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Lehman College
Vision, Purposes and Professional Commitment
Vision and Purposes
Education has the power to transform individuals and communities. Because we believe in the capacity of all individuals to attain their educational, occupational and personal goals, we understand education as an ongoing and transformative process that supports lifelong growth and the development of people, communities, and institutions.
The Core Purposes of Lehman College's School of Education are to:
 - understand and affirm linguistic, ethnic, and cultural diversity as foundations for learning, teaching, counseling, and leading in educational settings;
 - create educational settings where human relationships are nurtured and where students acquire academic and personal/social skills that prepare them for success;
 - create educational cultures, climates, policies, and practices that are safe, equitable, and responsive to changing needs.
To enact these purposes, we recruit and retain faculty and students who are ethnically and culturally diverse, globally aware, knowledgeable, and principled.
Professional Commitments
We draw upon a richly diverse body of knowledge and experience to inform our practice as teacher, school counselor, and school leader. We come together at the interstices of numerous disciplines and practices and multiple perspectives and ways of knowing because we share a common commitment to urban transformative education. Education is about ensuring that every student achieves his or her academic, career, and college goals.
 - We believe that quality learning for students depends on quality learning for educators. Each educator preparation program must identify essential knowledge, skills, and dispositions and assess them in their candidates in order to ensure that graduates will have a positive impact on PreK-12 student populations.
To be transformative, learning is socially constructed, ideally within a network of caring and supportive relationships. Although we are housed in different places within and outside of the College, and although our knowledge bases and philosophies of education may differ, we are all committed to excellence in teacher, school counselor, and school leader education.
 - We believe that the School of Education is responsible for preparing teachers, school counselors, and school leaders who are capable of transforming the lives of students.
To make a difference in the lives of students, each of our programs is designed to help graduates develop a sense of efficacy and a belief that they can be agents of transformation.
 - We believe that the diversity of our candidates, which reflects the borough of the Bronx and surrounding communities, is essential to the quality of our programs.
Lehman College students come from diverse ethnic, cultural, linguistic, social class, age, religious/spiritual, gender, sexual orientation, gender identity/expression, language, ability/disability, immigrant cultural communities and varied family types. Many of our candidates are from immigrant families, have acquired English as a second language, and are first generation college students. Their perspectives as emerging teachers, school counselors, and leaders have a profound impact on the School of Education. The children, adolescents, adults, and families that our pre-service and in-service educators serve also shape our identities as teacher, school counselor, and leadership educators. As we disaggregate data from our interventions using equity-focused assessment, we find compelling evidence of the importance of our work.
 - We believe in the rich contribution of each of our educational partners in transformative practice.
The School of Education serves the Bronx and our surrounding communities through partnerships and outreach programs that engage community leaders, teachers, school counselors, school administrators, families, and PreK-18 students in activities and projects that enhance the lives of individuals and the community as a whole.


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Cultural Representation Reflection
One strategy to help our students discover a broader understanding of an inclusive society is for them to see what they might not have noticed before. These multi-leveled reflections encourage readers to pause and reflect on the cultural representation of characters, setting, and events in the books they read. Then they can compare, contrast, and develop a connection to their own culture while taking a deeper look at the representation of others.
View these templates to determine the best level for each student:

source: openbmb/Ultra-FineWeb


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From the mid-15th century Venice dominated the European tableware market with exotic, beautifully-made glasses that were exported widely. To contemporaries, 'Venetian' was a term denoting both quality and style - though by the late 16th century, 'Venetian-style' glass was being made in Antwerp, Amsterdam, London and other European centres, as well as in Venice.
'Venetian-style' glass was very clear and colourless ('cristallo') - though now it often appears cloudy or greyish. Opaque white, bright blue and other deep colours also appear. Glassblowers often used ribbed or patterned moulds - for example, to make beakers or drinking-glass stems - and pre-formed glass 'canes' of contrasting colours to produce striped or mesh effects. Some glasses were gilded, enamelled or engraved.
The Museum's collection is particularly important for studying the final stages of the 'Venetian style' in the 17th century. For 'Inghistera' bottles (made in Venice and elsewhere from the 15th century), see the Medieval section.
Related objectsThere are 781 related objects.

source: HuggingFaceFW/fineweb-edu


It is Time for Tape
Dr. Lisa Goodman, DC, CCSP, CACCP
During the last 8 weeks, we have been demonstrating taping applications to many of our patients via telemedicine and now thankfully, back in the office! There has never been a better time to try your hand at DIY tape applications.
RockTape™ and KT Tape™ are types of kinesiology tape used to support muscles and ligaments after injury, during rehab or returning to sport/activity. The tape is easy to apply and stays in place for up to 5 days. Kinesiology tape is designed to be user friendly and applied by anyone.
Kinesiology Tape Benefits
 1. Compression and Support - much more effective than an ace wrap, kinesiology tape stays in place while reducing swelling and providing pain relief
 2. De-load the injured area - spreading out muscle and ligament stress over a larger area
 3. Pain Relief - the tactile input on the skin, compression, and de-loading provide significant pain relief to strains, sprains and bruises
 4. Swelling Reduction - the 'edema reduction' application promotes lymphatic drainage, reduces swelling, and speeds resolution of bruising.
 5. Muscle Retraining - through tactile input with movement, your muscles 'learn' to work appropriately during rehab.
In a nutshell Kinesiology tape gives support and stability to your joints and muscles without affecting circulation or range of motion. It is primarily used to reduce pain, reduce swelling and provide support. Many athletes also use it for performance care. In contrast, traditional sports' taping is wrapped around a joint strictly for stabilization and support during a sporting event obstructing the flow of bodily fluids as an undesirable side-effect. RockTape™ will not prevent injury or reduce the likelihood of traumatic injury to any joints. Functional Taping for Musculoskeletal Injuries In addition to RocDoc taping certifications, our doctors are certified in FTMI (Function Taping for Musculoskeletal Injuries). This protocol combines several types of tape including athletic, strapping and stabilization. FTMI involves functional analysis of which tape applications may make an injury feel better and exactly how they should be applied. When to Get Taped Kinesiology tape is used for anything from headaches to pregnancy-related pain and everything in between. Examples include: posture, pediatric injuries, carpal tunnel syndrome, lower back strain/pain (subluxations, herniated disc), knee conditions, shoulder conditions, hamstring, rotator cuff injury, whiplash, tennis elbow, plantar fasciitis, patella tracking, pre and post surgical edema, ankle sprains, athletic preventative injury method, and as a support method.
Kinesiology Tape Videos Full videos of RockTape™ Applications are available on our Washington Park Chiropractic YouTube Channel


Is It Possible To Remove a CCJ From a Credit Report?
ccj photo
A County Court Judgment, or CCJ, it can cause significant damage to your credit rating. It becomes quite difficult to find lenders willing to offer to finance when there is a black mark on your credit report.
So, if there is a CCJ showing up on your credit report, can it be removed? And, if it can, what is the process to have it removed?
Unlike bankruptcy, a CCJ does not fall off your credit report. That is the bad news, but there are some ways you can make your credit report more attractive to creditors as time passes.
Since your credit will take a significant hit when this judgment is placed, it is imperative that you act as quickly as possible to rectify this situation with any creditors mentioned in the CCJ.
 - Reach out to all creditors and make them aware that you would like to work out payment arrangements.
 - Once a payment schedule has been arranged and you have started to make payments, pull a credit report to ensure the status of the judgment has been changed to reflect this.
When the debt is paid in full, have another report pulled to ensure the status of the debt has been changed to "satisfied."
Try and keeps things current
Why is it so important to have your credit report updated throughout the process? Well, quite simply, it gives you a leg to stand on when dealing with future creditors. Everyone makes a mistake at some point in regards to their finances, especially in a down economy.
However, you need to prove that you are taking the steps to make good on your debt and having the credit report updated will prove that you are doing just that.
Make sure your credit remains perfect after the CCJ
If you are lucky, you will already have a few credit cards that you are able to continue using. Make sure the payments are kept current at all times. If not, apply for a bad credit credit card.
The interest rates will be higher, but only use them for purchases that can be paid off at the end of every month. This will help improve your credit rating and at the same time show creditors that you have turned the corner concerning your financial commitments and stability.
Unfortunately, one small financial mistake can affect your life for years to come. While you cannot erase the mistake, you can show creditors that you are back on track again. Bankruptcies and CCJ's are not uncommon today, so lenders will sometimes allow a borrower to explain the situation.
If their credit report reflects that they have made every effort to make good on their debt, there is still a very good chance they will once again be able to secure financing, especially after a good deal of time has passed with impeccable credit.


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An excerpt from _URL_ archives copyright © 2000 - 2013
Where did the English Jobes family come from? What is the English Jobes family crest and coat of arms? When did the Jobes family first arrive in the United States? Where did the various branches of the family go? What is the Jobes family history?The Anglo-Saxon name Jobes comes from the baptismal nameJob. The surname Jobes referred to the son of Job which belongs to the category of patronymic surnames. In Old English, patronyms were formed by adding a variety of suffixes to personal names, which changed over time and from place to place. For example, after the Norman Conquest, sunu and sune, which meant son, were the most common patronymic suffixes. In the 12th and 13th centuries, the most common patronymic names included the word filius, which meant son. By the 14th century, the suffix son had replaced these earlier versions. Surnames that were formed with filius or son were more common in the north of England and it was here that the number of individuals without surnames was greatest at this time.
One relatively recent invention that did much to standardize English spelling was the printing press. However, before its invention even the most literate people recorded their names according to sound rather than spelling. The spelling variations under which the name Jobes has appeared include Jobson, Job, Jobes, Jobe and others.
This web page shows only a small excerpt of our Jobes research. Another 147 words(10 lines of text) covering the year 1202 is included under the topic Early Jobes History in all our PDF Extended History products.
Another 43 words(3 lines of text) are included under the topic Early Jobes Notables in all our PDF Extended History products.
At this time, the shores of the New World beckoned many English families that felt that the social climate in England was oppressive and lacked opportunity for change. Thousands left England at great expense in ships that were overcrowded and full of disease. A great portion of these settlers never survived the journey and even a greater number arrived sick, starving, and without a penny. The survivors, however, were often greeted with greater opportunity than they could have experienced back home. These English settlers made significant contributions to those colonies that would eventually become the United States and Canada. An examination of early immigration records and passenger ship lists revealed that people bearing the name Jobes arrived in North America very early: Francis Jobson settled in Barbados in 1671; along with Nathaniel; Nancy and Margaret Jobson arrived in Barstable Massachusetts in 1822 with two children..
The Jobes Family Crest was acquired from the Houseofnames.com archives. The Jobes Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname.
This page was last modified on 8 November 2011 at 08:30.
houseofnames.com is an internet property owned by Swyrich Corporation.


grass. The dark-colored mice may be, overall, more fit than the light-colored mice, and at first glance, one might expect the light-colored mice be selected for a darker coloration. But remember that the intermediate phenotype, a medium-colored coat, is very bad for the mice—they cannot blend in with either the sand or the grass and are more likely to be eaten by predators. As a result, the light-colored mice would not be selected for a dark coloration because those individuals that began moving in that direction (began being selected for a darker coat) would be less fit than those that stayed light.
Practice Questions
Check Your Understanding
 1. Sahar S. Hanania, Dhia S. Hassawi, and Nidal M. Irshaid, "Allele Frequency and Molecular Genotypes of ABO Blood Group System in a Jordanian Population," Journal of Medical Sciences 7 (2007): 51–58, doi:10.3923/jms.2007.51.58.


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WI.A. Science Connections: Students in Wisconsin will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines.
A.8.8. Use the themes of evolution, equilibrium, and energy to predict future events or changes in the natural world.
WI.D. Physical Science: Students in Wisconsin will demonstrate an understanding of the physical and chemical properties of matter, the forms and properties of energy, and the ways in which matter and energy interact.
D.8.3. Properties and Changes of Properties in Matter: Understand how chemical interactions and behaviors lead to new substances with different properties.
D.8.4. Properties and Changes of Properties in Matter: While conducting investigations, use the science themes to develop explanations of physical and chemical interactions and energy exchanges.
D.8.7. Motions and Forces: While conducting investigations of common physical and chemical interactions occurring in the laboratory and the outside world, use commonly accepted definitions of energy and the idea of energy conservation.
D.8.9. Transfer of Energy: Explain the behaviors of various forms of energy by using the models of energy transmission, both in the laboratory and in real-life situations in the outside world.


My Favorite Movies: Fantasia
Fantasia posterA dramatic collision of popular entertainment and serious art, Fantasia is just as strange a beast today as it was seventy-five years ago when Walt Disney and his animators finally crested the animation medium. Who is it for? Kids don't listen to classical music; good luck getting them to sit still for two full hours of it. Adults don't watch cartoons unless they come equipped with verbal humor; good luck with them, too. And what, exactly, is Fantasia anyway? In the simplest terms, it's a concert with visual accompaniment. A decade earlier, Disney cartoons had introduced the concept of "Mickey Mousing," synchronizing the animated movements with music. Fantasia, which was originally intended to be just a short film based on Paul Dukas's The Sorcerer's Apprentice, is Mickey Mousing on the grandest scale. Each segment constructs a world that moves to the tune of Bach, Tchaikovsky, Dukas, Stravinsky, Beethoven, Ponchielli, Mussorgsky and Schubert. These orchestral works cover three centuries and various styles. As a child, I never put much thought into what relationship these segments might have with each other. Now, every time I see the movie, I seem to find new connections.
Fantasia 1John Culhane's book Walt Disney's Fantasia was what first alerted me to the primary visual motif in the film: the conductor on the podium. Leopold Stokowski, head of the Philadelphia Orchestra, is of course the first such figure to appear, a looming silhouette who commands great power with the waving of his arms. The exercise of power over natural forces is a consistent theme, and the film can certainly be seen in part as a monument to itself. The fairies of the Nutcracker suite decorate flowers and spiderwebs with dew and change the colors of the leaves. Mickey himself (in his imagination) controls the stars in the sky and the waves of the sea. Zeus casts down thunderbolts. Chernabog beckons the dead and his fiendish minions to Bald Mountain. Smack dab in the middle of all this is the Rite of Spring sequence, which asks the question, "What if there is no Conductor?" Walt Disney, the man behind the curtain, used this film to stretch his resources as far as they could go. To him, animation could be a source of loveliness, silliness, or abstraction, the enlivening of both science and faith. He wanted it all, and he got it.
Fantasia 2Technologically, Disney was a relentless pioneer. The stereophonic "Fantasound" system is the most famous innovation tied to the film, but the use of color shouldn't be overlooked just because Fantasia wasn't the first animated film to have it. From the very first moments, color asserts itself as a distinct force, the bold backgrounds enveloping the exaggerated shadows of the musicians. When the Toccata and Fugue segment shifts entirely to animation, colors and shapes are employed to convey subjective associations. In "Waltz of the Flowers" from Nutcracker, white is used as a symbol of movie stardom, the figure that stands out in the crowd. The winged horses and centaurs of the Pastoral Symphony have bright pastel hues, and cupids slide down a rainbow. What this majestic palette communicates is abundant life. The only time the film fades into black and white is when Mickey in The Sorcerer's Apprentice believes he has destroyed his enchanted broomstick. The shards rise again in full color.
Time is another recurring concept. The Nutcracker suite, so often used as a Christmas program, is envisioned here as a pageant of all the seasons. The Rite of Spring covers eons, the Pastoral Symphony and Dance of the Hours a single day. Night on Bald Mountain is just what it sounds like. Throughout, natural cycles are transformed into dances that can be innocent or mischievous, spirited or demonic. In the case of the dinosaur scenes (ever the exception to the rule), the march of time plays out as a series of terrifying Darwinist dramas: predator and prey, and predators of predators, but all finally withering under the remorseless power of the sun. The film's bookending segments each conclude with the golden rays of that same sun. Music, like movies, is a temporal art form, a way of expressing the feeling of duration. It's only fitting that Fantasia would so often concern itself with time's passage.
Fantasia 3These constituent elements add up to what is probably the closest thing to a true animated epic in the history of cinema. I read or heard once (I wish I could remember the source) that what makes a story an "epic" is the attempt therein to explain the entire universe and humanity's place within it. Fantasia, to be clear, is about the Western world, Western culture, only taking a few typically fumbling stabs at Asian culture. But the breadth and intensity of the animation makes the film a truly encompassing experience. What it has to say about theology and science isn't entirely consistent, although Christianity gets the last word in the form of the Ave Maria sequence. What is consistent is the ambition of the animators themselves: tap-dancing on top of sacred cows, projecting their own dreams for us to share. Despite emcee Deems Taylor's early description of the images as something that "might pass through your mind if you sat in a concert hall listening to this music," several of the pieces were clearly intended by their composers to be program music, and the animators seldom get with the program. The gravest offender is probably the Pastoral sequence, but I can't bring myself to dislike it, no matter how kitschy or offensive (even in its censored form) it may be. It's still Beethoven.
Fantasia 4I loved this movie as a kid, and I'm finding that my connection to it is only deepening in adulthood. Far from some boring piece of cinematic homework, Fantasia contains uproarious humor in The Sorcerer's Apprentice and Dance of the Hours, not to mention the unjustly forgotten "Soundtrack" vignette. The entire film calls attention to the act of creating moving images, and the Soundtrack highlights an obviously essential component. It is a Young Person's Guide to the Orchestra, as it were, a series of Rorschach blots to visualize each sound. One of the animators' experiments in this film was a daring attempt to convey personality through minimal detail. You can't get any more minimal than a line down the center of the frame, but the Soundtrack is a wonderful character. In addition to these kid-friendly moments, Fantasia contains horrors both natural and supernatural that haunted my childhood. This film is a soul-filling experience for those with the sensibility for it. I am overjoyed that Walt Disney was sufficiently drunk with power to see it through to the end.
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Why are organisations sharing their stories?
Our climate champions are showcasing their commitments and actions to inspire other Australians to act on climate change and realise zero emissions opportunities.
Their stories help give others a better understanding of how they can plan and implement their own actions towards a zero emissions future. They are also working to build connections and enable the Better Futures Australia community of climate champions to go farther together.
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Family dogs caught up in the Japan earthquake of 2011 and subsequent nuclear disaster at Fukushima showed signs of stress not inconsistent with PTSD long after the events, a new study finds.
The research compared abandoned dogs rescued from Fukushima with non-disaster affected dogs abandoned in 2009 and 2010, before the earthquake. The dogs that lived through the disaster had stress hormone levels five to 10 times higher than the dogs that were simply abandoned or found as strays.
"Long-term care and concern regarding the psychological impact of disasters appears necessary in humans and companion animals," the researchers wrote today (Oct. 11) in the journal Scientific Reports.
As part of a dog-rehabilitation program at Azabu University in Japan, researchers took in eight dogs from shelters in Kanagawa Prefecture and measured their levels of physical stress by monitoring the stress hormone cortisol in the dogs' urine. After the 2011 Tohoku earthquake and tsunami, thousands of refugees were forced to abandon their dogs. Many of the animals lived a semi-feral existence in areas made uninhabitable for humans by the Fukushima nuclear plant meltdown that followed the disaster. [ Photos: Japan's Rescued Pets ]
In May and November 2011, the Azabu University team took in 17 abandoned dogs collected at shelters and rescue centers in Fukushima. These dogs, like the Kanagawa canines, were rehabilitated and had their cortisol levels monitored daily. All dogs were later adopted by new owners.
Science news from NBCNews.com
When compared with the Kanagawa dogs, the Fukushima dogs were less aggressive toward unfamiliar people but also less attached to caregivers and more difficult to train. The disaster-affected dogs had five to 10 times the cortisol levels of dogs not touched by disaster, a gap that narrowed but did not close even after 10 weeks of loving care in the rehabilitation program.
The Fukushima dogs' handicaps in trainability echo learning problems in human trauma survivors with post-traumatic stress disorder, the researchers wrote. They suggested that similar brain chemicals could be at play in dogs and humans. Trauma-impaired humans can also struggle to bond with others, similar to the Fukushima dogs' lack of attachment to their caregivers.
The researchers warned that the samples were small and not entirely equivalent, with the Fukushima dogs being older, on average, than the Kanagawa dogs. Nevertheless, they found no evidence that age affected how dogs responded to abandonment, suggesting the disaster was the biggest driver of the dogs' stress.
"Humans affected by the disaster are already recovering and gradually returning to normal life," the researchers wrote. "However, our results suggest the possibility that stress can induce excessive, deep psychosomatic impacts with implicit behavioral manifestations, such as deficits in attachment and learning ability also in dogs."
- 10 Things You Didn't Know About Dogs
- In Pictures: Japan Earthquake & Tsunami
- The 10 Worst U.S Natural Disasters
© 2012 LiveScience.com. All rights reserved.


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English has several words for burial places, many of which have specific, distinct meanings:
 - grave
 - tomb
 - vault
 - crypt
 - mausoleum
 - sepulcher
As far as I know, Spanish has at least two words for "grave":
 - tumba
 - sepultura
What types of burial places can each word refer to? Are both generic enough to cover any burial of a body or ashes in a plot in the ground, an underground crypt, an above-ground structure, etc.? Or are they more specific?
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Some of the words you mentioned have cognates in Spanish:
 - tumba: place where a cadaver is buried.
 - cripta: subterranean place used to bury the dead.
 - mausoleo: a magnificent and sumptuous sepulchre.
 - sepulcro: stone construction built off the ground as a resting place for one or more cadavers.
You already mentioned sepultura as a translation of grave: place where a cadaver is buried.
Vault could be translated as bóveda: a place where a cadaver is buried or a hole made on the ground to bury a cadaver.
There is also panteón which is a cognate of pantheon. However, from my understanding this word has a more general meaning in Mexico and perhaps in Central America. In Colombia it is understood as a funeral monument to bury several bodies.
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Thanks. Which of those terms would apply to a standard burial plot in the ground (no structure involved)? – jrdioko Dec 17 '11 at 6:53
Yes in at least the places I spent the most time in Mexico, panteón is the usual word for "cemetery". – hippietrail Dec 17 '11 at 7:59
_USER_, fosa. – Peter Taylor Dec 17 '11 at 8:40
Perhaps you could also add to the list the formal cenotafio (equivalent to cenotaph). – Gonzalo Medina Dec 17 '11 at 17:09
You could add "nicho" to the list, or is just used in Spain? – Laura Dec 18 '11 at 12:03
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I would say that "tumba" is a bit more general, a "tumba" is a place where a cadaver lies (a tomb in english). "Sepultura" implies a bit more the idea than the cadaver was put there with any sort of ceremony, or at least someone explicitly put the body there. There is the verb "sepultar" that I would translate as the action of covering something with soil or another substance. I think the right translation of "sepultura" in english is "sepulcher".
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LEM, a validated cartoon character that expresses 8 emotions
Why work with a cartoon character?
The LEMtool has been developed to depict emotions in the clearest, most recognizable way. In order to achieve this, LEM – a cartoon character, has been developed that shows eight caricatured expressions of emotions3. Facial caricaturing (reduction of facial information redundant to the expression and exaggeration of the essential components) has been found to enhance the recognizability of emotions.
Why not add the words to explain the expression?
We deliberately do not explain which emotions are expressed by the character. This 'non-verbal approach' actually adds reliability to the tests. Often, people are feeling similar emotions, but refer to it with different words. With our scientifically validated cartoon characters you surpass the verbal word-significance discussion.
A great benefit of this approach is that it can be used cross-culturally: Between cultures, there are tons of small differences between words that are used to express emotions.
We might feel the same emotion, but call it differently
- How the LEMtool avoids the verbal word-significance discussion
Our research shows that even though different people use different words to express a specific emotion, they choose the same cartoon character expression because it best represents their felt emotion. This illustrates that these people are actually feeling the same, but merely call it differently.


The Zeno Story
Zeno believes that with the self-confidence and skills gained by experiencing math in unique and unexpected ways, a person's possibilities are infinite.
Mission: Zeno is a non-profit organization with a mission to build a sustainable math culture in elementary school communities.
Vision: Zeno envisions elementary school communities across the US where every child can succeed in math and experience the infinite possibilities of what math can do.
What is a Math Culture?
As a community, we wouldn't find it acceptable to hear, "I was never very good at reading, " or "You know, reading just isn't my thing." And yet we've come to accept a world where it's okay to say "I've never been good at math." The prevalence of statements like this is what creates a negative math culture. This acceptance creates an absence of environments and opportunities where kids can build positive relationships with math. Too many kids are closing the door on math at an early age and limiting their potential.
Zeno is changing the game.
We work directly where elementary kids learn, live and play because it's here that our attitudes about math and about ourselves are formed. By starting at the source, by starting from the ground up, we're creating a positive math culture. By connecting with math early and often—we can develop confident, curious kids who are Math Powered.
Why K-5?
By the time students have completed elementary school, negative attitudes about math have already been established. According to the Office of Superintendent of Public Instruction (OSPI), only 62% of fourth grade students are meeting Washington State math standards, and even this level of success is not equally achieved.
 - In Seattle, a national hub of technological and scientific innovation, only 51% of low-income students are meeting state math standards, compared to 70% of their peers district-wide (OSPI).
 - Washington's achievement gaps in math and science have not improved in over a decade and are the 12th largest in the nation (Washington STEM).
According to the Community Center for Education Results (CCER) Road Map Project, fourth grade math proficiency is a key indicator of whether or not students will graduate from high school being college and career ready.
 - In 2011, only 45% of U.S. high school graduates were ready for college work in math; 30% were ready in science.
 - In Washington State, there are currently 25,000 unfilled jobs due to a lack of qualified candidates (Washington STEM).
By connecting with math early and often—we can work toward eliminating achievement gaps across the board and develop confident, curious kids who are Math Powered!
What does it mean to be Math Powered? Imagine If…
…A seven year-old girl had been encouraged to find ways to use math in more than just math class. Would she enjoy music more? Have a deeper understanding of biology? Believe in her own ability to learn?
…An elementary teacher who struggled with math throughout her own education found a new, fun way to teach multiplication? Would her students learn more? Who would she inspire? What would her students become?
…The father of a ten year-old was able to re-learn fractions, something he'd never quite understood in school? Would his new knowledge impact his son? Could they learn together? Would it deepen their own relationship?


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By J. R. Cooper, Ph.D, NeoTech Aqua Solutions, Inc.
The NeoTech Aqua ReFleX™ water purification chambers are the most efficient and compact units available today. They require an order of magnitude less energy and less than 25% of the system volume to achieve the same or better purification result as competing chambers. This is the first in a series of three white papers explaining the benefits of these systems. This paper explains in detail the theory behind the operation of these chambers, including some computational examples of performance. The second paper presents both in-house and third party data demonstrating that performance in full scale systems as well as describing the protocols under which those data were taken. The final white paper presents an analysis of those results which show that the unique optical nature of the ReFleX™ chamber leads to the capability to measure the dose delivered to a target contained within the chamber simply by measuring the intensity of the ultraviolet light at a single point on the chamber wall and the water flow through the chamber.


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I seldom read the minstrel stories so I had a hard time guessing the answers to these. Lol. But seriously, who would like to read the long bard stories? Anyway, I compiled the answers to the Glast Heim (GH) Quest Minstrel Belmond Ellen's Questions here.
Before you proceed, take note that the Glast Heim Quests, including Minstrel Belmond Ellen's Quests, will only be unlocked on Level 80.
Dark Falls Questions – Talk to Minstrel Belmond Ellen (Answer: 2-1-3)
- Who is the master of Hollgrehenn the blacksmith in Prontera?
- In Eremes' story, which monster gained control over Eremes' father?
Answer: The Dark Illusion
- In Solo Took's story, what's the name of Solo Took's wife?
King Schmitz Questions – Talk to Minstrel Belmond Ellen (Answer: 2-1-1)
- In Yarsuharka the Sabertooth's story, which term of Kobold prophet did Yarsuharka serve as?
Answer: The First
- Reyen, Morgan, and Maria have one mentor. What's her name?
- Which guild did Los Rabil belong to before joining in the Hand of Goddess?
Answer: The Assassins' Guild
Wisdom Family Questions – Talk to Minstrel Belmond Ellen (Answer: 3-1-2)
- In Sibigay's story, what is Sibigay's profession?
- In Lavure's story, what magic did Lavure cast?
Answer: Ancient Magic
- In Elke's story, what did Elke want to exchange the Goddess necklace for?
Answer: Goddess's Tear


Average Weather Data for Logansport, Louisiana
Monthly Averages
January February March April May June July August September October November December
Average Monthly high in °F: 57° 61° 69° 76° 83° 89° 92° 92° 88° 78° 67° 58°
Average Monthly low in °F: 35° 38° 44° 53° 62° 69° 71° 70° 64° 53° 44° 36°
Yearly Averages
What's The Average High Temp in Logansport? 75.8 °F
What's the Average Low in Logansport? 53.3 °F
What's the Average Temperature in Logansport? 64.55 °F
How Many Inches of Rain per year does Logansport get? 51.96 inches
How Many Rainy Days a year are there in Logansport? N/A
How Much Sunshine each year is there in Logansport (in hours)? N/A
How much, if any, snow falls each year in Logansport? N/A
Logansport Temperature and Rain Graphs
Average high in °F
Average low in °F
Average precipitation in inches


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Mortgage Indemnity Insurance protects the mortgage lender against loss in the event of default by the borrower subject to the provisions in the Mortgage Insurance Act.An 'Approved Lender' is a lending institution that is approved by the Minister of Housing for the purpose of making loans which may be insured under the Mortgage Insurance Law. An 'Approved Lender' may be a(n):
- Building Society
- Bank, Loan Company
- Insurance Company
- Trust Company
- Trustee of Trust Funds
- Cooperative Credit Society
- Cooperative Housing Society or other societies authorized to lend money on the security of real or immovable property.
What are the benefits of Mortgage Indemnity Insurance to the Borrower (Mortgagor)?
- The basic security for the Mortgage is your property. The Mortgage Insurance acts as a form of additional security for your Lender.
- Lenders are normally prepared to lend approximately 67-70% of the selling price or the value of the property (whichever is less). If you need to borrow more than this, most Lenders may consider a loan of up to 97% with Mortgage insurance.
- The down-payment on a house can be kept to a minimum.
- Lending terms (e.g. rate of interest and repayment period) pertaining to loans is made more affordable.
- Acceptable standards with respect to the construction of houses are maintained.
What types of loans are eligible for Mortgage Insurance coverage?
- Loans that are granted for purchasing a dwelling house.
- Loans that are granted to purchase land to build a house for owner occupancy and secured by a first mortgage.
- Loans bearing a maximum interest rate of 19% per annum.
- Loans repayable over a period of 15-35 years.
- Loans to a maximum of 97% of the selling price or value of the dwelling unit.
- Loans relating to a maximum selling price per dwelling unit of $20,000,000.
- Loans where the total monthly repayment by the borrower does not exceed 40% of his/her monthly income.


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With each scan record the recipient, the GPS location, a timestamp, the provider, and the supplies or services given.
Emergency aid organizations and government institutions can account for supplies and services rendered. Analysts and auditors can track who, what, when, how, and why with every scan recorded in the cloud. They also know the location of each relief worker's scan using the GPS location.
track assets online or offline
Record data on the device when wireless internet is down, and automatically sync it later.
When wireless internet is available, management can get real-time visibility into relief workers and volunteers tasks. If internet connectivity is unavailable or unstable, relief workers can continue to work offline and auto sync their scan records later when connectivity is restored.
data collection barcode scanner
Collect data with text, voice, photos, barcode scans and signatures.
Configure codeREADr to optionally prompt for additional data after each scan such as photos or signatures.
Learn more about data collection with photos and signatures
Easily export data to Excel, Google Sheets, and third party services.
Integrate database with API
Send data to our server in the cloud or to your own server. You can connect to third-party cloud services using our API or auto-export the data to Excel, Google Sheets, and other databases.
relief aid photo documentation
Take photos of supplies, assets, workers, volunteers, buildings, locations and even recipients.
Your relief workers can take photos of the supplies or assets to document their condition and location. If needed they could even take photos of the recipients of supplies or services.
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Track the movement of supplies, donations, assets, relief workers in real-time. Export reports documenting the movement of assets from origin to destination. Comply with regulations and provide auditable paper trails for expense reporting. Scan products, shipping containers, equipment, pallets, ID Cards, asset tags, wristbands, or NFC tags.


All You Could Want To Know About N95 Mask Economics
To understand N95 supply shortages we can look at how N95s are made, at N95 exports, and at economic systems.
The Economic Message Sent by a Smell
By smelling the economy in New York City, London, and Barcelona, we can answer questions about past and present production.
Questions about Capitalism
Can capitalism survive? In a Project Syndicate article, Harvard professor Ken Rogoff said, probably. But the "Anglo American paradigm" might evolve into another kind of capitalism. What threatens Anglo-American capitalism? Dr. Rogoff lists 5 challenges. pollution rising health care costs…
Venezuela's Economic Problems
Venezuela has 2 basic economic problems: The law of supply: Because price and quantity move in the same direction, if price goes down, then producers provide less. This takes us to Venezuela's 27.1% inflation rate. President Hugo Chavez responded by…


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The Small Island Family Farm and the Macphail Homestead
Might the Macphail Homestead have an important role to play in the revival of the Island family farm tradition? And if so, how might this be accomplished? These are two of the key questions to be addressed in an upcoming Public Symposium at the Macphail Homestead, on Thursday, October 7, beginning at 7:00. The public is welcome.
Sir Andrew Macphail was immersed in the Island family farm. He grew up on one, about which he wrote, with great insight and emotion, in his masterpiece The Master's Wife. On this same farm, now the Macphail Homestead, he carried out experiments in the growing of tobacco, seed potatoes, and other crops. "A man who lives on his own land and owes no man anything," Macphail wrote, "develops all the dignity inherent in his nature."
During the time when Macphail flourished, in the early years of the 20th century, the small family farm was the bedrock of the Island economy and society. In 1910, just 100 years ago, there were 14,133 farms on the Island, with an average size of 85 acres. The total area under crops was 477,000 acres, including 31,000 acres in potatoes and 181,000 acres in oats. Among the livestock were 52,000 milk cows and 36,000 horses. By the most recent census, in 2006, the number of farms had declined to 1700, with an average size about 365 acres.
For years, Island farmers, journalists and politicians have been bemoaning the "crisis in agriculture" – a difficult situation which only seems to be getting worse. The reasons for this crisis were stated quite bluntly in a recent report – Growing the Island Way: Report of the Commission on the Future of Agriculture and Agri-Food on Prince Edward Island – commissioned by the Island Government and published in January 2009..
Today, our Island farmers find themselves competing in an industrial model of agriculture characterized by "globalized, efficiency-driven commodity markets where the largest scale, lowest operating cost, and least regulated operations win the day. The industrial, commodity-based model of agriculture is a system that does not play to our strengths."
This 2009 Report goes on to paint a bleak picture of the state of Island farming: "The commodity system has created a 'vicious circle' in PEI, where ever-declining profit margins have forced farmers to consolidate and intensify their operations, resulting in negative environmental impacts that lose farmers the respect of the community and, in turn, costs them their own self-respect. Without profit or pride, the next generation of potential farmers, the 'new entrants,' are turning away from agriculture.
The future of Island farming, suggests Growing the Island Way, depends on riding a so-called 'third wave' of agriculture – a "a post-industrial, knowledge-based agriculture highlighted by research, new technologies, and local and regional food systems that can feed the world with a smaller environmental footprint." For our Island, "the answer lies in developing niche markets and providing them with safer and higher quality foods."
Following in the spirit of these 'third wave' recommendations, the October 7th Symposium at the Macphail Homestead will explore and discuss a possible new initiative which would encourage and support small-scale sustainable agriculture on the Island.
In particular, the Symposium will focus on one of the key recommendations in a 1990 report by Dr. George McRobie. Dr. McRobie suggested that the farmland part of the Macphail Homestead be given the name Macphail Farm, and developed as "a resource centre of information and practical assistance to farmers wishing to convert to organic, sustainable systems and methods, including a major outreach component of on-farm experiment and adaptation. It would also have a public information and education component."
Dr. McRobie will be the main speaker at the Macphail Farm Symposium. Also participating will be six Panel members, representing a rich variety of agricultural experience and opinion.
George McRobie has long been one of the world's leading proponents of sustainable agriculture and appropriate, small-scale technology. He was a close friend and colleague of the radical economist E.F. Schumacher, whose landmark book Small Is Beautiful made such an impact in the latter part of the 20th century. Following Schumacher's death in 1977, McRobie carried on their joint work by writing a practical guide called Small Is Possible, published in 1981. More recently, he has served as President of the Soil Association, Britain's foremost farm organization promoting organic agriculture.
At present, Dr. McRobie is a part-time Islander, dividing the year between homes in London and Brackley Beach.
The Panel members are: Margie Loo, organic farmer and member of the PEI Certified Organic Producers' Cooperative; Richard MacEwen, environmental engineer and certified nutrient management planner, conducting small-scale sustainable-agriculture trials in both urban and rural settings; Wayne MacKinnon, authority on the politics and culture of rural PEI, and Communications Officer with the PEI Department of Agriculture; Ian Petrie, former CBC television reporter; Dr. Ralph Martin, present and founding Director of the Organic Agriculture Centre of Canada, based at the Nova Scotia Agriculture College in Truro; and Nancy Willis, award-winning professional journalist and former Project Manager of the famous PEI Ark at Spry Point, "an early exploration of the weaving together of the sun, wind, biology and architecture on behalf of humanity."
(For further information, contact Symposium Co-ordinator Harry Baglole, _PHONE_; _EMAIL_
Members of the public are encouraged to attend this event, which begins at 7:00 p.m.
This panel and agricultural idea are based on the proposal submitted to government in May of 2010. There was a motion of support made in the House, and that motion may be found here. It was passed unanimously in the House
Legislative Assembly Motion, May 4, 2010


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Termination of Parental Rights
If you cannot access this page or would like it in an alternate format. Please contact the Center at _EMAIL_
All the information in the links above and the text below is included in this PDF version: Guide for Creating Legislative Change
The Disability and Parental Rights Legislative Change Project was initiated at the University of Minnesota as a collaborative project in the College of Education and Human Development between the School of Social Work and the Institute on Community Integration. The collaboration developed following the identification of discriminatory legislation within child custody and terminaton of parental rights statutes. The goal of the project is to assist interested groups in removing disability from these statutes to eliminate discrimination, with the ultimate goal of ensuring the safety, permanency and well-being of children. This guide provides an overview of the problem; key principles for protecting parents with disabilities; model statutory language and accompanying definitions; a legislative change strategy; practice suggestions for modifying services and providing parental accommodations; frequently asked questions and answers; and resources.
Historically, social policy has regulated the parenting of people with disabilities in several different ways including forced sterilization, institutionalization and segregation. In the United States, some social policies have changed, however laws exist that can limit the parental rights of people with disabilities. More than two-thirds of states in the U.S. have laws that include "parental disability" as one of their grounds for termination of parental rights. Although recent research has found that parents with disabilities are not more likely to maltreat their children than parents without disabilities, studies have found very high rates of termination of the rights of parents with disabilities.
These legal obstacles to parents with disabilities reflect widespread attitudinal discrimination they face from the general public. For example, in the 1962/2007 Minnesota Survey of Attitudes Regarding Developmental Disabilities, over one-third of the respondents disagree with the statement, "People with developmental disabilities should be allowed to have children, just like everyone else." These types of attitudes about disabilities are also reflected in many state laws regarding parenting (such as divorce and child custody statutes).
Both the Americans with Disabilities Act and the Rehabilitation Act prohibit state and local governments from discriminating against people with disabilities in their programs and services. However, one area that these anti-discrimination laws do not cover is child custody and child protection proceedings, and many parents with disabilities still face discrimination in these arenas.
Parental rights legislation
All states have state laws outlining the grounds for termination of parental rights in relation to child abuse and neglect. When rights are terminated, parents lose all legal rights and ties to their children. The federal law, The Adoption and Safe Families Act, mandates certain circumstances in which rights must be terminated, such as abandonment or excessive time in foster care. States vary in which other circumstances require termination of parental rights, including such grounds as chronic substance abuse, failure to maintain contact with a child, or failure to maintain support of a child.
A recent review of all state laws in the United States found that 36 states and the District of Columbia had laws that included disability-related grounds for termination of parental rights, while 15 states did not. All of the states that include disability in their grounds for termination specify explicit types of disabilities for courts to consider, including mental illness (36 states), intellectual or developmental disability (32 states), emotional illness (18 states) and physical disability (7 states).
Many of these state laws used outdated terminology and imprecise definitions for describing people with disabilities. For example, the most common combination of disability descriptions was "emotional illness, mental illness and mental deficiency," which is the language used by 11 states in their state codes. This type of language was common in the 1940s and 1950s, and is considered very inappropriate today. Also, many states failed to include any definitions for disabilities within their state laws relating to child protection.
A significant concern about the inclusion of disability in the grounds for termination is that such inclusion can shift the focus from a parent's behavior to a parent's condition. Disability is one of the only grounds for termination that is based on a parent's condition, rather than a parent's behavior. While no state says that disability can be grounds by itself for termination of parental rights, if disability is included as grounds for termination, it can become the focus of a child protection case.
Several states have recently removed the disability language from their state termination of parental rights laws. One of these states, Idaho, has also added language in its state law that both protects people with disabilities from discrimination in child protection or child custody proceedings, and specifies that a parent with a disability has a right to demonstrate their parenting ability with the use of adaptive equipment or supportive services.
While, currently, parents with disabilities in many states may face discrimination in child custody and termination of parental rights proceedings, this can be changed. States need to reconsider the inclusion of disability in child custody codes. At the very minimum, states should update the disability-related terminology and definitions in their state's codes.
As a result of this review of state statues and the potential for discrimination, the Disability and Parental Rights Legislative Change Project brought together a mulit-disciplinary advisory group to develop model legislative language that self-advocates, advocacy groups, and disability professionals can use to mobilize efforts in their states to remove disability as a grounds for termination of parental rights (TPR) in their states. It should be noted that the focus and the work of this advisory group extends beyond TPR to include adoption, and child custody statutes (separation, divorce, and guardianship); all of which aims to promote the safety, permanency and well-being of children. The objectives of the project include the development of a guide with strategies for creating legislative change, the provision of technical assistance to four states as they begin efforts to change their state legislation, and wide dissemination of the related research and product materials.
Institute on Community Integration
The Institute on Community Integration (ICI) was founded out of the belief that universities had a great deal to offer people with disabilities in our society. Bringing together expertise from different fields — from the health sciences to education, psychology, social work and many others — creates a center of academic strength to push the frontiers of knowledge, and to connect that knowledge and the development of ideas to the needs of people with disabilities, their families and their communities.
ICI, a University Center for Excellence in Developmental Disabilities based at the University of Minnesota, is home to six affiliated centers and over 100 projects. Its work is guided by the belief that all people with disabilities should experience the benefits of family and community living while receiving the services necessary to fully develop their potential in the areas of personal independence, self-care, educational and vocational achievement and social participation.
School of Social Work
Since its founding in 1917, the University of Minnesota School of Social Work (SSW) has contributed to the development of the field. It is ranked as one of the nation's best schools of social work—a leader in creative learning ventures through distance education, interactive television, satellite, and independent study. SSW is home to five dynamic research and training centers and the national Social Welfare History Archives. As the nation's first graduate social work program at a public land-grant university, the SSW has been a national and international leader in education and scholarship.
Through its Master of Social Work (M.S.W.) program, SSW prepares professionals for social work practice, equipping them with advanced skills to help individuals, groups, and communities enhance or restore social functioning and maximize favorable social conditions. The curriculum emphasizes social justice, the value of human diversity, and the empowerment of oppressed people, and emphasizes practice focusing on client strengths and problem-solving capacities to foster change at multiple levels. Our Ph.D. program develops scholars who provide new knowledge and leadership in the rapidly changing world of social welfare.


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I'm wondering what the reason for the mispronunciation of 円 in English came to be "yen". I can understand how some words like 東京 became "Tokyo", but "en" to "yen" seems strange. On a side note, why is this symbol 「￥」 used to denote currency? And would you pronounce that the same as 円 as well?
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Actually, this is a question about English rather than a question about Japanese. Also partly about the currency Japanese Yen, the area where it is used is not exactly the same as that of Japanese language (Just like the distribution of American dollar is not the same as that of English). – user458 Jun 20 '12 at 0:36
_USER_ I think asking how the two symbols act (in Japanese) could pass as an acceptable question without any problems though. – atlantiza Jun 20 '12 at 0:47
_USER_ That is the side note part. Not the main part. If the question is edited as to leave only that part, then it would be different. – user458 Jun 20 '12 at 0:55
_USER_: However Atlantiza's second comment could not have resulted from ELU... – Chris Harris Jun 20 '12 at 15:22
_USER_: The reason is from historical Japanese, and anyway the "yen" pronunciation is not specific to English, so I say it's on-topic here. – Mechanical snail Aug 23 '12 at 23:03
2 Answers 2
up vote 14 down vote accepted
Why is it pronounced "yen"?
I was actually wondering this a month or so ago, but found the answer on the Wikipedia article for yen/en.
The spelling and pronunciation "yen" is standard in English. This is because mainly English speakers who visited Japan at the end of the Edo period to the early Meiji period spelled words this way.... In the 16th century, Japanese /e/(え) and /we/(ゑ) both had been pronounced [je] and Portuguese missionaries had spelled them "ye". Some time thereafter, by the middle of the 18th century, /e/ and /we/ came to be pronounced [e] as in modern Japanese, although some regions retain the [je] pronunciation. Walter Henry Medhurst, who had not come to Japan and met any Japanese, having consulted mainly a Japanese-Dutch dictionary, spelled some "e"s as "ye" in his An English and Japanese, and Japanese and English Vocabulary (1830). In the early Meiji era, James Curtis Hepburn, following Medhurst, spelled all "e"s as "ye" in his A Japanese and English dictionary (1st ed. 1867). That was the first full-scale Japanese-English/English-Japanese dictionary, which had a strong influence on Westerners in Japan and probably prompted the spelling "yen". Hepburn revised most of "ye"s to "e" in the 3rd edition (1886) in order to mirror the contemporary pronunciation, except "yen". This was probably already fixed and has remained so ever since.
The Symbol ¥
As long as you are in Japan, ¥ is pronounced the same as 円. I'm not sure exactly why the both exist, but I'd guess that it's the same reason that we have "dollar" and "$" as well as "euro" and "€" - ¥ is not a kanji or word, but rather a symbol. Similar to these examples, even though ¥ comes before the number, you would still pronounce it at the end of the number; ¥100 and 100円 would both be pronounced ひゃくえん.
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Thanks, I was confused about it for awhile :) – Chris Harris Jun 19 '12 at 20:21
"Yen" is also mentioned in – Andrew Grimm Aug 31 '14 at 13:20
To add to the second point to atlantiza answer, note in general that currency symbols have two parallel bars crossing a letter for the main unit and a single bar crossing for the sub unit (Recently, I see only single bar with the dollar symbol, though). In case of American dollar, the main unit uses what looks like "S" today, which is not straightforward, and the sub unit uses "c", which is related to "cent". With Japanese, it is "Y", and should be clear that it comes from "yen".
For asking why "￥" is used, I think you have culture bias. Why is "$" is used instead of writing "dollar"?
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-1 For the completely superfluous judgment on why the poster is asking a question. – Questioner Jun 20 '12 at 0:23
I don't think it is biased to ask about. The poster didn't even know if ¥ was actually pronounced the same as 円. Not knowing something but wanting to know the answer is not bias; it's just curiosity and eagerness to learn. – atlantiza Jun 20 '12 at 0:45
_USER_ And who is to say that you can just automatically apply rules from one language to another? Rather, I think you are being biased from already knowing. Just because it is common sense to you does not mean that it is so obvious to everyone else. – atlantiza Jun 20 '12 at 1:10
"Why is '$' is used instead of writing 'dollar'?" Because it is an abbreviation. But ¥ is not an abbreviation of 円 in any meaningful sense (both are just one character long). It was clearly invented by analogy with $, but why bother when 円 (or 圓) already existed? This is a reasonable question (not really about "Japanese", admittedly). Furthermore, since ¥ was clearly modelled on Western usage, and we say "yen" in English for no obvious reason, it does not seem prima facie unreasonable to wonder whether ¥ is pronounced /yen/ in Japanese too, distinct from 円 /en/. – Matt Jun 20 '12 at 1:10
_USER_: I understand what you mean by the cultural bias! I guess I didn't really think about 円 being like "dollar". Just for reference "$" is borrowed and was originally "8" for "pieces of eight". I believe it is from Spain. So there is some straightforward-ness. – Chris Harris Jun 20 '12 at 2:07
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Instincts||Trick 5: Set Clear Boundaries|
|Tip 6: Report Suspicious Behavior||Trick 6: Engage in Group Chats|
Tip 5: Trust Your Instincts. If something feels off during a conversation on Omegle, trust your instincts and end the chat. Your safety and well-being should always be a priority.
Trick 5: Set Clear Boundaries. Before engaging in a conversation, establish clear boundaries and make it known what you are comfortable discussing. This will help filter out potential harmful interactions.
Tip 6: Report Suspicious Behavior. If you come across any suspicious or inappropriate behavior on Omegle, report it immediately. By doing so, you contribute to making the platform safer for everyone.
Trick 6: Engage in Group Chats. Consider joining group chats instead of one-on-one conversations. Group chats provide a safer environment as there are more people involved, reducing the chances of encountering harmful content.
In conclusion, staying safe while using Omegle is crucial. By following these tips and tricks, you can enjoy your experience on the platform while protecting yourself from potential dangers. Remember, anonymity doesn't guarantee safety, so always prioritize your well-being and make smart choices while interacting with strangers online.
Omegle Success Stories: Real-Life Experiences and Connections Made through the Platform
Omegle, an anonymous online chat platform, has become a popular way for people to connect with strangers around the globe. While it may seem inorganic and disconnected, many individuals have experienced incredible journeys and made lasting connections through this platform.
One of the main attractions of Omegle is its anonymity. This feature allows users to freely express themselves without the fear of judgment or consequences. Whether you're searching for romantic connections, new friendships, or simply engaging conversations, Omegle provides a platform where you can be yourself and explore your interests.
One of the most significant advantages of Omegle is the diverse range of individuals you can encounter. World travelers, artists, entrepreneurs, and people from all walks of life are using this platform to connect with others who share their passions and interests. You never know who you might encounter or what fascinating stories they may have to tell.
- Real-Life Experiences: Omegle has proven to be a portal to fascinating real-life experiences for many users. People have shared stories of meeting their soulmates, finding life-changing opportunities, and discovering hidden talents through conversations on this platform.
- Unlikely Connections: Omegle has a knack for bringing together individuals who never would have crossed paths otherwise. From people of different cultures and backgrounds to individuals with unique perspectives and thought processes, Omegle presents an opportunity to broaden your horizons and engage in eye-opening conversations.
- Building Social Skills: For those who struggle with social interactions or suffer from anxiety, Omegle serves as a stepping stone towards improving social skills. Engaging in anonymous conversations with strangers can help boost confidence and enhance communication abilities.
- Breaking Stereotypes: Omegle breaks stereotypes by encouraging users to embrace diversity and engage in conversations with people from all walks of life. This platform has the power to build bridges and facilitate understanding between different cultures and communities.
In conclusion, Omegle is not just another random chat platform. It offers a unique and intriguing opportunity to connect with people worldwide, opening doors to incredible real-life experiences and relationships. So, the next time you log into Omegle, remember that beneath its anonymous facade lies the potential for extraordinary connections and life-altering conversations.
The Future of Omegle: How the Platform Continues to Evolve and Adapt in the Digital Age
In today's digital age, platforms that connect people from all around the world have become increasingly popular. One such platform that has gained immense recognition is Omegle. Originally launched in 2009, Omegle started as a simple text chat platform that randomly paired users for anonymous conversations. Over time, Omegle has evolved and adapted to the changing needs of its users, resulting in its continued growth and relevance in the digital landscape.
One of the key factors behind Omegle's success is its ability to keep up with the ever-changing digital technologies. As the internet landscape has shifted towards more visual and interactive experiences, Omegle introduced video chat capabilities in 2010. This allowed users to have face-to-face conversations, creating a more immersive and personal connection. The addition of video chat opened new opportunities for users to engage with each other and paved the way for Omegle's continuous growth.
Furthermore, Omegle recognized the importance of user safety and implemented various measures to ensure a secure environment for its users. In an increasingly online world, privacy and security concerns have become paramount. Omegle addressed these concerns by introducing a "Spy Mode" in 2011, where users could anonymously observe conversations without participating. This feature provided an extra layer of protection for users who preferred to maintain their anonymity while using the platform.
Another crucial aspect that sets Omegle apart from its competitors is its commitment to user feedback and constant improvement. The platform actively encourages users to provide feedback, suggestions, and reports on suspicious or inappropriate behavior. This feedback loop allows Omegle to address issues promptly and make necessary modifications. By actively listening to its users, Omegle ensures that it remains a thriving and user-friendly platform.
In addition to its core features, Omegle has also expanded its offerings to cater to changing user demands. For instance, in response to the growing popularity of online gaming, Omegle introduced a gaming section where users can connect with fellow gamers and discuss their favorite games. This expansion not only showcases Omegle's adaptability but also demonstrates its commitment to providing diverse experiences for its users.
- Enhanced video chat capabilities
- Secure and anonymous browsing experience with "Spy Mode"
- User feedback-driven improvements
- Expansion into gaming to cater to different interests
In conclusion, the future of Omegle looks bright as it continues to evolve and adapt to the ever-changing digital age. By embracing new technologies and prioritizing user safety and feedback, Omegle has successfully managed to stay relevant in a highly competitive landscape. As more people seek ways to connect with others, Omegle stands as a reliable platform that offers a safe and enjoyable experience. Whether it's through video chats, anonymous browsing, or gaming discussions, Omegle remains a go-to platform for those looking to connect, engage, and forge new relationships in the digital world.


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Geography, Culture 3-6, 6-12
As we are re-visiting countries and flags of Europe from primary level, we are starting the study of the biomes of Europe. Today, I'm sharing a fully detailed presentation of Waseca Biomes incredible geography and culture Montessori-aligned materials.
Direct link to Waseca Biomes give you $15 off on your purchase when you provide an email address.
I am presenting all the materials seen on the shelf. We will first explore the Europe map, which can be used with 5 year old+. Then, I want to share a comparison between the Biomes Readers vs. Biomes Cards Primary, and Biomes Cards Primary vs. Biomes Cards Elementary.
Europe Biomes Map
My 7 and 9 year olds are always happy to work with Waseca materials. The reading components can be a challenge for a new reader, but easy for an experienced reader.
Regardless of age, children approach the Biomes Maps knowing they will be successful, effortlessly. It's just that the material offers the perfect tactile and visual method to memorize geographical features. We sort the cards first, by river, by mountains, by desert (Africa!), or by seas/lakes. Then we place the features while pronouncing the names (my job, or Google's job, if uncertain). When we feel confident, we test our knowledge using the arrows (see pictures below).
Later, when the children have received a presentation or two, they are excited to use the Command cards (see below picture). The cards come in 3 color-coded groups. Each group of cards offers a different level of challenge. Therefore, level 1 is easy and accessible for all, while level 3 could be less obvious, and more geared towards older learners.
What is amazing with Waseca Biomes is that they use the same symbols and colors throughout all their readings, writing, cultural, and geographical materials. For example, Europe has a red theme because children in primary Montessori classrooms learn each continent using different colors. Waseca Biomes applied this method for their biomes as well. They use specific colors for each type of biome. Therefore, when you look at a map, or a Waseca globe, you can have a global understanding of how the biomes are laid out without even "reading." How cool is that?!
Biomes Reader of Europe, Primary
Along with the Biomes Map, children of primary age can enjoy learning mostly about different animals of the biomes using the Biomes Readers set. It is adequate for emerging readers.
There are 9 portfolios; red being the easiest to read, gold being the most challenging one. Each portfolio contains 6 pictures, 6 descriptions (stories), and 1 booklet.
Ideally, the children read the small booklet first, which has no pictures to avoid distraction. Then they are to lay the 6 pictures from left to right, which are labeled 1-6 on the back. Finally, they read the description-story cards and match them. They can control their work by flipping the cards and compare the numbers on the back. It's worth mentioning this work is currently on sale. 💫
Europe Biomes Map cards, Primary
The Biomes Map cards are a lovely complementary work that can go along with studying the biomes. Waseca Biomes offers other works, not shown, such a a wooden puzzle of the biomes for each continent, as well as a fun stencil maps making work.
The Biomes Map cards for primary level need to be understood. They are different than the elementary ones, because the reading level is more accessible to the primary level. There's also an emphasis on vertebrate animals, which appeal to younger learners on the first plane of development.
Each biome comes in 3 parts: one large card being the control of error, the smaller ones containing a description and label. One card serves as control for error (see picture below).
There are 5 biomes described for Europe: Temperate Forests, Mountains, Wetlands, Grasslands, and Polar Region. You will see 3 icons on the back of each card, which represent: 1. the continent, 2. the biome, 3. the component represented (reptile, people, inset, plant…).
A child can study each biome and a few components of its unique fauna and flora. They may choose to focus on one particular animal, plant, or person, and write about it in their Companion Journal. Of course, the children love it, because they get to pick an illustration from the Master copy, color it, and glue it in the journal. Then, they can use the 3 part cards to write about a component of their choice.
I encourage my younger learner to do copy work to remove writing frustration. As for my older learner, external research and paraphrasing is encouraged.
Children can also color a map showing the biomes. The map legend is a nice map making tool that the children will experience multiple times. They become expert at it!
Europe Biomes Map cards, Elementary
The Biomes Map cards for elementary is designed in the same fashion as the primary level, except that they contain much more specific information and cultural components. The text is in the front of the card, which means the children have to match text to picture, then label to the text (see picture below).
The control for error is different from the primary level. The cards contain icons on the back that should match. A child can study either every component of one biome, or, one component from every biome. For example, a child might choose to focus on studying all fishes from different biomes.
Each biome offers 13 components on animals, plants, or culture (people). I used a compartmentalized tray to sort our cards, but Waseca Biomes does have a drawer furniture to store the cards. You might find your own creative way to make it appealing for your learners.
In conclusion, Waseca Biomes materials for studying continents provide opportunities for reading, writing, learning about geography, biology and culture. The organization of the material supports children inner need for order as well, and help help them classify knowledge.
I hope you too are excited about this material. Feel free to drop a question in the comments if I missed something! Thank you for reading.
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Let's Go NC! A Pedestrian and Bicycle Safety Skills Program for Healthy, Active Children Begins NOW!
Let's Go NC! was developed for the North Carolina Department of Transportation's (NCDOT) Division of Bicycle and Pedestrian Transportation and the state Safe Routes to School program by NC State University's Institute for Transportation Research and Education (ITRE). This program is an all-in-one package of lesson plans, materials, activities and instructional videos that encourages children to learn about and practice fundamental walking and biking skills that build safe habits.
Child safety and well being is paramount to NCDOT and is part of its mission and goal to make North Carolina safer for persons of all ages and abilities. Teaching both the pedestrian and bicycle lessons will give children the skills necessary to be safe, healthy and active in their daily lives. The goal of the curriculum is to develop walking and biking skills for active lifestyles that can be carried into adulthood. The purpose of the program is to help children transfer the knowledge they learn into automatic responses in their behaviors. These behaviors will benefit future generations and will work to promote a healthy, well informed culture for safe active living and will improve transportation choices for all North Carolinians.
Let's Go NC! adheres to the North Carolina standard course of study recognized by the Board of Education and the Department of Public Instruction and offers lesson sets that go beyond physical education and offers hands-on learning and skill building activities in math, reading, social studies, science, art and music. All curriculum materials, including lesson plans, lesson videos and instructor materials are accessible online here.
Beyond the school centered teaching of Let's Go NC!, clubs, after school programs, law enforcement and many other groups have the opportunity to use the curriculum to help children from K-5 develop the foundation of their understanding of traffic safety, encourage kids to lead healthy and active lives, and build self-esteem and independence.
Let's Go NC! Start getting this fantastic new safety and education program out to as many children as possible this summer and into every school this fall!


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3 Gram Sodium Diet
What is a 3 gram sodium diet?
A 3 gram sodium diet limits the amount of high sodium foods and table salt in the diet. High amounts of sodium in your diet can make your blood pressure go up and can cause other health problems. The goal of a 3 gram sodium diet is to prevent or lower high blood pressure. This diet can also keep your body from holding extra fluid. Problems with your liver and kidneys are another reason to follow this diet.
What can I do to make a 3 gram sodium part of my lifestyle?
Changing what you eat and drink may be hard at first. Think of these changes as "lifestyle" changes, not just "diet" changes. You may need to make these changes part of your daily routine. Following a 3 gram sodium diet may help to improve your health. Three grams of sodium is the same as 3000 milligrams (mg) of sodium.
- Keep a list of items allowed on this diet in your kitchen to remind you about the diet. Take this food list with you to the grocery store to help you choose foods that are low in sodium.
- Carry a list of items allowed on this diet to remind you about the diet when you are away from home. Tell your family or friends about this diet so that they can remind you about it.
- Ask your caregiver, a dietitian (di-uh-TISH-in), or a nutritionist (noo-TRI-shun-ist) any questions you may have about your diet plan. A dietitian or nutritionist can work with you to find the right diet plan for you.
How can I use food labels to choose foods that are low in sodium?
Reading food labels is a good way to learn how much sodium is in foods. Ask your caregiver for more information about how to read food labels. Food labels list the amount of sodium in the food in milligrams. Avoid foods that contain more than 600 mg of sodium in one serving. Buy low-sodium substitutes for the foods you enjoy. Many foods are prepared with less than the usual amount of sodium. Following are some words about sodium that may appear on a label.
- Sodium-free: Less than five mg for each serving.
- Very low sodium: 35 mg of sodium or less for each serving.
- Low sodium: 140 mg of sodium or less for each serving.
- Reduced sodium: At least 25 percent less sodium for each serving. For example, if the food usually has 800 mg of sodium, the same food made with reduced sodium would contain 600 mg of sodium.
- Light in sodium: 50 percent less sodium for each serving. For example, if the food usually has 500 mg of sodium per serving, the same food prepared "light in sodium" would still have 250 mg of sodium.
- Unsalted, No added salt, and Without added salt: No salt is added during processing.
- Lightly salted: 50 percent less sodium has been added to the food than would normally be added. For example, if 1000 mg of sodium were normally added, only 500 mg would be added to a food that is "lightly salted".
What should I avoid eating and drinking while on a 3 gram sodium diet?
Bread, cereals, rice and pasta:
- Breads, rolls and crackers with salted tops.
- Instant hot cereals.
- Rice, or pasta and bread stuffing mixes.
- Commercially (store-bought) prepared potato mixes.
- Sauerkraut, pickled vegetables, and other foods prepared in brine.
- Vegetables seasoned with ham, bacon, or salt pork.
- Do not eat regular canned or dehydrated soups more than once a week.
- Regular vegetable or tomato juice, and olives.
- Smoked, cured, salted, koshered, or canned meat, fish or poultry. This includes bacon, chipped beef, cold cuts, ham, hot dogs, and sausage. It also includes sardines, anchovies, crab, lobster, imitation seafood, marinated herring, and pickled meats.
- Frozen breaded meats.
- Pickled eggs.
- Processed cheese, cheese spreads, and sauces.
- Salted nuts.
- Regular salad dressings containing bacon fat, bacon bits, and salt pork.
- Snack dips made with instant soup mixes or processed cheese.
- Seasonings made with salt including garlic salt, celery salt, onion salt, and seasoned salt.
- Sea salt, rock salt, kosher salt, meat tenderizers and monosodium glutamate (MSG).
- Regular soy sauce, barbecue sauce, teriyaki sauce, most flavored vinegars.
- Regular snack chips.
- Salad dressings.
What can I eat and drink while on a 3 gram sodium diet?
- While following a 3 gram sodium diet, you may eat enriched white, wheat, rye, and pumpernickel bread, hard rolls, dinner rolls and breadsticks. You may also enjoy muffins, cornbread, waffles, and pancakes. Most dry and hot cereals are OK to eat on this plan, as are unsalted crackers and homemade bread stuffing. Enriched rice, barley, noodles, spaghetti, macaroni, and other pastas are also OK to have.
- All fresh, frozen, and canned fruits that are low in sodium are OK to have on this plan. Read the labels before buying the products. Fresh vegetables, frozen vegetables, and canned vegetables that have been drained may be eaten. Commercial canned and dehydrated soups, broths, and bouillon may be eaten once a week because they do contain sodium. Homemade broth, soups without added salt and made with allowed vegetables are OK to eat, as are reduced-sodium canned soups and broths.
- Meats and meat products such as fresh or frozen beef, lamb, pork, and poultry are OK to have. Fish and most shellfish, canned tuna or salmon that has been rinsed, and eggs and egg substitutes may be eaten. Regular cheese, ricotta cheese, and regular cottage cheese that has been drained are OK to eat. Since cream cheese has sodium, limit the amount that is eaten to 2 ounces or less daily. Regular yogurt and peanut butter may be enjoyed, dried peas and beans, and canned legumes that have been rinsed may also be eaten. Read package labels on frozen dinners, and have only those with 600 mg of sodium or less per serving.
- Beverages can include milk, eggnog, and all fruit juices. Buttermilk should be limited to eight ounces (1 cup) daily. Low-sodium and salt-free vegetable juices and low-sodium soda and other carbonated beverages may be drank. Limit regular vegetable and tomato juices to 4 ounces, or one-half cup daily.
- Butter or margarine, vegetable oils, and low-sodium salad dressings may be used. Regular salad dressing may also be used in small amounts. Light, sour, and heavy cream may be used in foods and with meals. Read the label on desserts and sweets. Many desserts are low in sodium. Good snacks include unsalted tortilla chips, pretzels, potato chips or popcorn.
- Pepper, herbs, spices, vinegar, lemon or limejuice may be used to flavor meals. One tablespoon or less of catsup each day, and one tablespoon or less of mustard each day may also be used. You may use hot pepper sauce, and two tablespoons or less of salsa each day. One teaspoon or less of low-sodium soy sauce may also be used. Low-sodium baking powder should be used for baking.
What other guidelines should I follow for a 3 gram sodium diet?
- Meals eaten at restaurants, especially fast food restaurants are often high in sodium. Some restaurants have nutrition information that tells you the amount of sodium in their foods. When ordering food at a restaurant, ask your waiter to prepare your food with less, or no salt.
- Check with your caregiver or pharmacist about products that may contain sodium. Some of these products include antacids, medicines, toothpaste and chewing tobacco.
- Limit salt added to foods while cooking or at the table to one-fourth of a teaspoon each day. Talk with your caregiver about using salt substitutes. Some salt substitutes contain ingredients that may change the way that your medicines work.
- Eating more than three grams of sodium in a day may make your body hold extra fluid, causing you to gain weight. It may make your blood pressure higher. Eating more than three grams of sodium in a day may affect the way that your medicines work.
- Very rarely, a three gram sodium diet may cause the amount of sodium in your blood to be too low. Low amounts of sodium in your blood may cause nausea, confusion, and decreased mental alertness. Call your caregiver right away if you have any of these symptoms.
You have the right to help plan your care. Discuss treatment options with your caregivers to decide what care you want to receive. You always have the right to refuse treatment.
© 2012 Truven Health Analytics Inc. Information is for End User's use only and may not be sold, redistributed or otherwise used for commercial purposes.
The above information is an educational aid only. It is not intended as medical advice for individual conditions or treatments. Talk to your doctor, nurse or pharmacist before following any medical regimen to see if it is safe and effective for you.


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In this Article
How Is Tobacco Used?
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Tobacco can be smoked in cigarettes, cigars, or pipes. It can be chewed or, if powdered, sniffed. "Bidis" are an alternative cigarette. They originally came from India and were hand-rolled. In the United States, bidis were popular with teens because they come in colorful packages with flavor choices. Some teens think that bidis are less harmful than regular cigarettes, but in fact they have more nicotine, which may make people smoke more, giving bidis the potential to be even more harmful than cigarettes. Hookah -- or water pipe smoking -- practiced for centuries in other countries, has recently become popular among teens in the United States as well. Hookah tobacco comes in many flavors, and the pipe is typically passed around in groups. Although many hookah smokers think it is less harmful than smoking cigarettes, water pipe smoking still delivers the addictive drug nicotine and is at least as toxic as cigarette smoking.
What Are the Common Street Names?
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You might hear cigarettes referred to as "smokes," "cigs," or "butts." Smokeless tobacco is often called "chew," "dip," "spit tobacco," "snus," or "snuff." People may refer to hookah smoking as "narghile," "argileh," "shisha," "hubble-bubble," or "goza."
How Many Teens Use It?
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The good news is that smoking is at historically low levels among 8th, 10th, and 12th graders, according to NIDA's Monitoring the Future study. In 2011, rates for smoking in the past month were reported as 18.7 percent for 12th graders, 11.8 percent for 10th graders, and 6.1 percent for 8th graders.
Use of smokeless tobacco had been showing a decline over the past decade -- until 2009, when use began to rise. According to the study, in 2011 current use of smokeless tobacco among 8th graders was 3.5 percent and 6.6 percent among 10th graders. Among 12th graders, 8.3 percent reported using smokeless tobacco in the last month, a number not seen since the late 1990s.
Reviewed on 3/1/2012
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Nicotine - Common Street Names Question: Names and terms change. Share some of the names you've heard for cigarettes or chewing tobacco.
Nicotine - Teen Use Question: Since there have been cigarettes, teens have smoked. If you are under 20, do you smoke? If so, why?
Nicotine - Effects Question: Describe how it feels to smoke and why you do/did it.
Nicotine - Long-Term Effects Question: If you smoked cigarettes or chewed tobacco, what have been the long-term adverse effects?
Nicotine - Pregnancy Question: Did you or your mother smoke while pregnant? What have been the effects or consequences?
Nicotine - Quitting Question: Please share tips and suggestions for how you quit smoking cigarettes or chewing tobacco.
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Adsorption Drying
Humidification Made Simple:
How does a Desiccant Dryer work?
A desiccant dryer is a dehumidifier that uses the properties of a hygroscopic material, known as the sorbent, to draw water vapor from the air.
Desiccant dryer operation
The hygroscopic material draws in moisture, thereby drying the air stream. This part of the process is called the adsorption process. To force the accumulated moisture back out of the sorbent, hot air is then forced through the adsorption medium in the opposite direction, and the water vapor trapped by the adsorption medium is taken up by the hot air stream. This process of desorption is known as regeneration.
In a desiccant dryer, the sorption material usually consists of a highly hygroscopic silica gel firmly embedded in a slowly turning rotor which turns continuously between two separated air streams flowing in opposite directions. The humid air stream is dried in the rotor's adsorption area. In the regeneration area, the moisture stored in the sorption material is forced out and taken up by the hot air stream. Since the functioning of this system is based on sorption, which is a largely temperature-independent process and does not depend on condensation, desiccant dryers are especially advisable for low-temperature conditions. Desiccant dryers can also achieve exceptionally low humidity levels, such as those required in the pharmaceutical industry.
Areas of Application
Unlike condensation dehumidifiers, whose area of application is limited by the system limits of the respective cooling circuit being used, desiccant dryers are not subject to any limitations with respect to temperature and humidity. However, due to the system, their specific power consumption is always higher than that of any condensation dehumidifier. They should therefore be deployed where particularly low supply air humidity levels (< 6 g/kg) or low ambient temperatures justify increased energy consumption or where condensation dehumidifiers are no longer adequate for the dehumidification task. The following diagram by Thiekötter presents a rough comparison from the viewpoint of specific power consumption between condensation dehumidifiers operated using coolants and desiccant dryers with purely electrically operated regeneration.
The different air currents of the desiccant dryer must be conducted through ventilation ducts. This is generally carried out using spiral ducts. The humid air duct going outside should be insulated. If external air is used as process air, care must be taken to ensure that the humid air outlet is sufficiently far away from the external air outlet. The humid air must always be conducted outwards.
Regeneration and temperature control
In order to force out and discharge adsorbent water vapor bound in the rotor, the adhesive powers operating on the surface of the sorbent must be removed. To do this, the regeneration air stream must be heated accordingly. This is carried out by means of an upstream regeneration heater. With smaller desiccant dryers, the regeneration heating is always carried out using electricity. In the case of larger aggregates, the regeneration heater can be operated as follows:
 - Electrically (standard)
 - Using steam
 - Using hot water
 - Combination of electrical and PWW heat pack
 - Combination of electrical and steam or hot water heat pack
 - Larger desiccant dryers feature the possibility of using various media for regeneration of the rotor. If possible, for the purposes of maximum energy efficiency, on-site media such as steam, hot water or PWW warm water should be used for or to support the regeneration..
 The storage material of the rotor is heated through the application of the rotor with high temperatures around 120°C to force out the adsorbent water vapor bound in the rotor. The change of state of the drying sector therefore is not ideally carried out through an adiabatic process at constant enthalpy. The remaining heat in the rotor is designated stored heat and leads to overheating of the dry air flow by approx. 1.5 K per g/kg of drying performance. In the case of an assumed stored heat of 1.3 K/g/kg, this overheating amounts, e.g. in a drying process of 12, to 4.5 g/kg dry air: 1.3 K/g/kg x (12 – 4.5)g/kg = 9.75 K.
 Knowledge of this fact is important for the assessment of the integration of a desiccant dryer into the overall air conditioning strategy of the area to be dried. In the manufacturer's technical calculations, the stored heat is already taken into consideration and the actual temperature of the dry air stream is stated.
 To reach especially low supply air humidity levels, surface coolers must be installed upstream if necessary. In temperature-sensitive areas, the supply air temperature must be regulated directly via the dryer by means of an aftercooler, as necessary in combination with a post-heating pack. Ideally, the manufacturer of the desiccant dryer should deliver the required modules, ready to be connected, built-in to the dryer housing. When untreated external air is being dried, a pre-heater should be provided for protection from frost.
 Heat recovery
 When larger desiccant dryers are being used, in view of the higher energy consumption of the regeneration heater due to the system, the on-site installation of a heat recovery unit is recommended. In this process, prior to discharge to the outside, the heated humid air is conducted through a crossflow heat exchanger, where it releases the majority of the heat energy it contains to the air current which is needed for regeneration. As a result, the energy consumption of the regeneration heater can be significantly reduced.