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Anatomy and Physiology of Animals/Endocrine System/Test Yourself Answers
1. What is Homeostasis?
- Homeostasis is maintaining stability/constant conditions despite changes in the environment.
2. Give 2 examples of homeostasis.
- Examples of homeostasis in an animal's body are the maintenance of a constant internal temperature despite fluctuations in the air temperature, mechanisms that keep the concentration of the internal fluids constant despite changes in the diet or fluid intake, mechanisms that compensate for blood loss and mechanisms that maintain a constant internal acid/base balance or pH.
3. List 3 ways in which animals keep their body temperature constant when the weather is hot.
- Animals keep their body temperature constant when the weather is hot by keeping out of the sun, keeping activity to the minimum, sweating, panting and dilation of the surface blood vessels to increase heat loss to the environment.
4. How does the kidney compensate when an animal is deprived of water to drink?
- The kidney compensates when an animal is deprived of water to drink through the action of the hormones antidiuretic hormone (ADH) and aldosterone, both of which act to increase the amount of water reabsorbed from the kidney tubule and increase the concentration of the urine produced. When the blood pressure decreases as occurs when fluid intake is insufficient, the reduced flow of blood through the glomerulus of the kidney tubule also reduces the amount of fluid filtered into the tubule so less urine is produced.
5. After moderate blood loss, several mechanisms come into play to increase blood pressure and make up blood volume. 3 of these mechanisms are:
- After moderate blood loss, several mechanisms come into play to increase blood pressure and make up blood volume. These mechanisms include: thirst, constriction of blood vessels in the skin and kidneys, increasing heart rate, secretion of antidiuretic hormone and aldosterone, as well as drawing fluid from the tissues into the blood by increasing the osmotic pressure of the blood.
6. Describe how panting helps to reduce the acidity of the blood.
- Panting helps to reduce the acidity of the blood by blowing out carbon dioxide. Carbon dioxide dissolved in the blood makes the blood acidic so removal of this carbon dioxide reduces the acidity of the blood.


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Flip through our Glossary!
A type of cookware designed for steaming asparagus. The asparagus steamer consists of a long narrow wire basket, a steaming pot, and a lid. The wire basket holds a large quantity of asparagus upright. The upright position allows the hard, woody stems to cook in approximately 2 inches of boiling water while the tips of the asparagus gently steam. The length of cooking will depend on the thickness of each asparagus spear.
Water is placed in the bottom of the steaming pot and brought to a boil. The asparagus stalks are arranged in the wire basket (spears upward) and lowered into the boiling water. When the spears become just tender, the basket is removed and the water is drained away. An asparagus steamer can also be used to steam a variety of other foods such as potatoes, broccoli, corn, carrots, artichokes, and shellfish.
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source: HuggingFaceFW/fineweb-edu


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Rainbow Journalism
[whitespace] illustration
Amid lapses in journalistic integrity and increased competition from the once queer-shy mainstream press, can San Francisco's gay press remain the voice of its community?
Story by Dara Colwell
Illustrations by Steffan Schlarb
One evening early in 1950, a handful of men met in a Los Angeles home for an informal discussion. They locked the door, pulled down the shades and began to discuss--somewhat hesitantly at first--the nature of their deviancy. Their homosexuality, a subject silently dropped from polite conversation, was painfully isolating, but tonight they spoke freely. As midnight disappeared they voted to meet again. Within the next few months, they formed the Mattachine Society, and within a few years they began printing material for the homophilic press. Soon other publications appeared. And little by little the gay press grew, evolving decades later into a powerful force that galvanized the national gay and lesbian community.
As the gay alternative press expanded throughout the 1970s and early 1980s, it became marked by constant upheaval: turf wars, internal staff conflicts and, frequently, bankruptcy. Steering an uncertain and erratic course, most publications were short-lived, but new voices quickly emerged to continue the momentum and arouse social consciousness. Like the gay movement, the gay press had struggled to survive, and it grew more and more vocal--until the AIDS epidemic, for a time, muffled some of its cries.
Today, the gay and lesbian press enjoys a new level of respectability and prominence. Despite increased coverage of gay news in the mainstream media, the queer press still plays a decisive role in covering issues affecting the community, such as civil rights laws and legislation over same-sex partnerships.
But as in any community, dissenting voices are questioning the integrity, quality and politics of the press that represents them. Likened by one veteran reporter to a "dysfunctional family which spends half the time fighting among themselves," San Francisco's gay press is in a period of transition.
While it has struggled to weather continuing financial difficulties and maintain its traditional advocacy role, the local gay press faces a unique situation--a straight female editor, Lauren Hauptman, now heads Frontiers, a magazine geared predominantly to gay men.
This poses some interesting questions: If the most qualified man for the job is a straight woman, is the gay press still serving its community? What, in general, is its role, and how well is it received as the community itself gains wider visibility and acceptance?
A survey of what the gay man and woman on the street is reading.
A telling study of the covers of a few gay publications.
Advocacy vs. Objectivity
Hauptman is not the only straight woman rocking the boat. Pat Christen, executive director of the SF AIDS Foundation, has come under the aggressive scrutiny of the gay press, raising the issue of advocacy gone too far.
"The gay press plays a very important role in the community, but there's no doubt in my mind they go overboard," said one longtime AIDS educator who wished to remain anonymous. "At some point they stop being journalists and start being protagonists." The debate over advocacy versus objective journalism is as old as the gay press itself. As the voice of a minority community, the gay press historically has put a strong spin on news. Anything perceived as an attack was condemned outright.
And in matters close to the heart, such as the running of the SF AIDS Foundation, the dialogue within the community can prove contentious. Like when the Bay Area Reporter (a.k.a. the B.A.R.), a news weekly with a circulation of 35,000, ran a front-page photograph of Pat Christen being hit with a 25-pound bag of urine-soaked cat litter by a member of ACT UP/SF with the subhead "It was a real shit fight." While maybe over the top, these words do sum up the war between the B.A.R. and the SF AIDS Foundation.
Allegations that the nonprofit turned away patients without explanation, had lost its ties to the community and was instead more interested in institutional self-preservation have all surfaced in the debate over Christen's leadership. But the way the dialogue was framed, according to Derek Gordon, communications director at the SF AIDS Foundation, was divisive as well as sexist. "Between the outrageous headlines, sensationalist drop quotes, editorials and letters to the editor calling her a 'ball-busting bitch' and other incredibly misogynist terms, the B.A.R. either directly or indirectly lambasted her based on nothing other than her sexual orientation."
Mike Salinas, news editor at the B.A.R., sees it differently. "To say that she is a heterosexual woman is a convenient argument which deflects attention away from the real debate," Salinas said. "The Foundation spends too much time making its critics sound crazy and not enough time getting the organization into better shape."
A proverbial 800-pound gorilla, the SF AIDS Foundation is the largest service organization in the western United States. Recently, the AIDS activist group ACT UP/Golden Gate (not to be confused with the kitty-litter-throwing ACT UP/SF), wanting to track the Foundation's use of huge government funds, set up the Accountability Project Web site, revealing financial information on major U.S. AIDS charities and nonprofits, including their directors' salaries. Salinas said he was concerned that the community had no effect on or input relating to Christen's $162,000 salary. "There's the perception they don't believe it's anyone's business, when the whole point of the organization when it was founded was just that--it is the community's business."
But in San Francisco's insular gay community, political and personality conflicts are linked and often mistaken for one another, according to Tim Kingston, a news reporter for Frontiers and formerly for the Bay Times. "Sometimes a paper can develop a fixation on a particular personality to the point that if the person sneezes, there's a news story," Kingston said.
Gordon agrees and noted a downside to his having to respond to the near-constant attacks from the B.A.R. "It's not a good use of my time," said Gordon. "Very often I find myself going round and round, over and over, on issues that have little or nothing to do with ending this pandemic."
While most journalists--in the alternative or mainstream press--would argue there is no such thing as total objectivity, the lack of balanced reporting on Christen's career upset fellow AIDS workers enough to send a letter to Salinas. While agreeing with Salinas that the Foundation should be held accountable, the signers argued that there was a big difference between criticism and vilification. "There is simply no excuse for the kind of viciousness aimed at Pat which we've seen exhibited during the last several years, particularly in the pages of the Bay Area Reporter," the letter read. "We are disturbed that she gets treated much more roughly than any male leader in our community." The letter was printed only in part and out of context within a Salinas-penned editorial attacking it as being an "appalling bit of whimsy."
While observers of the gay press are well aware of the developed egos that operate within it, many believe there is a pressing need for balance to achieve credibility. "Advocacy journalism has its place and the gay press voices valid concerns," said Fernando Quinteros at the News Watch Project, an organization affiliated with San Francisco State University's journalism department whose aim is to monitor the fairness of news coverage of people of color and lesbians/gays. "But bringing in an outside perspective would certainly be novel. Gay journalists should work to uphold the basic tenets of good journalism and seek to go beyond an editorial tone."
But if objectivity is the goal, it can be argued, the gay community can look to the mainstream press, which has increasingly covered gay issues. For gay activist Jeff Sheehy, however, objective journalism hides a deeper societal bias. "So-called objective writing can actually be harmful. Reporters always look for counterbalance with a negative, homophobic view that reinforces the status quo." Recognizing the bias inherent in the gay alternative press, Sheehy still believes that advocacy is necessary. "We have a sophisticated, empowered community. People challenge those who speak for it and how they speak for it," he said. "Here, there are thousands of different voices screaming."
Elizabeth Weise, president of the Northern California chapter of the National Lesbian and Gay Journalist Association, sees the situation as a perpetual Catch-22. "There is real strength in vigorous journalism. I think the gay press certainly had that in the beginning at a time when the straight press was calling us perverts and faggots. There were clearly strongly held views." Weise says that while there is a definite need for the niche press, "I expect the standard of journalism to be higher. Things need to be substantiated. How can I take something seriously if it is totally one-sided?"
Similarly, reporter Kingston thinks there are few good writers who do the necessary research to report fairly. And given the diverse nature of San Francisco's gay population, a greater variety of journalism should be expected. "But," he said, with a trace of sarcasm, "follow the money--you get what you pay for."
Following the Money
"Most publications are free. What they pay or say they can afford to pay is not a lot," said Randy Alfred, media watchdog and a former editor of the now defunct Sentinel. "For the most part, the quality of reporting is not really up to a professional standard." Alfred said that for a generation, people in


ive prejudice, courts apply the four-factor Barker test to evaluate whether the defendant's constitutional right to a speedy trial has, in fact, been violated.... Further analysis of a speedy trial claim under Barker is necessary because 'presumptive prejudice cannot alone carry a [speedy trial] claim' but is instead 'part of the mix of relevant facts.'" Commonwealth v. Butler, 464 Mass. at 710, quoting from Doggett, supra at 655-656.
In order to determine whether the accused has been subjected to the evils against which the speedy trial clause is directed, we make a contextual inquiry using the nonexhaustive, four-part balancing test set forth in Barker, 407 U.S. at 530. "Under this framework, a reviewing court weighs (1) the length of the delay; (2) the reason for the delay; (3) the defendant's assertion of his right to a speedy trial; and (4) prejudice to the defendant." Commonwealth v. Carr, 464 Mass. at 801. "[T]hey are related factors and must be considered together with such other circumstances as may be relevant. In sum, these factors have no talismanic qualities; courts must still engage in a difficult and sensitive balancing process." Barker, supra at 533. Application of these factors requires "a balancing test, in which the conduct of both the prosecution and the defendant are weighed," with each case to be decided on an ad hoc basis after careful review of the facts of the particular case. Id. at 530.
a. Length of delay. The delay in each of these cases is extraordinary. In Nickoyan's case, over nine years elapsed from the time of his arrest in 2000 to arraignment, and over seven years from the commencement of his Federal prison term in 2002 to arraignment. The delay weighs heavily against the Commonwealth. In Timi's case, over four years elapsed between the commencement of his Federal prison term in 2005 and his arraignment. The delay in Timi's case also weighs against the Commonwealth.
b. Reason for delay. "The United States Supreme Court has observed that 'different weights should be assigned to different reasons' for a delay in bringing a defendant to trial. Weighing most heavily against the government would be '[a] deliberate attempt to delay the trial in order to hamper the defense.'" Commonwealth v. Carr, 464 Mass. at 861, quoting from Barker, 407 U.S. at 531. Here, the judge found that there were legitimate reasons for the Commonwealth's delay in prosecuting the cases. Specifically, he found that the delay was caused by the Commonwealth's difficulty in tracking the defendants' Federal prosecutions; its desire to try the defendants in a single trial; the delay inherent in the process of retrieving the defendants from their respective Federal prisons; the turnover in the district attorney's office (five assistant district attorneys were involved at different times in the prosecution of the charges against the defendants); and the high number of murder cases in the district attorney's office. Nonetheless, we conclude, as did the motion judge, that "[t]he Commonwealth's legitimate reasons for the delay can excuse only a reasonable portion of the [seven-year] delay. Thus, in Nickoyan's case this factor weighed against the Commonwealth.
In Timi's case, the major portion of the delay in bringing him to trial was attributable to his attempt to evade capture. Accordingly, the delay here weighs against Timi.
c. Defendants' assertion of their speedy trial rights. At no point prior to the time the Commonwealth filed the Federal detainers did either of the defendants move for a speedy trial. The defendants were incarcerated on the Federal charges for years, yet even after the detainers were filed, they refused to sign forms requesting speedy trials on the present charges. Although courts do not "insist that a defendant must storm the courthouse and batter down the doors to preserve his right to a speedy trial," Commonwealth v. Butler, 464 Mass. at 716, a defendant is required to make some showing that he desires a speedy trial. See Barker, 407 U.S. at 532 ("We emphasize that failure to assert the [speedy trial] right will make it difficult for a defendant to prove that he was denied a speedy trial").
Nickoyan was well aware of the charges against him. The motion judge found that the defendants "knew that the Boston Police were looking for them to arrest them for the murder" when they fled the jurisdiction shortly after killing the victim, and that "Timi... was informed of the existence of the murder indictment in his first Federal sentencing" in January, 2005. Moreover, at Nickoyan's arraignment on the Federal charges on October 26, 2000, the assistant United States attorney informed the court that Nickoyan was wanted in Massachusetts "in connection with the murder of a brother."
Despite their knowledge of the murder charges, neither defendant asserted his right to a speedy trial. Given their failure to assert their right to a speedy trial combined with efforts which caused portions of the delay, this factor weighs heavily against the defendants.
d. Prejudice to the defendants. The motion judge concluded that although no showing of actual prejudice had been made by either defendant, the delay in Nickoyan's case was egregious and, thus, this factor tilted in Nickoyan's favor. See Doggett, 505 U.S. at 655 ("excessive delay presumptively compromises the reliability of a trial in ways that neither party can prove or, for that matter, identify"); Rashad v. Walsh, 300 F.3d 27, 41 (1st Cir. 2002), cert. denied, 537 U.S. 1236 (2003) ("Doggett establishes that, when the pretrial delay is grossly excessive, the fourth Barker factor can tilt in the defendant's favor even though no showing of actual prejudice has been made"). Thus, even if a defendant does not present evidence of specific prejudice at this stage of the analysis, "he is entitled to some degree of presumptive prejudice that the Commonwealth can rebut with evidence that any delay left the defendant's 'ability to defend himself unimpaired.'" Commonwealth v. Butler, 464 Mass. at 717, quoting from Doggett, 505 U.S. at 658 n.4.
"Prejudice... should be assessed in light of the interests of defendants which the speedy trial right was designed to protect[:] ... (i) to prevent oppressive pretrial incarceration; (ii) to minimize anxiety and concern of the accused; and (iii) to limit the possibility that the defense will be impaired. Of these, the most serious is the last, because the inability of a defendant adequately to prepare his case skews the fairness of the system." (Footnote omitted.) Barker, 407 U.S. at 532.
A close review of these interests reveals that the defendants failed to demonstrate any prejudice. They were not subjected to oppressive pretrial incarceration. Nickoyan was serving sentences in Federal prison during the relevant pretrial period, and Timi evaded capture for most of that time. In addition, the defendants suffered minimal pretrial anxiety and concern as a result of the lengthy delay between accusation and trial.
Finally, there was no evidence that the Commonwealth's delay in filing the detainers caused any specific harm to either defendant's defense. The judge found that "[n]o previously available physical or testing evidence has been lost. Only one known potential witness has died, Boston Police Detective Edward Dooley... [who] learned of no evidence that would be important to the defense or the Commonwealth at the trial. The Boston Police have located or have the ability to locate every other known witness in the case." Consequently, any defect in a witness's memory or any other deterioration of evidence serves only to prejudice the Commonwealth. It is clear from the judge's findings "that the Commonwealth effectively rebutted the presumption of prejudice and that the prejudice factor counts against the defendant[s]." Commonwealth v. Butler, 464 Mass. at 718-719.
Here, because of the excessive delay, the task of balancing the factors, especially in Nickoyan's case, is difficult, and we consider the cases to be close. However, the record strongly indicates that neither defendant wanted a speedy trial. The defendants were already in prison serving lengthy sentences on Federal charges and were facing mandatory life sentences if convicted on the murder charges. Moreover, the Commonwealth's case is dependent upon the availability and memory of, essentially, two witnesses. The longer delay improves the defendants' chances that the witnesses will be unavailable or that their memories will fade. Therefore, the defendants were not deprived of their due process rights to speedy trials.
Accordingly, that portion of the order allowing Nickoyan's motion to dismiss is reversed. The portion of the order denying Timi's motion to dismiss is affirmed.
So ordered.
 [1] Commonwealth vs. Timi Wallace.
 [2] Because the defendants and their brothers share a surname, we will refer to them by their first names to avoid confusion.
 [2] Timi's motion to dismiss was also based on alleged violations of the Fourteenth Amendment to the United States Constitution and Mass.R.Crim.P. 36(c), 378 Mass. 912 (1979). Rules 36(c) and 36(d


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The painting machine was a light-sensitive spray-gun.
When light fell on the light cell the spray-gun would stop spraying.
It only sprayed when there was no light.
The light cell was situated at the end of a tube, so it would only react to the light directly hitting straight into the length of the tube.
If it encountered a dark point, the spray-would spray; if not, it would shut.
The spray was hoisted onto a wooden construction which moved back and forth along the wall.
It reacted to the dark and light points in the room and painted them on the wall.
It creates a photographic image, in which all perspective is vanished.
All the objects in the image are the same size as the real objects.


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Trapezoid Midsegment Investigation
How do you know the quadrilateral initially constructed is a trapezoid? (What postulate or theorem helps justify this?)
The thick black segment (with three tick marks) is called a median (or midsegment) of a trapezoid. Define the term median of a trapezoid without looking up its definition on another site.
What two facts/properties about the median of a trapezoid does this applet illustrate?
Suppose the bases of the trapezoid above measured 14 inches and 26 inches. What would the length of its median be?
Suppose a trapezoid has a median with length 35 inches and one base measuring 23 inches. What would the length of its other base be?
Now move any point so that one of the trapezoid's bases has length = 0. Then re-slide the slider. What other theorem(s) previously learned does this applet now show?

source: openbmb/Ultra-FineWeb


Quick Answer: What Does DOE Stand For In Medical Terms?
What is DOE slang?
It's an acronym for "dead on arrival".
But you learned something new anyway 🙂 DOE is also an acronym, used in job postings.
It stands for "depending on experience".
So your pay rate at that job will depend on your experience.
If you're a beginner, you'll be paid less..
What does DOE stand for John Doe?
Question: Why do we say John Doe or Jane Doe when we refer to someone who is unknown or anonymous? Answer: Originally, John Doe was a sham name used to indicate any plaintiff in an action of ejectment (a legal action to regain property) in civil court. Richard Roe was the counterpart, to indicate the defendant.
What does the abbreviation DOE stand for?
DOEAcronymDefinitionDOEDepartment Of Energy (US)DOEDepartment of Education (US)DOEDepending On Experience (jobs & classified ads)DOEDepartment Of Ecology48 more rows
Can you name your child John Doe?
You are legally allowed to change your name to anything you want as long as you are not doing it to avoid the law or commit fraud. … There are actually people named John Doe and Jane Doe and I ran into John Doe one time while I was arresting him.
What means plaintiff?
Plaintiff, the party who brings a legal action or in whose name it is brought—as opposed to the defendant, the party who is being sued. … The term corresponds to petitioner in equity and civil law and to libelant in admiralty.
What does DOE mean in Old English?
doe /dəʊ/ n ( pl does, doe) the female of the deer, hare, rabbit, and certain other animals Etymology: Old English dā; related to Old English dēon to suck, Sanskrit dhēnā cow.
Which animal is doe?
What does DOE stand for in salary?
Depends on ExperienceDefinition of DOE or Depends on Experience Job-hunters choose between postings on a number of criteria, but wages and benefits are among the most important. Some job descriptions simply describe wages as competitive; others may use the acronym DOE which indicates that compensation "Depends on Experience."
What happens to unknown dead bodies?
What happens to the Abandoned, Indigent, or Unclaimed Body in America? Unclaimed bodies are mostly cremated in the United States. Cremation lowers the cost to the government, and is more efficient for storage.
What does DOE mean in death?
Death On ExitDOE – Death On Exit.
What does DOE mean in science?
The design of experiments (DOE, DOX, or experimental design) is the design of any task that aims to describe and explain the variation of information under conditions that are hypothesized to reflect the variation.
What does Jane Doe mean in medical terms?
1. In law, a fictitious name used when that of the actual defendant is unknown. 2. Name assigned to an unidentified patient (e.g., one admitted to a hospital in a coma) or to an unidentified corpse brought to the hospital for confirmation of death.
Why are dead bodies called John Doe?
Where the remains have deteriorated or been mutilated to the point that the body is not easily recognized, a UID's face may be reconstructed to show what they had looked like before death. UIDs are often referred to by the placeholder names "John Doe" or "Jane Doe".
What do they do with John Doe bodies?
Most cities switched from burying their dead in potter's fields to cremating bodies by the mid-20th century. Today, almost every city in the U.S. cremates unclaimed people, and potter's fields burials have fallen out of use. "It's a whole lot cheaper to put an urn on a shelf than it is to bury a body," Rhoads says.
How are dead bodies identified?
When human remains are recovered, three primary scientific methods are traditionally used to identify who they belong to: fingerprint analysis, which looks at the skin patterns on the tips of fingers. dental analysis, which looks at the teeth and any dental work, such as crowns and fillings.


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Ever wonder what lies beneath your feet? Learn about the gems, treasures, and fossils that are hidden in the Earth, and acquire the skills to unearth those treasures while on a dig site. Talk to professionals in the field and create a time capsule to leave behind for future generations to find. Sign up today to dig up all this fun!
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Ho-Ho-Ho, Where Did My Specimens Go?
Some days it may feel like we're living in the land of misfit toys, with customers complaining about lost specimens, admins attempting to track down couriers on their routes or fielding angry calls from physician offices wondering when your courier is going to come by for pick-up. In this article we'll explore why specimens go missing, how to handle the situation, and how to move beyond those challenges.
Why specimens typically go missing
Like anything else, specimens can get misplaced. In the course of a busy day when a courier has multiple stops and dozens of bags and boxes to pick-up/drop-off, there may be a situation where something was misplaced. Perhaps a specimen fell out of the cooler and into the car? Or maybe the courier came by for pick up and was distracted by something else (like mail or other packages), and completely forget about the specimens, or maybe the physician staff forgot to place a specimen in the bin. It's human nature, and when processes are manual, accidents can happen.
Handling lost specimens
Attempting to track down a lost specimen can sometimes be like trying to find a needle in a haystack. It's a he-said, she-said situation and accountability comes into play, if processes are largely manual. So, what do you do if a specimen goes missing? Most importantly, stay calm. Speak with the courier about their route, help them run through the course of the day with a series of questions to see if it can jog their memory. Always check the vehicle first to rule out the possibility of a specimen falling out of a bag or cooler.
Fear not! These challenges can easily be overcome.
MCE was designed specifically for labs to help them track couriers and specimens as well as alleviate the burden of manually scheduling routes. In fact, there are a number of measures and checkpoints in place to reduce instances of lost specimens that can be utilized on a real-time basis. For example:
 1. MCE will notify the courier at the drop-off point if a specimen wasn't scanned.
 2. Signature capture at the pick-up point creates accountability for the customer and courier.
 3. Courier pickup from physician offices, and specimens delivered to the lab, are easily tracked and recorded to validate courier stops.
 4. When scanned, pick-up time is recorded, and the specimen is entered into MCE's system for tracking delivery.
Learn More
With MCE we understand the complexities of courier management and specimen tracking, and in large part have developed MCE based on the feedback and input we've gathered over the years from lab customers. When couriers are armed with a mobile computing device like the Honeywell CT40, they can easily scan a barcode of the specimen and enter specimen count and sample identification to start the tracking process. Along with the information gathered by the courier, key information such as pick-up time is recorded automatically by the system, and routes are optimized through GPS built into the system.
When MCE is implemented, it creates a chain of custody that is not labor intensive to manage and what takes hours or days to handle manually, takes just a few minutes with MCE.
Are you ready to make a change to your environment? Contact us today to learn how you can eliminate lost specimens and build a positive reputation for your couriers: _PHONE_ or
Let Us Know How We Can Help
181 East Evans St. | Florence, SC, 29506


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The first Red Admiral (Vanessa Atalanta) spotted in the garden this morning, though the photo here was not taken by me. A little early in the season to arrive from their migration I would have thought, usually associating this butterfly with the month of September more than late June. However upon reference it is described as, 'a strong migrant, spreading northwards from the Mediterranean region each summer to breed. Adults hibernate and a few survive the winter in Britain'. It would have to be a strong insect to have survived last winter, the coldest for several decades!
Butterflies flit across the pages of 'The Garden of Cyrus', Browne, the keen lepidopterist observing, that the colour of the Caterpillar will shew again in the Butterfly, with some latitude is allowable. Nor can he omit the enquiry how Butterflies and breezes move their four wings from his speculations, even likening butterflies to flowers in the form of the Butterfly bloomes of leguminous plants.
It's also of interest to note that the Ancient Greek word for "butterfly" is ψυχή (psychē), which translates as'soul', but also as'mind'. There is of course a wealth of symbolism in literature throughout the world, both ancient and modern which alludes to the transitory, migratory nature of the butterfly, or as it was known as in the seventeenth century, the 'breeze-fly', being likened to the soul.


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- 1 What are examples of tone in literature?
- 2 What are the 3 types of tones?
- 3 What are examples of author's tone?
- 4 What is tone in writing?
- 5 What are examples of tone of voice?
- 6 What is tone of voice?
- 7 What three 3 things make up your tone of voice?
- 8 What are some tone words?
- 9 What is a formal tone?
- 10 How do you describe an author's tone?
- 11 How do you set the tone in writing?
- 12 What is an example of tone?
- 13 What is voice and tone in writing?
- 14 What is tone and mood?
- 15 How do you express feelings in writing examples?
What are examples of tone in literature?
The tone in a story indicates a particular feeling. It can be joyful, serious, humorous, sad, threatening, formal, informal, pessimistic, and optimistic. Your tone in writing will be reflective of your mood as you are writing.
What are the 3 types of tones?
Today we went over the 3 types of tone. Nonassertive, aggressive, and assertive.
Often an author's tone is described by adjectives, such as: cynical, depressed, sympathetic, cheerful, outraged, positive, angry, sarcastic, prayerful, ironic, solemn, vindictive, intense, excited.
What is tone in writing?
" Tone in writing refers to the writer's attitude toward the reader and the subject of the message.
What are examples of tone of voice?
List of Detailed Tone Descriptors Authoritative. Caring. Cheerful. Coarse. Conservative. Conversational. Casual. Dry.
What is tone of voice?
Introduction. A tone of voice is not what you say, but how you say it. This encompasses not only the words you choose, but their order, rhythm and pace. Rather confusingly, when seen in the world of business and marketing, the phrase ' tone of voice ' refers to written – rather than spoken – words.
What three 3 things make up your tone of voice?
Despite its name, tone of voice isn't just about how you speak. It includes all the words you use in your business content, including on your website, in sales emails, product brochures, call-center scripts, and client presentations, to name just a few examples.
What are some tone words?
155 Words To Describe An Author's Tone
|Accusatory||suggesting someone has done something wrong, complaining|
|Acerbic||sharp; forthright; biting; hurtful; abrasive; severe|
|Admiring||approving; think highly of; respectful; praising|
|Aggressive||hostile; determined; forceful; argumentative|
What is a formal tone?
A formal tone helps establish the writer's respect for the audience and suggests that the writer is serious about his or her topic. It is the kind of tone that educated people use when communicating with other educated people. Most academic writing uses a formal tone.
Tone is the author's attitude toward the topic. The author's attitude is expressed through the words and details he or she selects. For example, textbooks are usually written with an objective tone which includes facts and reasonable explanations.
How do you set the tone in writing?
Let's look at a few of the easiest and most effective ways to improve the tone of your writing. Avoid a Predictable Treatment of Your Subject. Keep Tone Consistent From Start to Finish. Cut Ruthlessly. Let Tension Sustain Tone. Use Your Voice. Convey Tone Through Details and Descriptions.
What is an example of tone?
Some other examples of literary tone are: airy, comic, condescending, facetious, funny, heavy, intimate, ironic, light, modest, playful, sad, serious, sinister, solemn, somber, and threatening.
What is voice and tone in writing?
Voice and tone reflect your attitude about your subject and your readers. Voice is who the readers hear talking in your paper, and tone is the way in which you are doing the writing. Voice can be institutional, or academic—that is, objective and formal.
What is tone and mood?
Tone | (n.) The attitude of a writer toward a subject or an audience conveyed through word choice and the style of the writing. Mood | (n.) The overall feeling, or atmosphere, of a text often created by the author's use of imagery and word choice.
How do you express feelings in writing examples?
Use "I" statements to express your emotions. For example, you could write to your partner, "I feel like you interrupt me whenever I try to talk to you about our relationship." If you're writing to your boss, you could say, "I feel like I deserve the opportunity to take on more responsibility."


Category Archives: ruby
Playing with Arduino: real HashtagBattle Twitter display
I just started a few days ago to play with Arduino.
First, I must say it's a great platform: setup is easy, samples are great. I've made some embeeded development by the past, and I would dreamed of such platform!
So here is my first small project: an "Hashtagbattle display"
Real World hashtagBattle
The idea is to show the result of an Hashtagbattle on Twitter using a something more physical, in that case an arrow indicating the tendance of the results.
So we are couting the number of tweets containing hashtag a (let's say "iphone") and compare it to the numbers of tweet containing hashtag b (let's say "_TAG_") and the direction of the arrow depend of the result. If we have the same amount of hashtag b and hashtag a, the arrow will indicate the center.
The small difficulty here was to use the streaming API of Twitter to do this real time
The board:
- the board is quite simple: there is a servo that will display the arrow direction, and two leds, a red and green, each one flashing when there is on tweet on HashTag A (red) or HashTag B are coming
The software:
As I currently have only an Arduino UNO, there is no direct connection with the internet. But I use the PC for this task, and communicate with the board through the serial line.
So the PC sends every 100 ms a line with 3 informations:
- the angle of the servo
- 0 or 1 to indicate if first leds need to be enabled
- 0 or 1 to indicate if second leds needs to be enabled
For instance:
32 1 0
Will tell that the servo need to be of 32° and red led needs to blink
So the program is the following:
require 'tweetstream'
require "serialport"
input=ARGV.shift || "_TAG_,_TAG_"
_TAG_ for serial port
port_str = "/dev/tty.usbmodem1411" _TAG_ be different for you
sp =, 9600, 8, 1, SerialPort::NONE)
TweetStream.configure do |config|
 config.consumer_key = ''
 config.consumer_secret = ''
 config.oauth_token = ''
 config.oauth_token_secret = ''
 config.auth_method = :oauth
words=input.split(','){|w| []}
sp.puts "512 0 0" # reset the servo
_USER_.track(words) do |tweet|
 words.each_with_index do |word,i|
 if search.include? word
 if (>0.11
 str=ratio.to_s+" "+flags.join(' ')
 puts str
 sp.puts str,0)
Note that you canstart with parameters:
ruby notifyTweets.rb "_TAG_,_TAG_"
or use words instead of hashtags:
ruby notifTweets.rb "apple,orange"
The program needs to be run on the PC where the arduino is connected!
The Arduino part is here
We just se the serial line, wait for a line, and extract the informations from it.
_TAG_
int ledPin=13; // select the input pin for the potentiometer
int nbLed=2;
Servo myservo; // create servo object to control a servo
void setup() {
 // Open serial communications and wait for port to open:
 while (!Serial) {
 for(int i=0;iindex? data.substring(strIndex[0], strIndex[1]) : "";
void loop() {
 if(Serial.available() >0) {
 String str=Serial.readStringUntil('\n');
 // look for the next valid integer in the incoming serial stream:
 if(!getValue(str,' ',i+1).equals("0")){
 digitalWrite(ledPin-i, HIGH);
 myservo.write(getValue(str,' ',0).toInt());
 digitalWrite(ledPin-i, LOW);
That's all for this first project, was really fast to develop, thanks to Arduino (and Ruby!)
SpaceSaving algorithm (heavyhitter): compute real time data in streams
I've just discovered recently the SpaceSaving algorithm ( ) which is very interesting.
The purpose of this algorithm is to approximate computation of data from an infinite stream using a data structure with a finite size. The typical problem we try to solve is to count the number of occurrences of items coming from an infinite stream.
The obvious approach, is to have a map of items,count somewhere (memory, database) and to increment the count (or create it if not present) in the map
Depending of the distribution, the map size can be as big as the number of items in the feed (so infinite!)
Thanks to the heavy hitter algorithm, you just maintain a small subset of items, and an error associate with them.
If an item is not yet present in the map, you remove the previous minus and replace it with this one, and set the error count to the new one to the total count of the previous one.
So basically, you can have an item appears in the map but with an high error count.
The result depends of the number chosen for the size of the map, and of the distribution of the data, but I wanted to try by myself and Ive done a small implementation in ruby and a sample using the Twitter real time stream to cunt URL's occurrence in the feed
class SpaceSaving
 attr_accessor :counts,:errors
 def initialize in_max_entries=1_000
 _TAG_ a value in the array
 def add_entry value,inc_count=1
 if count==nil _TAG_
 if _USER_.size>=_USER_
 old=counts.key min
 _USER_.delete old
 _USER_.delete old
I just wanted to keep it as simple as possible for now, but in a real world example, it would be good to encapsulate the way to access to the _USER_ field.
By default, the size of the map is set to 1.000, but this can be modified….
And the sample.rb
require 'bundler/setup'
require 'tweetstream'
require './SpaceSaving.rb'
TweetStream.configure do |config|
 config.consumer_key =
 config.consumer_secret =
 config.oauth_token =
 config.oauth_token_secret =
 config.auth_method = :oauth
_USER_.track('http') do |status|
 # add each URL in the tweet, and count it once
 status.urls.each do |url|
 if total%1000==0 then
 puts "Treated:#{total}"
 urls.counts.each do|u,c|
 if c>limit
 puts "Counts #{c} #{u} errors:#{urls.errors[u]}"
The complete sourcecode is available on Github:
So I've made a few tests and comparaison with an exact approach, and the result for the top 20 was similar, even after 600.000 tweets parsed, with a "small" 1.000 size comparing to around 300.000 entries for the exact algo.


text:
How numerical magnitude affects kinematics of reach to grasp actions
The SNARC (spatial-numerical association of response codes) effect is a well-studied phenomenon showing a spatial organisation of the magnitude of numbers. Smaller numbers (0-4) are associated with the left side of an individuals perceived surroundings, while larger numbers (6-9) are associated with the right side of an individuals perceived surroundings. The goal of our study was to determine if a larger numerical value on an object will increase the maximum distance between the thumb and index finger when reaching for the object also known as the maximum grip aperture. Further, it was of interest if the effect would be seen when using a cluster of small shapes as an indicator of numeracy as opposed to an Arabic numeral.
Two sets of blocks were used: one with Arabic numerical values (1, 2, 8, 9) written on them and the other with heart-shaped stickers on them. For each set of blocks the values 1 and 9 were on the faces of the smaller block, while the values 2 and 8 were on faces of the larger block which served as a foil. A control block the same size as the smaller blocks with nothing on its face was also used. University students were recruited for the study, each participant was only tested using one set of blocks. Participants were tasked with grasping blocks after an audio cue. While reaching for the block, participants were instructed to say the number of hearts or Arabic numeral on the block. This was done for both the left and right hand of each participant. During each grasp of the block maximum grip aperture was recorded. Research is still undergoing with results to be finalized in the coming weeks.
Based on prior experiments we hypothesize that maximum grip aperture should be altered depending on the size of the numerical value on the object. A tendency to have a larger maximum grip aperture when reaching for the larger number should occur, even though the objects are the same size. Using a cluster of shapes as an indicator of numeracy should also result in a similar difference to the one seen with numerical values. Since numerical processing occurs in the right hemisphere of the brain, the effect should be more pronounced in the left hand than the right.


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text:
"BERNICE BOBS HER HAIR"
F. Scott Fitzgerald
DIRECTIONS: Read F.Scott Fitzgerald's short story "Bernice Bobs Her Hair" and circle the word that best completes the sentence. Provide evidence from your reading of the story to justify your choice.
1. Marjorie is different than Bernice because she is
2. In this story, Marjorie is to Bernice.
3. Bernice is a character.
are victims of feminine manipulation.
4. In this story, the young men
have more control over the women than the women have over them.
5. In this story, Fitzgerald the behavior of youth during the 1920s.
6. In this story, gets exactly what she deserved.


do not have endnuts - the strings just run to the pegs. So it is difficult to make a broad general statement here. Having an endnut gives more consistancy over the string length, and makes it significantly easier for fingering, as the finger spacing is the same for each string (having the strings different lengths means the stopping points are different for each string). Given that it is probable that all the strings were bowed simultaneously (the few bridges we are shown are flat), and that almost every image shows multiple string fingerings, I would opt for an endnut as more likely than not. It is shown in some examples, so wasn't unknown.
 3. Soundholes - there are widely variant configurations. Four soundholes outnumbers two - the pattern of a pair each in the upper and lower bouts occurs in more than half of the examples. Where there are only two, they generally are centered at the waist point. Then there is Number 9, which combines both of these features for a total of six soundholes, and Number 17, which appears to have two rosettes set under the strings centered in the upper and lower bouts. If it could be said that there is a "standard" configuration, I'd go with the four soundholes, either D or crescent shaped, though as 11 and 25 show, the holes don't even have to match in the upper and lower bouts.
 4. Bridge - this is probably the biggest sticking point. Somehow the strings must be lifted away from the soundboard in order to vibrate, so it is not possible to have nothing as a lifter. There are several examples that show a definitive bridge, and it appeared to be fairly tall and flat when it did appear. Another possible configuration is the footed tailpiece, a kind of bridge and tailpiece in one where two small "feet" extend down from the end of the tailpiece to lift it up from the soundboard, the feet additionally acting to transmit the vibration of the strings to the soundboard. Almost every example has a defined tailpiece, and this would be an easy way to lift the strings off the soundboard. A couple of examples show a double line at string end of the tailpiece, which could be interpretted three ways - 1) as an end of the tailpiece and a closely placed bridge; 2) as a structural end to the tailpiece, suggesting perhaps a footed tailpiece; 3) a decorative element. The fact that in these cases the strings start AFTER the tailpiece ends probably rules out interpretation one. There is no way, however to differentiate interpretations 2 and 3 from each other, so we're left with a guess. Another clue potentially comes with the tailpiece on Number 4, whose U shape where the strings emerge may be an attempt to show a footed tailpiece. However, Number 7 shows a similar U-shaped tailpiece, and has a clearly drawn separate bridge, so that potentially contradicts the notion. Three version have a clear bridge - Number 7 has a tall, flat arch bridge with feet positioned about 2/3rd up the lower bout; Number 11 as a tall solid bridge (though that may be a function of the sculptural detail possible) placed at the waist; Number 13 has a lower arch bridge with feet positioned at the waist. Two other examples have indications of a bridge, though no details: Number 6 and Number 24 have a line placed at the central waist. Numbers 9, 20 and 25 all have a double line or other potential separation at the end of the tailpiece. The remainder have no direct indication, which may be that the artist didn't know about that detail, didn't choose to indicate it, or that it wasn't there. Where there is no bridge shown, the tailpiece is usually shown as floating (meaning that is anchored at both ends by strings, not by any rigid connection to a structural element of the instrument), which leaves open the question of either a footed bridge (which works well as a floating bridge), or a simply undrawn, missing bridge. There are some bridges well defined, so there is a temptation is assume it is simply undepicted when it should be.
 5. Tailpeg/endnub - it is generally impossible to tell in most examples whether the tailpiece is anchored to a nub carved as part of the block of the instrument, or to a peg inserted into the end (as on contemporary lyres or modern violins). Most of the clearly drawn ones appear to be a nub rather than a peg. A couple examples do not have a tail-loop, and appear to anchored more like a renaissance viol (a hinge joint or other hard anchor), especially where the tailpiece overhangs the end of the instrument. But a integral tailnub seems to be the most common.
 6. Neck joint - there are three configurations. The first has a clean hard angle between the neck and body, as on a modern violin or guitar. Just under half of the examples work this way. The second configuration has sloped shoulders, like a renaissance viol, where there is a fairly clear line where the neck begins and body ends, but the joint is more gradual. About half of the remaining examples fall into this option. The third type is a soft blending of the body and neck, where it is difficult to determine exactly where one ends and the other begins. Number 9 is the best example of this. It is the rarest type of the three, having only three or four occurances. The hard or sloped-shoulder neck/body joints are definitely more likely. The average figures for the ratio measurements came out as follows:
 1. Overall length to width: 3.24 (A violin, for example is 2.86 roughly, making the viol longer and narrower)
 2. Body length to neck length: 1.85 (violin is 1.63 or so, giving the viol a shorter neck)
 3. Upper bout to lower bout (widths/diameters): 0.92 (violin about 0.80, so the bouts in the viol are much closer in size)
 Given the full brunt of information above, I'm going to attempt to design a "typical" instrument. I've chosen to use a waist ornament, partially because it is more common, partially because I just like it. The bump is harder to cut than the point, but appears to be more common, so will use the bump. The pegbox will be a round disc. I've decided to use the sloping shoulder with demarcated neck joint style as a compromise of the various designs. I've also decided on the four soundholes design, though the specific shapes may change later on. I'm still torn between trying a footed bridge vs. a free-standing bridge, and will probably re-visit that issue later on when I get closer to having to make a decision. It doesn't affect the overall body design, however, so starting will the silouette form below:
 The body and neck will be cut and shaped from a single block of wood, as was common in the medieval period. The bodies in the sculpture didn't look overwhelmingly deep, so I'm going to probably use only a 3" thick block. There was no fingerboard, and no break shown where a fingerboard would start/stop in any of the examples. This presents two possibilities. First would be that the instrument was hollowed from behind, with a backboard set on it. This would create no lines on the front where a soundboard would end and a fingerboard begin. However, only harps were known to have been constructed in this manner - all other stringed instruments are a hollowed box with a soundboard added as the belly, so that seems very unlikely. The other possibility is that the top-piece of wood went the entire length of the body, from the pegbox to the endnub. While this is supported by the visual evidence, has the structural oddity that you are then using a softwood as a fingerboard. Might be justified especially if the body is hollowed out almost the entire length of the neck, as in the rebec, but not quite sure on that one. Might be that the soundboard is attached, but there is no fingerboard section of it. That is, the soundboard doesn't run up past the start of the neck, with the "fingerboard" area being the hardwood of the neck itself. This would require the soundboard be inset a bit to have the soundboard flush with the neck fingerboard space, as is the case on lutes, for example. It requires a little more thought for the moment. But doesn't affect the carving of the primary block initially, so we have now to acquire the block to carve.
 This is the starting block. It is about 10 inches wide, 46 inches long and about three inches thick of hard (eastern big-leaf) maple. There doesn't appear to be a lot of flame in it, but that is okay, as ultimately it will make the cutting and chiseling much easier to do. The piece was acquired from a local wood store that has some wonderful pieces of hardwood, and it weighs about 30 lbs. at the moment. There were two large knots on it, so I ended up chiseling out the smaller one a bit to make sure that it didn't go through too deeply, and it didn't. The side visible here will ultimately be the back.
 First thing out was to create a template that would serve to draw out the instrument on the block. As the


is the standard basis of $\mathbb{R}^n$.
share|improve this answer
To recall a funny quote: "Good numerical analysts are conditioned to cringe upon hearing about determinants." – Guess who it is. Aug 8 '10 at 10:17
AX can only equal one thing, not both B_1 and B_2. You should write AX_1 = B_1 and AX_2 = B_2. Likewise in the system of n equations you should write AX_i = B_i. – KCd Aug 8 '10 at 20:02
_USER_ But such (ab)use is quite common, e.g. $\,ax=\pm b\,\Rightarrow\, x = \pm b/a,\,$ and $\,(ax-b_1)(ax-b_2)=0\,\Rightarrow\,x = b_1/a,\,$ or $\,b_2/a,\,$ etc. – Bill Dubuque Mar 9 at 4:41
I will add a consideration that is quite unrelated to the answers that you got: besides the computational advantages, a matrix in reduced row echelon form could become very sparse, reducing drastically the amount of memory that is necessary to store the linear system.
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Your Answer


text:
Q: When people talk about acidity in a coffee being a positive attribute - what do they mean?
A: Oftentimes 'acidity' is related to objective pH level (think lemons and grapefruit). Coffee is low in this type of acidity. When we talk of acidity in the coffee cup we refer to the vibrancy, liveliness and fruity brightness, which is characteristic of high grown, high quality arabica beans.
A: Bitterness is often the result of 2 things:
- Dark roasting (this may be intentional to create a roasty smokiness that some drinkers enjoy - oftentimes it is unintentional!) OR
- Over extraction by the barista in creating the cup - the grind of the coffee may be too fine for the brewing method resulting in too little water running through too much coffee
A: Contrary to popular belief, coffee should never be stored in either fridge or freezer! The four main enemies of the coffee bean are oxygen, heat, moisture, and light. Once the beans are taken out of the fridge or freezer, the coffee will absorb the condensation when the ice-crystals have thawed. Always store your beans in a cool, dark, dry place like the pantry. Remember, coffee absorbs smells so store your beans in an airtight vacuum container.
A: Coffee is a perishable good - you must think of coffee the same way you think of your fruit and vegetables, which no doubt you probably buy on a weekly basis. Coffee reaches its peak potential between 3 to 12 days after roasting, after which the coffee beans begin to deteriorate quite quickly. To truly enjoy a fresh cup of coffee, you need to be buying coffee fresh from the roaster in small lots. Keep an eye out for one-way valves on the packaging, check for roast on dates (or use by dates!) and store in a cool, dark, dry place. Try to consume ground coffee within a week of grinding, while whole beans should be consumed within 3 weeks of roast date.


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China Additives For Building Material Suppliers
Additives for construction are a chemical compound that has a small share of cement and concrete but can significantly improve certain properties of concrete.
They only need to be blended in cement and concrete, which can generally reduce the amount of water added; improve the strength and durability of concrete; change the flowability of concrete and increase its operability; and save building materials and reduce engineering costs..
The variety of additives is sensitive and the functions are different. However, there are mainly: water reducing agents, air entraining agents (AE agents, air entraining agents), retarders, accelerators, early strength agents, antifreeze agents, expansion agents, water repellents, anti-cracking agents, and composite additives.
(1) Water reducing agent is a kind of surfactant, which has many branches of molecular structure, short molecular group of hydrophobic group and strong polarity. Divided into common reducer and superplasticizer. The ordinary water reducing agent refers to an admixture having a general water reducing enhancement effect while maintaining the consistency of the concrete. Main ingredients: lignosulfonate, Alkali lignin, sodium sulfonate humate, etc. Superplasticizer refers to an additive that has a significant water-reducing effect under the condition that the consistency of the concrete is constant. The main components are: methylnaphthalenesulfonate, naphthalenesulfonate, polynaphthalenesulfonate, β-naphthalenesulfonic acid formaldehyde condensate sodium salt, Gumalon-indene resin, sulfonated melamine formaldehyde resin, etc.
(2) Air entraining agent refers to an admixture capable of introducing a large amount of finely distributed fine bubbles in concrete to reduce the segregation of concrete, improve workability, and significantly improve the durability against frost. Main ingredients: rosin soap, rosin hot Polymer, sodium alkyl sulfonate, sodium alkylbenzene sulfonate, linear alkyl sulfonate, lauryl sulfate, protein material, higher fatty alcohol derivative, AE minus Aqueous agent, sulfonated alkyl succinate, and the like.
(3) Early strength agent is an additive that can improve the early strength of concrete and has no significant effect on the late strength. Can be applied to projects under a variety of temperature conditions. Main components: chloride, thiosulfate, calcium chloride, ferric chloride, magnesium chloride and Other chlorides, alcohol amines, Potassium Hydroxide, sodium hydroxide, formic acid and methyl salt, carbonate, aluminum cement, Sintered alum and so on.
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text:
As the subtitle indicates, Lussier's Human Relations in Organizations: Applications and Skill Building employs an applications and skill building approach. It's the most "how to" work with people textbook. This style is perfect for professors that want to incorporate activities and exercises into the classroom, and benefits students who want to understand concepts as well as apply and develop skills that they can use in their daily and professional lives. The text has also been successfully used for online courses.
The book and test bank provide a balanced, three-pronged approach:
- A clear concise understanding of human relations/ organizational behavior concepts;
- The application of HR/OB concepts for critical thinking in the business world;
- The development of HR/OB skills.


What does burby mean?
burby in Community Dictionary
Conversation ruiner. Can turn a standard discussion into a trainwreck instantly. by Danelle CuddyReport definition
a: Extraordinarily rotund, elephantine, mastodonic.v: (burbing) To inhale copious quantities of meals IE: lard. by MandyReport definition
40 votes
How would you define burby?


text:
Student-Centered Learning at Michigan's Education Achievement Authority
Last month, I had the opportunity to visit three schools in Detroit run by Michigan's Education Achievement Authority (EAA). I'll be sharing what I saw and learned on CompetencyWorks over the next couple of weeks.
Background: The EAA is a local education agency with the authority to reinvent Michigan's Priority Schools, previously called Persistently Lowest Achieving (PLA) schools. The EAA is charged with transforming the five (5) percent PLA schools across Michigan by providing increased flexibility and autonomy at the local school level and eliminating the barriers that impede student performance. They are getting results — in Detroit, all of the EAA K-8 schools were in the top twenty schools for growth in achievement.
EAA established a specific model to be implemented with 12 schools initiating the turnaround in 2012 with another set starting implementation in 2013. The model is described as student-centered and is a dynamic integration of mastery-based and blended learning topped off by a no-excuses leadership mentality. In order to implement EAA had to secure a seat-time waiver from the state. EAA is led by John Covington and Mary Esselman. They, their team, and the leadership in the EAA schools are definitely people to watch.
EAA Model: The EAA describes their approach as student-centered (you'll see and hear SCL referred to throughout the schools) in which "pedagogy, assessments, support systems and culture are refocused to facilitate student progress organized around mastery instead of age and seat time." Students learning experiences are personalized through the use of blended learning, and Buzz a powerful teaching and learning platform.
EAA's model is built upon five pillars:
- Students are grouped by readiness, not by grade. Teachers and students refer to levels. There are about two levels for each age-grade. Students are assessed using the Scantron Performance Series when they enter school to assign them their levels in each subject area.
- Students create and assume ownership for their respective personalized learning and success paths and are able to communicate their progress relative to their individualized learning goals. In addition to Buzz that tracks progress, you'll see several rituals in the classrooms in which students mark their progress as well as let teachers know how they are doing.
- Students are allowed to work at their own pace, using a blended delivery system, to master rigorous standards to ensure they graduate college, career, and next-generation ready. Buzz is designed for students to manage their learning through four phases for each unit: Learn, Practice, Apply and Assess. There is a lot of online content but teachers may also direct students to do projects or use other materials. One of the best things about Buzz is teachers can individualize options for students instantly based on their progress and needs.
- Students provide evidence of mastery through relevant performance tasks and common assessments. Assessment is taken seriously with lots of professional development so that teachers have a shared vision of what proficiency looks like for each level. EAA considers three levels of assessment — performance tasks, common assessments and state-level assessments. Students ask for a conference to meet with teachers when they think they are ready for assessment.
- Continuous feedback is provided to students, teachers, administrators and parents through the teaching and learning and the data warehouse. At the student and teacher level there are already many ways they can monitor progress and pace including horizontally (within a level) and vertically (via a learning map of the PK-14 Common Core progression). EAA is still in the process of creating all the types of reports they need for managing a strong continuous improvement process….and there are limits due to interoperability.
The EAA extended the school day to 7.5 hours for students, 8 hours for teachers and the school year to 210 days for students and 220 days for teachers, the typical academic calendar used by high performing nations globally, as opposed to Michigan's 170 days (which is one of the lowest).
Competencies Drive Learning: EAA has transformed standards into "I can" statements to empower students and reinforce that their education is for themselves. However, it is the 12 overall competencies that they expect students to be able to do by the time they graduate, with college readiness being just one of the competencies, that are driving schools to ask "Are we doing all we can to help develop students into young adults?" These competencies demonstrate EAA's student-centered approach thinking well-beyond academic development.
- Resilient and Flexible
- Creative, critical, and analytical thinker
- Driver of innovation and design
- Fiercely globally competitive
- National security minded
- User of data to inform decisions and choice
- Technologically intuitive and savvy
- Environmentally cognizant and sensitive
- College ready without need for remediation
- Mindful of healthy living
- Globally competent
I couldn't help but think the kids are really going to need every one of these skills in the rapidly changing dynamics in Detroit.
Flexibility and Autonomy: EAA has been given the authority to hire the staff they need to run the schools. The schools had fallen into such a state of despair and disrepair that in some cases this was bringing in a new team ready to learn, ready to believe in themselves and students, and ready to embrace a no-excuses mentality. The way that EAA has re-designed functions between the LEA and schools is interesting as it firmly sets the direction while allowing for ongoing continuous improvement. For example:
- EAA supplies the content for Buzz, yet schools can add content to be across the school and teachers can modify the content themselves for their classes or for individual students. This is all done instantly so that students receive personalized content when appropriate. EAA then looks across the content that teachers contribute or that schools select and adding it to Buzz for everyone to use if it strengthens the overall content options.
- EAA takes very strong role in professional development providing online contents, videos of teachers in action, and support from trainers and coaches as teachers build their own skills. Teachers make their own videos to demonstrate their skills, thus adding to the pool of resources from teachers to draw from.
All in all, this is creating a culture of innovation in which schools in their 2nd year of implementation are already seeing new innovations in how schooling is organized and resources deployed on behalf of students.
Results: As we know implementation is challenging. The first year schools had to clean out junk from the schools, form partnerships, engage community and parents (sometimes this meant getting the city to board up empty homes neighboring the school), re-establish expectations for behavior, and train new teachers in personalized, mastery-based, blended learning. Even so, six of the schools had at least 70% of their students with one year of growth or more in reading. That's impressive after one year of implementation.
Stay tuned on posts about Brenda Scott Theatre Arts Academy, the Buzz learning platform and more.


- economic evaluation;
 - falls prevention;
 - Australia;
 - Markov
Objective: To evaluate the cost-effectiveness of strategies designed to prevent falls among older people.
Methods: A decision analytic Markov model of interventions designed to prevent falls was developed. Incremental cost-effectiveness ratios (ICERs) using quality adjusted life year (QALYs) as the measure, were calculated for those interventions aimed at the general population (home exercise, group exercise, tai chi, multiple and multi-factorial interventions); high-risk populations (group exercise, home hazard assessment/modification and multi-factorial interventions); and specific populations (cardiac pacing, expedited cataract surgery and psychotropic medication withdrawal). Uncertainty was explored using univariate and probabilistic sensitivity analysis.
Conclusion: In the general population, compared with no intervention the ICERs were tai chi ($44,205), group-based exercise ($70,834), multiple interventions ($72,306), home exercise ($93,432), multifactorial interventions with only referral ($125,868) and multifactorial interventions with an active component ($165,841). The interventions were ranked by cost in order to exclude dominated interventions (more costly, less effective) and extendedly dominated interventions (where an intervention is more costly and less effective than a combination of two other interventions). Tai chi remained the only cost-effective intervention for the general population.
Implications: Interventions designed to prevent falls in older adults living in the community can be cost-effective. However, there is uncertainty around some of the model parameters which require further investigation.


Tuesday, November 22, 2011
Class: How to write in your siddur
Why use a siddur
1. Talmud Yerushalmi, Berachot 2:4
2. Tosefta Shabbat 13:4
3. Rambam, Mishneh Torah, Hilchot Tefilah 4:19
4. Pri Megadim, Orach Chaim 53 Mishbetzot Zahav 15
5. Shulchan Aruch Orach Chaim 96:2
Our problems: Fixed text; Blob of text; Familiarity
6. Mishnah Berachot 4:4
רבי אליעזר אומר העושה תפלתו קבע אין תפלתו תחנונים
7. Talmud, Bava Batra 164b-165a
8. Rambam, Moreh haNevuchim 3:51
Writing in a siddur?
9. Mishneh Berurah 96:9
10. Shulchan Aruch Orach Chaim 90:23
Practical tips
1. Mark phrases for special concentration
2. Mark structural/poetic elements that provide greater meaning
3. Add wake-up calls
4. Mark lines requiring explanation
5. Write in food for thought
Writing notes
1. Pencil, small marks, change them regularly
2. Spread marks throughout the various prayers
3. Be ready to replace your siddur
4. Don't distract from the davening
 1. Moradik!!!
 Please post the link when this is online (and maybe even the full source sheet).
 2. I use these with my students. _URL_
 Each color flag means something different. Green is congregational singing. Yellow is silent/individual. Red is repeat. You can make notes on the flag without having to write in the siddur itself.
 We also do a lot with post-it notes.
 3. Cool. So you are the one responsible for all the yidden with flags in their siddurim and machzorim.
 Actually I currently use thoses flags to highlight the order of notes that I make in seforim.
 4. One of my first Bar Mitzvah students used my transliterated siddur for his preparation and for the service, and I still have his notes, highlighting, etc. throughout the service. I can't really pray from it anymore because it's distracting, but I love it and it will always be a memento of his Bar Mitzvah. He had post-its and tabs in addition to the notes and highlighting.
 I later started working for a synagogue here that doesn't allow students to make any marks in their books.
 My own siddur has tabs and very light pencil marks.
 5. Left Wing Modern Orthodox: 79%
 Right Wing Modern Orthodox: 75%
 Left Wing Yeshivish/Chareidi: 36%
 Right Wing Yeshivish/Chareidi: 15%
 I don't know why it called me orthodox at all. Maybe because I see the Talmud as a source of value and morality.
 6. Morah BetsyGood system! In this class I'm going for writing to add meaning/inspiration, but that does sound like a good way to handle the basic need for "What am I supposed to be doing here?"
 7. NeilIt's now on-line; I'd love your feedback!
 8. Will listen as I prepare the mashed potatoes in the AM. Thanks!
 9. Interesting.
 I've gone through phases. Depending on different things going on, where I'm holding [as the torah true say], what siddur is my Siddur Du Jour etc.
 First and foremost, again depending on the siddur: marking sheva na/nach and kamatz gadol/katan. That's the first thing I used to do soon as I'd crack the spine.
 In my zealot days, I'd photocopy things missing from the Siddur Du Jour. Anim zemirot from the Siddur HaGra, for instance. Tefillat Leshlom hamedinah missing from almost every siddur.
 I'd photocopy those charts of interruptions, when you can say amen, etc. at which parts of davenen.
 I'd mark things like in Az Yashir, which pesukim are said in the special trop. Mark the trop for the kedushah in yotzer or. I used to be a real zealot.
 Mark certain tefillot where acharonim advise special attention, and the merits of special attention: yehi kavod, aleinu etc.
 Word counts. Word counts in the amidah for each brachah. Numbering shem Hashem in the amidah, or in yehi kavod, or in baruch Hashem or in az yashir etc.
 Marking certain kabbalistic roshei teivot, phrases where the roshei teivot had significance. I was a little kabbalist in my heyday. Marking the 15 vav's for example in emet veyatziv.
 Notes to remember the 6 zechirot in Ahavah Rabbah. Notes to remember the aseret hadibrot in shema.
 Notes for halachic stuff, like not to say the tamid before alot, or hanotein lasechvi vinah.
 There's no end.
 With regard to the comments above about post-it flags, this online shiur about post-its on shabbat might be interesting to some:
 10. Wait, Melech -
 "In your zealot days"? When did those end?
 11. Great stuff, Rabbi.
 I'm curious, though: in the context of your shiur, did you differentiate between doing this as preparation for tefillah vs. during the tefillah itself?
 I used to use an Artscroll siddur until I realized that I was going through the commentary when I was supposed to be davening. That was mussar in itself.
 12. Shmuel, that's why I predict taht after this shur is listened to by the masses, we'll all go out and buy the Birnbaum! It has no commentary and pleny of room to write it.
 It will be a retro revolution!
 13. Shmuel-
 I believe in only minimal notes - underlines, circling, asterisks. Maybe a word or two to hint at a greater idea.
 I do think it's worthwhile to make a note like that during davening (although not the Amidah), if it will enhance the experience.
 14. I finished the shiur tonight and actually went through mussaf for Rosh Chodesh tonight and started underlining certain things. For me it was less daunting to start w/ the amidah then starting at the beginning of the siddur.
 The shiur was great, but please post the link to the "book review lady". I found the suggestions practicle and your "program" really does allow for one to personalize the set tefillos. The actual workshop examples, like "Baruch She'ehmar" and "Ashrei" were helpful.
 Post importantly, just making an attempt to make notes on davening allows me to REALLY take time to read tefillos.
 15. Just finished the shiur tonight.
 I thought it was great, but would like the link for the "book review lady". I actually sat down and went through mussaf for Rosh Chodesh and made a few notes and did some underlining. It seemed less daunting to do this than actually start at the beginning of the siddur (for now).
 I thought the suggestions in the shiur to be practicle and loved the short workshops on "Baruch Sheh'ehmar" and "Ashrei".
 I think think the best part, for me, of attempting to write in my siddur is the fact that I will ACTUALLY have to think about the tefillos.
 16. Hi Neil,
 Thanks for your comments! The book reviewer is in Source 11 on this post.
 17. Thanks. That makes sense, seeing how I listened finished the shiur tonight and saw your sources last week.


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Students who are homeless
The Elmira City School District has plans in place to help students who are homeless continue their education successfully. The links below provide helpful information on this subject.
Federal law on the education rights of students in homeless situations
Click here for legal definitions of homelessness, which includes many different living situations, and a summary of federal law on the rights of students in these situations to receive an education.
Information for parents
Click here for frequently asked questions about children's rights to an education. This section includes information about children's rights to go to school regardless of where they live, to receive transportation to and from school, to enroll even without a permanent address and more.
Information for teachers
Click here if you are a teacher who wants to be able to detect and refer students in unstable living conditions. Tell-tale signs include hunger, tiredness, poor grooming or personal hygiene, poor attendance and other warning signs. This sectional includes symptoms, frustrations and classroom tips.
SYMPTOMS OF HOMELESS STUDENTS
|Visible Symptoms||Behavior||Problems in School|


Metric space
From Simple English Wikipedia, the free encyclopedia
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Metric space is a concept from Mathematics: Given a set of elments, there is a function which takes two arguments, which are elements of the set and returns a real number, which is usually called distance d between those elements. The function needs to be symmetric: d(x,y) = d (y,x).


text:
Inside...
Fertility in Both Males and Females Decline with Age
David Dunson, PhD, a bio-statistician from the National Institute of Environmental Health Sciences (NIEHS) has recently developed a mathematical model to determine the probability of pregnancy on given days of a woman's menstrual cycle. His statistical model takes into consideration a number of variables that affect day specific fecundability, including frequency of intercourse, accuracy of biomarkers of fertility and age. Dunson, Professor Bernardo Columbo from the Department of Statistical Science at the University of Padua, Italy and Donna Baird (a colleague from NIEHS) utilized Dunson's statistical model to estimate the effects of male and female age on natural fertility and the length of the fertile window.1 They determined probabilities of pregnancy associated with intercourse on specific days relative to ovulation and compared them across the following age groups; 19-26, 27-29; 30-34 and 35-39 years. Data for the analysis was obtained from a large European multinational study that enrolled 782 women between the ages of 18 and 40 who kept records of their daily BBT, acts of intercourse and menstrual bleeding. Study results were based upon 2539 cycles of data from 647 participants that had at least 1 day of intercourse during a generous 10-day estimate of the fertile window (i.e., 7 days prior to and 2 days after the estimated day of ovulation). Ovulation was estimated as the first day of the temperature shift. There were 433 detected pregnancies that occurred in the 2539 cycles.
The data showed that there was a 6 day window of fertility in which there was a 5% chance or more that intercourse would result in pregnancy. This 6-day window of fertility that included the day of ovulation and the 5 days before, was the same for the youngest three age categories and one day shorter for the 35-39 age category. The shortened fertile window for the older age category was not statistically significant. Dunson, Columbo and Baird also found that the day specific probabilities of pregnancy in the 6-day fertile window decreased with age. There was a close to 50% decrease in fertility among women in their late 30s compared to women in their early 20s. The researchers also found a decreased fertility among men. When they adjusted for the woman's age, the men in the 40 plus age range had significantly reduced fertility. For example, the probability of pregnancy for a 35 year old woman with a partner of the same age was 0.29 as compared to 0.18 with a male partner that was 40 years old. Of interest was that the highest probability of pregnancy was two days before the estimated day of ovulation for all age categories.
The authors also pointed out that there was a great amount of variability of fertility among healthy couples. For example, the probability of pregnancy on the peak day of the fertile window extended from a low of 20% to a high of 60%. At present the reasons for this broad range of fertility probabilities is largely unknown. The authors concluded that fertility for women begins to decline in the late 20s and that the decrease accelerates by the late 30s. Men's fertility is less affected by age, but does show a significant decline by the late 30s.
Dunson, et al speculated that the potential fertile window would decline in each age range (for men) due to declining sperm survival. This did not happen except for men 40 years or older. The authors concluded that the reduction of fertility with older men is not buffered by the overproduction of sperm.
Although I agree with the results of this study, the data source used for analysis is not without error. As most NFP teachers realize, the self-reporting of intercourse is not always accurate. Likewise, the determination of the first day of the temperature shift is not always easy to do. The shift in basal body temperature has much variability around the day of ovulation. The authors say that the error in estimation based on BBT is not great since they found a 6 day window of fertility that was similar to a hormonally estimated fertile window reported by Wilcox et al. (1995).2 I also wondered to what degree the analyzed cycles were representative of the whole. The authors were only able to use less than half of the 5,860 cycles generated by the women participants because the participants were trying to avoid pregnancy and abstain from intercourse during the estimated fertile phase. I would recommend a prospective study that enrolled a similar number of couples who were trying to achieve pregnancy.
Sandra Ann Carson, MD commented on this study in a recent issue of Journal Watch: Women's Health.3 She stated that the decline in women's fertility indicated in this study caused "sensationalized" media reports and misrepresented the age-related fertility decline. She calculated the cyclic fecundity of the cycles in the Dunson study and stated that "one can see that for fertile couples trying to avoid pregnancy, the cyclic fecundity drops with age, but not in such a dramatic manner." She calculated a cyclic fecundity of 21.4% in the 19-26 age range, 16.7% in the 27-29 age range, 7.3% in the 30-34 age range and 11.0% in the 35-39 age range. She also indicated that the findings from the Dunson study show that NFP is more successful in older women. (RJF)
- Dunson, D.B., Columbo, B., & Baird, D.D. Changes with age in the level and duration of fertility in the menstrual cycle. Human Reproduction. 17 (2002):_PHONE_.
- Wilcox, A.J., Weinberg, C.R., & Baird, D.D. Timing of sexual intercourse in relation to ovulation; effects of the probability of conception, survival of the pregnancy, and sex of the baby. The New England Journal of Medicine. 333 (1995):_PHONE_.
- Carson, S.A. Mathematical model misrepresents age-related fertility decline. Journal Watch: Women's Health. 7 (2002):64.
Monitoring Menstrual Cycle Hormones in At Risk Female Athletes
The association between intense training among female athletes and the suppression of ovulation has been well established. Altered menstrual cycles in athletes can be a result of intense training, restricted dietary intake, the stress of competition, and higher testosterone levels. Although the suppression of the hypothalamic-pituitary-ovarian axis function in female athletes is an adaptive process, in the long run the reduced production of estrogen and progesterone can lead to an increased risk of stress fractures and reduced bone mineral density. Researchers at the University of Melbourne (Australia) recently evaluated an economical way of monitoring estrogen and progesterone levels in "at risk" female athletes during intense training and weight loss.1 The female athletes were 14 adolescent rowers, 12 elite lightweight rowers, and two groups of 10 matched control subjects. The 26 female athletes were matched with the control subjects for age, height, weight, gynecological age, calcium intake and school. The age range of the adolescent rowers and matched controls was 14-15 years. The average age of the elite rowers and matched controls was 21.5 + 3.5 years and 22.0 + 3.5 years respectively. Each participant was provided with a collection kit and 15 collection tubes allowing them to collect urine samples every second day of the cycle beginning with day one. The urine samples were tested for urinary metabolites of estrogen (i.e., estrone glucuronide) and progesterone (i.e., pregnanediol glucuronide) by an assay technique that was developed by Professor James Brown at the Royal Women's Hospital in Melbourne.
The results showed that 5 (35%) of the adolescent rowers and 9 (75%) of the lightweight rowers had anovulatory cycles during competition season. The results also indicated that the levels of urinary estrogen and progesterone were significantly lower in the rowers compared to the controls during the competition season. The length of the menstrual cycles of the lightweight rowers during competition season was significantly longer than those during the off season and compared to the non-rower controls. During the competition season the cycle length of the rowers was 47.9 + 3.0 days compared with 28.0 + 3.0 days during the off season. Although 25% of the elite rowers and 65% of the adolescent rowers had normal cycle lengths, on average the estrogen and progesterone levels were lower than the controls. The authors concluded that the urinary assay monitoring was an effective means of monitoring estrogen and progesterone levels in "at risk" female athletes. They recommended frequent monitoring of female athletes in order to detect low estrogen and progesterone levels and to prevent detrimental effects of bone loss.
This study demonstrates that a significant number of female athletes will have low estrogen and progesterone levels and may be at risk for bone density loss. It also demonstrated that there exists a simple means of monitoring urinary metabolites of estrogen and progesterone. This is essentially the technique that Dr. James Brown uses with the Brown Ovarian monitor. Monitoring female athletes with the Brown Ovarian monitor would be recommended for athletic programs and would not be too expensive. However, having female athletes monitor their cycles with traditional natural biological markers, i.e., basal body temperature and cervical mucus changes might be an economic alternative to determining menstrual cycle irregularities. (RJF)
- Morris,


text:
Every Daisy Adventure Is Filled With Giggles, Energy & Excitement!
Daisy troop meetings are easier with Daisy Drop Box, our complimentary program for kindergarten and first grade Daisy troops in Girl Scouts of Western NY. Daisy troop leaders receive a box with the resources needed to hold fun, engaging troop meetings. The boxes include step-by-step scripted meeting instructions plus activity supplies for each registered Daisy.
Who is eligible to participate in our Daisy Dropbox program?
- New Daisy Troops are eligible to participate
- The troop must have two registered co-leaders who have completed their background checks and co-leader training.
- Troop must have 12 or more registered Daisies. Daisies are girls in kindergarten and first grade.
- The troop has their first meeting location, time and date confirmed
New Daisy Troop Leaders can sign up for Daisy Dropbox few steps:
- Register as a Girl Scout troop leader.
- Find a co-leader for the troop and make sure they are also registered.
- Complete your background check and Volunteer Basics training.
- Make sure 12 girls at the Daisy level have registered for the troop.
- Sign up for Daisy Dropbox.
- Pick up your Daisy Dropbox at your nearest Girl Scout Service Center once you have completed the above requirements.
Frequently Asked Questions
What's in a Daisy Drop Box?
- A welcome packet provides an introduction to your first year as a troop leader, and the activity supplies provided to earn the 10 Daisy petal badges.
- Step-by-step scripted instructions for each badge activity.
- Activity supplies for each registered Daisy.
- All petals for up to 12 girls are provided.
- The Daisy Dropbox is free of charge to troops who meet the criteria outlined above.
What if there are more than 12 Daisies in my troop?
Contact us at _EMAIL_
What Are The Daisy Petals?
- Girl Scouts of all ages recite the ideals and values in our Girl Scout Promise and Girl Scout Law, which serve as the foundation of Girl Scouting.
- The Daisy petals are special badges just for Daisies they wear on their uniform.
- They represent the Girl Scout Promise and each petal represents a part of the Girl Scout Law.
Are the badges provided in the Daisy Dropbox?
The badges earned are included in the boxes.
Questions? Reach us at _EMAIL_


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Crime and Inequality
By Chris Grover
Published December 14th 2010 by Willan – 288 pages
This book examines key relationships between material circumstances and crime, and analyzes the areas of social policy – in particular social security and labour market policy – that are most important in terms of dealing with inequality at the lower end of the income hierarchy. It seeks to explain why inequality is linked to offending behaviour and the evidence underpinning explanations for this, and looks in detail at the relationship between offending and anti-social behaviour and its management through social policy interventions.
Crime and Inequality draws upon both criminological and social policy approaches to understand this vital relationship, moving beyond criminological approaches which often fail to analyse the way the state attempts to manage poor material circumstance, offending and anti-social behaviour through social policy.
The main aims of the book are threefold: to draw upon the disciplines of both criminology and social policy to understand the relationship between crime and inequality; to provide an in-depth analysis of those aspects of social policy that have a bearing on the context, management and punishment of offending behaviour; to examine government crime and anti-social behaviour policies in the context of social security and labour market policies, and to identify the tensions that have resulted from attempts to address social justice issues while also making individuals responsible for their actions.
1. Introduction. Crime, Inequality and Social Policy. Criminalising Social Policy?. Inequality, Poverty and Social Exclusion 2. Crime and Inequality. Introduction. Inequalities in Contemporary Society. Young People: Particularly Disadvantaged. Crime and Inequality. Conclusion 3. Young Men. Introduction. The Problem for Young Men. The Problem with Young Men. Men, Crime and Unemployment in Policy. Not in Education, Employment and Training (NEET). Tackling the Unemployment of Young Men. Conclusion 4. Parenting and Anti-social Behaviour. Introduction. Families, Anti-social Behaviour and the 'Parenting Deficit'. Parenting and Anti-social Behaviour. Parenting, Anti-social Behaviour and Criminal Justice Policy. Parenting, Anti-social Behaviour and Social Policy. Parenting, Material Context and Gender. Parenting, Anti-social Behaviour and State Welfare. Conclusion 5. Women, Crime and Inequality. Introduction. Women and Inequality. Women, Crime and Poverty. Breeding delinquents? Lone Mothers and Role Models. Getting Lone Mothers into Paid Work. Lone Mothers and Paid Work: Rationalities and Consistencies. Lone Mothers and Policy: Reproducing the Material Context of Offending. Conclusion. 6. Crime, Inequality and Ethnicity.Introduction. Inequality and Ethnicity. Connecting Inequality, Crime and Ethnicity. Uprising, Culture and Material Conditions. Conclusion. 7. Street Homelessness and Crime.Introduction. Street Homelessness and Crime. Rough Sleepers as Victims of the Crimes of the 'Respectable'. Vindictiveness, Relative Deprivation and the Undeserving Poor. Tackling Rough Sleeping. Conclusion. 8. Financial Penalties: Punishing Poor People.Introduction. Sentencing and Economic Inequalities. Financial Penalties and Inequality. Relating Fines to Income. Fines and Social Security Benefits. Community Punishments and Social Security Benefits. Conclusion. 9. Conclusion.The Boundaries of Academic Disciplines. Inconsistencies and Tensions. The Importance of Paid Work. Crime, Social Policy and 'Free' Market Capitalism. Social Divisions, Crime and Inequality. Crime, Inequality and Social Policy into the Future
Chris Grover is Senior Lecturer in Social Policy at Lancaster University.


How to Eat Mochi
Japan has a wide range of exotic foods that foreign visitors are sure to enjoy. Mochi is certainly a popular treat.
Mochi, also known as rice cakes, are something of a delicacy in Japan. Mochi can also be eaten in a range of different ways depending on the context - it can be eaten in ceremonies and functions, such as in New Year ceremonies.
But how exactly do you eat mochi?
Safety Precautions
Before we go on with the different types of mochi, let's just make one quick note - take little bites and make sure that you chew the mochi thoroughly before you swallow.
If you don't follow this advice, it can sometimes result in the mochi getting stuck in your throat as it is quite sticky.
As a Dessert
Mochi is most commonly eaten as a dessert, and boy are there a lot of desserts!
First of all is Daifuku. This translates to 'big' (Dai) and 'luck' (Fuku). This is a little round mochi, and inside of it is a filling that's usually sweet. Azuki red bean paste is just one example of a filling.
Kinako Mochi is also pretty intriguing. This is made out of mochi and roasted soy flour. It's a sweet treat with a delectable texture that you're sure to enjoy.
You can also get something called Ichigo Daifuku. Ichigo translates to 'strawberry.' As the name suggests, it's pretty similar to daifuku but the strawberry part is the important thing to remember. It tastes very sweet and yet is rather chewy thanks to the mochi part.
Mochi ice cream is also pretty popular. It's a little ball of mochi and it has a filling inside. That's right, ice cream! This is any sugar lover's dream. Before eating, allow the mochi ice cream to warm up for a couple of minutes so the dough can return to normal before you eat. This will make it much easier to bite. You can even add mochi ice cream to other desserts and dishes such as espresso or ice cream sandwiches.
In a Dish
Mochi is most commonly known for its function in various desserts, but did you know that it can also be used in various dishes?
For instance, it is sometimes used in Zoni. This is a soup that is traditionally eaten on New Year's Day.
So the next time that you are interested in some Japanese cuisine, you should certainly try mochi! This delicious food is truly something to enjoy when you visit Japan.
We hope you like it!