Eva Luna Fun Activities
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Santa Maria
Create your own map of the inside of Santa Maria prison. This map should depict the various cells, the entrance, the officers' quarters and any other vital information you can think of. This map can be in color or black and white but should not be on lined paper or in pencil.
Guerrilla Colors
Create a flag for Huberto's guerrilla army. The flag should represent the purpose of the guerrillas fight for freedom and democracy in their South America country.
Show Tonight
Create a poster advertising the Melesio's show at the cabaret. This poster should have a (decent) picture as well as the time of the show, the names of the stars of the show, and the location of the show.
Create a wanted ad for Huberto with a description of Huberto, a picture, reward information, etc.
Letters to Mom
Write three letters from Eva's...
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Posted: Mar 19, 2013 7:00 AM by By Serena Gordon
TUESDAY, March 19 (HealthDay News) -- Black children are less likely than other children to be given antibiotics and less likely to be given the most powerful antibiotics to treat acute respiratory tract infections, new research suggests.
Does this represent a previously unrecognized bias against black children? Probably not, said the researchers and other experts. Instead, it's more likely that non-black children are getting more antibiotics than they should be.
"We hypothesize that this discrepancy reflects over-prescribing, both for all antibiotics and for the relative proportion of broad-spectrum antibiotics, to non-black patients, rather than under-prescribing to black patients," wrote the researchers led by Dr. Jeffrey Gerber, of the Children's Hospital of Philadelphia, who added that more study of this pattern should be conducted.
Dr. Allison Bartlett, a pediatric infectious disease specialist at LaRabida Children's Hospital in Chicago, agreed. "The fact that black kids are given fewer antibiotics and fewer broad-spectrum antibiotics may come across as a bad thing to the casual reader, but perhaps it's not an issue of under-treating black kids, but over-treating non-black kids," she said.
Another expert who was not involved with the study, Dr. Roya Samuels, a pediatrician at Cohen Children's Medical Center in New Hyde Park, N.Y., said that, at first glance, "this comes across as quite a controversial topic. But, I don't think we're dealing with a predilection to not prescribing to black children. Rather, there is still non-judicious use of antibiotics in the pediatric population as a whole, and non-judicious use tends to occur more in the non-black population."
Results of the current study were released online March 18 and will appear in the April print issue of Pediatrics.
Gerber and colleagues undertook the study because racial disparities have been found in other areas of health care, but the issue hadn't been thoroughly studied in a pediatric primary care setting, according to background information in the report.
The study included data from 25 primary care pediatric practices in Pennsylvania and New Jersey. The practices had a total of 222 doctors.
From a total of more than 600,000 office visits, the investigators found that there were more than 100,000 visits that included a prescription for an antibiotic. To help account for factors that might influence the way a physician chose to treat a particular patient, the researchers excluded visits for people with antibiotic allergies and those who'd had a recent history of antibiotic use from their data.
That left just over 81,000 visits that ended with an antibiotic prescription. Almost 30,000 of those visits ended with a prescription for a broad-spectrum antibiotic, which means a powerful antibiotic that kills a variety of bacteria. In general, antibiotic use recommendations suggest using the most narrow-spectrum antibiotic possible to help prevent antibiotic resistance.
When the researchers broke the data down by race, they found that 29 percent of visits by non-black children ended with an antibiotic prescription compared to 23.5 percent for black children. When an antibiotic was prescribed, black children were about 12 percent less likely to receive broad-spectrum antibiotics.
Black children were also less likely to receive a diagnosis that might justify an antibiotic prescription, such as strep throat, a sinus infection or an ear infection. Both Bartlett and Samuels said that they were a bit confused by the strep throat findings, as an objective test is available to diagnose strep. The study authors said they were not aware of any biological reasons that could account for these findings. All of the experts suggested this was an area that needed further research.
The authors said that the doctor-patient relationship may play a role in some of these findings. Parents of non-black children may state that they expect antibiotics more often, or doctors may expect that these parents will want antibiotics for their child, which may influence their prescribing decisions, they suggested.
Both Samuels and Bartlett said that black parents probably don't need to be concerned by these findings. But, Bartlett added that all parents should "be strong advocates for their children. We're very fortunate that we have antibiotics to help when we need them, but there are a lot of times we don't need them, and we need to give a child's body time to heal on its own."
It's OK to ask your child's doctor why he or she is prescribing an antibiotic, or why not, according to Samuels.
"Physicians are your partners," said Samuels. "They're healers and teachers, and parents need to understand the thinking behind a clinical decision. Parents also need to know that every medication can potentially cause an allergic reaction and every medication can have adverse effects. Antibiotics need to be prescribed with great care and thought," she said.
Learn more about appropriate antibiotic use from the U.S. Centers for Disease Control and Prevention.
SOURCES: Allison Bartlett, M.D., consulting physician, infectious diseases, LaRabida Children's Hospital, and associate director, infection prevention program, and associate director, antimicrobial stewardship, University of Chicago; Roya Samuels, M.D., pediatrician, Cohen Children's Medical Center, New Hyde Park, N.Y.; April 2013, Pediatrics
Copyright (c) 2012 HealthDay. All rights reserved.

source: HuggingFaceFW/fineweb-edu


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Crystallization Technology Platform
Since more than 90% of drugs exist in the form of crystals, crystallization technology is widely used in the field of pharmaceutical production. BOC Sciences has rich experience in drug crystal form research. Our crystallization technology platform uses the most advanced instruments and equipment, and is in charge of a professional team of chemists, providing professional technical services such as crystal type screening and crystallization process development and optimization.
For drug development, even the same drug component, under different crystal structures, will have different physical properties (such as solubility, water absorption, melting point). This directly leads to obvious differences in drug properties such as bioavailability and product stability. Therefore, in order to avoid various problems in the later analysis and testing and hinder the speed of product launch, detailed crystal type screening and investigation must be carried out in the early stage of drug development.
Solid-state screening and characterization
The solid-state form of the drug directly affects the solubility, dissolution rate, melting point, stability, tabletability and other properties of the active pharmaceutical ingredients, and these properties will further affect the efficacy of the drug. Therefore, it is necessary to use various experimental methods to obtain the various solid forms of drugs that may exist, use a variety of solid-state analysis techniques to characterize the physical and chemical properties of various forms, and use multi-disciplinary comprehensive methods to evaluate the performance of superior types of biopharmaceuticals to screen a superior drug crystal form suitable for production, high bioavailability, and favorable for preparations is produced. BOC Sciences can provide polymorph, salt, eutectic screening and amorphous dispersion screening. Our characterization and analysis instruments and equipment include X-ray powder diffractometer, differential scanning calorimeter, Raman microspectrometer, scanning electron microscope, etc., which can fully characterize the crystal form of the products.
Crystallization process development
We provide process development for specific crystal types according to customer needs. Our crystallization technology includes conventional cooling crystallization, fusion crystallization and reaction crystallization, as well as spherical crystallization, ultrasonic crystallization, supercritical fluid crystallization, high-throughput crystallization, quasi-emulsification crystallization, micro-recrystallization, crystal mordant, etc. technology. We will first select the most stable crystal form for customers while ensuring product quality; then we will find the best crystallization process within the safe operating range.
Crystallization process optimization
In the case that the crystallization process goal has been determined, different research methods are selected for different process goals. Our crystallization process optimization is generally carried out from the following six aspects:
In addition to the above services, we also provide customers with pre-clinical prescription development, compound solid state and physical and chemical properties analysis and overall solutions.
If you are interested in our crystallization technology platform, please contact us immediately.

source: openbmb/Ultra-FineWeb


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Augmented reality contact lenses planned
A team of scientists at the University of Washington has developed and produced multiple prototypes of a contact lens that has an LED mounted on it.
The unit is powered wirelessly by RF electrical signals, and represents the start of research that could eventually lead to screens mounted on contact lenses inside your eyes. Those screens would be transparent, meaning that you could overlay information on the real world, like in Augmented Reality iPhone applications.
The team points out that the lenses don't have to reach massively high resolutions to be useful. "Even a lens with a single pixel could aid people with impaired hearing or be incorporated as an indicator into computer games. With more colors and resolution, the repertoire could be expanded to include displaying text, translating speech into captions in real time, or offering visual cues from a navigation system".
There are hurdles in the process. Firstly, it's tricky to mesh together the components and integrate it inside a polymer lens. Secondly, a circular contact lens isn't much space for a sophisticated electronic circuit. Oh, and there's the small issue that the components of LEDs - aluminium gallium arsenide, for example, in the case of red ones - are toxic to the human eye.
Still, it's a promising avenue of bionic research. Perhaps in years to come, we won't need phones any more - it'll all be integrated into our bodies. We'll keep you posted of developments in the field.


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You are here
1.5.4 Prevention and detection of overpayments
18.104.22.168 — To ensure that incorrect payments are minimised, DVA emphasises preventative measures for all dealings with clients by ensuring a framework of procedures, controls and systems. These include:
- undertaking identity checks
- issuing appropriate claim forms to clients, and alerting clients to their obligations and existing detection methods
- verifying critical facts that clients supply
- selectively applying risk-based procedures to ensure resources go to those cases where perceived risk of incorrect payment is greatest
- requiring clients to provide their Tax File Numbers as a condition for receipt of payment
- payments are paid directly into client accounts to reduce the occurrence of fraudulent negotiation of cheques and false claims for duplicate cheques; and
- promoting voluntary compliance by making clients aware of the risks and penalties involved in attempting to fraudulently claim payments.
22.214.171.124 — DVA also has controls in place to detect incorrect payments as soon as possible and correct them promptly. These controls include:
- review programs
DVA undertakes periodical reviews to ensure that pensioners receive their correct entitlements. These reviews are designed to target identified risk groups.
- data matching
Involves comparing client details, including some case Tax File Numbers with records from other Federal and State bodies, to identify declared income and asset changes. All matching programs are monitored by the Privacy Commissioner who ensures that they are in accordance with the Data-matching Program (Assistance and Tax) Act 1990 and Guidelines.
- responding to denunciations
Investigating information provided by members of the public alleging the client is receiving a benefit that they are not entitled to or is providing false or misleading information to the Department.


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If you were to start singing "The Itsy-Bitsy Spider" right now, I bet you'd have a hard time keeping your hands still. That's because most of us who know the song learned it with gestures, and things we learn with physical movement tend to stick.
We can apply that same principle to classroom learning, using movement to enhance learning from preschool all the way through college. Let's take a look at what the research says about movement-based learning, then explore six different ways you can add more movement to your instruction.
The Research on Movement
The concept of "learning styles" has overwhelmingly been labeled a myth by researchers, so attempting to determine which of your students are kinesthetic learners will not be a good use of your time. What is worth your time is using movement when working with all learners, because plenty of research backs that up.
- In general, people learn better when information is presented in more than one way (Sankey, Birch, & Gardiner, 2010). In other words, if we take in information through more than one sense, we're more likely to encode it in long-term memory. This would include visual, verbal, and kinesthetic modes of learning.
- Specifically, the use of gestures results in more enduring learning than learning without gestures (Cook, Yip, & Goldin-Meadow, S, 2010). So even the addition of a few small hand gestures can have an impact on how well students remember material.
- Study after study shows that physical activity activates the brain, improves cognitive function, and is correlated with improved academic performance (Donnelly & Lambourne, 2011). This means any kind of physical activity, not just movement associated with the material we're learning, can benefit students academically.
Six Ways to Add Movement to Instruction
1. Total Physical Response
Developed for use with second-language learners in the 1960's (Asher, 1966), Total Physical Response simply has students act out physical gestures to represent vocabulary words. Shown to be highly effective with both children (Singh, 2011) and adults (Carruthers, 2010), TPR can also be used to help learners remember new vocabulary terms in their native language. In other words, it can be used in any content area, with any student.
This video from the Teacher Toolkit shows Texas teacher Michael Rowland using TPR with his third grade students, who are English learners.
And here is Craig Gaslow, another Texas teacher who teaches AP Human Geography, demonstrating how he uses TPR to teach three different models of diffusion:
Finally, here are Scott Causer's high school students demonstrating a few earth science processes using TPR:
What strategies support learning? Here's high school science using TPR to recall processes in Earth Science -thanks Mr. Causer and team for modeling! _USER_ _USER_ _URL_ Naomi Trivison (_USER_) March 30, 2019
In this strategy, students create a physical "snapshot" with their bodies, a still picture that represents an idea.
This example, demonstrated by 4th grade teacher Stefannie Cundiff, comes from Teacher Toolkit:
Another example is explained in this Slides presentation by Tyler Jacobs, an Idaho-based high school ELA and social studies teacher. Click the image below to view the slideshow in a new window:
In these, students demonstrate a concept with some kind of motion or interactivity. They could represent non-human components, like in the examples below, or they might actually take on the role of humans in a re-enactment of an event.
The first example comes from the University of British Columbia, where electrical engineering professor Matthew Yedlin has students simulate the difference between linear growth and exponential growth:
The second example, a simulation of the circulatory system, comes from Michelle Cliche, who teaches grades 4 and 5 in London, Ontario, Canada.
Ss learned about the complexity of the circulatory system by acting out delivery of blood through red & blue bean bags. S in middle is ❤ directing blood flow to different organs. Later, we did this on playground climbers because heart has to pump 'up'. _URL_ Michelle Cliche (_USER_) March 29, 2019
Finally, here's a different kind of simulation demonstrated by Amy Tepperman, where participants show fractions by placing different body parts on the floor, Twister-style:
An important note about simulations: If you are doing simulations about historical periods or events, proceed with caution. Many, many teachers have ended up traumatizing students with these types of simulations. This article from Learning for Justice explores the topic in depth.
4. Songs with Movement
Songs are another powerful way to teach concepts to students, and if the songs also incorporate movement, even better.
Dan Adler, a 6th grade science teacher in Lawrence, MA, regularly uses songs with physical movements to help his students remember challenging concepts. In this video, students demonstrate "Bodak Particles," a song about phase change sung to an instrumental version of Cardi B's song "Bodak Yellow." (Get a copy of the lyrics here.)
Check out our science scholars rapping about phase changes! _URL_ UP Academy Leonard (_USER_) November 8, 2018
5. Virtual and Augmented Reality
The experiences offered by virtual and augmented reality allow students to move around in and interact with virtual objects and spaces in ways that would be difficult if not impossible to pull off in the real world.
Augmented Reality layers digital enhancements on top of objects in the real, physical world. Using a device, like a smartphone, loaded with AR software, users point it at a picture or physical object, and the software brings up some kind of digital element like a 3D animation, text, or a video. (Pokémon Go is an example of an AR game.)
One set of AR tools that have tremendous learning potential comes from a company called Merge. Their Merge Cube is a handheld cube that can "become" a variety of objects when paired with the Merge Goggles, as shown below:
Virtual Reality immerses the user in a 360-degree environment, a computer-generated simulation, viewable through a VR headset, and allows them to move through and interact with that environment.
One outstanding source for VR experiences is Google Expeditions, which offers tours to over 500 different locations: historical landmarks, national and state parks, underwater sites, and up-close studies of scientific phenomena.
And if you don't find the exact tour you want, you and your students can even create your own expeditions with Google Tour Creator.
6. Brain Breaks
I left this one for the end because it's the easiest to implement. This brain breaks guide from the University of Texas summarizes the research on the connection between movement and academic achievement and offers dozens of ideas for brain breaks that can be put into action immediately.
Brain break videos are super easy to find on YouTube, especially for younger kids. My daughter came home from first grade years ago excited to demonstrate this one for me:
But what about older kids? High school math teacher David Sladkey has written a a book, Energizing Brain Breaks (Amazon | Bookshop.org), that has ideas for all ages, even middle and high school kids who may not be as comfortable with the Tooty Ta. in this video, students demonstrate a simple toe-tapping brain break:
Tips for Getting Started
- Don't overdo it. Attempting to add a movement component to every concept students learn would not only be too time-consuming, it could also get old, shifting from a fun novelty to something that causes students to slump over in their seats and say, Not THAT again!!
- Get input from students. When coming up with gestures or movements, you don't have to rely solely on your own brain. Ask students to help you come up with ideas. Involving students in the process will help them remember concepts better and will increase the likelihood that you'll end up with really effective movements.
- Know what works for your students. Some of your students may not be comfortable with or physically able to do certain movements, so keep that in mind and make modifications based on ability and need.
- Use movement for retrieval practice. Rather than using movement in a single lesson, apply the principles of retrieval practice by repeating the movements in short practice sessions, spacing them out over time, and interleaving concepts with one another.
- For younger students, meaningful gestures matter more. While adults learn from both iconic gestures (those that have some meaning in relation to the concept they are connected to) and beat gestures (those that have no inherent meaning but are just tied to particular "beats" in a sentence or phrase), younger children learned more from iconic gestures (So, Sim Chen-Hui, & Low Wei-Shan, 2012). So when working with younger students, try to make the gestures match the concepts in some way.
Asher, J. J. (1969). The total physical response approach to second language learning. The modern language journal, 53(1), 3-17.
Carruthers, S. W. (2010). The total physical response method and its compatibility to adult ESL-learners. Retrieved from http://tesol


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By Lindsey McEwen
Thinking about methods:
Setting up scenario-ing can be challenging in any culture, for a series of reasons – including framing, language and different cultural expectations. In the DRY project, we have been using 'What if' as an alternative way in. In our workshops in Folovhodwe, there were some initial technical and ethical issues in communicating drought scenarios in ways that did not elicit fear and anxiety within more vulnerable groups in the community. This situation was perhaps inevitable given people were aware of the impacts of lesser droughts from their recent drought history in 2015/16 when the livestock farmers lost cattle. Linked to this was the challenge to our ability to communicate the concept of a scenario as 'one possible future' in a clear way that was not lost in translation. Some villagers understood the "scenario" as an actual prediction – a situation that appeared exacerbated when only one scenario was presented. There were also difficulties in presenting the more nuanced situation of different variables changing alongside climate, and climate change of 3oC being only one possible future – most extreme scenario – over the given timespan to 2050.
Additionally, there were language issues in the conversion of the narrative of the scenario into Venda, the local language of the villagers. This was limited by the initial but developing expertise in storying science and the understanding of the four research assistants, and then compounded by issues about how to convert the "scenario" into something accessible to the villagers given the availability of words and meanings within Venda language.
It was also useful to reflect on approaches to scenario-ing the science. Could the scenario be more storied in cultural communication in Venda? One issue was how to communicate in the local culture – in the oral tradition (with variable literacy) and without using visualisation which might be routinely used in Western settings of science communication (see below). It would have been useful (personally) to have had more prior cultural insights into how the "scenario" might be articulated or visualised in ways meaningful to villagers. As might be anticipated, Western visualisations of simple timelines and possible systems did not engage, or at least were not used as preference by the research assistants.
Mulling cultural issues:
Some issues to work with during workshops included the limited ability of UK researchers to track discussions about how the dialogue was progressing within the workshop. This involved the need to develop ways of new communicating with research assistant during workshop that did not disrupt the flow of discussion. Gesticulations and facial expressions of participants became much more critical in tracking the narrative flow, and in our general communication across language barriers.
Local cultural memories of extreme drought among workshop participants were more limited than I had expected. Recent drought memory (2015/2016) was mainly about livestock loss and government help. Some people either possibly chose to forget or did not to remember previous more severe droughts and their impacts (e.g. in 1983 – most extreme drought in the last 40 years?). Other villagers had moved into the village since 1983.
The methodology also facilitated very different types of knowledge exchange and brokering that took place face-to-face in the mix of the workshop processes. These knowledge exchanges included those between villagers (within and between selected livelihoods and socio-economic situations); from villager to researcher via intern; from scientist to villager via intern; from villager to intern. The phased methodology (beyond my visit) was then intended to play out through others listening to the stories – villager to government official; researcher to government official; villager to wider world through the web. Each of these communication pathways brought opportunities and challenges – in socio-cultural-scientific terms. For example, the relative status of older versus younger women in the community affected the dynamic of workshops and who spoke.
Surfacing perceptions of future risk:
As might be anticipated perceptions of risk were polarised. Dominant initial perceptions seemed to focus perceptions around: belief in divine intervention (probabilistic perceptions) and the "will of god"; deferral of responsibility with reliance on government and state (with past experience of 'government grants' and government supplying water); and unfailing faith in the role of external scientists and their technical solutions. There was a sense of outcome expectancy and perceived limited impact of local human agency. It became very important to the workshop process to continue work with the villagers to explore deeper for other more 'hidden' stories – to think through what adjustments could be made as individuals or as a community, rather than just to capture 'immediately-shared' narratives.
Thinking about the nature of the stories – dominant and more hidden:
Stories varied from more dominant or most obvious narratives of impacts (disease and mortality featured highly; emotional impacts, impacts on the family unit) to more in depth exploration of less dominant or counter narratives that were shared with outsiders – around adaptation. This deeper analysis surfaced awareness of the connections within a web of more systemic impacts: on parents' ability to pay for the costs of school if livelihoods were suffering; on children's ability to work and progress at school if they had insufficient food leading to longer term impacts on local capital; on increased crime rates with people stealing water and food in desperate times; of shocks to the food chain with implications for livelihoods – of hungry baboons taking down weakened livestock.
Some adaptations and 'ways to get prepared' suggested by villagers were borne of old practices – digging down the river bed to access further water reserves when the river was dry; growing and storing maize; drying fruit, vegetables and meat in times of relative excess. Other stories focused on health and wellbeing – use of bleach to kill germs in water; of hungry children fainting in school. Some stories shared the ramifications of excess heat as well as lack of water – inability to gain shade from trees; the need to bath in ditch water that might be contaminated; the necessity to sleep outdoors with the risks of disease. Some stories were of piecemeal small adaptations; I was left mulling whether there were more transformative options for increased resilience that could make a difference. For example, the possibility of accessing more local grazing land with reduction in the size of the neighbouring Nature Reserve – impounded in the 1930s – was muted by some livestock farmers but, of course, is out of their control.
Sustainability and legacy issues and responsibilities
In our workings with the community in capturing these stories, there was a strong sense of needing to feed the narratives back into the 'community archive'. Sharing of the story archive with the village and with government officials seemed particularly important in this setting; this 'closing of the loop' happened after "my week in rural South Africa" through other team members.
The CreativeDroughts team fed back to the village in other targeted, practical and visible ways – a set of tables and chairs for the new village hall. The steer from the Village Chief was that this was preferable to payment of individuals for participation. I left reflecting on what sort of knowledge and investment would make a real difference in Folovhodwe. More water storage tanks at house level seemed one relatively low-cost possibility that could be in the mix – in an area that suffers both droughts and floods (intense rainfall). But archiving local knowledge of adaptations to water and heat stress in ways that were culturally share-able was also very important. This seemed a large responsibility in local co-working with the community of Folovhodwe. What has worked or could work in different situations in terms of drought frequency and severity? And this is a village with two dams; many rural villages in the wider locale do not have this water storage.


Guidance on Key Workers
The Government has asked parents to keep their children at home, wherever possible. If children can stay safely at home, they should. This will limit the chance of the virus spreading.
Schools have been asked to provide care for a limited number of children, whose parents work is critical to the COVID-19 response and can not be cared for at home.
Here is a summary of the list of key workers. You can find out more detail using the following link: _URL_
 1. Doctors, Nurses, Midwives, Paramedics, Social workers, Care workers, and other frontline health and social care staff. Producers and distributors of medicine and medical equipment.
 2. Nursery and Teaching Staff. Specialist Education professionals.
 3. Justice system workers, religious staff, those responsible for the management of the deceased.
 4. Workers in local and national government who are responsible for essential public services such as the payment of benefits.
 5. Those involved in food production and other essential provisions, processing, distribution, sales and delivery.
 6. Police and their support staff. Armed Forces personnel. Ministry of Defence workers. Fire and Rescue services. National Crime Agency staff. Border Security. Prison and Probation Staff.
If parents think they fall into any of the categories above and are not able to keep their children safely at home, please contact school. You will be asked the following questions:
 1. Is there any other non-vulnerable person who can care for your child?
 2. How many days and which days will you need children covered?
 3. Which hours will you need?
 4. Will your child need a dinner or will you provide a packed lunch?
Please note we can only care for 20% of children.
Leave a reply


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by Yu-Chun Chen, Jau-Ching Wu, Ingo Haschler, Azeem Majeed, Tzeng-Ji Chen, Thomas Wetter
Studies that use electronic health databases as research material are getting popular but the influence of a single electronic health database had not been well investigated yet. The United Kingdom's General Practice Research Database (GPRD) is one of the few electronic health databases publicly available to academic researchers. This study analyzed studies that used GPRD to demonstrate the scientific production and academic impact by a single public health database. Methodology and Findings
A total of 749 studies published between 1995 and 2009 with 'General Practice Research Database' as their topics, defined as GPRD studies, were extracted from Web of Science. By the end of 2009, the GPRD had attracted 1251 authors from 22 countries and been used extensively in 749 studies published in 193 journals across 58 study fields. Each GPRD study was cited 2.7 times by successive studies. Moreover, the total number of GPRD studies increased rapidly, and it is expected to reach 1500 by 2015, twice the number accumulated till the end of 2009. Since 17 of the most prolific authors (1.4% of all authors) contributed nearly half (47.9%) of GPRD studies, success in conducting GPRD studies may accumulate. The GPRD was used mainly in, but not limited to, the three study fields of "Pharmacology and Pharmacy", "General and Internal Medicine", and "Public, Environmental and Occupational Health". The UK and United States were the two most active regions of GPRD studies. One-third of GRPD studies were internationally co-authored. Conclusions
A public electronic health database such as the GPRD will promote scientific production in many ways. Data owners of electronic health databases at a national level should consider how to reduce access barriers and to make data more available for research.


How MELT is utilizing 3D Printing to provide aids for the Covid19 warriors
The COVID-19 pandemic is the worst terrifying experience by mankind on earth to date. The virus outbreak has given countless sleepless nights to healthcare workers and medical professionals across the world. But still, if you look at the past, you will see that it is in these crisis periods that technological advancements take place. Governments and hospitals are turning to technology to come up with innovative ways to fight this virus. One such technology is 3D printing. It is like a stopgap solution in this time of shortage of medical equipment.
In the wake of the outbreak, MELT RAPID LLP has shifted their production to fight against the spread of coronavirus. MELT is a well-known organization for its 3D printing efforts. The company has full-fledgedly started producing emergency PPE in order to curb the spread of COVID-19. They are efficiently utilizing their 3D printing technology to produce face shields, lightweight plastic masks, door openers, etc. Since the pandemic happened, MELT is aiding medical workers, essential workers and individuals by dedicating a large portion of their 3D printing resources. Amidst the shortage of N95 masks, the demand for emergency PPE was huge amongst essential workers and medical professionals. The company shifted its focus onto aiding local as well as large scale relief.
During March 2020, people faced the growing shortage of N95 masks and therefore, they had to look for alternatives. MELT came on the front foot in the coronavirus fight and produced numerous reusable face masks. Thus, they have been successful in creating a safer environment for the medical professionals, essential workers, individuals and common people.
Not only that, but they are also manufacturing lightweight face shields that can provide an added protection to individuals. The face shields produced by them are reusable, transparent and sanitizable. As of June 2020, MELT has already supplied more than 75000+ face shields and their face shields are hugely being utilized by health workers, private hospitals, delivery people, the police as well as the government workers. In fact, MELT was amongst the first to start the production of face shields to help people in Kolkata, India.
In the same way face shields and masks quickly became a dire medical necessity, the no-touch tools are also becoming the newest edge accessories for COVID-19 pandemic. Amidst the rising demand for no-touch keys, MELT introduced NoTouch key (named it as MyTouch) using which, you can press buttons and unlock doors without touching the objects.
Door handles are no doubt one of the most germ-infested objects in hospitals, factories, public places and houses. Which is why MELT also manufactures hands-free 3D printed door openers to promote a healthier and better lifestyle. These door openers are extremely easy to install and very useful to prevent the virus from spreading.
There is absolutely no doubt that the company has been operating under significant pressure and a quick deadline in order to get their 3D printed emergency PPEs to the market. Their products have been proved to be a safe and reliable alternative and that's why they are proudly manufacturing these resources in a quick and efficient manner so that it helps the emergency workers to do their jobs safely.
The advanced 3D prototyping and 3D printing technology had seriously helped them with quick production to meet the demands and send the products to the market. They have been successfully utilizing a versatile technology like 3D printing to make the most resourceful use with larger production at a lower cost.
MELT is producing these products not just for the healthcare industry, but also for commercial and individual purposes so that the health and safety of every individual can be ensured. So far, they have been receiving very good responses, so much so that they felt the need to donate their face shields to numerous police workers and other essential workers who need to go out amidst the outbreak.
In addition to that, they are also providing and supporting all kinds of On-Demand requirements that can be developed using the 3D printing technology. MELT is continuing to prove that there are reusable emergency PPE such as masks and face shields, which can be regularly sanitized and disinfected after use without deterring the product's quality.
As all of us are adjusting to taking extra precautions to look after the health and well being of our families and colleagues, MELT is stepping up their production, manufacturing and supply of those emergency devices and equipment to keep up with the battle against coronavirus.
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Retrotechtacular: Wire Splicing The Army Way
For those of us who started experimenting with electricity when we were very young, one of the essential first skills was learning how to twist wires together. It seems like there's not much to learn, but after a few failed attempts with nothing but your fingers, you learned a few tricks that are probably still with you to this day. It's not surprising, then, that there's an official US Army way to twist wires together, as this Signal Corps training film from 1941 shows.
Considering that the Signal Corps had nearly 80 years of experience with wiring battlefield communications at the outbreak of World War II, their methods were pretty solid, as were their materials. The film mainly concerns the splicing together of rolls of type W110-B field wire, used by the Signal Corps to connect command posts to forward positions, observation posts, and the rear echelons. More often than not laid directly upon the ground, the wire had to be tough, waterproof, and conductive enough that field telephone gear would still work over long loop lengths. As such, the steel-reinforced, rubber-and-fabric clad cable was not the easiest stuff to splice. Where we might cringe at the stresses introduced by literally tying a conductor in knots, it was all part of the job for the wire-laying teams that did the job as quickly as possible, often while taking enemy fire.
The film also has a section on splicing a new line into an existing, in-service circuit, using a T-splice and paying careful attention to the topology of the knots used, lest they come undone under stress. It's fascinating how much thought was put into something as mundane as twisting wires, but given the stakes, we can appreciate the attention to detail.
31 thoughts on "Retrotechtacular: Wire Splicing The Army Way
 1. "Periscope Films" on YouTube is very dangerous. When I first noticed that channel it cost me at least 50 hours. I just could not stop watching. Instantly hooked I was.
 1. Since an army, especially a conscript army, can get all kinds of people in it's ranks from geni to ignorami they have to gear their training to teaching monkeys how to play concertos, so it tends to be good.
 1. You could have an army of nobel prize winners and you would still have to train them on the "army way". it is not a question of intelligence, it is a question of coordination and uniformity. In theory people can fix and repair things "as they see fit" but this equipment must be maintained by others so it is vital to fix things in a prescribed manner. This is life-and-death equipment, your comparison to playing music is comical.
 1. You're right. A genius could figure out how to do something but if nobody else knows how he did it or how to repair it it is pretty useless to a large organization.
 1. The point is, there are often many different ways to accomplish a given task, but there is only one correct way to accomplish it. The Army way.
 There are reasons for this, but the most obvious one is that you may not be alive to explain to the next guy what your novel solution is or how to PMCS it. Figuring out what the last guy did takes time, that time can get you or others killed.
 2. Smarts does not often mean mechanical smarts. I remember being in Grad school with a control systems genius who could barely turn a wrench so to speak. Both of us got ME degrees.
 1. Yes, absolutely. Beware the engineer who harbors a delusion of generalized expertise and intelligence. The one who thinks that since he's very smart in one field, he knows the best solutions in all fields. That man will fix essential systems with the most awful, ignorant kludges imaginable and what's worse, he won't recognize them as kludges at all. He'll put lives in danger everywhere he goes. It's closely related to the engineer-as-savior syndrome.
 1. From my expirience IT engineers, lawyers and doctors are worst at this. They are usually very smart people with impressive loads of knowledge in their fields but dear god have mercy when they step outside of their fields.
 1. Yeah, underrated and genius move right there. I felt like that was a golden moment of the video for anyone who didn't already know to do that. It's sure nice to work with copper most of the time, but same experiences here with Bowden cables (and not the 3d printer kind!). Sometimes a freshly-snipped steel braid can really get you. Ooof, right up under the nail bed. It'll teach a lesson that will live for a long time. Builds character, but it's better to just learn proper technique :)
 1. Yup. Even more fun is what happens when you put your hand down on the trimmings, if you're fast enough it'll fishhook on you. I did it once in a scramble to get out of a shelter truck. Hours of entertainment.
 2. splicing wire is serious when some grunt is going to be pulling on it with all their strength to lay it down or roll it back up. making a good electrical connection is easy, making it mechanically strong at the same time is harder.
 1. You forgot to mention when they go out of their way to drive an LMTV over it. No matter how careful you are, no matter how well you secure it, some idiot is gonna find a way to park something on top of it. Wire is magic that way.
 3. If someone has to risk their life to go splice a wire that got broken in combat, you *really* need to be sure it's as strong and functional as the original, undamaged wire. Having to do it twice is not good.
 1. And here I am now imagining what it would be like to get sent up over the trenches or whatnot and find a wire that had just come undone from a lazy splice, courtesy of the last lineman. Oooo that would get me boiling mad…
 But knowing the way things work in the field, more often than not people probably looked out for their fellows even better than they'd look after themselves. I always remember the story of trench foot in the first world war. How people would be so tired and shell-shocked that they'd fall asleep without taking off their boots and damp socks in the bottom of a muddy, half-flooded trench for weeks on end, causing them to get gangrene and their legs would rot off. The military would try again and again to teach people the dangers and how to properly avoid it, but nothing stuck because they were just so dead-tired and traumatized that a leg rotting off just wasn't high up on the mental priority list.
 So eventually somebody had the genius idea of not telling soldiers to look after their own feet at all. They had the responsibility to look after the feet of the guy next to them instead. And would you believe it—trench foot, as a condition, disappeared overnight. Cases went to zero. Bam. Turns out people really are inherently good and care more about their brethren than their own life and limb. People can seem mean and selfish in our mundane, safe, daily lives… But when it really counts, humans come together and pull through gloriously. It's one of the most inspiring and morale-boosting stories I've ever heard, but maybe it's just me. And this is coming from a hard-core cynic, by the way. I guess pessimism really is just optimism scorned. But people are certainly good at the end of the day. I truly believe it.
 1. >Turns out people really are inherently good and care more about their brethren than their own life
 Not so for the general public who don't go to the same intensive training to build a team. It's a life or death situation, but there are selfish idiots break rules for social distancing and not wearing a mask.
 1. Dunk it in a solder pot and you've got a NASA splice. I once worked for this guy who forbade any of his underlings from using opaque heat-shrink, so nobody could hide their shame. I still kind of prefer clear heat-shrink for that reason. It's nice to see what's going on in there. And electrical tape holds a place of deep hatred in my heart if it's used anywhere other than nipples. I will throw a motorcycle wiring harness wrapped end-to-end in electrical tape straight into the trash rather than try to reverse-engineer it and build my own electrical system from the ground up instead. Damn them to hell.
 4. That's a trait I've found frequently in certain professional fields. They've received training in the aspects of IT that are relevant to their profession, such as medical diagnostics, avionics, industrial control systems, etc. Expert training. Detailed training. They're also highly competent and skilled in those areas.
 They are not highly trained, skilled, or experts outside their specialty, or in IT generally. But some of them like to think they are, and it's irritating to have to re-educate them.
 5. That reminds me of a fellow I knew many years ago. He'd bought a Ducati 450 single from a guy in the RAAF. Said previous owner had replaced the wiring harness, but not with colour-coded wiring. He'd replaced it with Air Force wiring, which (at that time, at least) was all white, with number coding.


GNU Info
Info Node: (gawk.info)Exit Statement
(gawk.info)Exit Statement
Prev: Nextfile Statement Up: Statements
Enter node, (file) or (file)node
The 'exit' Statement
 The 'exit' statement causes 'awk' to immediately stop executing the
current rule and to stop processing input; any remaining input is
ignored. The 'exit' statement is written as follows:
 exit [RETURN CODE]
 When an 'exit' statement is executed from a 'BEGIN' rule, the
program stops processing everything immediately. No input records are
read. However, if an 'END' rule is present, as part of executing the
'exit' statement, the 'END' rule is executed (Note: The 'BEGIN' and
'END' Special Patterns.). If 'exit' is used as part of an
'END' rule, it causes the program to stop immediately.
 An 'exit' statement that is not part of a 'BEGIN' or 'END' rule
stops the execution of any further automatic rules for the current
record, skips reading any remaining input records, and executes the
'END' rule if there is one.
 In such a case, if you don't want the 'END' rule to do its job, set
a variable to nonzero before the 'exit' statement and check that
variable in the 'END' rule. Note: Assertions, for an
example that does this.
 If an argument is supplied to 'exit', its value is used as the exit
status code for the 'awk' process. If no argument is supplied, 'exit'
returns status zero (success). In the case where an argument is
supplied to a first 'exit' statement, and then 'exit' is called a
second time from an 'END' rule with no argument, 'awk' uses the
previously supplied exit value. (d.c.)
 For example, suppose an error condition occurs that is difficult or
impossible to handle. Conventionally, programs report this by exiting
with a nonzero status. An 'awk' program can do this using an 'exit'
statement with a nonzero argument, as shown in the following example:
 BEGIN {
 if (("date" | getline date_now) <= 0) {
 print "Can't get system date" > "/dev/stderr"
 exit 1
 print "current date is", date_now
automatically generated by info2www version


Difference Between Similar Terms and Objects
Difference Between UHF Microphone and VHF Microphone
micro_phoneUHF vs VHF Microphones
Microphones are used to capture sound, whether its from the human voice, animals, or even from the environment, and either amplify it for rebroadcast or to record it for later use. Although VHF (Very High Frequency) and UHF (Ultra High Frequency) are both used to describe frequencies, these are not related to the frequency of the voice that is being recorded. Instead, it is related to the transmission of the voice signal from the microphone to its receiver on wireless microphones.
VHF microphones usually transmit at around 170Mhz to 216Mhz while UHF microphones transmit between 450Mhz and 952Mhz, which is over ten times the difference in the frequency range that devices can use. UHF microphones benefit from this very wide range of frequencies that can be used by manufacturers. This makes it less prone to interference as you are less likely to encounter another UHF device that transmits at the same frequency within range of each other. VHF microphones are a little bit more prone to this due to the number of VHF microphones in existence and the very narrow frequency spectrum.
But if there was no trade-off to the advantage of UHF microphones, VHF microphones would no longer exist in the market today. The disadvantage of UHF microphones is in the relatively high cost of these microphones. Because most people see no significant advantage to UHF microphones, only a price difference, VHF microphones are still widely used. And for most users of VHF microphones, it works flawlessly without any problems.
For most applications, VHF microphones would usually suffice as the probability of having a device that would interfere with it is still quite low. But for people who intend to work in areas where there are a lot of transmitters that work in the VHF range, having a UHF microphone is a must. UHF microphones are also advised to those who wants to ensure that their microphones work every time. In cases where microphones are absolutely essential, like in TV or radio broadcasting or concerts, having both types is the only way to go. So that you can switch to the other in case one is not working properly.
1.UHF and VHF are two divisions of the radio frequency spectrum
2.VHF microphones transmit between 170Mhz and 216Mhz while UHF microphones transmits at around 450Mhz to 952Mhz
3.UHF microphones tend to be less prone to interference compared to VHF microphones
4.UHF microphones cost more than VHF microphones
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text:
TeachMeFinance.com - explain intelligence-related activities
intelligence-related activities 'intelligence-related activities' is an military term meaning '(DOD) Those activities outside the consolidated defense intelligence program that: respond to operational commanders' tasking for time-sensitive information on foreign entities; respond to national intelligence community tasking of systems whose primary mission is support to operating forces; train personnel for intelligence duties; provide an intelligence reserve; or are devoted to research and development of intelligence or related capabilities. (Specifically excluded are programs that are so closely integrated with a weapon system that their primary function is to provide immediate-use targeting data.)'.
About the author


Student Thesaurus
2 entries found for compare.
To select an entry, click on it.
Entry Word: compare
Function: verb
Text: 1 to describe as similar
Synonyms bracket, equate, liken
Related Words associate, connect, couple, link; allude, refer, relate; equal, match, parallel
Antonyms contrast
2 to regard or represent as equal or comparable -- see EQUATE 1


text:
European Decorative Arts and Sculpture
Tile Panel: Animals and Bird in Scalloped RoundelsMade in Netherlands, Europe
Artist/maker unknown, Dutch
Tin-glazed earthenware with blue decoration
1979-50-59--62,73,74,130,131Gift of Mrs. Francis P. Garvan, 1979
Following the 1609 Twelve Year Truce with Spain, and the Treaty of Münster which ended the 80 Year War in 1648, the war-damaged cities of the Dutch Republic were rebuilt and began to enjoy a new-found economic prosperity based on sea and river trade. The reconstruction and subsequent development of towns also required the increased use of tiles as a building material.
The earliest tiles were made of clay found along the floodplains of riverbeds; the clay was a blend of eroded rock fragments infused with minerals and organic matter, including iron, which produced the red color of tiles after firing. The first Dutch tiles were unglazed and used on the floor. Because the porous tiles deteriorated rapidly, however, lead and tin-glazing were quickly introduced to protect and waterproof the tiles. The technique of tin-glazing was first used in Europe by Moorish craftsmen in the early Middle Ages, but this method was introduced to the northern provinces of The Netherlands only in the beginning of the sixteenth century.
The Dutch craze for tiles in the home as objects of both utility and decoration – as a building material tiles reduced fire risk, kept out the damp and were an easy surface to keep clean - resulted in the establishment of factories not only in Delft, but throughout Holland to satisfy a constantly increasing demand.
The process of manufacturing and decorating Dutch tiles rarely strayed from several unvarying steps: The clay was first washed and left to mature, followed by massaging in a pug mill, which consisted of a large vertical wooden barrel containing metal cutters that were moved through the clay by a horse walking around the barrel. The prepared clay was then pressed into square wooden or metal frames and rolled flat. The frames were then lifted away and the clay was left to dry. Once firm, the clay was trimmed to size and biscuit fired at 1000 degrees Celsius for 20 to 40 hours, followed by up to three days of cooling within the kiln. Following this, tin glaze, which is a lead glaze to which tin oxide has been added, was applied. After the second firing, the tiles gained an opacity which provided an excellent background for decoration.
Social Tags [?]birds [x] deer [x] dog [x] dutch tiles [x] goat [x] greek key pattern [x] rabbit [x] set of 8 [x] wildlife [x] [Add Your Own Tags]
* Works in the collection are moved off view for many different reasons. Although gallery locations on the website are updated regularly, there is no guarantee that this object will be on display on the day of your visit.


text:
Nothing is better than awareness when someone wants to solve a problem! It might be very costly to become aware of the main issues, and the more you know, the better you can dig down to the roots and causes of problems and eventually solve them. That's the purpose of the "Monitoring Mode" existing on SOLO, full supervision!
The main thing that the "Monitoring Mode" is trying to address is giving the maximum possibility to the users of SOLO for having a complete and comprehensive understanding of the most important phenomenons that are happening in the whole system, while they are trying to test the system and possibly finding the best tunings and settings.
Currently, in the first version of Monitoring Mode, once it's activated, the user will receive a continuous and simultaneous samples of the most critical parameters of Motor as below, each one sampled with 200Hz:
1. VA: 3 phase Motors phase A voltage (BLDC, PMSM, ACIM)
2. VB: 3 phase Motors phase B voltage (BLDC, PMSM, ACIM)
3. IA: 3 phase Motors phase A Current (BLDC, PMSM, ACIM)
4. IB: 3 phase Motors phase B Current (BLDC, PMSM, ACIM)
5. VBUS : The power supply voltage ( BUS / Battery voltage )
6. IM: The DC motor Current
7. VM: The DC motor Voltage
8. Iq: The quadrature Current in 3 phase motors ( current acting in torque generation)
9. Id: The direct or Magnetizing Current in 3 phase motors
10. Speed: The speed measured or estimated by SOLO both in Sensorless and in Sensor-based methods
Beside the mentioned parameters, 2 other parameters can be derived directly from them as below:
11. VC = VA + VB: 3 phase Motors phase C voltage (BLDC, PMSM, ACIM)
12. IC = IA+IB: 3 phase Motors phase C Current (BLDC, PMSM, ACIM)
This means, SOLO in this type of Monitoring, will provide continuous and simultaneous samples of 12 parameters, but one might ask, why simultaneous sampling matters?
To explain this better you can look at Figure 1 and Figure 2 below, taken while a Brushless motor was abruptly stopped and again forced to go back to 4500RPM, this test was done to depict the "Regenerative Brake" qualities in SOLO.
Figure 1 – Regenerative Brake Effect on Battery Voltage Level
Figure 2 – Regenerative Brake Effect and the current returned back to the supply
About these two plots, the most interesting part is, the first peak of returned current to the supply ( negative Iq current of -2.95A) is recorded at sample number "36868" visible in Figure 2, while at the exact same sample we have the peak of supply voltage ( battery) rising to 43.7V from the normal range of 36.5V which is evident in Figure 1, these two phenomenons are very momentary and capturing them requires a fairly high sampling rate that SOLO can offer in Monitoring Mode.
Another example of the use of Monitoring mode is depicted in Figures 3 and 4, in which the difference in two various Tuning of Kp and Ki gains of speed controller on the quality of speed controlling on a brushless motor is shown:
Figure 3 – Speed controller tuned with Kp = 0.3 and Ki=0.001
Figure 4 – Speed controller tuned with Kp = 0.4 and Ki=0.02
In both of these figures the step response of the system, by giving a speed set-point (Red Plot) of 3000 RPM is examined, meaning that while the Motor was standing still, a sudden request to rise the speed to 3000 RPM has been sent to SOLO, so as you can see in the first tuning shown in Figure-3, it's resulted in smooth but relatively slow increase of the speed until the reference, while in second tuning shown in Figure-4 the speed has risen much faster but with an overshoot of around 400RPM for a short time occurred. Both of these tunings can be acceptable for different systems, for example the first one will be good for soft starting of a motor, and the second tuning will be better for fast tracking of the speed reference for agile systems like Robots or drones.
As you can see, using the monitoring mode, the analysis of your systems, and how they are behaving will be much easier and professional, resulting in better and more reliable designs. We will continue to introduce more monitoring modes, focused on other features, like position controlling and so on.


text:
Chemistry experiment from Apologia Chemistry on the conservation of mass. The first question might be, what the heck is conservation of mass? It is a fancy way of saying that matter cannot be created or destroyed; it can only change forms-i.e. when matter goes through a change, the total mass remains the same. Got it?
Look at it this way. Trying to figure out if the mass of matter is the same before and after a chemical change has occurred is what you are trying to accomplish. So everything has to be weighed before any changes are made.
What you need:
~A few beakers or glass containers. We do not have fancy glass beakers so we opted to use my beloved Mason jars. We filled one up with water and marked off what would be 250 mL and 100 mL as you can see by the Post-it notes. We also marked off 50 mL, 60 mL, and 10 mL so we could mark where to stop filling the jars up when those amounts were called for.
~red (purple) cabbage leaves (we used four).
~lye (sodium hydroxide). This is tricky to find, we actually ended up using drain cleaner that contained sodium hydroxide instead, and it worked just fine.
~a stirring rod (we just used a wooden dowel).
~2 cups of water
~a glass plate/saucer
~a mass scale
Put two cups of water into a pot and then add the cabbage leaves. We used four. Then boil the leaves for five minutes. While you wait for the leaves to boil for five minutes, measure the mass of the 100 mL beaker, and then add 60 mL of vinegar. Carefully measure out a teaspoon of lye and put it on the watch glass. Allowed the cabbage to cool for a few minutes. Then pour about 50 mL of the cabbage/water liquid into the 250-mL beaker. You may want to let it cool just a bit and then pour about 10 mL of the solution into the 100-mL beaker. The vinegar should have turned pink. That was the first chemical change. The cabbage has anthocyanins-i.e. water-soluble pigments. Next, place the stirring rod in the beaker. Cover that beaker with your glass plate and measure the mass of the items combined. Once you get your new total mass, dump the lye from the glass plate into the vinegar and stir with the stirring rod. If you did this all correctly, the liquid in the beaker should have changed colors but the mass should have stayed the same. Here are the pics of our results.
|The supplies are ready to go.|
|60 mL of vinegar in the first jar and 10 mL in the second jar.|


text:
World Teachers' Day, WTD
World Teachers' Day, WTD (October 5th)
Over 100 countries express their teacher appreciation by observing World Teachers' Day (WTD). The efforts of many parents and teachers' organizations have contributed to this widespread recognition. Every year, public awareness campaigns are launched to highlight the contributions of the teaching profession. On 5 October, teachers'
organizations worldwide mobilise to ensure that the needs of future generations are taken into consideration in this increasingly complex, multicultural and technological world.
UNESCO inaugurated the 5th of October as World Teachers' Day in 1994 to commemorate the signing of the UNESCO/ILO Recommendation concerning the Status of Teachers on the 5th of October, 1966. World Teachers' Day also highlights the Recommendation Concerning the Status of Higher Education Teaching Personnel adopted in 1997.
According to UNESCO, World Teachers' Day represents a significant token of the awareness, understanding and teacher appreciation
displayed for the vital contribution that these professionals make to education and development. Teachers' Day should be internationally recognized, and teacher appreciation should be celebrated around the world. The principles of the 1966 and 1997 Recommendations should be considered for implementation in all nations.
World Teachers' Day provides the opportunity to draw public attention to the role of teachers worldwide as well as to the crucial importance of the role they play in society. On the 5th of October, 1966, the world's teachers made a giant step forward. A Special Intergovernmental Conference adopted the UNESCO/ILO Recommendation concerning the Status of Teachers, which, for the first time ever, gave teachers throughout the world an instrument that defines their responsibilities and asserts their rights. In adopting this Recommendation, governments unanimously recognized the importance for every society of having competent, qualified and motivated teachers. The international community thus recognizes that showing teacher appreciation is a positive and necessary yearly action.
How different countries celebrate teacher appreciation
A sad teacher appreciation story: Sakina Daudi
United Nations' agencies teacher appreciation message on WTD
Back to Home: Teacher Appreciation


text:
Rats lost post. Presenter is going over potential and Kinetic energy. Energy does work or causes change. Potential energy is stored Kinetic is being used. Energy and mass cannot be changed or destroyed just changed. Heat is dissipated at each level. She as a flash light that can be powered by squeezing a handle, it has a magnet and a copper wire that causes electrons to move. They also had sand going around in two containers being shaken. Now they are measuring the temperature.
July 18, 2008
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text:
(WHM >> Home >> Service Configuration >> cPanel Web Services Configuration)
The system uses cipher suites to negotiate security settings for network connections over TLS/SSL. This interface allows you to edit the TLS/SSL Cipher List for cPanel, WHM, and Webmail.
We recommend that only advanced users edit the cipher list.
By default, cPanel & WHM uses the following protocol list for web services:
By default, cPanel & WHM uses the following cipher list for web services:
Edit the cipher list
To edit the cipher list, enter the appropriate cipher in the text box and click Save.


text:
Final NHT report
Department of the Environment and Water Resources, 27 August 2007
ISBN 978 0 642 553 750
About the report
Several key components led to the development of sea turtle conservation work and the development of this Natural Heritage Trust project on the Tiwi Islands:
- a large population of endangered olive ridley turtles in an accessible location;
- a successful marine ranger program already established on the Tiwi Islands;
- a successful satellite tracking study conducted in 2004;
- a desire and interest of Tiwi Traditional Owners to manage their own sea turtle stocks; and
- a lack of sea turtle educational material and resources on the Tiwi Islands.
There are few sea turtle educational resources available that are specific to Australia and much fewer that are developed specifically for Aboriginal Communities. The Tiwi Land Council, Pularumpi School, Munipi Art Centre and Coastcare NT saw a need for this to be developed specifically for the Tiwi Islands with a variety of educational activities.


text:
Looking for a way to collectively support education? Look no further! The Collective Education Fund is the answer you've been searching for. This innovative solution allows individuals to contribute towards creating opportunities for quality education for all. By pooling resources together, we can make a significant impact on the lives of students, teachers, and communities. With the Collective Education Fund, you become part of a movement that believes in the power of education to transform lives. Join us as we work towards a brighter future for all through the collective power of funding education.
Collective Education Fund: Empowering Communities Through Collaborative Learning
Education is a powerful tool that has the ability to transform lives and communities. However, access to quality education can be limited by various barriers such as financial constraints, lack of resources, and limited opportunities. This is where a collective education fund comes into play, offering a unique solution to address these challenges and empower individuals and communities through collaborative learning.
What is a Collective Education Fund?
A collective education fund is a collaborative approach to financing education, where a group of individuals or organizations contribute resources towards a shared fund. This fund is then used to provide educational opportunities, scholarships, learning materials, and support programs for individuals or communities in need. The collective effort enables access to education for those who may not have the means to pursue it otherwise.
The concept of collective education funds is rooted in the belief that education is a fundamental right and should not be limited by financial constraints. By pooling resources together, communities can create a sustainable and inclusive approach to education, ensuring that no one is left behind.
Benefits of a Collective Education Fund
A collective education fund offers a range of benefits that extend beyond just financial support. Here are some key advantages:
- Increased access to education: Collective education funds help remove financial barriers, allowing individuals from disadvantaged backgrounds to access quality education.
- Empowerment of communities: By involving the community in the education process, collective funds empower individuals and communities to take ownership of their learning and future.
- Networking and collaboration: Collective education funds encourage collaboration and networking among stakeholders, fostering a sense of community and shared responsibility.
- Diversification of resources: By pooling resources together, a collective education fund can leverage various funding sources, creating a more stable and diverse financial base.
- Long-term sustainability: Collective education funds focus on long-term impact, ensuring sustained support and educational opportunities for generations to come.
How Does a Collective Education Fund Work?
The functioning of a collective education fund involves a well-defined process to ensure transparency, accountability, and effective utilization of resources. Here's a step-by-step guide on how a collective education fund typically operates:
- Establishment and Governance: A group of individuals or organizations come together to establish the collective education fund, defining its mission, goals, and governance structure.
- Resource Mobilization: The fund seeks contributions from donors, individuals, corporations, and other organizations. This can be through financial contributions, in-kind donations, or volunteering services.
- Needs Assessment: The collective education fund assesses the educational needs and priorities of the target communities or individuals to determine the areas requiring support.
- Program Implementation: Based on the needs assessment, the fund designs and implements educational programs, scholarships, or other support initiatives. This can include funding school infrastructure, teacher training, scholarships, or providing educational resources.
- Monitoring and Evaluation: The collective education fund establishes mechanisms to monitor the impact and effectiveness of its programs, ensuring that resources are utilized optimally and producing the desired outcomes.
- Transparency and Reporting: The fund maintains transparency by regularly reporting the progress, financial statements, impact assessment, and any other relevant information to its stakeholders.
- Continuous Engagement: The collective education fund actively engages with the community and stakeholders to ensure ongoing collaboration and support, fostering a sense of shared responsibility.
Examples of Collective Education Funds
Collective education funds have been successfully implemented in various countries and communities, making a significant impact on education accessibility and quality. Here are a few notable examples:
|Community Education Fund
|Scholarships for underprivileged students
|Girls' Education Fund
|Supporting girls' education and empowerment
|Rural Education Collective
|Improving educational opportunities in rural areas
Getting Involved in a Collective Education Fund
If you're passionate about education and want to contribute to a collective education fund, there are several ways to get involved:
- Financial Contributions: You can make monetary donations to the fund, either as one-time contributions or regular contributions to support its ongoing programs.
- In-Kind Donations: Donate educational resources, books, technology, or other materials that can support the education initiatives of the fund.
- Volunteering: Offer your time and skills by volunteering with the fund or participating in its activities and projects.
- Advocacy and Awareness: Raise awareness about the importance of collective education funds, advocate for inclusive education, and encourage others to support such initiatives.
Remember, every contribution, no matter how small, can make a difference in empowering individuals and communities through education.
Challenges and Solutions
While collective education funds present a promising approach to address the educational gaps, they also face certain challenges. Here are a few common challenges and potential solutions:
- Limited Funding: It can be challenging to secure adequate funding to meet all the education needs. Solutions include diversifying funding sources, seeking partnerships with organizations, or engaging in fundraising campaigns.
- Sustainability: Ensuring the long-term sustainability of the fund requires continuous engagement with stakeholders, building strong networks, and developing self-sustaining programs.
- Monitoring and Evaluation: Establishing robust monitoring and evaluation systems is crucial to measure the impact of the fund's programs and make informed decisions about resource allocation.
- Equitable Distribution: Ensuring that education opportunities are distributed equitably among different communities or individuals requires careful needs assessment, prioritization, and targeted interventions.
By addressing these challenges proactively, collective education funds can maximize their impact and contribute to a more equitable and inclusive education system.
The power of collective education funds lies in their ability to bring together diverse stakeholders, leverage resources, and empower individuals and communities through collaborative learning. As we continue to strive for equal access to education globally, collective education funds offer a promising solution that can transform lives and create a brighter future for all.
Frequently Asked Questions
What is a collective education fund?
A collective education fund is a pooled investment vehicle created to fund educational initiatives and programs. It allows individuals or organizations to contribute money towards a common goal of promoting education, which can range from providing scholarships to supporting educational institutions and projects.
How does a collective education fund work?
A collective education fund works by gathering contributions from multiple individuals or entities and then using these funds to support various educational initiatives. The contributions are typically invested or managed by a fund manager, who makes decisions on how the funds are allocated to different projects based on the fund's objectives and criteria.
What are the benefits of contributing to a collective education fund?
Contributing to a collective education fund allows individuals and organizations to have a greater impact in promoting education compared to individual efforts. By pooling resources, the fund can support larger-scale projects, reach more beneficiaries, and create sustainable educational programs. Additionally, contributors may also benefit from tax incentives or other financial advantages depending on the jurisdiction and nature of the fund.
Who can contribute to a collective education fund?
Contributions to a collective education fund can be made by individuals, corporations, educational institutions, foundations, or any other entities interested in supporting educational initiatives. The eligibility to contribute may depend on the specific requirements and guidelines set by the fund, which can vary from fund to fund.
How can I find a collective education fund to contribute to?
To find a collective education fund to contribute to, you can start by researching educational foundations, non-profit organizations, or educational institutions in your area. They often have collective education funds or can provide information about existing funds that align with your educational interests. Online platforms and directories dedicated to philanthropic initiatives can also be helpful resources in finding collective education funds.
What is the long-term impact of collective education funds?
Collective education funds have the potential to create lasting change in the field of education. By providing sustained financial support to educational initiatives, they can improve access to education, enhance the quality of learning environments, empower marginalized communities, and ultimately contribute to the development of societies and economies. Continued contributions and effective management of collective education funds are vital to ensure their long-term impact.
The collective education fund is an effective solution for addressing the financial challenges faced by students. By pooling resources together, individuals and organizations can contribute to this fund and support the educational aspirations of deserving students. With this fund, educational opportunities can be made more accessible and affordable, empowering students to pursue their dreams without the burden of excessive debt. Through the collective education fund, communities can come together to invest in the future generations and ensure equitable access to quality education for all. Joining forces through this fund, we can make a significant impact in shaping a better tomorrow.


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I have a bit of a math problem on my hand. I am putting together a little calculator for my home brewing adventures, to calculate potential in alcohol production. I got my formulas, and tested them in google sheets to make sure they were working. I translated them to a small VB program. Everything works… okay… with one minor problem.
If I say, have 1 + 1 ( this is a simplified version of the problem) and run it through my code, I end up with 2. On the excel sheet I also get 2. If I have 1 + 1.1, on the Excel sheet I get 2.1; in program it returns 1. If I have 1+ 1.5, in the excel sheet I get 2.5, in the program I get 2.5
I have everything set to as full a decimal place as possible. What would account for these wierd zones of refusal to update the results?
Code is as Followed:
Private Sub calculateBtn_Click(sender As Object, e As EventArgs) Handles calculateBtn.Click Dim HoneyWeight As Decimal = (CInt(honeyTxt.Text) * 0.453592) * ((CInt(sugarTxt.Text) / 100)) Dim WaterWeight As Decimal = (CInt(waterTxt.Text) * 3.79) + (CInt(honeyTxt.Text) * ((100 - CInt(sugarTxt.Text)) / 100)) Dim TotalWeight As Decimal = (CInt(honeyTxt.Text) * 0.453592) + (CInt(waterTxt.Text) * 3.79) Dim TotalVolume As Decimal = (CInt(waterTxt.Text) * 3.79) + ((CInt(honeyTxt.Text) * 0.453592) * (1 / 1.42)) mustVolTxt.Text = Math.Round(TotalVolume, 2, MidpointRounding.AwayFromZero) Dim BottleYield As Integer = mustVolTxt.Text / (CInt(bottleSizeBx.Text) / 1000) bottleYieldTxt.Text = BottleYield Dim Brix As Decimal = HoneyWeight * 100 / WaterWeight brixTxt.Text = Brix Dim SG As Decimal = (Brix / (258.6 - ((Brix / 258.2) * 227.1))) + 1 sGTxt.Text = SG Dim FG As Decimal = CInt(fGTxt.Text) Dim ABW As Decimal = 76.08 * (SG - FG) / (1.775 - SG) Dim PABV As Integer = ABW / 0.794 PotentiolABVTxt.Text = PABV & "%"
The only math.round I have is when calculating the volume, but that only comes into play well after the other, inaccurate, results.
Thanks in advance


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, Acid House, Dubstep and Christian Techno.
Though it remained for almost 100 years a major Irish pilgrimage site, Knock established itself as a world religious site in large measure during the last quarter of the twentieth century, largely due to the work of its longtime parish priest Monsignor James Horan. Horan presided over a major rebuilding of the site, with the provision of a new large Knock Basilica (the first in Ireland) alongside the old church. Horan secured from Irish Taoiseach Charles Haughey millions of pounds of state aid to build a major airport near Knock. The project was condemned by critics in the media. At the time the Irish economy was in depression with massive emigration. Contrary to the critics' expectation however - and with the advent of low-fare and discount airlines - Horan International Airport (now known as Ireland West Airport Knock) became a commercial success, drawing not just pilgrims as well as passengers, but also becoming the air-gateway for the whole of Connacht.
Purported solar phenomena
In October 2009, Knock received national attention when many people reported observing "miraculous" solar phenomena similar to the Miracle of the Sun widely believed to have occurred at the time of the Fatima apparitions. The phenomena had been "prophesied" by self-proclaimed Dublin-based mystic Joe Coleman a few weeks earlier; however the reports were met with scepticism and the local Archbishop warned Catholic congregations against putting any faith in these phenomena. Archbishop Dr Neary said such events were "to be regretted rather than encouraged".
When the pilgrims had left the shrine after this event, the manager had to call in industrial cleaners to remove the rubbish left, including spilt food and drink.He also said that he would review whether gatherings would be allowed, citing health and safety issues as one problem.
In December 2009, an ophthalmologist from University Hospital Galway issued a warning that there had been a significant spike in the number of cases of solar retinopathy "all of them linked to events at Knock", with the observed patients having had "a significant reduction in their vision". The reports of people having observed the sun "dancing in the sky" were characterised as merely "sort of a cheap trick" caused by the extremely bright sunlight: "If you stare at the sun for long enough you're going to get some visual disturbances." The warning about the dangers of staring directly at the sun continued: "Not only will you get reduced vision but also a condition called metamorphopsia".
Archdeacon Kavanagh
The parish priest at the time of the apparition was The Very Reverend Doctor Bartholomew A. Kavanagh, who was also Archdeacon of the diocese. Widely considered a very holy priest in spite of his siding with landlords against the growing Land League movement, he was appointed parish priest of Knock-Aghamore in 1867, and was about 58 at the time of the apparition. He died in 1897 and is buried in the Old Church.
Cultural context
An Irish anthropologist, Dr Peter Mulholland, took Mr Coleman's 'visions' and prophesies as a case study and 'Exploring a range of explanatory theories, he highlights the interaction of social context, family structure and the Catholic tradition in generating the kind of quotidian life experiences that have sustained "magical devotionalism" and facilitated the spread of New Age healing beliefs and practices' in modern Ireland.
See also
- Marian apparitions
- Knock, County Mayo
- Moving statues
- Shrines to the Virgin Mary
- Our Lady of Fátima
- Our Lady of Lourdes
- "The Apparition at Knock", Knock Shrine Association of America
- "The Story of Knock", Knock Shrine
- The Story of Knock
- Carey, F. P. "Knock and its Shrine". catholicpamphlets.net, 2012. Retrieved May 12, 2012.
- Geraghty, Joan. "Knock Shrine, the holy site", Mayo News, 18 July 2012
- "Ireland: new Parish Priest for National Shrine at Knock", Independent Catholic News, 3 February 2012
- "Knock Shrine", Tourism Ireland
- "Knock, Ireland's National Marian Shrine", Mayo, Ireland
- "Archbishop enters row over Knock'sun miracle'". Irish Independent. 27 October 2009.
- Shrine staff forced to clean up mess left by Knock pilgrims, John Cooney, Irish Independent, 3 November 2009
- Eye fears over holy shrine 'visions', BBC News, 2 December 2009.
- 'Marian Apparitions, the New Age and the FÁS Prophet' by Peter Mulholland. In Ireland's New Religious Movements, Olivia Cosgrove, Laurence Cox, Carmen Kuhling and Peter Mulholland (eds) 2011
Further reading
- John MacPhilpin. The Apparitions and Miracles at Knock. PJ Kennedy. 1904
- Sister Mary Francis Clark. Three Visits to Knock. PJ Kennedy. 1904
- Neary, Tom, I Saw Our Lady.


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- 40 tons of duckweed per acre per year ~.1 tons per day not accounting for seasonal affects
-.1 ton of duckweed yields ~.025 tons of ethanol by weight and is ~7.5 gallons/day
- 70 gals of ethanol per week ($1/gal cost) can be produced by one efuel fueller
- Approximate Cost of a Prototype System is 30,000 USD
- Princeton Meadows Waste Water Treatment
- Pinelands Nursery
- Eric Lam Research Group, Rutgers
- Eagleton Institute and Roosevelt Institute, Rutgers
- For-Profits: Viral Genetics
- Non-Profits: Em[POWER] Project Bangladesh
Em[POWER] nonprofit 501c3 is supporting the exploration of new innovations related to Duckweed, identifying new international/national locations for duckweed growth/harvesting, along with working to establish collaborations to expand the project's potential locally in the US and abroad. In general we are pursuing the developing of the "Water Purification to Energy" strategy for deployment internationally and to be tested locally. Water Purification to Energy is growing duckweed for biofuel. It is a process that makes use of the synergy (interdependence) between a community in need of clean water and distributed sustainable energy, with systems enabling economic growth and environmental improvement. "Water Purification to Energy" is based on the idea of capturing an unused resource that is a byproduct of a critical process, specifically being water treatment. Ideally the energy or resources captured that were previously wasted can be used to improve social and economic situations for communities near waste water ponds, living in impoverished conditions. Access to clean water and a sanitary environment could be enhanced by this process, which would directly improve public health. In theUnited States, the opportunity resides initially reducing the sediment in retention ponds, which is a potential cost savings for water treatment centers in regards to dredging and burning the sediment. Additionally the continual removal of duckweed helps purify the waste water. The duckweed itself can feed an ethanol or potentially a biodiesel production, all as a parasitic process using existing waste water infrastructure for harvesting the duckweed.
We are part of a collaborative process involving the Lam Research Group, Rutgers Chapter of em[POWER], the EcoComplex, Energy IGERT, Engineers Without Boarders, Warm Heart International, Grambangla Unnayan Committee, NJ PIRG and others. Some of the students involved are Philomena Chu, Thomas Maloney, Jessica Kretch, Deepack Khanna, Dave Byrnes, Dave Pal, Dave Wallace, Dalia Nahol, Gianna Rosati, Nasir Uddin, Tammy Hsu, Ryan Integlia and others. The Rutgers student chapter of em[POWER] led by Tammy Hsu and previously Henry Chao has served to recruit undergraduate/graduate students and professionals for support, establish collaborations with student organizations such as Engineers without Boarders via Jessica Kretch, NJPIRG via Dave Byrnes, provide awareness at various events, contribute to student research via Deepak Khanna and Angela Wan and pursue involvement in service learning activities with Prof. Lam and the EcoComplex.
Written for em[POWER] by Ryan Integlia
Every year over three billion people become ill with preventable diseases associated with the consumption of water contaminated with fecal coliforms (Chasen 2007). These illnesses are linked directly to the lack of access to proper drinking water and purification systems. The largest factor leading to the absence of these systems is that impoverished communities are unable to sustain the costs of maintaining these energy and resource intensive technologies. If these systems can be made self-sustainable, then more communities will have access to water purification systems and fewer people will become ill from this dirty water.
There are new technologies that are being developed with these issues in mind. Duckweed is an aquatic plant that has purification properties and can be used as biomass for the fermentation of ethanol. Although duckweed can be used in conjunction with a water purification system, it is not meant to replace these systems. The creation of a harvesting and fermentation system will allow duckweed to be grown on open water, collected and fermented into ethanol. This process will not only jump-start the water purification process, it will begin to make the systems self-sustaining.
Written for em[POWER] by Dave Pal, Intern for em[POWER] (2010-2011)
Collaborative Work Currently Being Pursued:
The answer to our search for alternative sources of energy to our economy's endless need of oil to power our cars and appliancesmay very well lie in our very own neighborhood. Duckweed is an aquatic plant often found in wastewaters that can be used after a process of many steps to eventually produce ethanol. Being found and grown in wastewaters, duckweed can be a good resource of proteins and starch.
Wastewater that is generated from water treatment facilities and lakes, some contain the necessary nutrients that can be used by the aquatic plant, Duckweed, for growth and proliferation. For several decades researchers have been intrigued by the idea that plants of the Lemnaceae, commonly called duckweeds and water meals, could be developed as a major crop. Utilization of duckweed for municipal wastewater treatment through recovery of polluting nutrients by duckweed growth is not new. These plants have been used for treatment of municipal wastewater for quite some time.
It is imperative for one to fully understand why Duckweed, out of all the ubiquitous types of plants found spread throughout our community, is a great source for ethanol production. Aquatic plants such as Duckweed can directly absorb nutrients from wastewater. This thus eliminates the need for land integration with a potential for nutrient loss due to contamination problems and such. Duckweed would utilize ponds that could be built on land that might be unsuitable for soil-grown crops. In that way an aquatic crop such as Duckweed could be grown as a worldwide supply of biomass while not interrupting arable cropland. Utilization of wastewater for growth would provide the plant's water and nutrient needs. Duckweed is also able to tolerate the variation of nutrient levels in wastewater and the various forms of nitrogen that can be present. Most notably due to the discovery of prior research, Duckweed is able to tolerate and utilize relatively high concentrations of ammonia found in certain wastewaters.
The current objective is to maximizing biomass yield and ease of handling, while minimizing production costs highlights another major characteristic of Duckweed. Production costs are associated with the amount of resources including area that are needed to produce a unit of plant biomass. Since the ideal plant needed for this process should have a fast growth rate and the plant should be able to achieve this growth rate with minimal nutrient inputs, Duckweed is an excellent choice for this process. Duckweed grows exponentially when left alone in optimal conditions. The selected growth system would also minimize costs by simple harvesting methods of total plant biomass, which is perfect due to the small budget of this project. One of the reasons why Duckweed is requires a simple harvesting method is because of he plants ability to grow in waste water but moreover because of the plant's characteristic for simple mechanization of harvesting and postharvest handling procedure. Nothing fancy is required for the drying and fermentation of the Duckweed as 45-degree Celsius chambers are used for the drying procedure and yeast is used for the fermentation process.
In addition, duckweed biomass has several characteristics that provide duckweed biomass-to-ethanol process advantages and that could lower overall costs when compared to corn. The main advantage is that duckweed biomass would require little or no mechanical grinding because of the small size of the plants.
Written for em[POWER] by Deepak Khanna, Intern for em[POWER], member of Lam Research Group andRutgersem[POWER] Student Chapter Member
Work Being Done Under Dr. Lam:
Under the leadership of Dr.Lam we are embarking on such a voyage, if you could say so, to use Duckweed as a source of ethanol production. Our first goal was to figure out which strain would be used for the experiment. In the mean time Dr.Lam has been working with a pond skimmer called "The Pond Hippo". What the Pond Hippo does exactly is it removes the weeds and debris from the water and deposits them on shore in a catch container. In this case the weeds and debris would be the Pinelands Nursery, the location of our experiment, covered with the duckweed strain we chose. This container has a series of sieves that separate the weed /debris from the water, allowing the water to flow freely back into the pond while the weed and debris stay in the container.
Although we are still in the testing phase and the process is a long and time consuming one, Dr.Lam and I are positive that this is something that will be of great value to many people in the near future. With the collection drawn from the Pond Hippo we next plan on transporting the potential biomass into the Eco-Complex. After a simple fermentation process with the use of yeastthe ready biomass would be deposited into the Micro-Fueler. The Micro-Fueler replaces the dangerous combustion heating elements used in commercial ethanol plants and home grown stills with a patent pending, non-combustion distillation system, making the MicroFueler process a safer and environmentally friendly way to produce ethanol by taking waste, in this case the duckweed, and converting that waste to energy to fuel hopefully one day your vehicles and appliances.
Written for em[POWER] by Deepak Khanna, Intern for em[POWER], member of Lam Research Group and Rutgers em[POWER] Student Chapter Member


text: Newspaper forms are individual 11 by 17 in. blank newspaper forms that can be used to create personal newspapers. We recommend one blank form for each child. Throughout the year, the writing assignments in Year Three of the Four Year Plan create each of the parts of the newspaper. At the end of the year, paste each of the articles into the form to create a complete newspaper.


text: The'management' of midlife women's bodies is becoming an increasingly important focus for both themselves and medical 'experts'. Health technologies play a major part in this process, given health promotion messages about their usefulness for maintaining and enhancing the quality of life. But how do individual women interpret such messages? This paper explores the factors that impact upon health decision making in relation to a group of these technologies. In particular, we examine how related risks are assessed by women themselves and jointly with health professionals, in the clinical context. Drawing upon literature from the sociology of the body and embodiment, debates about risk and feminist research on the menopause, we argue that midlife needs to be understood as an embodied experience and that women's decisions about technology-based health interventions need to be contextualised. The paper draws upon research data from interviews with individual women and health professionals, and recordings of clinical consultations which relate to the specific technologies of HRT, bone densitometry and breast screening. The data reveal the emergence of two major risk narratives within consultations and interviews, health risks and social risks. We conclude that the health decisions and practices of both lay women and health professionals reflect a complex mixture of expert knowledge and advice, and embodied cultural experience.


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Creative Cognition combines original experiments with existing work in cognitive psychology to provide the first explicit account of the cognitive processes and structures that contribute to creative thinking and discovery. In separate chapters, the authors take up visualization, concept formation, categorization, memory retrieval, and problem solving. They describe novel experimental methods for studying creative cognitive processes under controlled laboratory conditions, along with techniques that can be used to generate many different types of inventions and concepts.
Mental processes are the essence of creative endeavor. The Creative Cognition Approach extends this particular view of creativity, first proposed and developed by the editors in their earlier book Creative Cognition, to the programs and theoretical views of some of the most prominent researchers in the areas of problem solving, concept formation, and thinking.