subcultural factors."
- "You should address the potential conflict between what
clients think or feel about exercise prior to a fitness program
and reactions following adaptation of the behavior."
- "You should be aware that the passage of time is always
a threat to the value of a given behavior or to established priorities."
- "You should program activities to match stages of the
life cycle. What people think and their personal needs change
Chapter 2 discusses concerns and techniques regarding the
interaction with your client, gathering relevant information
about your client, and how to evaluate this information to better
meet your clients needs and expectations. The authors include
an outline of a physical evaluation and interview, including,
medical history, personal needs, beliefs, social support,
and reactions to exercise and life stresses. In addition,
6 suggestions for successful interactions are discussed:
- "Take advantage of first impressions."
- "Give clients an opportunity to tell their story."
- "Manage your interaction"
- "Choose your words carefully"
- "Don't control responses"
- "Emphasize personal responsibility"
Chapter 3 addresses the prescription process and motivation.
This chapter's primary message is that an exercise program must
be tailored to the client. The authors recommend clarifying your
clients needs by the following steps:
- "Discuss needs and expectations"
- "Set attainable goals"
- "Monitor and renegotiate"
Chapter 4 offers suggestions for building and repairing commitment.
Chapter 5 describes how to use goal setting and feedback.
Finally, chapter 6 discussed specific components of exercise
setting. Topics include, behaviors of exercise leader, use of
reinforcements, motivational props, and physical setting.
Fitness Motivation: Preventing Participant Dropout is
highly recommended for fitness practitioners or anyone involved
with client motivation and adherence. A major strength of this
book includes its practical approach in explaining the authors'
concepts. Often concepts or points were followed by a case study
or pertinent example illustrating the idea in a practical setting.
The text was very easy to read yet filled with wealth of excellent
ideas and illustrations. The authors included several cartoons
which were not only entertaining, but added meaning and accent
to some of the major concepts presented in the book. For readers
seeking a comprehensive, well written, and practical book on
fitness motivation and adherence, few will be disappointed with


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Centered around Boiling Spring, the Choccolocco Creek Archaeological Complex once consisted of at least three earthen mounds, a large stone mound and a large snake effigy (representation), also made of stone. The largest earthen mound once stood high above the Choccolocco Creek floodplain. The earliest earthen mound construction at the site began during the Middle Woodland period (ca. 100 BC to AD 250) when the site became a regionally important ritual center connected through cultural exchanges with groups living on the Gulf Coastal Plain to the south and the Tennessee Valley to the north. Mound construction appears to have resumed at the site around AD 1100 when the inhabitants of the Choccolocco Valley were closely connected with the people of the Etowah site near present-day Cartersville, Georgia.
Prior to the 1830s, the Choccolocco Creek Archaeological Complex was the location of the ceremonial ground of the Abihkas, one of the most ancient tribal towns within the modern Muscogee (Creek) Nation. Ethnographic research conducted by the Smithsonian Institution in the late 19th and early 20th centuries indicates that the stone constructions associated with the complex are associated with oral histories that tell of a town "lost in the water." The large stone mound is thought to be the result of "burden" stones carried by the Abihka in remembrance of those lost in a great flood.
This site is very important to numerous Southeastern indigenous tribes who assert an ancestral connection with those who built and occupied Alabama's ancient mounds. The earthwork landscapes and the objects and information recovered from them reveal a rich cultural tradition that still thrives today among these tribes. Our indigenous mound sites represent a heritage for all Alabamians to cherish, and it is important that we protect and preserve them for future generations.


text: KLab Architecture created a dynamic, 'living' facade for a building in Glyfada (Athens), made of wooden pallets that open and close independently, according to climate conditions. The architects aimed at creating a modern identity for the building, using ingredients familiar and natural, such as wood and cement. As the building is located in one of Glyfada's main streets, they also sought to propose something new and innovative, that would nevertheless be familiar to passers by. The pallets create a low-maintenance energy shell that can be changed according to the time of day and season. They open and close using metal frames and electrical lifting cylinders. In both the closed and the open position, they allow natural light and ventilation inside the building, while functioning as vertical blinds which protect it from increased solar gains in the afternoons. By placing them in the southwest, west and northwest parts of the building facades, they act as passive solar cooling systems, thus helping achieve indoor thermal comfort and air quality throughout the whole year, significantly reducing the amount of energy consumed.


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I worked for a summer on a dairy farm so I can attest to the fact that a cow produces a lot of manure. Matt and Ben Freund, the two Connecticut dairy farmers who invented biodegradable Cowpots, estimate that a cow produces about 120 pounds of manure per day.
When seedlings are ready to be planted in the garden, the Cowpot goes right into the ground with the plant, reducing transplant shock.
Cowpots are available in four sizes:
- 2.75″, four six-packs
- 3″, set of 12
- 4″, set of 12
- 5″, set of 12
I worked for a summer on a dairy farm so I can attest to the fact that a cow produces a lot of manure. Matt and Ben Freund, the two Connecticut dairy farmers who invented biodegradable Cowpots™, estimate that a cow produces about 120 pounds of manure per day. And disposing of that manure is a big issue. Although manure makes a nutrient-rich fertilizer for hayfields and cornfields, spreading fresh manure also risks polluting surrounding waterways. So what's a farmer to do?
The Freunds came up with the idea of making plant pots out of manure — and the rest is Cowpot history. The pots are molded out of dried manure using a manufacturing process that removes weeds and pathogens — and any trace of manure odor.
I've been starting plants from seed for years and I find that lately I've been using more biodegradable pots, for a few reasons:
- The seedlings seem to settle into the garden faster than those started in plastic pots.
- Because you can plant them pot and all, the roots aren't disturbed during transplanting. And some plants are especially sensitive to transplanting. I've found that cucumbers, dill, okra and squash do best when started in biodegradable pots.
- They disappear. I don't end up with stacks of plastic cell packs and various-sized pots to store or try to recycle.
I'm not sure why, but Cowpots seem easier on seedling roots than peat pots. They appear to degrade faster so plant roots can penetrate the pots' walls and venture out into the garden soil, so plants establish quickly. One side effect of the Cowpots' fast decomposition is that you sometimes see a bit of mold or algae on the side of the pot. Although unsightly, this won't harm the plants; it just indicates that the pot material is ready to decompose and offer up its nutrients to the seedlings.
So let's see: Cowpots are biodegradable, keeping plastic waste out of the landfill. And they're not only made from a renewable resource, they're taking a potential pollutant out of the waste stream. They're made in the U.S. by farmers, and they grow happy seedlings. What's not to love?


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We will continue teaching together throughout January and February 2018 and reflecting on our experiences in this series of blog posts and in our talk at IATEFL 2018! This stage of the lesson was with the group of B1 adult learners in UAB Idiomes in Barcelona, which we described in our last post.
When we listened to the audio we were going to use in this lesson we felt it was quite slow and slightly unnatural, making it rather easy for this group. So we decided that Nicola would record answers to the 5 questions on food habits in her natural east of Scotland accent. We wanted to expose the students to this and focus on some aspects of fast, messy fluent speech in this lesson. Re-recording audio tracks yourself with more natural speech can increase the challenge in your lessons.
I set up the listening activities with a 'gist task/ specific information task' staging. The aim of this was to boost the students' confidence in their first listening activity of the course, and also increase their understanding through a supportive cycle. The majority of the group had expressed a need to improve their listening and speaking skills in their needs analyses, and everyone had also marked 'pronunciation' as a difficulty for them. With this in mind I wanted to show the students that, yes, they can follow fast speech and get the general idea.
The gist task was to match the answers to the original questions. The students were successful in this task, which was a priority in the lesson plan. I decided to do two things here to help their confidence. Firstly, I gave control of the listening over to them by allowing them to decide whether they wanted the utterance to be repeated or not. They asked for two of the five utterances to be repeated. The second thing I wanted to do was highlight that they had understood enough of the content to do the task. Praise after completion of the task was vital here while emphasising that it wasn't necessary to understand everything. I told them it was perfectly normal to hear sounds that they didn't recognise when listening to fast fluent speech, and that I would now go on to help them improve their understanding of the 'noise'.
One of the specific information task questions was based on the utterance 'I drink a couple of cans of coke every day'. I will discuss this particular task question here. I asked the students to listen to the first utterance again and state how many cokes Nicola drank every day. Most of the students could confirm that they heard 'drink' and 'coke'. Two students said that they had heard 'can', but expressed concern that they had not understood the other words in the sentence and had not heard any numbers.
To help them understand the utterance completely, I designed a supportive listening task cycle that would allow the students to listen to the same utterance over and over but have a different task each time. The thinking here is that if we change the task and not the material, not only can we can maintain their motivation and focus, but also give them more time to listen.
I used the following staging for support:
Stage one: Students listen and count the number of words they hear. I asked the students to do this in pairs and groups of three. Together they were able to debate how many words they had heard and which words. Nicola and I both felt this was a good peer support stage.
Stage two: Scaffolding. I confirmed that there were 10 words and drew the scaffolding below on the board and invited them to tell me which words they had heard, for example, '___ drink ___ ___ ___ cans ___ coke ___ day' I allowed students to listen as many times as they wanted to give them time to build up the sentence. They managed most of it, but I had to give them 'of' after 'couple'. This was a challenging and engaging stage for them.
Stage three: Pass on the Pron – Sentence stress. With the utterance complete on the board I asked them to underline the stressed words in the sentence and mapped out the stress pattern with stress bubbles o O o O o O o O o O. It was important at this stage to pass on the pron knowledge to them to give them a better understanding of the musicality of English. Content words are stressed while functional words are not. Many of them were not aware of this and agreed that it helped give them an understanding of the utterance.
Stage four: Students listen and notice what's difficult. We had anticipated that linking/ liaison, vowel reduction and elision would cause some problems in understanding, and we had proof of this when nobody could hear the 'of' after 'couple', and thought that there was only one word instead of two here. The vowel sound was reduced to the schwa, it linked with the final /l/ of the previous word and the /v/ elided – /kʌpəl ə kænz/. As support here I asked them to read and listen to the utterance and tell me what was difficult for them. They were able to pinpoint parts of the utterance that were difficult, but were unable to explain why. This is where 'pass on the pron' is again vital. We needed to show them the above difficulties, explain what happens and why to give them a better understanding and more confidence. For instance, I told them that this linking always happens and gave them an opportunity to predict which words would join when we listened to the next utterance. We don't expect them to have completely taken this onboard today, but we are sure that over time they will begin to have a better understanding of it.
Stage five: Drilling. By now the students have had ample time to listen and build up an understanding of the utterance and its sounds, so they are ready for some controlled production of it. At this stage I back chained chunks at first, eventually building up to drilling the full utterance. Back chaining then separating the utterance into chunks to drill worked really well. Some of the students said they found the chunks more manageable and that the entire utterance was challenging for them. To keep things going I drilled part of the utterance with one half of the group and the other part with the other half, then the full utterance with the girls and then the full utterance with the boys – the idea here was to keep the drilling going and get the students producing and understanding the musicality of the utterance. A great takeaway for us here was seeing how much they enjoyed this drilling and noticing how easily they got into the swing of it. 'This half versus that half' and 'boys versus girls' was great fun for them and added a little bit of competition, which we think made them perform better. Many teachers shy away from extensive drilling, possibly because they feel that the students won't enjoy it. However, we feel that if the teacher can show enthusiasm for the drilling, and also communicate its importance to the students, it can become a vital stage in their pron development.
Stage six: Listen again – can you understand it better? This was a vital stage for us. The idea here is to help the students realise that now they can understand much better than before. With so much work on an utterance that the students had struggled to understand in the beginning, I wanted to show them that now they had a better, if not full, understanding of the utterance. I played it again and asked them if they had understood it fully. They completely agreed that they had! This was a massive takeaway for us. More work like this on other utterances over a period of time will build up their understanding of fast fluent speech, and we feel we have the proof here!
Repetition of the same utterance works if we give the students more time to listen to it by giving them a different task each time.


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SOAP2DAY Virus Removal and Prevention: A Guide for Tech Professionals
SOAP2DAY is a popular online streaming website that provides its users with access to free movies and TV shows. However, using SOAP2DAY can be risky because it may lead to virus infection on your computer. In this article, we will discuss SOAP2DAY virus removal and prevention.
What is SOAP2DAY Virus?
SOAP2DAY virus is a type of malware that is often distributed via deceptive advertising or bundled software packages. Once the virus infects a computer, it can cause a number of problems, including browser hijacking, pop-up ads, and system performance issues.
How Does it Work?
When a user visits the SOAP2DAY website, they may be prompted to install additional software or browser extensions. These downloads can contain malicious code that infects the user's computer. Once the virus is installed, it may display pop-up ads or redirect the user to other websites. Additionally, the virus may collect sensitive information from the user's computer.
Signs of SOAP2DAY Virus Infection
If you suspect that your computer is infected with the SOAP2DAY virus, look out for these signs:
- System performance issues, such as slow startup or crashes
- Pop-up ads and redirects while browsing the internet
- Changes in browser settings, such as the default search engine or homepage
- Antivirus warnings or error messages
How to Remove SOAP2DAY Virus
If you have identified that your computer is infected with the SOAP2DAY virus, you should take steps to remove it immediately.
Step-by-Step Guide for Virus Removal
- Uninstall any suspicious programs or browser extensions from your computer
- Run a full system scan with your antivirus software
- If the virus is still present, try running a malware removal tool such as Malwarebytes
- Manually remove any remaining traces of the virus, such as registry entries or files
Recommended Antivirus Programs
There are several reputable antivirus programs that can help you detect and remove the SOAP2DAY virus. Some popular options include:
(Note: A Recommended Free Option Avast Free Antivirus)
Manual Removal Methods
If you prefer to manually remove the virus, here are some steps you can take:
- Use Task Manager to identify and end any suspicious processes
- Delete any suspicious files or registry entries
- Reset your browser settings to default
Additional Tips for Complete Virus Removal
To ensure that the virus is completely removed from your computer, you should also take these steps:
- Update your antivirus software regularly to ensure that it can detect new viruses
- Use a firewall to block incoming connections from malicious websites
- Be cautious when downloading and installing software, especially from unverified sources
Preventing SOAP2DAY Virus Infection
While it's important to know how to remove the SOAP2DAY virus, it's even more important to prevent it from infecting your computer in the first place. Here are some tips:
Importance of Virus Prevention
Preventing virus infection is critical because it can save you time and money in the long run. Not only can viruses cause system performance issues, but they can also compromise your personal and sensitive data.
Best Practices for Online Security
Here are some best practices to help you stay safe while browsing the internet:
- Use a reputable antivirus software and keep it up-to-date
- Be cautious when downloading software or opening email attachments
- Use strong passwords and enable two-factor authentication whenever possible
- Regularly backup your important files and data
Safe Browsing Tips
When visiting websites, be sure to:
- Only download software from trusted sources
- Use a pop-up blocker to prevent pop-up ads
- Check the URL and website security certificate before entering any personal information
Regular System Maintenance
Lastly, it's important to regularly maintain your computer to prevent virus infection. Here are some tips:
- Update your operating system and software regularly
- Run regular system scans with your antivirus software
- Clean your computer's registry and temporary files regularly
In conclusion, SOAP2DAY virus can cause significant problems for your computer and personal data. If you suspect that your computer is infected, take immediate steps to remove the virus. Additionally, it's critical to follow best practices for online security and maintain your computer regularly to prevent future virus infection.


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Campanula wilkinsiana facts for kids
Kids Encyclopedia Facts
Quick facts for kids
Campanula wilkinsiana
Scientific classification
Campanula wilkinsiana is a rare species of bellflower known by the common name Wilkins' bellflower. It is endemic to California, where it is known fewer than twenty scattered occurrences in the Klamath Mountains and Cascade Range, and possibly the northern peaks of the High Sierra. It grows in temperate coniferous forest and mountain meadows. This is a perennial herb growing from a slender rhizome and producing an erect or leaning stem up to about 30 centimeters long. The plant is known to form dense colonies of many individuals. The thin, toothed leaves are between 1 and 2 centimeters long. The flower is bright blue to deep purple, funnel-shaped, and just over a centimeter long. The stigma is blue and protrudes from the mouth of the bloom.
This species was first collected by Lewanna Wilkins and named in her honor.
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Campanula wilkinsiana Facts for Kids. Kiddle Encyclopedia.


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§4 ch10: Permanency Through Reunification
During the treatment planning process, the FST will identify specific resources to assist the family in accomplishing certain tasks and achieving stated goals. The FST should carefully consider the family's capacity to benefit from the resource and the capacity of the resource to meet the needs of the family. Example: A parent with limited reading and social skills and poor parenting skills would benefit more from Parents as Teachers than formalized parenting classes. Also, the Team should not overlook resources, which can be provided by other agencies, community organizations and natural helpers (family friends and kin).


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The Doctoral Course in "Cultura, Educazione, Comunicazione" is part of the École Doctorale Internationale "Culture, éducation, communication". The international perspective of the school allows to define curricula more responsive to the needs of research projects characterized by interdisciplinarity and by an international perspective. Main aims of the Course: – to ensure high quality education and training for research in the field of education; – to develop competences and skills needed for educational research at an international level; – to develop the knowledge of different EU languages and cultures, through the participation in the activities of the international school. The course is organized in two different curricula: a. Comunicazione educativa (educational communication); b. Apprendimento permanente (Lifelong Learning).
The candidates are requested to present a proposal for a research project to be developped during the PhD course.
If requested by the candidates, the oral examination can be organised via Skype.


Title: The basis of equality
Author: Nathan, Christopher
ISNI: 0000 0004 2744 4840
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2013
Availability of Full Text:
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This thesis provides an organising framework for the recent and growing debate on 'the basis of equality'. This debate is concerned with the question of whether there is any empirical feature that people possess, in virtue of which they count as equals, and are due an equal share of goods. Liberal writers, especially, appeal to the claim, as a grounding premise, 'Each person has the same basic moral status'. Does this statement serve as a platitude, or is it a substantive truth that forms the foundation of our ideas about a just society? Certain non-egalitarian positions deny it altogether, and instead emphasise the descriptive differences between persons. I argue that there is a problem in justifying 'basic equality', and that appeals to religion, humanity and respect are unsuccessful in this regard. However, I show how the successful resolution of this debate lies in a more thorough understanding of the concept of what makes a person's life go well. The principal finding of the project is that scepticism about equality can be assuaged if we give central importance to a more sophisticated understanding people's interests.
Supervisor: Hyams, Keith Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: DOI: Not available