Metroids are not pets. Metroids are not for target practice.
~ Space Pirate log, Metroid Prime 2: Echoes.
~ Metroid Prime Logbook Entry.
The Metroids are the titular antagonists of the Metroid series.
Biology, Traits, and Personality
Metroid 3D-1.jpg
The Metroids were created by the Chozo as an artificial life-form, their purpose as creatures were to be able to get rid of an upcoming dangerous parasite, and predate on them. Even though creating them, even the Chozo were surprised seeing its very complex and strange life cycle, it starts out as a jellyfish-like creature, which is also its most iconic appearance, then starts evolving into a creature that has similar teeth as the first form, but starts developing a body, after a while it grows a couple of legs and gets a more humanoid body structure, while the Queen Metroid is more of a reptilian creature, which loses its ability to stand on two legs.
It is obvious that the creature the Chozo wanted the Metroids to predate on was X-Parasites, and to overall be extremely dominant creatures, despite the X-Parasites being extremely vicious parasites themselves and being able to possess literally everything, as seen when it possesses the usually extremely intelligent alien Ridley, and takes full control over him, the Metroids still manage to overpower them and predate on them. One time when Samus was exploring SR388, she would not even encounter a single X-Parasite because of the Metroids being so dominant, considering their constant dominance, they are immune to getting infected by the X-Parasites, and instead being able to munch on the Parasites forms, and to make it even worse for the parasites, the Metroids can easily grow, mature, and become even bigger forms, which give them abilities to use elemental abilities as well. Even if they lack a main diet, they are probably better than the X-Parasites at possessing and feeding of prey.
Metroids are extremely vicious and dangerous creatures, similarly to leeches, they are able to suck other creature's energy, they are very hard to avoid, or predict in that regard, and are therefore always at the top of the food chain and are very hard for other predators to catch. Whenever a Metroid sucks in another creature's energy, they always suck the creature's energy so much that they cannot fully function as real creatures, and therefore die. However, strangely enough, they always leave the organs and blood of the creatures untouched, it is unknown why they do this, it is also unknown where in their bodies the source that collects the energy is, because when looking at a Metroid, it is seemingly impossible for a creature that size to collect that much energy.
Every single living Metroid that is known to live are known to be sterile, everyone except one single type of Metroid, the Queen Metroid; her sole purpose is to grow and spread the species, while everything of this may seem to be supporting the thought that the Metroids are a bit like bee or ant colonies, this is not true at all, considering there are older Metroids seen just being alone, and that way growing alone, strangely, multiple adult Metroids can be seen at times near the Queen Metroid's place, though still keeping a distance and growing on their own.
Even though developing and growing into very different forms, going from a tiny jellyfish-like creature, to a huge crocodile beast, there is one thing that remains the same in the entire life cycle, that is the transparent membrane, attaching a red core inside of the creature, the core has multiple connections to different parts of the body, which attaches to the membrane, while the reason for why it is like this is unknown, it is seen to be an extremely important part of a Metroid, as it basically is the thing that is keeping them alive, and if someone destroys it, it will die. Apparently, when a Metroid is in its larva state, it has many, many nuclei in their membranes which strangely make them almost completely invulnerable, really the only way to merely hurt them is to freeze them. Because of this, it can be heavily speculated that the less nuclei a Metroid gets, the more vulnerable it gets. Another strange thing about the Metroids is the fact that they can float, there is not much of their appearance that supports the fact that they should be able to float.
The Metroid's biggest weakness, as stated multiple times in the games, are areas with very cold temperature, this is in fact somewhat similar to real-life cockroaches, as it has been shown multiple times that cockroaches are extremely tough and are able to tolerate a lot of things, but one of the few things that it simply cannot take are cold temperatures, and even then, they have to be in cold temperatures for very long amounts of time. Even the younger larva Metroids, that are able to survive basically anything, are shown to be weak to cold temperatures. Despite often being shown to be weak to coldness, even the larva ones are, it is sometimes seen that older Metroids are able to protect themselves from cold temperatures with an armor.
The Metroids were genetically engineered by the Chozo, a race of bird-like creatures who adopted Samus Aran, to hunt down the X Parasites, another race of life-draining pests. However, all Metroids eventually evolved into a neutral predatory race that killed every living thing in sight.
Metroid/Zero Mission
Making their first appearance in media by being the titular antagonists of the 1986 Metroid game (as well as its remake, Zero Mission), the Metroids were discovered when the Galactic Federation began researching SR388, the planet Metroids were created. The Federation then shipped out the Metroids on the spacecraft Space Research Vessel Marina, only for an army of Space Pirates to hijack the ship. Samus Aran, now a grown intergalactic bounty hunter, later wiped out the Space Pirate ranks and the stolen Metroids.
Metroid Prime trilogy
Metroid II: Return of Samus/Samus Returns
In order to ensure that the Metroids do not pose a threat to the rest of the universe, the Federation send two squads of soldiers to SR388 to eradicate the Metroids for good, only for both missions to end in failure. They eventually call on Samus to deal with them as she was the only person able to survive multiple encounters with the creatures. Throughout her mission on SR388, Samus came across and defeated every form of Metroid, including their queen, who she defeated in a final battle. On the way to the surface, a Metroid egg Samus finds hatched, and seeing that the baby Metroid mistook her as its mother, she took it along with her.
Super Metroid
Samus dropped off the Baby Metroid at the Ceres Space Colony for it to be examined by Federation scientists, only to return shortly after due to a Space Pirate raid. She arrived in time to find Ridley escaping the colony with the Baby in its capsule. Samus escaped from the Space Colony before it self-destructed and followed Ridley to the Space Pirate headquarters on Zebes. As Samus fought her way through Zebes, the Space Pirates used special rays on the Baby to generate clones for a new army of Metroids. Mochtroids, very weak variations of Metroids, are found in Maridia, and the first attempted clones. Actual clones do not appear in the game until Samus reaches Tourian protecting Mother Brain, including a massive Metroid that turns out to be the Baby, recognizing Samus before it drains her life completely. The Baby ultimately sacrificed its life to save Samus from Mother Brain, but since some of Mother Brain's laser beam was absorbed by the Baby when it restored Samus's health, Samus obtained the Hyper Beam and destroyed Mother Brain once again and escaped Zebes before it exploded.
Other M
Metroids were cloned from fragments of the Baby's DNA on Samus's suit and propagated in Sector Zero of the BOTTLE SHIP, where the Federation performed multiple tests on them. The first cloned Metroid ultimately grew into a Queen Metroid, meaning that the Baby itself was coded into becoming a queen. The queen and all of its offspring were nurtured by MB, an Android built with the information and personality of Mother Brain. As Samus approached Sector Zero, she spotted an Infant Metroid and immediately thought of the Baby, but she is shot by Adam to prevent her from going into the Sector, who instead sacrificed his life to detach the Sector from the BOTTLE SHIP, which then exploded (this is because the Metroids of Sector Zero were genetically engineered to have their weakness of ice removed, rendering Samus unable to destroy them). The last Metroid, the cloned queen, was fought and defeated by Samus shortly after. Before MB is able to escape from the BOTTLE SHIP and spread Metroids throughout the universe, she is shot and destroyed by Federation soldiers. There is a theory that Phantoon was the true mastermind of the BOTTLE SHIP sabotage due to his appearance in the post-game before the ship was destroyed by the Federation.
Metroid Fusion
The Federation had been using the BSL space station circling around SR388 for a secret Metroid breeding program. Samus eventually arrived in the Restriction Laboratory, where the Metroids were secretly bred. The SA-X, following after Samus, attacked the laboratory, but was overpowered by the cloned Metroids (as the SA-X was an X Parasite, the main food source for Metroids). Samus escaped before the Restriction Zone detached from the BSL station and exploded, killing the SA-X


text:
The people at PETA pronounce the name of their organisation in a different way to what one might expect, in my opinion. I have been mispronouncing it for years! Well there it is and now I know. How did I find out? PETA now have a regular podcast and the introduction includes pronouncing the acronym: PETA. Update: about 18 months later I realised why they prefer this pronunciation. It is because they want to avoid the word 'pet' in their acronym. They don't like the use of the word 'pet' to describe companion animals because it encourages the wrong relationship between human and animal.
Please play this short audio file for the correct way to say PETA.

source: openbmb/Ultra-FineWeb


text:
HOP TO IT!
Students will learn how a frog's strong back legs allow it to
hop long distances. Segments from two ITV programs will be used to help
students become interested in imitating the jumping behaviors of frogs.
The students will estimate the distances they can jump with two different
movements. They will jump and measure the actual distances to determine
which kind of jumping resulted in longer jumps. The students will use this
information to make second estimates and jumps. This information, as well
as their personal reactions to the comfort and ease of each type of jump,
will help students determine which kind of jumping is best for them. Although
this lesson could stand alone, it would fit nicely as the opening activity
in a science study about frogs or within a unit on measurement. This lesson
can be completed in one day.
Reading Rainbow #415: My Little Island
The Magic School Bus #105: The Magic School Bus Hops Home
Students will be able to:
- estimate the distance they will travel with two different types of
- measure the distance of the two different types of jumps using nonstandard
measurements (such as linking cubes, especially for younger students) or
standard measurements (centimeters, in most cases).
- use the information gathered from the first set of two jumps to estimate
the distance they will travel with a second round of jumps.
- use the information they have gathered to draw a conclusion about
the best type of jumping for them.
Texas Assessment of Academic Skills (TAAS), Grades K-4:
- Demonstrate an understanding of measurement concepts using metric
and customary units.
- Demonstrate an understanding of probability and statistics.
- Estimate solutions to a problem situation.
- Acquire scientific data and/or information.
- Interpret scientific data and/or information.
- Make inferences, form generalized statements, and/or make predictions
using scientific data and/or information.
if using nonstandard measure:
- diagram of a hopping frog
if using standard measure:
- linking cubes
- large paper clips
- crayons or straws
- tape measures or meter sticks
- a recording sheet
- pencil or crayon
- front legs
- back legs
Tell students that in this activity they will be moving like a certain animal
and measuring to see how well they do at moving like this animal. Ask the
students to guess what animal they will be moving like. After several students
have had the opportunity to guess, tell them that LeVar Burton was out on
a search for one of these animals in the Reading Rainbow program about the
book "My Little Island". Tell students that they should watch
carefully to determine what animal LeVar was looking for and where he would
find this animal.
Background information: Frogs are amphibians. They have backbones and their
skeletons are inside their bodies. Frogs are cold-blooded, so their body
temperature stays the same as the air or water around them. Frogs usually
have moist skin. A frog has a large mouth with a long sticky tongue that
shoots out quickly to catch prey like insects. Frogs lay eggs in the water
which hatch into tadpoles. Tadpoles go through metamorphosis, which is a
series of changes to the size, shape, and appearance of it body. Frogs have
four appendages. The two front legs are short and weak. Each front leg has
four toes and is used for balance and to land after a jump. The two back
legs are long and well developed. Each back leg has five toes and many frogs
have webbed back feet used for swimming. A frog rests with its back legs
folded so it can hop quickly to catch prey or to escape from predators.
(Information about frogs adapted from Victor, E. (1975) Science for the
Elementary School, Third Ed., New York: Macmillan Publishing, p. 524-525.)
In this lesson, it is important that students learn how to jump safely and
use this information during the jumping activity to prevent injuries. Demonstrate
and explain the appropriate ways to jump carefully to the students.
Frog jump: The student will squat, with hands on the floor in front of the
feet. The student will jump a short distance and land on the hands and feet
simultaneously. The hands and arms absorb part of the landing impact to
prevent excessive strain on the knees. The students should be frequently
encouraged to consider personal estimates and actual measures in order to
discourage aspects of competition in jumping.
Standing jump: The student will bend legs at knees, jump by taking off with
both feet, swing arms forward upon takeoff, and will land on both feet.
The arms help with an upswing and the movement of the body combined with
the force of the feet helps lift the weight. A jumper lands lightly on the
balls of the feet with the knees bent. (Information adapted from Dauer,
V. P. & Pangrazi. (1989). Dynamic Physical Education For Elementary
School Children. New York: Macmillan, p. 281, 282, 448.)
Segments from two ITV programs are used in this lesson. Reading Rainbow
is used as an anticipatory set to create interest in frogs. The Magic School
Bus segment is used to help students focus on how frogs can jump. Since
one of the purposes of using the first video is to discover the animal and
what it can do, there are no pre-viewing activities.
CUE the Reading Rainbow video to the point after the
book reading segment and LeVar has been to a market to examine fruits and
vegetables on sale there. BEGIN the video as LeVar says, "Some
of the fruit here is pretty wild. But it's not only the wild life here on
Monserrat. Meet me tonight up in the mountains and I'll show you what I
mean." PAUSE after LeVar says, "Ssh! We're out here trying
to catch mountain chickens. You gotta be quick. But they're usually quicker."
Ask, "Where is LeVar?" (in the mountains, a place with lots of
trees, dark) Ask, "What is LeVar looking for?" (mountain chickens)
Ask, "What do you think mountain chickens are?" (Students may
make various guesses such as birds or chickens.)
Tell students to watch the next segment to see if they find a mountain chicken.
RESUME the video to continue as LeVar and his guide are prowling
in the dark. PAUSE as the hand reaches down before it picks up the
frog. Ask, "Do you think they found something?" (yes) Ask, "What
might he have found?" (a mountain chicken, a frog, others) Ask, "Why
might it be hard to spot the mountain chicken?" (too dark, animal is
camouflaged, its color makes it hard to see)
Tell students to watch the next segment to see what he caught. RESUME
video and PAUSE where guide picks up frog and says, "LeVar,
I got one. Come, you see it." Ask, "What did he catch?" (a
mountain chicken, a frog)Tell students to watch the next segment to see
if the frog is really a mountain chicken. RESUME video to continue
through the examination of the frog's back. PAUSE where LeVar says,
"One of the reasons they're so difficult to catch." Ask, "Is
it a mountain chicken? (yes) Why do you think they call it that? (it lives
in the mountains, people like to eat frogs' legs, some people say it tastes
like chicken) [Note: These points are not discussed in the video, so the
teacher may need to discuss these ideas with the students.]
Ask, "What is special about this frog?" (the eyes look fluorescentthey glow, the mouth can expand like a balloon to make sounds, the color
of its back makes it hard to see)
Tell students the frog's legs help it to do something special. Tell students
to watch the next segment to see what else is special about its legs. RESUME
the video. PAUSE after LeVar says, "Stay right there, you guy."
Ask, "What are the frog's legs like? (long, strong, funny toes) What
can the frog do? (jump far) How can the frog jump far? (strong legs push
him) How did LeVar say the frog felt? (slippery) Why do you think the frog
felt slippery? (he was wet, rain, frogs like to be wet) What did LeVar say
the toes look like?" (twigs from a tree)
Tell students that LeVar is going to put the frog down. Ask, "What
do you think the frog will do?" (jump, hop away) Tell students to watch
the next segment to see what the frog will do. RESUME the video.
STOP the video where LeVar puts the frog on the ground and says,
"There you go, guy." and the frog sits on the ground. Ask, "What
did the frog do? (sat on the ground) Why do you think he didn't hop away?
(he was scared, he was trying to hide)
What do you think of when someone mentions frogs? Jumping, of course. But
how far can a frog jump? Tell students to think about how far frogs can
jump as they watch a segment of The Magic School Bus Hops Home. EJECT
the Reading Rainbow video and INSERT The Magic School Bus


Edit Article
Countries across the world craft objects, jewelry, furniture and more based on their own customs, culture and history. If you are interested in buying crafts from a country different from your own, then you have a number of options in your town and across the world. You may also choose to buy crafts from third world countries in order to support fair trade. Buying fair trade crafts helps to prevent low wages and unfair working conditions. There are some guidelines you should follow to ensure you are buying from a country that is benefiting from your purchase. You may need to do a little Internet research to ensure you are buying the crafts you prefer. Read on to find out how to buy crafts from third world countries.
 1. 1
 Research fair trade organizations. There are a number of non-profit companies that choose to keep consumers up to date about fair trade options. These include fairtraderesource.org, chfinternational.org, and fair trade organizations of specific countries, such as fta.org.au.
 2. 2
 Decide if you want to buy crafts from a specific country. For example, you may admire the bamboo furniture from Malaysia or carvings from Africa. Search for a non-profit organization that tells you where to find shops that sell that country's goods.
 - For example, there is a Bangladesh cooperative that represents 60,000 artisans.
 3. 3
 Go to eBay or Overstock. Both of these websites have acquired companies that previously sought to promote fair trade crafts. Ebay acquired World of Good, and you can buy handcrafted gifts from third world countries at worldofgood.ebay.com.
 - Overstock.com provides a fair trade site, called _URL_-Fair-Trade. You can find anything from jewelry to furniture and more.
 4. 4
 Search for local stores that specialize in fair trade crafts. Most mid to large-sized cities have a few fair trade stores. You can often find the stories behind the manufacturers of the crafts.
 - Ask the store how they acquired the crafts. The best way to tell if you are buying from a certified fair trade, third world craft carrier is to ask how the crafts were acquired.
 5. 5
 Visit world craft museums, such as The Museum of Craft and Folk Art or the Museum of Craft and Design in San Francisco. These museums fill their gift shops with crafts that are well-crafted and distinctive. Check the museum websites for crafts that can be bought online.
 6. 6
 Visit summer markets in your town. People who have emigrated from other countries often stock booths filled with their home country's crafts. Peruvian alpaca crafts are common at summer craft markets.
 7. 7
 Visit a third world country and buy the crafts straight from the source. While this is the most expensive option, it is the best way to ensure you are buying straight from a craftsman. Research craft workshops where you can visit and buy directly after viewing the creation of the crafts.
 - For example, in St. Kitts there is a batik factory where the batiks are made and then sold. In Peru, you can visit an alpaca farm where yarn is created, died, woven and sold.
Things You'll Need
 - Summer markets
 - Internet research
 - Fair trade shops
 - Trip abroad
Article Info
Categories: Travel
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The Archbishop of York, John Kershan, is to chair the Living Wage Commission. The Commission is a 12 month inquiry into the future of the Living Wage.
Launching the Living Wage Commission, the Archbishop of York was excited and explained what their plans effectively are.
Right now, millions of people are not receiving a fair day's pay for a fair day's work. The scale of low pay in the UK is a national scandal. Around five million people, the majority of them women, aren't paid a wage high enough to provide a basic but acceptable standard of living. In too many workplaces, the basic moral imperative that workers be paid enough to live on has been lost in the pursuit of profit.
"The Living Wage offers us hope. It is a simple idea with profound implications for the lives of millions. Yet for too many people, the notion of being paid enough to live on remains an abstract concept. I am honoured to be chairing a Commission that will investigate how to build a strong future by paying the Living Wage to workers and, in so doing, build a fair and just society."
John Kershan


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I would like to know how to point this to the selected element (event source) inside.on() method without defining an anonymous event handling function.
For example, in the code bellow, the context for my selected element is document, i.e. $(this) is interpreted as document
$('.nav-item').click(MyFrameworkUtils.navigationBinding($(this), 'arg1', 'arg2'))
However, if wrapped in an anonymous event handler, $(this) is interpreted (desirably) as the selected element.
 var source = $(this);
 MyFrameworkUtils.navigationBinding(source, 'arg1', 'arg2');
share|improve this question
add comment
2 Answers
up vote 4 down vote accepted
You could use this syntax:
$('.nav-item').click({arg1:'arg1', arg2:'arg2'}, MyFrameworkUtils.navigationBinding)
and the function would look like this:
function navigationBinding(event) {
 var source = $(this);
 var arg1 = event.data.arg1;
 var arg2 = event.data.arg2;
share|improve this answer
Thank you. Very pretty. – Lim H. Jan 24 '13 at 11:28
add comment
In your first example, you're passing the result of MyFrameworkUtils.navigationBinding($(this), 'arg1', 'arg2') into your click method. The context of this is therefore the context is the outer scope, which is the document in your case.
With the second example however the scope is the inner function, and as with most events triggered by the DOM, this is the triggering element.
Additionally [possibly unrelated], when calling functions you can define this by using the apply or call methods, as described quite nicely in What is the difference between call and apply?
share|improve this answer
Thanksssss. It makes a lot of sense.. well, Javascript sense. And thanks for suggesting the apply and call functions. – Lim H. Jan 24 '13 at 11:26
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text:
The Cow Ribbon campaign
What would it be like to lose all of your children, one after the other? What would it be like to never know your children?
In order to produce milk, cows must give birth – just like other mammals. In the dairy industry, calves are taken from their mothers immediately after birth, an emotionally painful experience. A mere byproduct of the industry, female calves are kept to replace spent dairy cows, while males are usually raised for veal.
Mother cows bellow for days for their missing calf before they finally give up.
Mothering instincts are incredibly strong, just like with mothers of other species, including humans. Newborn male calves sent to the slaughterhouse are seen suckling the hands of the slaughterhouse worker before their throats are slit.
Dairy cows are symbolic representatives of all of the animal mothers whose lives and reproductive systems are manipulated by humans.
The cow ribbon is a symbol of your concern for these suffering and abused mothers. Please take a stand and speak out for them. Every mother deserves to know and love her children, don't you think?
Liberation BC has been running our cow ribbon campaign annually since 2010. Learn more about it and get your ribbon now!

source: HuggingFaceFW/fineweb-edu


text:
Expression of State: -아/어 있다
I want to tackle a topic many might have wondered about a few times. Does Korean have something like passive sentence structures? We all love passive sentences. We love them so much in fact, we tend to overuse them. While Korean does not have a passive structure per se, it does have pattern similar to it: -아/어 있다. Though it has its difficulties.
Passive, yet Not Passive
Korean verbs and English verbs two very different animals. This difference is what makes learning Korean sometimes so difficult. Concepts such as passive sentences doesn't really exist in Korean. They only have the semblance of a passive sentence. The grammar pattern -아/어 있다 is the closest thing Korean has to a passive sentence structure. However, it isn't a passive sentence as its use is far narrower.
The verb pattern -아/어 있다 is a way to express the continued state of a completed action. You use it for example to tell someone a door is closed as that is the continued state of the completed action of closing it. However, verbs for wearing clothes, such as 입다, do not use this verb pattern, but instead use -고 있다.
The primary difficulty you will face is that a lot of verbs you know cannot use this verb ending. A limited list of these verbs that can use this verb ending: 열리다, 닫히다, 켜지다, 꺼지다, 떨어지다, 놓이다.
Transitive verbs cannot use this verb ending.
The careful observer will notice that share one common characteristic. They are intransitive, meaning they never use the object particle 을/를. Some verbs, the verbs I gave earlier, are derivatives of verbs you probably already knew. How you can transform 'normal' verbs into these special verbs, is a bit of a problem. There isn't a real rule so you will need to learn them as you explore the wonders of Korean. However, if the verb is already intransitive, you can just go ahead and use this verb ending.
The How To
Using this verb pattern isn't that difficult. It follows the a rule you are most familiar with by the time you learn this verb pattern anyway. It is essentially a variant of the 3 rules you use to form the present tense in Korean:
- If a verb stem ends in ㅏ or ㅗ you use the variant -아 있다.
- If a verb stem ends in any other vowel, you use -어 있다.
- For 하다 verbs, you use 해 있다.
After you have attached it to the verb, you simply continue adding proper verb endings to the 있다 part. That is easy, no? Just don't forget to make sure you are using an intransitive verb when using this verb pattern. Transitive verbs cannot use this verb ending.


package Graph::Layout::Aesthetic::Force::ParentLeft; use 5.006001; use strict; use warnings; our $VERSION = '0.02'; use base qw(Graph::Layout::Aesthetic::Force); __PACKAGE__->new->register; 1; __END__ =head1 NAME Graph::Layout::Aesthetic::Force::ParentLeft - Try to place parents to the left of their children =head1 SYNOPSIS use Graph::Layout::Aesthetic; $aglo = Graph::Layout::Aesthetic->new($topology); $aglo->add_force("ParentLeft", 1); =head1 DESCRIPTION This module provides an aesthetic force for use by the L. It's normally implicitly loaded by using L. The aesthetic force is that it tries to place parent nodes at least 5 to the left of child nodes. If nodes are placed so that this condition is not fulfilled, the nodes try to move left or right so it will be with a force that's quadratic in how much their distance on the x-axis is wrong. =head1 METHODS This class inherits from L and adds no methods of its own. =head1 EXPORT None. =head1 SEE ALSO L, L =head1 AUTHOR Ton Hospel, _EMAIL_ =head1 COPYRIGHT AND LICENSE Copyright (C) 2004 by Ton Hospel This library is free software; you can redistribute it and/or modify it under the same terms as Perl itself, either Perl version 5.6.1 or, at your option, any later version of Perl 5 you may have available. Much of the underlying L code is derived from C code copyrighted by D. Stott Parker, who released it under the GNU GENERAL PUBLIC LICENSE (version 1). =cut


text:
Concawe has developed PETROTOX, a spreadsheet model, designed to calculate the toxicity of petroleum products to aquatic organisms.
Petroleum hydrocarbons are complex mixtures that exert a narcotic mode of toxic action, which is assumed to be additive. This model calculates the solubility of a petroleum product and then uses the Target Lipid Model (TLM) (Di Toro et al. 2000) and toxic unit theory of additivity to calculate the toxicity or environmental risk limits of these mixtures.
The spreadsheet uses a three-phase (air, water, free product) oil solubility calculation (McGrath et al. 2004) that is coupled with a database of physical and chemical properties of typical petroleum hydrocarbons to calculate the distribution of petroleum hydrocarbons among the exposure water, headspace and free product phases. The properties database was developed by Concawe and contains physical/chemical properties such as boiling point, solubility and octanol-water partition coefficients (Kow) for 1462 hydrocarbon structures that are possibly found in petroleum products. This version of the Petrotox model performs the solubility and toxicity calculations with physiochemical properties derived from the database for each hydrocarbon block.
A variation of the model, PETROTOX-UDM allows the user to define the physio-chemical properties of the hydrocarbon blocks instead of relying on the representative library structures from CONCAWE's hydrocarbon database. This version has many of the same features as the library-based version and can be utilized for the same types of applications. The user is required to input log(KOW), solubility, Henry's Law Constants, molecular weight (MW) and chemical class for each hydrocarbon block.
These spreadsheet models can be used to analyze dose response data, calculate LL50s, or toxic units for user-input dose response data as a means of analyzing and designing toxicity experiments. The models can be used to analyze the results of fate models to calculate environmental toxicity and potential risk of hydrocarbon emissions in aquatic compartments. The environmental toxicity of individual hydrocarbons or specific hydrocarbon blocks can also be evaluated using the user-defined spreadsheet model.
Before downloading the Petrotox files, we require you to register so that we have your e-mail address and can notify you of any updates when these become available.


text:
The Federal Communications Commission (the "FCC") recently released its Declaratory Ruling and Order regarding the requirements of the Telephone Consumer Protection Act of 1991 (the "TCPA"). The FCC Order provides some good news for the healthcare industry, clarifying the TCPA's application regarding calls to patients by healthcare providers, and granting an exemption from the TCPA's prior express consent requirement for certain healthcare calls that are not charged to the end recipient. Here's what you need to know:
Prior Express Consent:
- The General Rule. The Ruling clarifies that when a patient provides his telephone number to a healthcare provider, such provision constitutes prior express consent for healthcare calls subject to HIPAA. The express consent only extends to HIPAA covered entities and business associates acting on their behalf as defined in the HIPAA privacy rules and only to calls made within the scope of the consent given, and absent contrary instructions.
- Incapacitated Third Parties. The FCC Order additionally addressed the issue of whether a third party may provide a telephone number and prior express consent for incapacitated patients. In doing so, the FCC recognized that in certain situations, it may be impossible for a caller to provide prior express consent due to incapacity. The Order therefore allows for a third party to provide prior express consent to make healthcare calls subject to HIPAA where a party is unable to consent because of medical incapacity. In those situations, prior express consent to make healthcare calls subject to HIPAA may be obtained from a third party. As such, healthcare providers may make healthcare calls subject to HIPAA, to an incapacitated patient based on the prior express consent of a third party. At the time the patient is considered capable to grant consent on his own behalf, the third party consent is no longer valid. At that point, the healthcare provider must obtain prior express consent from the patient himself.
Free to End User Calls:
The Order also provides a limited exemption from the TCPA's prior express consent requirement for certain non-telemarketing, healthcare calls that are not charged to the receiving party.
- What Calls are Exempt?
- Calls have a healthcare treatment purpose
- Appointment and exam confirmations and reminders,
- Wellness checkups,
- Hospital pre-registration instructions,
- Preoperative instructions,
- Lab results,
- Post-discharge follow-up intended to prevent readmission,
- Prescription notifications
- Home healthcare instructions.
- What Calls are Not Exempt?Calls regarding accounting, debt collections, payment notifications, Social Security disability eligibility or other financial content.
- Requirements for Exempted Calls:
- Voice calls and text messages must be free to the end user and not counted against any plan limits to the recipient;
- Voice calls and text messages may be sent only to the wireless telephone number provided by the patient;
- Voice calls and text messages must state the name and contact information of the healthcare provider (for voice calls, these disclosures must be provided at the beginning of the call);
- Voice calls and text messages are strictly limited to the purpose permitted in the FCC's ruling;
- Voice calls and text messages must not include any telemarketing, solicitation, or advertising;
- All communications must comply with HIPAA privacy rules;
- Voice calls and text messages must be concise
- one minute or less in length for voice calls (unless more time is needed to obtain customer responses or answer customer questions)
- 160 characters or less in length for text messages;
- A healthcare provider may initiate only one (1) message per day, up to a maximum of three (3) voice calls or text messages combined per week from a specific healthcare provider;
- A healthcare provider must offer recipients within each message an easy means to opt out of future such messages;
- voice calls that could be answered by a live person must include an automated, interactive voice and/or key press-activated opt-out mechanism that enables the call recipient to make an opt-out request prior to terminating the call,
- voice calls that could be answered by an answering machine or voice mail service must include a toll-free number that the consumer can call to opt out of future healthcare calls, text messages must inform recipients of the ability to opt out by replying "STOP," which will be the exclusive means by which consumers may opt out of such messages; and,A healthcare provider must honor the opt-out requests immediately.


Chiara the Shining
Chiara is a feminine given name with six letters. The variants of Chiara are: Kiara and Kyara.
Recent Newborns
Following is a list of the latest newborns from several Swiss hospitals Chiara is currently a very trending given name.
 - Chiara Laura [the Shining] [the Lorbeerbekränzte]
 Kantonsspital Winterthur
 5. January
 - Chiara Jeannette [the Shining] [-]
 Kantonsspital St. Gallen
 17. December
 - Chiara [the Shining]
 Kantonsspital Winterthur
 16. November
 - Chiara Mana [the Shining] [-]
 Kantonsspital St. Gallen
 24. October
 - Chiara [the Shining]
 Kantonsspital Glarus
 9. October
 - Mia Chiara [] [the Shining]
 Spital Zollikerberg
 7. October
 - Chiara [the Shining]
 Kantonsspital Glarus
 2. October
 - Chiara [the Shining]
 Kantonsspital Aarau
 27. September
 - Chiara Maria [the Shining] []
 Spital Bülach
 25. August
 - Chiara [the Shining]
 Spital Thun
 19. July
International popularity
The chart represents the popularity rank for the given name Chiara in the German part of Switzerland The hightest ranking was 5 in Year 2003 in Switzerland.
Name day
Chiara celebrates her name day at 11. August.
Historic Spread
Chiara ist internationally not a widespread name. Only in Italy and Switzerland is the name widespread.
Siblings of Chiara
Alessia, Nina, Sophia, Laura, Naomi, Lars, and Lara are the most popular siblings of Chiara. Do you know more siblings of Chiara? If so, we are very thankful if you can tell us. It takes less than a minute
Second names of Chiara
The following female names are commonly used as a second name for Chiara:
Chiara is used as a second name for:
Similar sound-alike Names
The following names sound similar to Chiara:
Similar popular given names
Anagrams of Chiara
The following names are spelled with the exact same letters as Chiara:
More Given Names
The following given names are alphabetically before or after Chiara:
Chianta Chiara-Bess
Here is a selection of 10 given names, that also starts with letter C and are 6 letters long.
Random given names
Be inspired. Here is a list of 10 random names:


brainwave binoculars
The eye passes on more information to the brain than the brain will process. In that sense, the brain functions as a filter. But on the battlefield the risk of neglecting information could mean the difference between life and death. To take away the filter is the idea behind a pentagon-funded project to develop "brainwave binoculars".
Intelligent binoculars can tap into the brain's ability to spot patterns and movement to help soldiers detect threats from miles farther away than they can with traditional binoculars. Electrodes on the scalp inside a helmet will record the user's brain activity as it processes information about high-resolution images produced by wide-angle military binoculars. Those responses will train the binoculars over time to recognize threats.
Via: blnz.com | Related: Scientists Extract Images directly from Brain | Do you Mind? | Turning Brainwaves into Tweets | Brainscan replaces Job Interview
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That which is entailed.
- To have, impose, or require as a necessary accompaniment or consequence: The investment entailed a high risk. The proposition X is a rose entails the proposition X is a flower because all roses are flowers.
- To limit the inheritance of (property) to a specified succession of heirs.
- To bestow or impose on a person or a specified succession of heirs.
- The act of entailing, especially property.
- The state of being entailed.
- An entailed estate.
- A predetermined order of succession, as to an estate or to an office.
- Something transmitted as if by unalterable inheritance.


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The deforestation and destruction of natural resources around the world is continually on the rise. Lee Gil Rae in his most recent gallery title 'Pine Tree' constructed copper trees to capture the beauty of these natural elements in the world. Each tree is intricately woven with copper wire showing the importance and detail that comes into creating a tree. There is a sense of permanence with each tree in the gallery which adds conversation to how natural trees should be treated in the world. While Lee Gil Rae didn't see a necessary need for his inspiration to be a pine tree, they are the faces of the worlds forests.
What makes the gallery so surreal is the leaflessness of each of the trees. Instead, visitors get to follow the winding paths of the copper wires that lead to extensions of branches from each trunk. By creating leafless tress, Lee Gill Rae is commenting on the future of our planet with how the world treats deforestation. The natural environment is traded out for large cities and buildings. Instead of nature that is created untouched by humans, the world is turning towards man made nature with large landscapes that no longer hold the same purity. This is to bend to the ever growing population, but at what cost?
Lee Gil Rae uses the copper wire to form the shapes and structure of a tree trunk. This is able to resemble the shapes and patterns that people can see when they are looking at a tree. He compares working with the copper wire when he connects different links to be similar to brush strokes on Oriental paintings.
To view more of Lee Gil Rae's work, go here.


Doctor and activist
Load-Based Pollution 24/12/16
Dr Ben Ewald from the Hunter, who has been working with Doctors for the Environment has been lobbying for a Federal EPA and wrote a submission on the load-based licensing system, which is another name for polluters paying a levy per tonne of pollutant that they produce. There is some charge for each type of pollutant, and the charge can also be loaded for how close the pollutant is to population centres, as this relates to its health impacts. NSW has had such a scheme for years, which is fact the best developed in Australia, but NSW keeps the rate of this tax very low otherwise NSW would merely end up importing electricity from other states that pollute more but had no such tax. Hence the need for a national system. The current NSW fee is only 0.82% of the sale price per megawatt.
Other facts were that there is 1.1 million tonnes a year of Sulphur dioxide produced in Australia, 51% from coal-fired power stations. They also produce 380,000 tonnes of Nitrous oxides, 52% of all produced annually in Australia. Coal-fired power stations produce 8,900 tonnes of PM2.5, which is however only 29% of the national output of PM2.5, which is 31,000 tonnes. PM2.5 is particles of 2.5 microns in diameter, which are the smallest ones measured. There used to be a lot of emphasis on how much pollution in the air by how much weight of pollutant there was per cubic metre of air. Then researchers realised that big particles get caught in the nose, whereas small particles continue down into the lungs and have bigger health effects. So the absolute weight of particles is not as important as the number of smaller particles. Hence the new interest in PM2.5!
It also turns out that while the coal-fired power stations are the ones with the load-based licences, the open cut mines produce the most carbon particle pollution but are exempt from fees! That is a political decision of course. Doctors for the Environment need to be supported as they beaver away producing the submissions and organising the facts that the governments need to be told and that the activists need to amplify! Here is the submission:
Arthur Chesterfield-Evans
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On July 30, 2012, the Indiana State Archives was presented with a hand-carved piece of Bedford limestone commemorating Tartan Day and the heritage of Scottish-Americans. California Stone Carver Frank Maurer has traveled the United States, providing numerous states archives with hand-carved stones specific to their state.
The Indiana Tartan Stone was the 23rd stone presented and features several symbols of Indiana including the Peony, Cardinal and Tulip Tree. In addition, the stone says "FII" denoting its carver and reads "Tartan Day _PHONE_." The top of the stone depicts the Wabash River and a Celtic Knot, which symbolizes eternity. The rear of the stone has the following inscription: "FII VI 2012" with a line under the "VI." This signifies that the stone was carved by Frank Maurer Jr. in June of 2012. The line under the "VI" indicates the use of a carbide chisel.
Tartan Day was first declared by the United States Senate as a Resolution in 1998 and later as a national day of recognition in 2008. April 6th was chosen as Tartan Day because the Declaration of Arbroath was written in Arbroath Abbey on that date in 1320, asking for the freedom of Scotland from England. Thomas Jefferson later used this document as a model for the Declaration of Independence.
The Indiana Tartan Stone will be available for use at events. Interested parties shall complete and submit State Form 54681 - Publish or Exhibit Materials from the Indiana State Archives.


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Mobile Budget Settings: Name, Currency, Date Format
Did you know there are more ways to customize your budget? Tap the More Menu (three dots icon) in your budget to access Settings:
Then, choose Budget Settings from the list. This is where you can edit the basics, including:
- Budget Name: tap on the current name of your budget and enter a new name.
- Currency: tap on the Currency option and choose your currency from the list that pops up.
- Number Format: tap on the current format and choose your preferred number format.
- Currency Placement: select the appropriate placement of the currency marker or choose "Don't Display".
- Date Format: tap on the current date format and choose your preferred format.
You can also delete your budget from this page—but be extra careful to ensure you're deleting the correct budget!


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Space Race: An Interactive Digital Tool in the Classroom. Are You Ready?
Luesma, Mª José
Artal-Sevil, Jesús Sergio
METS:Mostrar el registro METS
PREMIS:Mostrar el registro PREMIS
MetadataShow full item record
This document presents an interdisciplinary teaching experience based on Game-based Learning as an educational methodology complementary to the Flipped Classroom pedagogical approach in higher education. The tool used was the Space Race application integrated into the free Socrative software. A more active and meaningful learning has been promoted in the student with its implementation. Likewise, it has allowed the face-to-face classes to be energized, creating a relaxed atmosphere. The reflective and critical use of technological applications and mobile devices in the classroom has also been encouraged. The use of the Space Race has increased the participation of students in the classroom, their motivation and interest, collaborating in the development of skills and abilities. This tool has been very useful to obtain bidirectional teacher-student feedback in real time. As a result, a more cooperative, reflective and meaningful learning has been obtained.


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Weakly non-linear waves in a tapered elastic tube filled with an inviscid fluid
MetadataShow full item record
In the present work, treating the artery as a tapered, thin walled, long and circularly conical prestressed elastic tube and using the longwave approximation, we have studied the propagation of weakly non-linear waves in such a fluid-filled elastic tube by employing the reductive perturbation method. By considering the blood as an incompressible inviscid fluid, the evolution equation is obtained as the Korteweg-de Vries equation with a variable coefficient. It is shown that this type of equation admits a solitary wave-type solution with variable wave speed. It is observed that, the wave speed decreases with distance for positive tapering while it increases for negative tapering. It is further observed that, the progressive wave profile for expanding tubes (a > 0) becomes more steepened whereas for narrowing tubes (a < 0) it becomes more flattened.


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Are Dandelions as Effective as Commonly Prescribed Antibiotics Against Bacteria?
To determine whether dandelion roots, which are used in many parts of the world for therapeutic purposes, can be used as an antibiotic against the bacteria Serratia marcescens and Escherichia coli, and to determine whether they are as effective as commonly prescribed antibiotics.
- dandelion roots
- food processor
- 5 cups
- sterile distilled water
- dandelion capsules (can be obtained from a health food store)
- sterile pin
- penicillin tablets (250 mg) (can be obtained from a medical doctor)
- Erythromycin tablets (250 mg) (can be obtained from a medical doctor)
- Tetracycline tablets (250 mg) (can be obtained from a medical doctor)
- sterile applicators
- 12 petri dishes: tryptic soy agar with 5% sheep's blood
- Serratia marcescens culture
- Escherichia coli culture
- masking tape
- marking pen
- sterile filter paper disks
Tests will be carried out to determine whether dandelion roots can be used as effective antibiotics. Dandelion roots taken directly from the ground as well as dandelion root capsules will be tested on selected bacteria to see if they have any effect. Control tests will also be conducted using three common antibiotics as well as distilled water on the same bacteria. The results of both tests will be analyzed and compared.
Part I—Prepare the dandelion and the antibiotic tablet solutions.
- Thoroughly wash several dandelion roots and pulverize them in the food processor until they are liquefied.
- Filter the liquefied roots through the cheesecloth and into a sterile cup. Add enough distilled water to the liquid to form a one-to-one ratio.
- Pierce one dandelion capsule with a sterile pin and squeeze the contents into another cup holding ½ cup (0.12 liter) of distilled water.
- Dissolve one penicillin tablet in ½ cup (0.12 liter) of water. Similarly, dissolve one Erythromycin and one Tetracycline tablet separately into ½ cup (0.12 liter) of water.
Part II—Test the solutions on the bacteria strains.
- With a sterile applicator, streak six tryptic soy agar (TSA) petri dishes with the Serratia marcescens. With another sterile applicator and six TSA petri dishes, repeat this procedure with the Escherichia coli. Label the dishes and incubate them for 48 hours at 95 degrees Fahrenheit (35 degrees Celsius). Carefully note the growth of bacteria in each dish.
- Using the forceps, dip a sterile filter paper disk into the dandelion root solution and place it onto one of the petri dishes containing S. marcescens. Dip another sterile filter paper disk into the dandelion capsule solution and place it onto the second petri dish containing S. marcescens. Continue this procedure by placing sterile filter paper disks soaked in the three antibiotic solutions onto the next three petri dishes containing S. marcescens. Place a sterile filter paper disk soaked only in sterile distilled water onto the remaining dish containing S. marcescens. Label all dishes accordingly.
- Repeat step 2 with those dishes containing E. coli.
- Incubate all the petri dishes for 48 hours at 95 degrees Fahrenheit (35 degrees Celsius). Carefully note the amount of bacteria in each dish and compare those results against the amount of bacteria found in each dish before it was treated. Compare the amount of bacteria between those dishes treated with the dandelion solutions to those treated with the antibiotic solutions and the untreated dishes. Record your observations.
- Were either the dandelion root or capsule solutions effective in inhibiting bacterial growth? If so, did their effectiveness vary with the type of bacteria used? Was one dandelion solution more effective than the other?
- Were the antibiotic tablets successful in inhibiting the growth of the bacteria used in the experiment?
- How did the dandelion solutions compare to the antibiotic solutions?
Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state's handbook of Science Safety.


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Treebot Learns to Autonomously Climb Trees
This is Treebot. As you might expect, Treebot was designed to do one thing: climb trees. It is by no means the first robot able to do this, but its arboreal predecessors (RiSE and Modsnake and accidentally PackBot are just a few) weren't autonomous and didn't have the skills necessary to negotiate the complex network of branches that you tend to find on trees worth climbing.
The design of Treebot is fairly unique: it uses a set of flexible linear actuators connecting two gripping claws to allow it to move around like an inchworm. While the back gripper holds on, the front gripper releases and the body extends forward, allowing the robot to literally feel around for a good place to grip.
Keeping to the inchworm theme, the robot doesn't use much in the way of fancy sensors. Instead, it's all tactile. You can tell the robot which direction you'd like it to go and how far, and the robot will grope its way to its destination, adaptively navigating from trunk to branches.
At the moment, Treebot is more or less blind. This isn't necessarily a problem, but it could get where it wants to go much faster if it's able to tell which branches have the highest potential to allow it to efficiently climb higher up, so researchers are working on ways to help Treebot optimize its climbing path.
TreeBot was designed by Tin Lun Lam and Yangsheng Xu from The Chinese University of Hong Kong, and their research was presented at ICRA last week in a paper entitled "Treebot: Autonomous Tree Climbing by Tactile Sensing."


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First video page: Bridge
We put the Bridge video and its overlaying text in their own 'page' layer, and we'll do the same for the other three videos. This way we can position things more easily.
Later we'll add the four video pages to a PageComponent.
Page 1: A layer that's the
size of the
# Page 1: Bridge video page_1 = new Layer size: Screen.size backgroundColor: null
null will remove the default gray background.
Add the first video file,
Video_1_Bridge.mp4, by dragging it to the Framer window. Framer will create this code:
Video_1_Bridge = new VideoLayer width: 639 height: 1136 video: "images/Video_1_Bridge.mp4" Video_1_Bridge.player.play()
The video will show up too big because its resolution in pixels just became the one in points.
Just like its parent,
page_1, the video should take up the screen's
size so that it'll scale to any size of iPhone.
You can also give the video a transparent background.
Video_1_Bridge = new VideoLayer size: Screen.size video: "images/Video_1_Bridge.mp4" backgroundColor: null parent: page_1 Video_1_Bridge.player.loop = yes Video_1_Bridge.player.play()
loop on its
yes will let the video play endlessly, like an animated gif.
And now the text: Drag
Create_amazing_handheld.png to the Framer window.
The PNG contains white text on a transparent background.
Create_amazing_handheld = new Layer width: 512 height: 122 image: "images/Create_amazing_handheld.png"
The image should be centered vertically and placed
41.5 points from the top. We make the text a bit less opaque by setting the opacity to 80%. Don't forget to also make
page_1 its parent.
Create_amazing_handheld = new Layer width: 512/2 height: 122/2 image: "images/Create_amazing_handheld.png" x: Align.center y: 41.5 opacity: 0.8 parent: page_1
You also need to type
/2 after the
height values to bring the pixels of the imported image back to points.
As explained in the DPR Upgrade Guide there is another way to fix the size of imported images:
The disadvantage of this utility is that it scales all values of the layer's
frame, so also it's position, which means that you can set the layer's desired position only after using the utility.
We would have to use it like this, for example:
Create_amazing_handheld = new Layer width: 512 height: 122 image: "images/Create_amazing_handheld.png" opacity: 0.8 parent: page_1
# Apply "scaleFrames()" with a pixel ratio of "2" Utils.scaleFrames Create_amazing_handheld, 2
# Now set the correct position in points Create_amazing_handheld.props = x: Align.center y: 41.5
That's why I prefer to just type
/2. It's less complicated and makes for fewer lines of code.
By the way,
scaleFrames() also works with an array of layers:
Utils.scaleFrames [layerA, layerB, layerC], 2


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editing operations are available for complex objects, such as blocks,
dimensions, hatches, and polylines.
You can convert a compound
object, such as a polyline, dimension, hatch, or block reference,
into individual elements.
Change the shape and
display of polyline objects with polyline editing options. You can
also join separate polylines.
Modify splines with
multi-functional grips or with SPLINEDIT.


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How to export dashboard data
You can export an entire dashboard or individual tiles to a file or collection of files. The export includes all the data displayed during the current time range and the settings that created the display. Typically, an export does not include all the data collected during the current time range, just the summarizations of the collected data that are displayed in the dashboard or tile. For example, Graph tiles automatically align data points when the amount of space for display and the time range to represent are variable.
Export entire dashboard
You can export a dashboard as a collection of CSV or JSON files bundled in a ZIP archive.
In the dashboard header, click the export control, and then click CSV or JSON.
The dashboard itself and the tiles that support data export are exported as separate files.
Export individual tile
You can export data from any tile to a CSV or JSON file:
Follow these steps:
In the tile header, click the vertical ellipsis (⋮).
On the menu, click Export, and then click CSV or JSON.


Quick Answer: What Is Considered Skinny In Japan?
Why is the crime rate in Japan so low?
Cultural Taboos.
Another reason for Japan's relatively low crime rate is that the culture just doesn't allow for the sort of outward expressions of anger and passion which can often precipitate crime..
Is it illegal to be overweight in Japan?
New Japanese Law Requires Employers to Combat Obesity in the Workforce. The law that went into effect April 1 forces companies and government, the two sources of health insurance in Japan, to measure the body fat of employees ages 40 to 74.
What is considered underweight in Japan?
6 At 70%, Japan is reported to have among the highest rates of women trying to lose weight. 7 The current WHO classification defines underweight as a body mass index (BMI) of under 18.5 kg/m2. 8 As of 2010, 29% of women aged 20-29 y are reported to be underweight in Japan.
Is 5'7 tall for a girl in Japan?
The average male in Japan is about 172 cm or 5′ 7″ tall. Females are about 4–6 inches shorter, depending on diet and so forth.
Who is better looking Korean or Japanese?
A recent survey of over 70,000 members of BeautifulPeople.com found that Korean men and women are considered more beautiful than their Japanese neighbors. Korean inhabitants were also highly ranked, among the world's most beautiful people globally.
What is considered beauty?
"Such as the size of the features of your face and their arrangement." For example, the distance between the centers of a woman's eyes affects whether she is considered beautiful. … Just as important, they found, is the distance between a woman's eyes and mouth. It should be just over one-third the height of her face.
What happens if your fat in Japan?
In January 2008, Japan passed the "Metabo Law," named after metabolic syndrome, a cluster of conditions – increased blood pressure, a high blood sugar level, excess body fat around the waist and abnormal cholesterol levels – that occurring together can increase the risk of heart disease, stroke and diabetes, Snopes.com …
What percent of Japan is overweight?
Why are Japanese taller now?
"The chief reason for the increase in body size is almost certainly diet," said Nobumichi Sakai, director of the Nutrition Branch at the Health and Welfare Ministry. "The dominant pattern of Japanese dietary change since World War II has been westernization.
What country has the shortest average height?
At the other end of the spectrum are the top ten countries with the shortest average height, which currently include:Indonesia 62.2 inches.Bolivia 62.9 inches.The Philippines 63.7 inches.Vietnam 63.82 inches.Cambodia 63.98 inches.Nepal 64.17 inches.Ecuador 64.37 inches.Sri Lanka 64.41 inches.More items…
Why is Japan not obese?
A central conclusion of this paper is that the prevalence of obesity is lower in Japan in part because the Japanese walk more as part of their daily lives than Americans do.
What's overweight in Japan?
Even now, despite government statistics and anecdotal evidence that Japanese people are getting heavier, I can go days without seeing a single fat person in Tokyo. … Last year, lawmakers established a national limit on waistlines for people 40 and older: 33.5 inches for men and 35.4 inches for women.
What is the ideal weight in Japan?
The average height of 17-year old Japanese men is 170.7cm (5'6") and 157.8cm (5'1") for women. When it comes to weight, men weigh in with 62.5kg (137.7lbs) and women with 52.9kg (116.6lbs).
What is the average waist size in Japan?
60.6The main target readers of the magazine are women in early 20s. The number of sample is 1000. They are readers of the magazine. The following data show the average of Japanese girls' measurements among the readers….Bust/Waist/Hip Measurements for Japanese Girls in 20s.Body partcminchCircumference of the upper arm23.09.1Bust78.430.9Waist60.623.9Hip85.633.711 more rows•Jun 19, 2015
What is the beauty standard in Africa?
Although African women vary in appearance, most of the women depicted conformed to Eurocentric standards of beauty through straight or store-bought hair, thinness, and light or medium skin tone.
What is considered attractive in Japan?
Why are Japanese so healthy?


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Food Protein-Induced Enterocolitis Syndrome (FPIES) Defined
Food Protein-Induced Enterocolitis Syndrome (FPIES), sometimes referred to as a delayed food allergy, is a severe condition causing vomiting and diarrhea. In some cases, symptoms can progress to dehydration and shock brought on by low blood pressure and poor blood circulation.
Much like other food allergies, FPIES allergic reactions are triggered by ingesting a food allergen. Unlike a typical food allergy, FPIES allergic reactions are delayed, occurring within hours after eating the trigger allergen. Most children with FPIES have only one or two food triggers, but it is possible to have FPIES reactions to multiple foods. FPIES often develops in infancy, usually when a baby is introduced to solid food or formula.
Learn more about FPIES.


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The Centre for the Study of Bible and Mission (CSBM) exists to serve the Global Church by promoting missional engagement with the Bible, and biblical engagement with mission thinking and practice.
We aim for CSBM to be an internationally recognised centre of excellence for exploring the vital relationship between the Bible and mission:
- Promoting, deepening and broadening the conversation on missional hermeneutics within the academy
- Enthusing, equipping and supporting the next generation of missional hermeneutics scholars and scholar-practitioners;
- Embedding mission into the reading, preaching, and studying of the Bible in the local churches


Posts Tagged 'Measurement'
Steven Singer Undercuts Arguments For Standardized Testing… but Misses One Sad Key Point: High Scoring Parents of High Scoring Children Cling to the Results as Validation of "Merit"
July 26, 2021 Leave a comment
Blogger Steven Singer does a fully comprehensive take-down of the rationale for standardized testing offered by two Walton Foundation funded economists Paul Bruno and Dan Goldhamer. These economists decried the decision to grant ANY waivers for the administration of tests over the past two years despite the disparate experiences of students as a result of the disparate schooling available to them. Mr. Singer undercuts each and every argument advanced by the Walton economists— who of course LOVE standardized tests because they provide seemingly precise data that can be used to "prove" various assertions they make about the effectiveness of choice and charters over "government schools".
In his take down he notes that standardized testing was designed by eugenicists in this paragraph:
He then shifts gears, effectively blaming the standardized testing industry for lobbying to sustain standardized testing. ETS, Pearson, and other major players in the testing industry ARE lobbying to keep their businesses afloat, but their lobbying is sustained and supported by the "meritocratic" parents who scored well on tests themselves and whose children also scored well. As we are witnessing in places like NYC where test scores determine admittance to "elite" public high schools, parents of children who have attained the status of admission to the Kingdom of the Elite want to ensure that their child's entry was based wholly on "merit" and that "merit" can only be measured by a standardized test. As policy makers across the country can attest, the retention of tests to sort and select children has grassroots support of the parents, ESPECIALLY those parents whose children are sorted into so-called gifted and talented programs and "honors" sections. As long as students are taught in large groups and those groups are batched into homogeneous cohorts based in part or in whole on test scores, the parents of "winning" children will want to retain the status quo. My belief is that until parents are confident that a new paradigm of schooling will meet the unique individual needs of THEIR child they will support the status quo. And, alas, the status quo at this point is still grounded in standardized tests based on age cohorts.
Standardized Tests, Used Properly, COULD Help Identify Potential Einsteins. Too Bad That is Not Happening
July 24, 2021 Leave a comment
Thomas Edsall's column in Wednesday's NYTimes, We Are Leaving "Lost Einsteins" Behind, suggests that public schools are failing to identify potential Einsteins because they are failing to administer a universal standardized test measuring each student's "spatial ability". Citing a paper by David Lubinski of Vanderbilt and Harrison J. Kell, a senior researcher at the Educational Testing Service, titled "Spatial Ability: A Neglected Talent in Educational and Occupational Settings," Edsall suggests that administering one more standardized test to children in third grade might help uncover some children who are falling through the proverbial cracks. The bulk of the article is devoted to making the case for homogeneously grouping students based on IQ test results, spatial aptitude testing, and scores on standardized achievement tests. This approach, which Mr. Lubinski and Kell advocate, would presumably uncover thousands of students who are currently falling by the wayside.
At the very end of the article, though, Mr. Edsall devotes some space to Harvard professor David Deming who reveals the elephant in the research room:
Deming argues that the focus of public concern should be on inequities in postsecondary education:
Most importantly, resource inequality is an order of magnitude larger in higher education compared to K-12. Rich school districts spend maybe 20 percent more than poor school districts. Elite private colleges are spending upwards of $100k per student per year, compared to about $10k in community colleges. In higher education, we devote the most resources to the students who need the least help.
After acknowledging the "the relentless escalation in the demand for skills of all kinds", Deming suggests that the failure for preparing the workforce lies mostly with the for profit sector and those public colleges who have abandoned admission standards altogether:
…almost all of the expansion in college degrees over the last 20 years has happened in for-profit and less-selective schools. So I think it is all part of the same problem. There are lots of colleges out there, but the best ones are not expanding. In fact, they are getting harder to access. Just look at any data on median GPA and SAT/ACT scores among entering classes at flagship universities. They have all become way more selective. There are more and more talented young people out there, but only so many slots at selective schools.
At the very end of his article, Mr. Edsall acknowledges that standardized tests have become increasingly controversial:
Testing has become a flashpoint in the larger debate over policies based on merit: Do they prevent discrimination or are they barriers to admission and advancement? One of the original purposes of testing was to identify those who were illegitimately pushed to the side. Whatever their overall impact, these tests can and do often serve as a gateway rather than a barrier to admission — that was part of what they were intended to do in the first place.
That MAY have been what they were intended to do in the first place. Indeed, I can recall two of my classmates in 8th grade being singled out for scoring high on standardized tests which forced teachers to reconsider their placement in the mid-level sections and "advancing" them to the higher tier grouping for 9th grade. Finding diamonds in the rough, the original intent, has itself been pushed to the side in favorr of using test scores to identify schools and teachers who need to be punished for their "failures". THAT is why testing is a flashpoint and, unfortunately, eliminated from any consideration of identifying hidden Einsteins.
Categories: Essays Tags:,
Texas Legislature's Laundry List Approach to History Lends Itself to Fact Accumulation Measured by Standardized Tests
July 21, 2021 Leave a comment
The link below describes the Texas Democrats' latest means of pushing back against the laws forbidding instruction about race: a laundry list of historic documents that students need to read and understand. The documents include ones that are unarguably fundamental and include specific illustrations of the FACT that our foundation documents did NOT recognize the full citizenship of people of color as well as ones like MLK's Letter from the. Birmingham Jail that the GOP would likely find divisive.
I don't like laundry lists as the basis for a curriculum for two reasons. First, they are inevitably incomplete because history is in a continuous state of interpretation and reinterpretation. Secondly, laundry lists inevitably lead to standardized tests instead of assessments that require deep learning.
As suggested in earlier posts there IS a workaround that should be accepted by both parties: a graduation requirement that all students pass the citizenship test. A debate on what knowledge is needed to become a citizen would be far more productive than a debate over a laundry list of seminal documents.


Engineering and BIC: A Perfect Match
by Marilyn Medlock, Class of 2005
Currently a master's student in the bioengineering program at Stanford University
BIC takes a hands-on approach to education, encouraging students to experience the world and learn outside the classroom through study sessions, open-ended discussions, and fieldtrips. With diligent studying and an open mind, the benefits from BIC are endless.
Though not many engineering students choose to complement their math and science courses with BIC, I feel like it was a beautiful match. BIC helped me to develop a broad understanding of how groups of people have interacted through history and how religion can be studied from the perspective of its influence on a people's art, customs, laws, and daily habits. My engineering courses developed my technical skills, but BIC helped me discover what the world is really about.


Summary Stage Literature (429) Attributions Wiki
Name: NF stage 8
XAO Id: _PHONE_
Definition: "Nieuwkoop and Faber stage 8 (128-cell stage), corresponding to an embryo of age 5 hr at 22-24 Celsius and having the following external morphological criteria: Medium-cell blastula stage. Surface not yet entirely smooth. Border of animal pigment cap more diffuse at dorsal than at lateral and ventral sides. Gradual transition in cell size from animal to vegetative pole. Length: 1.4 - 1.5 mm."
Preceded By: NF stage 7 Succeeded By: NF stage 9


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This paper summarizes the main points of a theoretical study of the general watershed behaviour, on the basis of the known deterministic physics-based approaches for overland flow, underground flow and unsaturated medium phýsics. A parameter z(θ) which describes the soil water movement in the unsaturated zone and accounts for evaporation is introduced. Thus, a differential equation which allows a state-space formulation of the processes in the watershed is obtained, and the solution of the state equation can be given the form of the Volterra Integral series. The obtained results are compared with those of previous studies.
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A. Afouda; A Unified Approach to Watershed Modelling. Hydrology Research 1 June 1978; 9 (3-4): 161–172. doi: _URL_
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Watch a HUJI Talk with lawyer and researcher Dr. Renana Keydar of the Hebrew University's Faculties of Humanities and Law. Today, as atrocities are committed across the globe, from widescale slavery in Africa to the decimation of the Syrian people to the persecution of the Uighers in Asia, the desire and need for justice is greater than ever. In this talk, Dr. Keydar explains her vision for how digital humanities can help us bring justice for the victims of mass atrocities.
Dr. Renana Keydar was driven to explore new paradigms of justice in our digital world after serving as the legal advisor in the High Court of Justice Department of the State Attorney's Office and seeing the limits of the law, and also partly from having three grandparents who were Holocaust survivors.
She takes us on a journey through several cases where atrocities were prosecuted, and how using digital tools can empower a new understanding of the victims' experiences and the outcomes of trials.


How to Fix Microsoft Word Document When it is not Responding?
The bug, Microsoft Word not responding most often doesn't occur due to the internal failure of the MS Office program. Instead, it can occur due to malware infection, third party plug-ins, using an MS Office program on a mapped network drive, which is currently offline, etc. Let us know in brief about the major causes of the non-responsive Word program.
 1. If the computer is connected to one or more mapped network shares that are currently offline.
 2. MS Word program may fail to respond when a mapped drive is connected across a Wide Area Network.
 3. When one or more mapped drives are present and the drives are in domains that are not trusted.
 4. If the drive is an inaccessible removable one.
Solutions to Fix Word Document that is not responding:
There are two possible ways by which one can fix unresponsive Word documents. Let us learn the two methods to fix the issue.
Method 1: Disconnecting the network drives
The first method to fix the issue is by disconnecting all the network drives that are having any one of the causes stated above. Follow these steps to disconnect the network drives.
Step 1: Right-click on My Computer, and then click Disconnect Network Drive.
Step 2: You will now get a Disconnect Network Drive dialog box, where you need to click the letter of the drive that you want to disconnect and then click OK.
Step 3: Repeat the first two steps until all the network drives are disconnected. Suppose you are not sure about a particular drive, then follow these steps:
 1. Click Start and then click Run.
 2. In the Open box, type the following and press ENTER
\\computer name\share name
Where computer name is the name of the server that is sharing the resource, and the share name is the name of the shared resource, which you want to use.
Method 2: Using Word File Repair Tool
If the first method fails to fix the issue, then the other option is to rely on some powerful third party repair tool. Word File Repair Tool is an excellent program to repair Word document file not responding effortlessly. This tool will repair.doc and.docx files that are created using Word 2000, 2003, 2007, 2010, 2013 and 2016 version of MS Word program. Moreover, the demo version of the Word File Repair Tool is available for free download. Just download and install it on your system. Then, follow these steps to fix not responding Word file.
Step 1: Launch the software and select the corrupt Word file by using "Browse" option.
Step 2: After selecting the Word file, click "Repair" button to start the repair process.
Step 3: Now, the software starts scanning the chosen file and fixes the issues.
Step 4: Once the software repairs the file, you will get a message saying that the File repaired successfully.
Step 5: The software then allows you to view the repaired file with its inbuilt "Preview" button.
Once you preview the repaired file, you can decide about the ability of the software. If you are satisfied with the tool, then activate its complete edition and repair the file with ease. After repairing the file, choose the path to save the repaired file by clicking "Save" button


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SCons duplicates source files in variant directory trees because it's the most straightforward way to guarantee a correct build regardless of include-file directory paths, relative references between files, or tool support for putting files in different locations, and the SCons philosophy is to, by default, guarantee a correct build in all cases.
The most direct reason to duplicate source files in variant directories is simply that some tools (mostly older versions) are written to only build their output files in the same directory as the source files. In this case, the choices are either to build the output file in the source directory and move it to the variant directory, or to duplicate the source files in the variant directory.
Additionally, relative references between files can cause problems if we don't just duplicate the hierarchy of source files in the variant directory. You can see this at work in use of the C preprocessor _TAG_ mechanism with double quotes, not angle brackets:
The de facto standard behavior for most C compilers in this case is to first look in the same directory as the source file that contains the _TAG_ line, then to look in the directories in the preprocessor search path. Add to this that the SCons implementation of support for code repositories (described below) means not all of the files will be found in the same directory hierarchy, and the simplest way to make sure that the right include file is found is to duplicate the source files into the variant directory, which provides a correct build regardless of the original location(s) of the source files.
Although source-file duplication guarantees a correct build even in these end-cases, it can usually be safely disabled. The next section describes how you can disable the duplication of source files in the variant directory.


Global Case Study
Opcenter (Preactor) APS
PPG Fine Chemicals
Opcenter APS (formerly Preactor) provides the key ingredient for fine chemicals giant
PPG Fine ChemicalsPPG Fine Chemicals is a global leader and manufacturer of custom organic chemical products and general-use fine chemical products used in pharmaceuticals, agricultural applications and many others. With facilities in the United States, Europe and Asia, the company provides its customers with pharmaceutical fine chemicals ranging from starting materials to advanced GMP intermediates through to complex APIs.
The company's production flow process follows seven main steps: Reaction; Crystallization; Filtration; Crushing; Drying; Evaporation; and Distillation. While the company's everyday production processes were reliable, it increasingly recognized that in order to be as effective as possible in terms of utilizing machinery and personnel to maximum advantage, it would need to source a state-of-the-art Finite Capacity Scheduling software package. This is when the company forged a relationship with Preactor.
PPG set about determining what software solutions were available on the market. It then determined whether they met a strict series of criteria. These included: the need to replace and to improve the company's old scheduling system; to improve its customers' views about scheduling; improve work flow and to reduce work in progress; optimize equipment productivity; quickly integrate different constraints; be able to simulate different scheduling routes; and generate efficient production plans and promote better overall communication.
After surveying the market, PPG quickly realized that many software solutions were not flexible and adaptable enough to simulate the company's complex fine chemical process procedures.
However, when it looked at Preactor it soon recognized the system's suitability and level of flexibility. The implementation of Preactor at the PPG Sipsy site in Avrille largely involved in-depth communication between a PPG interlocutor, and the Preactor reseller and consultancy Segula via phone and email.
Since going live with Preactor, PPG has enjoyed a number of improvements to its everyday operations. In terms of stock control, net parts needs are calculated by Preactor. A specific net-needs calculation is also provided in order to recalculate parts needs after scheduling. This method allows Preactor to allocate or remove batches to balance net parts needs (pegging). A parts list modification (adjustment of the required quantities) generates another calculation of needs which can change the constitution of batches.
As regards operations creation, this is done during the importation of the production plan into Preactor, but also during needs calculation if extra batches are necessary. Batches can be manually added or removed by the user where necessary. In terms of routing, Preactor can work out the optimum use of various machines during production. Before the use of Preactor the company's routing procedure was often not as efficient in terms of time and resources. With regard to the Gantt charts with Preactor, a simplified Gantt generating one task per campaign was developed for a better readability.
A locking module was introduced in order to preserve certain campaigns already scheduled. Very precise rules are linked to these campaigns especially concerning calculation of net requirements and their fluctuation. Excel reports were developed in order to analyze the production per week or per month. A separate tool was also implemented to allow the comparison of specific schedules. Sequencing is made by campaign which as a mode of management makes the scheduling process even more complex because the examination of the equipment's availability must be made over a much larger period than if scheduling was made batch by batch.
However, Preactor quickly points out the optimum scheduling route on the shop floor. In terms of rework, the complexity of the managed constraints required the development of an extra tool based on a given configuration to generate a coherent result taking into consideration all constraints. This phase was named Schedule Reparation and consists of maintaining the campaigns' order on each piece of equipment and shifting the order if necessary, so as to make the schedule coherent in terms of tasks and stock etc.
Since using Preactor, PPG has enjoyed many benefits. In particular the company cites the system's swiftness in generating schedules on the shop floor, and its ability to generate quick, accurate reports. The company also recognizes Preactor's ability to provide the best view of PPG's workload over often long production periods.
Opcenter (Preactor) Advanced Planning
Opcenter (Preactor) Advanced Scheduling
Get the demo
Let us answer those questions you have
Siemens Opcenter (Preactor) overview
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Background: Associations between levels of sedentary behavior and depressive symptoms independently and in combination with different levels of physical activity remain unclear. Purpose: This study aimed to examine independent and combined associations of physical activity (PA) and sedentary behavior (SB) with depressive symptoms among Japanese adults. Method: An Internet-based survey collected data on depression levels (Center for Epidemiologic Studies Depression Scale), self-reported time spent in PA and SB (Japanese short version of the International Physical Activity Questionnaire), and sociodemographic variables from 2,914 adults in 2009. Binary logistic regression analyses were conducted to examine the odds ratios (ORs) for being depressed (depression scores ≥16) according to independent PA levels (none, insufficient, sufficient), SB levels (low, moderate, high), and nine combinations of PA and SB categories. Results: After adjusting for potential confounders, sufficient PA level was found to be related to lower risk of depressive symptoms independently (OR = 0.61), whereas no significant associations were observed between SB levels and depression. In the combined associations, adults in the sufficient PA/high SB (OR = 0.44), sufficient PA/moderate SB (OR = 0.56), and sufficient PA/low SB (OR = 0.57) categories were significantly less likely to have depressive symptoms in comparison with the no PA/high SB category. Conclusion: Meeting physical activity recommendations is associated with a lower risk of depressive symptoms, regardless of time spent in total sedentary behavior. These results suggest that promoting physical activity may be an effective strategy against depressive symptoms among Japanese adults.
ASJC Scopus subject areas
- Applied Psychology


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Who should speak first when evaluating a lesson in the post-observation feedback session, the observer or the observed?
This was the subject of an extended and impromptu debate at an external training session I attended last week. The person leading the session stood back in true 'facilitator' style while a room of teachers explained to each other why their preferred way is better than the other. I was fascinated and decided to blog some of their points.
Why the observer should speak first
The observer is often (but not always) more experienced and has plenty of good advice for the observed teacher, why not get straight to the point?
If the observed teacher spoke first and evaluated their own lesson inaccurately, they could have their confidence dented when the observer disagreed with what they'd said.
Everyone needs praise, and if the observer goes first they can start by highlighting the good aspects of the observed teacher's lesson and establish a positive and nurturing atmosphere.
Why the observed teacher should speak first
If they spoke second, they would be influenced by the feedback from the observer, so the observer would not hear a genuine self-evaluation. This means that they will miss an opportunity to develop their ability to judge lesson effectiveness.
If the observed teacher speaks first they are forced into a reflective state of mind in which they'll be more receptive to advice.
Allowing the observed teacher to speak first makes it clear that the evaluation of the lesson is a shared experience and establishes a more supportive environment.
The observer's feedback can be targeted more effectively if they hear the observed teacher's point of view first, for example focusing on an aspect in which they put the most effort.
Teachers are often too hard on themselves, and if the observed teacher starts by criticising aspects of their own lesson it can be a confidence boost when the observer highlights some good aspects.
Lesson observations are subjective, and the observer may have missed something that the teacher didn't. Speaking second allows them to give better-informed feedback.
If you can't tell from my completely biased paraphrasing of the points, I prefer letting the observed teacher speak first. Any arguments about the observed teacher getting the evaluation wildly wrong seem flawed to me because without the opportunity to highlight those inaccuracies, they will never learn to adequately evaluate the effectiveness of their own teaching, nor that of others.
Have I missed any arguments either way? Let me know (_USER_). Thanks to _USER_, _USER_, _USER_, _USER_, _USER_ and@geekgirl77 who already contributed ideas.


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|ROSAT Home Page||ROSAT
The time variability of X-ray emission can be studied with the HRI since each detected photon has its time of arrival recorded by the detector. The accuracy of this time is limited by the electronic resolution of the HRI processor which is 61 sec relative to the ROSAT spacecraft clock. The relative arrival times of photons during a single observation is accurate to this value. The absolute accuracy of the ROSAT spacecraft clock, and its conversion to UT, is expected to be a few milliseconds.
The HRI has a processing dead time during which events may not be counted which varies between 0.36 and 1.35 msec per event. The variation is discussed in section 188.8.131.52 and depends on the fine position of the event. Thus there is a dead time correction that needs to be made for calculating the true event rate from a source. A mean dead time of = 0.81 msec can be used for this purpose, and the true rate is then given by:, where n is the observed rate.
Due to the telescope wobble and the small variations in the QE of the HRI on spatial scales of a few arc minutes (see Fig. 5.13), the count rate of a source can vary by 5% between the extremities of a wobble. This can produce a low amplitude source variability on a time scale of approximately 100-400 seconds in some sources.
As for the PSPC, the HRI observations are typically interrupted once per orbit, and sometimes as much a three times per orbit. Typical continuous viewing times for a source will be about 2000 seconds, with some cases lasting up to 4000 seconds. Long term monitoring of sources on time scales of weeks of more will be limited by the solar view constraints of the satellite. This limits source accessibility to about one month every six months for a source in the elliptic plane, with greater access time for sources closer to the ecliptic poles.


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


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Academy of Tantric Science
Aaron and Alissa are Tantric practitioners and teachers experiencing a Cosmic Partnership with one another. They share a family of 6 children, and operate the Academy of Tantric Science together.
They share a common understanding of the power of relationship as a ground for conscious awakening, breaking through past conditioning, healing toxic shame, and unlocking vital creative power.
More importantly, they share the common interest of supporting and serving others on this path.
Their workshops aim to bridge the gap between traditional Tantra and and the current needs of North American people. They keep it fun and interesting, without forgetting to include the essential elements of Tantra that are missing from so many other teachings.
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Canada Sees Mixed Trends in Thyroid Cancer
Canada Sees Mixed Trends in Thyroid Cancer
TORONTO—Two large, population-based studies with over 35 years of data revealed some of the factors that have influenced the incidence of thyroid cancer. Two key findings: Canadian men and people living in rural areas generally present with more advanced disease and the incidence of anaplastic thyroid cancer is waning. The studies were presented at the 2009 World Congress on Thyroid Cancer.
In the province of Ontario, men and patients who live in rural areas tend to present with larger thyroid tumors, according to a study led by Stephen Hall, MD, an otolaryngologist at Queen's University in Kingston, Ontario. The study described the patients, the tumors, the surgical procedures, and the surgeons who treated differentiated thyroid cancer in the province from 1990 to 2002.
The study population consisted of 3,500 differentiated thyroid cancer patients from urban, suburban, and rural regions. Data sources included records from the Ontario Cancer Registry and the Cancer Research Institute at Queen's University (oral session 3).
Dr. Hall reported that the number of differentiated thyroid cancers increased in the 12-year period. Most patients had tumors that were smaller than 1 cm or tumors that were between 2 and 4 cm; few patients had tumors larger than 4 cm. Patients who lived outside of Toronto, which is the most densely populated area of the province, tended to present with tumors larger than 2 cm. If they lived in a rural area—four of the seven regions in Ontario are designated as rural—they presented with still larger tumors. "This comes as no great surprise. This has to do with access to imaging and patient demand," Dr. Hall said.
In most cases, initial treatment consisted of total thyroidectomy. The extent of surgery was influenced by gender, with total thyroidectomy performed more often in males than in females. However, age did not make a difference: the percentages of total thyroidectomies and partial thyroidectomies were the same for younger and older patients.
Tumor size was also a factor in the extent of surgery, although not to the degree that the investigators were expecting. Although most patients had a total thyroidectomy regardless of their tumor size, almost 60% of patients with tumors smaller than 1 cm had a total thyroidectomy. This percentage was roughly the same in patients who had tumors that were larger than 4 cm.
Meanwhile, in Manitoba, Ontario's neighbor to the west, the incidence of anaplastic thyroid cancer has dropped, possibly as a result of iodine supplementation in the diet and less multinodular goiter. However, Hrthle thyroid cancer incidence has gone up.
Data from the Canadian Cancer Statistics showed a 100% nationwide increase in the incidence of thyroid cancer in males and a 90% increase in females in recent years, while mortality rates increased in males by 0.7% but were reduced by 1.5% in females, reported K. Alok Pathak, MS, DNB, an associate professor in the department of surgery at the University of Manitoba Faculty of Medicine in Winnipeg.
Dr. Pathak's study looked at 1,702 consecutive thyroid cancer patients seen in Manitoba from 1970 to 2005. The median follow up was 152 months. The majority of patients (75%) were female, with a mean age at diagnosis of 48 years. Most patients had stage T1 or T2 disease, and 74% were node-negative at the time they presented. Only 4% presented with distant metastases. During the later part of the study period (2000-2005), 366 thyroid cancers were seen vs 160 earlier in the study (_PHONE_). However, the five-year disease-specific survival steadily improved between 1970 and 2005, from 75.7% to 95%.
Also, the proportion of undifferentiated cancers fell from 19.4% (_PHONE_) to 5.5% (2000-2005). Differentiated thyroid cancer accounted for almost 90% of all thyroid cancer cases in Manitoba. There was an increase in incidence of Hrthle cell cancer and a decrease in anaplastic thyroid cancers. Multivariate analysis showed that disease-specific survival was independently influenced by tumor histology and grade (hazard ratio [HR] = 26.1; P =.005), completeness of resection (HR = 82.9; P =.020), and age at diagnosis (HR = 1.1; P <.001). "In thyroid cancer, pathology is the determinant of successful outcome," Dr. Pathak said. "In low-risk thyroid cancer, which represents 90% of our thyroid cancers, adequate surgery is more than enough; you don't need to give adjuvant treatment for that. I think that is the important message."