The production of anti-snake venom from large mammal's blood has been found to be low-yielding and arduous, consequently, antivenom immunoglobulins for treatment are achieved regularly as polyvalent serum. We have standardized an undemanding technique for making purified immunoglobulin IgY antivenom consisting of polyclonal antibodies against coral snake venom in the egg yolk of immunized hens. We have adapted a reported process of antibody purification from egg yolks, and achieved 90% antibody purity. The customized technique consisted of the removal of lipids from distilled water-diluted egg yolks by a freeze–thaw sequence. The specific immunoglobulins were present in the egg yolk for up to 180 days postimmunization. Therefore, by means of small venom quantities, a significant amount of immunoglobulins were found in an adequately purified state (The obtained material contained about 90% pure IgY). The antigen binding of the immunoglobulins was detected by a double immunodiffusion test. Titers of antibodies in the yolk were estimated with a serum protection assay (Median effective dose = ED50) (ED50= 477 mg/kg). Given that breeding hens is economically feasible, egg gathering is noninvasive and the purification of IgY antibodies is quick and easy, chicken immunization is an excellent alternative for the production of polyclonal antibodies. To the best of our knowledge, this is the first coral snake antivenom prepared in birds.
La producción de antiveneno de serpiente usando sangre de grandes mamíferos se ha encontrado que es de bajo rendimiento y de trabajo arduo, en consecuencia, las inmunoglobulinas antiveneno para el tratamiento se obtienen generalmente, como suero polivalente. Hemos estandarizado una técnica poco exigente para la fabricación de inmunoglobulina purificada IgY, que consistió en generar anticuerpos policlonales contra el veneno de la serpiente coral en huevos de gallinas inmunizadas. La técnica consistió en la eliminación de lípidos de las yemas del huevo, diluidas en agua y en una secuencia de congelación-descongelación. Las inmunoglobulinas específicas estuvieron presentes en la yema de huevo hasta 180 días después de la inmunización. La unión del antígeno a las inmunoglobulinas se detectó mediante un ensayo de inmunodifusión doble. Los títulos de anticuerpos en la yema fueron estimados con un ensayo de protección (dosis efectiva media = ED50). Dado que las gallinas reproductoras son económicamente viables, la recolección de huevos es no invasiva y la purificación de anticuerpos IgY es rápida y fácil, la inmunización de la gallina es una excelente alternativa para la producción de anticuerpos policlonales. A nuestro entender, esta es el primer anti-veneno contra serpiente de coral preparado en aves.
Snake envenomation produces tissue effects such as local swelling and necrosis, neurotoxicity and hemostatic disorders. Considerable advancement has been made in understanding the pathophysiology of ophidic accidents, motivating transformations in treatment procedures. Latest advances, including the production of new antivenoms using new processes1–4,19, have encouraged developing coral snake antivenoms with attractive protocols.
Nearly two hundred species from the Elapidae family are dispersed across the Southeastern and Southwestern United States, as well as all of Mexico, Central America and South America, and are also established in the African, Asian and Oceanic continents3. On the American continent, more than 120 species and subspecies have been described, separated into three genera: Leptomicrurus with three species, Micruroides, with one, and Micrurus, with approximately 70 species21,22.
The production of safe, efficient and reasonably priced antivenoms is a priority. Alternative progress in the therapeutics of coral snake bite victims in Venezuela requires an answer to the production of new animal models, logistical, financial, marketing, delivery and storage difficulties related to the supply of antivenom. Furthermore, the norms and regulations for physicians to improve antivenom use must also be addressed. Even though coral snake envenomations could be handled using medications that act on presynaptic and postsynaptic receptors, since some patients may only survive under intensive therapy treatment such as respiratory support23, specific treatment with antivenoms continues to be the elected method for treating these incidents, which can efficiently deactivate all systemic activities of the venom. Nevertheless, there are some collateral effects of antivenom such as anaphylaxis and serum sickness5. The majority of these alterations seem to be caused by the action of high concentrated proteins, which are not immunoglobulins, but contaminating polyvalent antivenoms. However, the benefits of antivenom treatment may be more important than its risks.
The specific therapeutics for coral snake envenomations is the use of heterologous antivenom, and to date, this type of antivenom is not available in Venezuela. In light of the information that coral snake venom can reveal a multiplicity of composition and toxic activities, we have included the most important venom species occurring in Venezuela and United States in the immunization protocol. At this time, we present a study on the production of a specific coral snake (Micrurus) antivenom and its purification of immunoglobulins from the egg yolk of immunized hens, with the purpose of providing a more efficient antivenom for therapeutic treatments.
All the experimental events concerning the use of live animals were carried out by specialized staff. The relevant regulations of Venezuela as well as institutional guidelines, according to protocols approved by the Institute of Anatomy of the Universidad Central de Venezuela, and the norms obtained from the guidelines for the care and use of laboratory animals13 were followed.
Venom from a collection (twenty specimens) of different Micrurus species from Venezuela and the United States were used in the immunization protocol. The venom of Venezuelan coral snakes consisted of (Micrurus isozonus (Calabozo, Guárico State), Micrurus isozonus (Caracas, D.C), Micrurus isozonus (La Boyera, Miranda State), and Micrurus isozonus (Maracay, Aragua State) which were supplied by the Serpentarium of the Tropical Medicine Institute of the Universidad Central de Venezuela, Caracas, Venezuela. The venom from the U.S. consisted of Micrurus fulvius fulvius(Eastern, USA), and Micrurus tener tener(Western, USA), purchased from the National Natural Toxins Research Center, Texas A&M University-Kingsville, Kingsville, Texas, USA.
Fifteen days prior to venom extraction, the coral snakes were fed and made to fast to guarantee enough venom in their glands. The venom was collected through a 50-mL plastic centrifuge tube transversely cut and covered on the top with Parafilm® (Millipore Corp, USA). The snake was forced to bite the Parafilm. Venom was collected by glass capillaries through the excretory conduit in the base of the fangs, centrifuged, and supernatants were placed in Eppendorf® (Eppendorf Int, USA) tubes and stored at -30 °C until use. Stock solutions were prepared in phosphate-buffered saline (PBS) (10 Mm sodium phosphate containing 150 Mm NaCl, Ph 7.2) at 1.0 mg/mL.
Female mice (INH strain) weighing 18-20 g were obtained from the Instituto Nacional de Higiene "Rafael Rangel", Caracas, Venezuela. The colony of mice was kept in plastic boxes (Tecniplast, Italy) at six mice per cage, in a room maintained at 23 °C on a 12/12-hr light/dark cycle.
Six egg-laying, red hens (Gallus domesticus) of Rhode Island strain, approximately 16 weeks old, obtained from a poultry farm from Lagunita town, Miranda State, Venezuela, were located in individual henhouses (Centenosuplidores C.A, Venezuela)(one hen per henhouse) prior to the commencement of the production of eggs. Hens were maintained on 12/12-hr light/dark cycle at 23 °C with food and water ad libitum.
Protein determination was established by the method of LOWRY et al.15.
Lethality of crude venom was determined by intravenous injections into mice and the LD50 value calculated according to the Spearman-Karber method31. The venom was diluted in a phosphate-buffered saline solution (PBS). The endpoint of lethality of the mice was determined after 48h. All solutions during the experiments were stored at 4 °C and warmed to 37 °C prior to being injected into mice. The lethal toxicity was determined in five groups containing five mice. A total of 0.2 mL of venom (dosages from 0.05 to 0.8 mg/kg) was injected into the tail vein of 18-20 g female BALB/c mice. A comparable volume of PBS was injected as a negative control group.
Pools of different coral snakes' crude venom under non-reduced conditions were electrophoresed using a MINIPROTEAN II (BioRad, USA) chamber. SDS-PAGE was performed according to the Laemmli method (1970)14using 15% gels. Wide range molecular weight markers (Bio-Rad) were run in parallel and gels were stained with Comassie blue (National Diagnostic, USA).
A pool was made with concentrations of venom, corresponding to the LD50 median. A sub-lethal dose was used for immunizations. Four-month-old egg-laying hens, weighing ∼1 kg were maintained pathogen-free and immunized with the pool of coral snakes' venom. Venom (0.24 mg/kg in 0.1 mL) was taken into an Eppendorf tube and then mixed with an equal volume of Freund's complete adjuvant, whereas the second doses consisted of venom emulsified with Freund's incomplete adjuvant (GIBCO, USA). The third venom doses were mixed with a saline solution. All doses were administered subcutaneously, via the deltoid region in four different places, alternating right and left every two weeks for eight weeks. One week after the last dose, the hens' blood was obtained for the detection of immunoglobulins that could recognize and precipitate the coral snake venom.
The modified method of SVENDSON et al.(1995)30using the freeze and thaw principle to remove lipids was used. For a brief period, the egg yolk was diluted 10 times with distilled water, and the diluted egg yolk was frozen at -80 °C overnight, and permitted to thaw at an increased temperature rate of ∼ 2 °C (six min) by maintaining it at 2-4 °C. The egg yolk was then centrifuged at 18,000 g for 1h at 4 °C and the supernatant gathered was cleared by filtration on Whatman (N°. 1) filter paper (Whatman, USA). To precipitate the immunoglobulins, the filtered supernatant was then precipitated by 40% ammonium sulfate at 4 °C. Afterwards, the pellet was re-suspended in 0.01M Tris-HCl (pH 8.0) to a volume equal to half of the supernatant. Following centrifugation for 15 min at 13 000 g, the pellet was washed twice with 40% ammonium sulfate (ReAgent, UK). The solution was dialyzed carefully (three buffer changes, at least 150 times volume) against 10 mM phosphate buffer, pH 7.0, for 24 to 48h in a dialyzing tube with molecular cut off weight of 14 KDa to remove the ammonium sulfate5,19.
Antibody activity and purity were determined using a SDS-PAGE14, double gel diffusion test18 and a serum protection test (ED50), respectively.
To show the specific IgY immunoglobulin activity, a 1% agarose (Sigma-Aldrich Co. USA) double gel diffusion test was used18. The immunizing pool of coral snake crude venom at 10 mg/mL was placed in the central well, while different coral snake venoms and PBS were placed in the outer wells and incubated at 37 °C.
For antivenom effectiveness, five groups of eight mice were challenged with a mixture of varying concentrations of IgY antivenom containing three LD50 of venom. The antivenom/venom mixture was prepared at 0 °C and incubated for 30 min at 37 °C prior to injection. Each mouse was injected with 0.2 mL of venom/antivenom mixture into the tail vein. The mice were observed for 48 h and the survival percentage and ED50 were calculated according to Spearman and Karber31. Saline controls and antivenom controls were used. Neutralizing capability was expressed as the 50% effective dose (the amount of antivenom that protects 50% of the population) (Table 2).
To explore the specificity of the immunoglobulins against coral snake venom, the antibodies were also assayed with Crotalus and Bothrops venom. A total of nine venom (22 µg/each) consisting of M. isozonus, M. surinamensis, M. f. fulvius, M. t. tener, Naja kaouthia, Naja pallida, Bothrops colombiensis, Crotalus durissus cumanensis and C. vegrandis were electrophoresed on a 10-20% Tricine SDS gel using a XCell SureLock™ system at 150V (Bio-Rad PowerPac Basic) for one hour. The proteins were transferred onto a 0.2 µm nitrocellulose membrane (Millipore) using a Trans Blot SD system (BioRad) at 100 mA for one hour. The primary antibody (chicken anti-coral snake venom IgY) was diluted to 1/200, the secondary antibody (rabbit anti-chicken IgY-alkaline phosphatase) (Sigma-Aldrich Co. USA) was diluted to 1/50,000. SIGMA FAST™ BCIP/NBT tablets were used to visualize the bands on the blot and SimplyBlue (Life Technologies, USA) was used to visualize the bands on the gel. SeeBluePlus2 (Life Technologies, USA) markers were used as standards.
The antivenom passed the standard tests for neutralizing potency, miocrobiological purity, lack of pyrogenicity, appropriate protein concentration, lack of abnormal toxicity, sterility, and pH (6.9)11.
The LD50 calculated as a median from the mixture of coral snake venom used for immunization was 0.58 mg/kg. The LD50values were different among Micrurus venoms tested, with LD50 of 0.32 mg/kg (Micrurus fulvius), 0.5 mg/kg (Micrurus isozonus) and 0.78 mg/kg (Micrurus tener) (Table 1).
aThe LD50 is the concentration of venom required to kill 50% of a mouse population after 48 h.
Results are expressed in mg venom/kg body weight. Mean LD50 = 0.58(mg/kg).
The LD50s for the venoms were carried out according to the SÁNCHEZ et al.23 method. A sub-lethal dose of the pool of venoms made with concentrations corresponding to the LD50 median of 0.3 mg/kg, was used to immunize the hens (Table 1).
The SDS-PAGE (15%) protein profiles of Micrurus isozonus venoms were analyzed. The individual venom differed in composition, quantity and intensity of bands (Fig. 1). The M. isozonus venom from Calabozo contained more protein bands above 31.kDa (Fig. 1; lane 2) than all other M. isozonus venom. The M. isozonus venom from Caracas and Maracay both contained a similar protein band between 66.2 and 97.4 kDa (Fig. 1; lanes 3 and 5, respectively). The sample from La Boyera (Fig. 1; lane 4) contained all protein bands below 21.5 kDa.
Fig. 1 SDS-polyacrylamide gel electrophoresis (15%) of individual M. isozonus venoms from Venezuela. A total of 20 µg of venom sample was applied to the gel. Lanes: 1) Markers; 2) M. isozonus(Calabozo); 3) M. isozonus(Caracas); 4) M. isozonus (La Boyera); 5) M. isozonus(Maracay). The gel was stained with Comassie blue.
Fig. 2 SDS-PAGE analysis (15% gel concentration, under reducing conditions) of IgY Antibodies after precipitation with ammonium sulfate and dialysis. 1) Molecular weight markers. 2) IgY.
This method30involved a gently synchronized -70 °C freeze and 4 °C thaw cycle, consequently giving a clear egg yolk solution. The total protein concentration in one egg yolk was around 1.3 ± 0.5 g. In this method, a larger component of the additional proteins was excluded through lipid elimination of egg yolk by the freeze and thaw cycle. IgY was reduced with β-Mercaptoethanol (Sigma-Aldrich Co. USA) showing a heavy chain fragment of 68 kDa and light chain of 27 kDa (Fig. 3). The material, after precipitation, contained about 90% pure IgY.
Fig. 3 Gel diffusion assay using specific IgY against coral snake venom. 1. Micrurus isozonus (Calabozo, Guárico State); 2. PBS; 3. Micrurus isozonus(Caracas, D.C.); 4. Micrurus isozonus(La Boyera, Miranda State); 5. PBS; 6. Micrurus isozonus (Maracay, Aragua State); 7. Micrurus surinamensis (Amazonas State); 8. PBS; 9. Micrurus dissoleucus dissoleucus (Paraguaná, Falcón State); 10. Micrurus tener (Western, USA); 11 PBS; Micrurus fulvius (Eastern, USA).
The existence of antivenom IgY in egg yolk was tested by Ouchterlony's immunodiffusion assay18 using crude venom as the antigen (Fig. 2). The protein concentration in the wells (1-12) was 1 mg/ mL, and 20 µL was added to each well. Antivenom added to the middle well was 20 µL, containing a concentration of 1 mg/mL Lowry's protein. Several precipitin lines at each location pointed out the polyvalent character of the antibodies. The antibody titer augmented after the booster dose, and antibodies were present 180 days after the first injection.
Coral snake antivenom (IgY) was able to effectively neutralize the pool of all Micrurus isozonus coral snake venom used in the immunization with a mean ED50 of 477.8 mg/kg (Table 2).
ED50= the 50% effective dose. log X100 = log dose giving 100% survival and having 100% survival for all higher doses. log Fd = the log dilution factor. N = # mice used at each dose level. T = #mice alive at each dose level. Σ = the sum of mice surviving at every dose level.
aThe ED50 is the effective dose of IgY that will protect 50% of the mouse population when injected with 3LD50s.
The coral snake antivenom was able to recognize, to some degree, all the coral snake venoms used in this study in addition to two cobra snake venoms and three Venezuelan pit vipers. The antivenom was most specific to M. f. fulvius followed by M. isozonus, M. t. tener and M. surinamensis. The two Naja spp. had similar reactions to each other, and the two Crotalus spp. also showed similarities. Bothrops colombiensis venom had a different reactivity pattern than the other Venezuelan venom. Micrurus surinamensis venom had the least reaction with the antivenom compared to all the venom tested. No protein bands below 12 kDa were detected for any venom.
Despite the significant pressure due to death and grave consequences resulting from accidents with coral snakes, the research and investment of funds for the production of antivenoms is considered insufficient. On the other hand, biochemical studies relating to Micrurus venoms are limited, due to the complexity of accurately identifying the species, the difficulties in maintaining them in captivity, and the difficulty in obtaining a desirable amount of venom; in addition, venom varies between intra and interspecies in composition, associated with their age, gender, geographic distribution, and diet4,10.
In this study, the competence of hens to make antibodies against small quantities of antigens was studied. In some conditions, there may be problems with getting adequate amounts of antigen to make immunizations. In this experiment the hens were immunized with 0.1-100 µg of antigen with booster immunizations. Every two weeks for eight weeks, the IgY response in the yolk demonstrated a similar picture as that in the serum. The study confirmed that it is possible to obtain a good immune response with less amounts of antigen than is usually recommended to immunize sheep or horses. Studies by some groups have established that antibody responses to foreign antigens are genetically controlled. It has been feasible to breed hens that are high and low antibody responders intramuscularly20 or by intravenous9,16 injections.
The production of IgY from small amounts of antigen required for immunization, the ease in collecting the eggs, and the uncomplicated purification techniques to enhance the function of immunological assays, make the use of IgY attractive and profitable.
Normally, antivenoms are achieved by immunizing horses with increasing doses of venom to obtain a high-quality antibody titer8. A range of side effects exists in the administration of antivenom; for instance, anaphylaxis and serum sickness27. The elevated concentrations of proteins, which are not antibodies, existing in many common antivenom probably produce most of these symptoms. With the aim of eliminating the unpleasant effects of the antivenom treatment, it is necessary to achieve antivenom immunoglobulins in a reasonable purification state. Investigators24,25,30 have proposed that birds are a suitable and economical supply of IgY immunoglobulins. Chicken egg yolks have IgY, which is a species-specific immunoglobulin with a molecular weight of 190kDa26. Our laboratory has produced hen antibodies against Scolopendra gigantea toxins with high titers19. Others have reported the production of immunoglobulins against different types of protein antigens, synthetic peptides, etc.29. We have improved the production of polyclonal antibodies by means of crude coral snake venom injected in hens with an alternative protocol, from that of the classical method used for horse immunoglobulin production. In our current work, we were capable of obtaining a good antibody titer with immunized hens.
Due to the high incidences of coral snake envenomations by M. isozonus in Venezuela, this particular snake venom was used to carry out the in vivo efficacy test of coral snake IgY antivenom, which resulted in ED50 of 477 mg/kg body weight (Table 2). This value falls within acceptable ED50 ranges of other antivenoms tested on different snake venoms7. A Western blot was done to determine the specificity of the IgY antivenom to different coral snake venoms as well as other Venezuelan venomous species. It appears that the IgY coral snake venom antivenom was able to recognize all four coral snake venoms used in the immunization protocol with M. isozonus, M. surinamensis, M. f. fulvius and M. t. tener having the highest recognition. The venom of M. surinamensis was the least reactive (Fig. 4). In addition to those venoms used to produce the IgY antivenom, two cobra venoms (N. kaouthia and N. pallida), and three Venezuelan Viperidae species (B. colombiensis, C. d. cumanensis and C. vegrandis) were also detected by the antivenom. This cross reactivity suggests there are similar venom toxins found in species of snakes located in distinct geographical locations. The fact that M. surinamensis had the least reactivity of all venoms, including those not used in the immunization protocol, indicates the uniqueness of the proteins found in that venom. The possible use of IgY in therapy and/or diagnostic assays either in humans or animals provides an invaluable field of interesting and useful applications12,17,28.
Fig. 4 Gel electrophoresis and Western blot analysis of various snake venoms with IgY antibodies. A total of nine venoms (22 µg/each) consisting of M. isozonus(Mi), M. surinamensis (Ms), M. f. fulvius (Mff), M. t. tener (Mtt), Naja kaouthia(Nk), Naja pallida (Np), Bothrops colombiensis (Bs), Crotalus durissus cumanensis (Cdc) and C. vegrandis (Cv) were electrophoresed on a 10-20% Tricine SDS gel using a XCell SureLock™ system at 150V (Bio-Rad PowerPac Basic) for 1h. The proteins were transferred onto a 0.2 µm nitrocellulose membrane (Millipore) using a Trans Blot SD system (BioRad) at 100 mA for 1 h. SIGMA FAST™ BCIP/NBT tablets were used to visualize the bands on the blot and SimplyBlue (Life Techonologies) was used to visualize the bands on the gel. SeeBluePlus2 (Life Techonologies) markers were used as standards.
Foundation Project: This research was supported by grants from the FONACIT (Venezuela)(G-2005000400), Shell Venezuela S.A, Ministry of the Popular Power for Science and Technology (LOCTI program), CDCH/UCV PG: 09-8760-2013/1, and the Natural Toxins Research Center and Department of Chemistry at Texas A&M University-Kingsville, Kingsville, Texas, USA.


text:
La bella y la bestia puede referirse a:

Cuentos de hadas
La Belle et la Bête (1740), de Gabrielle-Suzanne Barbot de Villeneuve.
 [[La Belle et la Bête (cuento)|La bella y la bestia]] (1756), cuento de Jeanne-Marie Leprince de Beaumont, abreviado de la obra original de Villeneuve.

Películas
 La Belle et la Bête (1946), primera versión cinematográfica de la historia, dirigida por Jean Cocteau, protagonizada por Jean Marais y Josette Day.
 Beauty and the Beast (1976), dirigida por Fielder Cook e interpretada por George C. Scott.
 La bella y la bestia (1991), película de Disney de dibujos animados dirigida por Gary Trousdale y Kirk Wise.
 La bella y la bestia II, una Navidad encantada (1997), segunda parte de la anterior.
 La bella y la bestia III - El mundo mágico de Bella (1998), tercera parte de las anteriores.
 La Bella y la Bestia: un romance cristiano (2007).Die Schöne und das Biest (2012), película alemana-austriaca dirigida por Marc-Andreas Bochert y protagonizada por Cornelia Gröschel y Maximilian Simonischek.
 La Belle et la Bête (2014), dirigida por Christophe Gans y protagonizada por Léa Seydoux y Vincent Cassel.
 Beauty and the Beast (2017), dirigida por Bill Condon y protagonizada por Emma Watson y Dan Stevens.

Series de televisión
 Beauty & the Beast, serie estadounidense de 1987-1989 protagonizada por Linda Hamilton y Ron Perlman.
 Beauty & the Beast (2012-2016), serie estadounidense protagonizada por Kristin Kreuk y Jay Ryan.
 La Bella e la Bestia (2014), serie italiano-española protagonizada por Blanca Suárez y Alessandro Preziosi.
 La bella y las bestias (2018), serie de acción de Univision protagonizada por Esmeralda Pimentel y Osvaldo Benavides.

Música
 Beauty and the Beast, canción principal de la versión 1991 de La bella y la bestia.
 Beauty and the Beast, un musical basado en la película de 1991 de Disney.
 La Belle et la Bête, una ópera de Philip Glass (1994).
 La Bella y la Bestia (metal gótico), técnica musical inspirada en las bandas de death/doom de la subcultura gótica. La técnica se refiere a los contrastes de una voz limpia femenina angelical o soprano, con cantos agresivos o guturales masculinos.
 La bella y la bestia'', canción del rapero español Porta.

redpajama_set_name: RedPajamaWikipedia


text: Cambium Networks, introduced a narrowband radio module for highly reliable and secure transmissions across long distances that are essential for Industrial Internet of Things (IIoT). The model named cnReach is particularly designed for oil and gas, electric and water utilities, rail, transportation and mining applications. The module is designed to connect sensors on the end of the network to cloud-based or private data centers. Cambium offers Point-to-Point (PTP) backhaul , Point-to-Multipoint (PMP) access and WiFi reliable wireless connections covering a distance range of 2 meters to 245 kilometers in single hop. Company claims that there products are reasonably priced. Mike Mitchell , President, Petro Communications says, "The narrowband connectivity of cnReach extends the communications infrastructure and backhaul, so we now have the capability and visibility to manage the entire IIoT network end-to-end"."We require completely dependable connections to process sensor data and send control commands to the most remote locations in the field". Atul Bhatnagar , President and CEO of Cambium Networks says, "To implement real-time visibility and control of complex operations, industry leaders need applications that can properly aggregate and distill data from the edge of the network, provide analysis and control, and then transport accumulated large volume of processed information to private and cloud-based data centers". "We offer a complete solution with the cn Reach platform to transport data from the node to the NOC, and cn Maestro ™ manages the entire network in a single pane of glass." The cn Reach N500 radio supports licensed and unlicensed operations in the 900 MHz and 700 MHz frequencies with additional RF bands supported in the coming months including solutions in the 100, 200 and 400 MHz frequency ranges . It eases the transformation from serial networks to all-IP networks with large scale built-in I/O capabilities such as LINKPlanner, a planning tool with no-charge allows network design engineers to anticipate both capacity and availability of networks covering Cambium's technologies. Bruce Collins , Director of Product Management for cn Reach at Cambium Networks says, " cn Reach enables utilities, petrochemical, and other critical infrastructure operators to unleash the full value of the Industrial Internet by turning accumulated and real-time data into insightful knowledge and critical actions". "cn Reach provides the underlying communications infrastructure that is highly reliable and resilient for interconnecting sensors and controls across a large-scale field area network. This connectivity provides the vital data and control functions needed to meet compliance requirements, improve safety, and boost efficiency". Some of the key features of cnReach include software for monitoring the status of entire networks. Secure communications with AES 128/256-bit encryption with password authentication. Highly reliable communications with access point synchronization and adaptive modulation. Single and dual radio configurations for highly-efficient relay and store-and-forward applications. Some Key characteristics of the cnMaestro management platform include an open northbound, RESTful API that allows customers to access real-time and historical infrastructure and backhaul statistics from the edge of the field area network to the operation center. These interfaces permit external applications to monitor end-to-end device health, radio efficiency, and network traffic. An alarm reporting Webhooks API that securely feeds asynchronous alarms and periodic statistics into complex event processing and data engines, supporting the integration into corporate network management and notification services. Administration of cnReach locations ensuring full visibility, manageability, and reliability of the network backhaul, ensuring IIoT data and operations are dependable and efficient.

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: I thought "NlogN" is "N" times "logN", but why is it described as "double PLUS an amount proportional to N" I'm currently learning about the big O notation. In the material, O(NlogN) was described as Doubled plus an amount proportional to N. But I thought that would be O(N + logN) and not O(NlogN) (I thought O(NlogN) is Double times logN).
Is there something logically wrong with my understanding?

A: Replace N with 2N as stated:
2N log 2N = 2N * (log N + log 2) (using logarithm rules)

*

*Doubled original term 2 * (N log N)

*Additional term (2 log 2) * N i.e. "proportional to N".

redpajama_set_name: RedPajamaStackExchange


text:
BPNG closes down unauthorised foreign exchange trading
Papua New Guinea's central bank has moved to stop offshore foreign banks, which don't operate in PNG, trading in the Kina.
From this month, people and companies wanting to trade in Kina and foreign currencies will only be able to use one of six authorised dealers.
Since July last year, after the Bank intervened to peg the Kina against the US dollar and define a tighter trading range, individuals and companies have been opening offshore accounts, keeping income offshore, rather than repatriating it.
Only licensed banks will be able to accept deposits, provide loans and convert currency (Kina and foreign currency), the Governor of the BPNG, Loi Bakani, has announced.
'It has become evident that foreign banks are doing banking business in PNG through their Kina accounts held with domestic banks, which are also called Vostro accounts.
'Kina remittances for the receipt or payment of foreign currency must be done through Authorised Foreign Exchange Dealers. Direct Kina deposits by PNG residents into Vostro accounts of foreign banks are not permitted,' he said.
'There are a number of the larger foreign banks, which do not have any representation in PNG, trading in the Kina,' Westpac's Head of Financial Markets, Martin Green, told Business Advantage PNG.
'The pool (of foreign currency) has been diminishing because of that and this measure will help by bringing much-needed hard currency back into our market, where it should have been in the first place,' David Kelso, Managing Director of MoniPlus, one of the six authorised dealers, told Business Advantage PNG.
'So for our market, it is a good intervention.
'On any day there can be up to K600 million of importers demands that aren't being satisfied so what this is going to do is to narrow that gap and give us more hard currency to satisfy those importers' demands.'
Westpac's Martin Green agrees, adding it will mean a 'fairer way of distributing the Kina'.
Kelso says that people have kept their foreign exchange earnings offshore 'out of necessity'.
'If you're a company that has had import requirements as well as export requirements, the forex margins have been excessive so it is quite advantageous for them to have a US currency account—they can offset other offshore expenses with those USD instead of converting to Kina then back to USD.
'What the imbalance has done is to cause an illegal trade of our currency outside the country.'
Kelso says some mining companies are able, by law, to keep their money offshore in US dollar bank accounts.
'So this is not going to close all US dollar bank accounts. What it's going to do is to close the ones that haven't been authorised through an act of parliament (for mines) or by specific Bank of PNG approval.'


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The Big Red House
Developers of Curriculum for Christian Homeschoolers, Gifted Students and Others
Welcome!! These pages are dedicated to the independent learner, especially the home-grown type. We're glad you stopped by. Please note the most important link on these pages.
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An explanation of learning styles in an easily understood format, and how to use them in your curriculum planning
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Send eMail to the Big Red House: bigredhs@ptd.net
This page last updated 11/1/96 You are Visitor Number:
History and Mission Statement
The Big Red House ("BRH") began as a service to Lancaster County, Pennsylvania area homeschoolers who wanted their children to have some classroom-type experience, and who had expressed interest in the course content that we were offering at that time.
We began by giving craft-type classes at our home on Main Street in Lititz. Throughout the "school" year, we offered other content-oriented courses, including an Ancient History Seminar, our Pennsylvania History Day, a class based on the American Girls dolls, a course on writing the Research Paper, and began teaching at several homeschooling co-op. We also conducted various parent's seminars, including one on Learning Styles that was well-received. As our student base expanded, it became evident that those driving some distance were inconvenienced by classes that met multiple times. many of our classes at sponsor's homes; we then began to hold classes in sponsor's homes--we did the distance driving, rather than the class's moms. When the blizzard of '96 came, it canceled classes for almost a month, causing our income to plummet. Spring brought recovery, and renewed vision.
In considering prayerfully what direction BRH should take in the future, we felt that our philosophy and goals were not something we should change. In addition, we also felt that local classes and the development and marketing of curriculum to encourage independent learners nation-wide was also a worthwhile mission. Our heart has always been to encourage moms and dads who wanted to raise independent learners and who were not content with pre-packaged, text-book style curriculums. There are many good materials out there; the advent of the Internet has brought even more possibilities. But just having them available does not make a good curriculum within your homeschool any more than living near the Library of Congress does; hence our vision for discovery-based curriculum materials that had enough structure to allow adequate tracking & guidance, yet open-ended so as to allow the student to discover the knowledge "on his own."
Our vision has widened to homeschoolers globally, who can utilize a discovery-based curricula that is God-honoring, yet allows the student to question and arrive at conclusions critically. While we are still offering classes locally, we are drawing upon that experience to develop our curriculum via the Internet.
God Bless!!
Personal Info and Qualifications
Dennis W. Faix holds a BA in Bible from Bob Jones University, Greenville, SC. He completed additional master's-level courses at Westminster Theological Seminary and Biblical Seminary, and other course work at Furman University and Beaver College. His classroom teaching experiences range from adult education to work with at-risk high-schoolers, most of whom had been referred by the juvenile justice system. He has worked with learning disabled and troubled students where adequate behavioral structures made the use of drug therapies (such as ritalin) unnecessary. Himself a National Merit Scholar, Dennis is also very interested in the education of the gifted; he also has experience within pre-school education, also having served as an officer of a local NAEYC chapter. Dennis is a avid cook and herb gardener.
Pamela G. Faix holds a degree in Early Childhood Education, also from Bob Jones University. Her interests include alternative medicine, doll making/collecting, and is an avid coupon-saver and garage sale shopper.
Mike (age 16) and Anne (age 11) are homeschooled here in Lititz (founded 1756) in the heart of Lancaster County, Pennsylvania. Mike's career interests lean toward pathology, while Anne is planning to become a veterinarian. She is also making/repairing/collecting dolls. Our "Big Red House" is a c. 1803 brick-covered-in-ivy in the heart of the historic district. We are right next to the Moravian Church, including the Brother's House, which served as a revolutionary war hospital for General Washington's troops while camping in Valley Forge.
We believe that education should free a child to discover the world God has created, that the child should be allowed to question, to explore, and to reach conclusions. A child's mind is more like a muscle that must be exercised, than a lump of clay which must be molded. In our classes, we utilize a semi-Socratic method, which encourages questions; this is not to imply that guidance cannot be given, and that limits must not be set.
Learning, after all, is simply an outcome--even a by-product. It is a consequence of experience (including imaginative experience) that is meaningful, that we can participate in, and that we can relate to ourselves. Learning comes with doing things we can sense, and, in so doing, perks our interest. Learning, like physical growth, is not a consequence of external pressure (we don't grow taller by scrunching up our necks and trying real hard!!). Likewise, we don't learn by trying harder; each of us has experienced failure to learn something we wanted to learn, despite intense motivation and effort. Yet, in other things, we make no particular effort to memorize things (major news items, gossip, the scores in a sport in which we are interested), yet we find them imprinted on our minds-without special effort on our part.
When learning is forced (such as holding a telephone number until we dial it-or cramming for a test), it has a half-life of a few hours (or at most a few days); as such it is useless for educational purposes. True learning (education, if you will) is like physical growth in that it usually occurs without our being aware of it, it is long-lasting, and it requires a nurturing environment. It takes place as a result of social relationships (including those with authors and characters within a book) and it pivots on personal identification. We learn from the kind of person we see ourselves as being like. Such conditions are annihilated by an information-transmission model of teaching.
At one end of the curriculum spectrum are those who use only textbooks. A textbook (or programmed learning approach) is essentially a control device; It says to the student This is important--learn it. At the other end of the curriculum spectrum are those who say that all that the student needs to learn is that which is important to him. Elements of both, in our opinion, are necessary. (An excellent overview of both the "flavors" of homeschooling philosophy, as well as resources, is the Elijah Company) Historically, many leaders of the church, including the Apostle Paul, had the widest available education of their time; we recognize that God's revealed Word is the only accurate measure of ultimate truth (See our four presuppositions), and all other endeavors must be gauged in relation to that truth. We have confidence in the triumph of that truth, while allowing for honest questioning, knowing that such questioning may be aimed at some of the fundamental beliefs held by the parent. (That can be heart-rending; Focus on the Family has excellent resources for such trying experiences.) We trust God to guide while arranging our children's experiential (though sometimes vicarious) learning experiences.
We support the use of text-books as a guide to the spectrum of knowledge, as well as a check against "scope & sequence" concerns of educational administrators. The purpose of our classes is to stimulate additional learning activities, not to "pour" information into students. We attempt to bring the student along the learning continuum of "familiarity with-interest in-appreciation for…."
The utilization of methods of obtaining information, the processing of that information within the thinking-level of the student, and applying critical thinking skills to sources of information found will become increasingly important in the age of the Internet. We do a disservice to our students if we program them to passively sit to be fed knowledge from a (hopefully) trustworthy instructor, rather than equip them to actively pursue the quest for knowledge through research skills, personal involvement (projects and internships) and inter-personal relationships.
Portions of the preceding two paragraphs from "Let's Declare Education a Disaster and Get on with Our Lives", by Frank Smith, in Phi Delta Kappan, April 1995
Learning Styles in Home Education
Personality and Learning Style are different, but related; whereas personality deals with introversion/extroversion, aggression/"laid-back" characteristics, etc. (the ways in which the person reacts to information), learning style deals with the basic ways that people process information.
For example, An introverted but structured person may become a research librarian, whereas an extroverted, yet still structured person might become a campaign fund-raiser; both require an organized mind, but are quite different.
There are many different models used to explain learning styles; we have attempted to simplify the information into four different children. For those of you wrestling with a child who has a learning style quite different from your own, take heart: a peek twenty years from now!!
Structured Sam/Sally
Independent Ira/Irene
Active Andy/Angela
Nurturing Ned/Nancy
Additional readings on Learning Styles
back to main welcome page send eMail to bigredhs@ptd.net
Additional information on Learning Styles:
Markova, Dawna: How Your Child is Smart
Lazear, David: Seven Ways of Learning
Senecal, Cheryl: Learning Styles & Tools
Tobias, Cynthia: The Way They Learn
Duffy, Cathy: Christian Home Educator's Manual
Fuller, Cheryl: Unlocking Your Child's Potential
Also check out these links:
One Woman's story of how she discovered, used learning styles with her child
A different approach to learning styles
Multiple Intelligences in the elementary classroom.
Sam's Room is organized, if not always clean. Probably has lots of little boxes with pieces of toys other kids lost the first day the game was opened. Intense Sam's have their sock drawer organized by color. . .
Structured Sam is on-time, prepared, and scheduled. Sam delights in bringing order from chaos. If no structure exists for something, he'll invent some!! Sam's been using a Day-Timer since he was about 9 years old, and is most comfortable in situations where the outcome can be predicted and controlled.
Because of his orderly nature, Sam wants facts presented sequentially; he must "set up his file drawer" before being ready to "file the papers." Sam has no trouble memorizing and categorizing facts, outlines, dates, etc.
Actually, Sam is the homeschool mom's dream-usually. Her big complaint about Sam is that he is finished the day's assignments before she's gotten the breakfast dishes off the table!! Sam works well from textbooks, or any orderly presentation of facts. The challenge of working with Sam is to make more of him than a walking Britannica, to get him to understand the concepts, not merely remember the facts.
Using BRH's Online Units with Structured Sam/Sally:
Sam will, with his normal organized gusto, dig right in to gather facts, define the terms, and be "done!" If for example, he chooses to study The Race to the Moon, he'll immediately follow the links to NASA, and get the names of the astronauts and mission dates. He may even become fascinated with Apollo 13 (especially if he's seen the movie) and the exact "what" of what happened. All of which our unit will address; but for Sams-who need to see the concepts-we'll add assignments on what products have come from the space program-how are they changing everyday lives 30 years later. If Sam has a Nurturing Nancy as a sister, who wants to participate in the course also (no additional charge, by the way), we'll study what it was like to be an astronaut's wife/family, etc. We'll also recommend lots of links and print materials to keep even the most voracious reader well supplied and learning independently!!
Links to Additional Curriculum Sources for Structured Sam/Sally:
For Math: Saxon Math Saxon is widely used because of the incremental approach.
All Subjects: Bob Jones University Press: Presents well the Christian viewpoint in most subject areas. Lots of options here as to how much involvement you want BJU to have, from merely supplying the textbook, through enrollment in their Academy.
Christian Liberty Press is low on flashy layout, high on content.
Ira's room, from a early age, has a sign on the door. MY Room… Keep Out. An independent thinker, Ira questions incessantly. Constantly analyzing, he can often think of new ways to consider old data. Not as comfortable with people as he is with facts or machines, Ira is often thought of as cold & calculating. Relationships are important to Ira, but only within clearly outlined parameters. Usually prefers to work alone, but, lacking a clearly defined path, is easily lured by "tangents." Easily combines randomly presented facts or concepts.
In contrast to Sam, Ira doesn't need a file drawer-a closet full of old shoe-boxes will work just fine!! And don't think Ira won't be able to find his favorite picture of Aunt Lucy's nose-in-the-grip-of-the-lobster!!! If it's important to Ira, he can find it!!!
Ira needs to be given the concepts, the connections. The series Connections II is a natural "hit" with Ira. Ira will resist memorizing or rote presentations; textbooks are usually not recommended for Ira, except as reference.
Ira can make sense on multiple things-all at the same time. Ira can be reading an article from the encyclopedia on the computer, listening to National Public Radio (and getting the information) and still be able to comment on the family conversation in the next room. He is a true "multi-tasker."
Because of his conceptual and "everything at once" way of learning, we recommend unit studies for Ira.
Utilizing BRH's OnLine Courses with Independent Ira:
Ira's mind easily jumps from one subject to another; the World Wide Web is the most natural thing in the world for an Ira; in a homeschooling environment, keeping a log of Ira's "jumps" can be a daunting task. The trick is to set the task up, give the parameters and goal, but leave the process open-ended enough to keep Ira interested. For example, in Polio & its Eradication-Public Health in America, in order to complete the research, the student must explore the process used to generate the polio vaccine; the mobilization of forces to get the entire country immunized, and the costs involved. He then must compare that to the current effort to control AIDS. The syllabus will give Ira many different "rabbit trails" to follow in each of those root explorations. The syllabus will also force Ira to compare the ethics of both situations.
Other suppliers of Unit Studies, recommended for Ira:
Please see our educational links; there are lots of prepared unit studies available, or you can make your own. We recommend Kathryn Stout's "Design a Study" series for make-ur-own.
Ned's room is filled with pictures and mementos-of people and pets. A romantic, Ned wears his heart on his sleeve; naturally interested in people, Ned won't push himself upon people (as might Andy), but when crisis occurs, everyone seeks Ned's steady, clam and understanding nature. Easily hurt, he may withdraw when others have wounded his sensitive nature, and others may not even realize they have offended Ned. Ned becomes personally involved in every project or learning situation. Emotions, understanding the people in a historical setting, etc. are the most successful approaches with Ned.
If you want to teach Ned about bacteria, start with a biology of Louis Pasteur; better yet, introduce him to a real-life biologist, or take them to the Center for Disease Control in Atlanta, A mentor who share what/WHY they do will make more of an impression than 14 well-written books on the subject.
Ned/Nancy can work well with the learning materials for Sam, Ira, or Andy; but to truly understand the material, there must be personal interaction; they is why the personal/emotional must be stressed.
Utilizing BRH's OnLine Courses with Nurturing Ned:
Whereas Sam would study the treaties, Ira might get entangled in the legalities, Ned will become interested in the personalities of Fishing Rights & International Treaties, Ned will want to explore case histories of those on both sides of the disagreement-what the news business calls "human interest stories.'' The syllabus will include sources on the net that will allow the homeschooled child to converse with those involved in real commerce and treaties; possibly even converse with children of those involved. This will pull in the real-life emotion and people that Ned needs to understand the material.
Other sources of materials to use with Nurturing Ned/Nancy:
The Sycamore Tree, as well as Greenleaf Press offers a view of history with a human face; these are recommended. Also, get involved with homeschooling organizations. With Ned/Nancy, most approaches can work, as long as there are relationships there. We also recommend the international Key Pals Organization.
Active Andy/Andrea
Andy's room is a dumping ground for his "stuff" as he dashes from one busy activity to the next. Always on the go, Andy learns by doing. Books are to build with--Only when on the verge of exhaustion might Andy think to open one! A risk-taker, this child, when motivated, will work feverishly to complete a task-just before the deadline. Usually very social, load, outgoing and brash. He doesn't hold a grudge, and is shocked when someone else does. Active learning that relates to his immediate surroundings is usually most successful.
There are perhaps twice as many homeschooled Andy's as any other group; Andy just doesn't fit well into the regular classroom. Many Andy's are mistakenly diagnosed as ADHD, when they are in reality just trying to learn the material IN THEIR OWN WAY.
Andy is focused on MOVEMENT. You may be sitting at a sports event, having a tough time figuring out who has the ball; Andy can not only tell you with 100% accuracy, but can also comment on several other "movements" on and off the field.
Andy absolutely "bombs" with a flat, motionless textbook. He also bombs with a flat, motionless teacher. A lively, animated teacher who moves, used charts, objects to handle and experiences has a better shot. So does multimedia on a computer-BUT, unlike Ira who you can put in front of Grolier's On-Line Encyclopedia, knowing something will get learned, with Andy you must define the playing field, and what needs to happen. Otherwise, the motion will not be purposeful.
Video learning can be helpful, but only if its high-quality and interactive; if the video is merely a taped lecture, Active Andy won't have enough motion to maintain his interest.
Factual knowledge isn't impossible for Andy-just use a motion oriented mnemonic. Find a song or rhythmic pattern to which you can attach the facts, one fact per beat, and you'll experience success.
Using BRH's Online Courses with Andy
One of the advantages of an OnLine Course for Andy is that he can "click" from one point to another, and the learning "moves" in front of him. Many of our units, for example, Ancient History, grew out of courses we've taught here in Lancaster County, and include lots of hands-on activities.
Other hands-on curriculums for use with Active Andy/Andrea:
Konos - an excellent hands-on curriculum, but requires a lot of preparation on mom's part. Books that have a lot of action on the page, such as Dorling Kindersly are also helpful.
Online Courses Availiable
General Information Concerning OnLine Classes:
The Big Red House offers three types of "on-line" courses:
Seminar Classes, where a number of people are going thru the material at the same time; eMail class discussions are utilized, and group projects enhance the learning process. These classes are only minimally personalized.
Syllabus Classes, where a syllabus, terms to be defined, writing assignments, and homework to be graded are included on a "correspondence" basis. These classes are somewhat personalized, based upon the grade level of the student, and the types of resources he/she has available.
Core Classes, are syllabus classes, usually of 13 or more weeks duration, that cover a core subject area. Available currently in the areas of Social Studies (900's), English Composition/Literature (800's), Bible (200's), Foreign Language (400's) and some Sciences (500's).
Research Projects, where BRH provides an outline and "places to start" the research; if appropriate, BRH will guide the student toward a thesis statement, and help the student work toward an outline and rough draft. These are less structured than the Syllabus Classes, but do include one-on-one help from BRH. We also will help students to construct their own research paper (subject their choice for $25.00.
Syllabus Classes (including Core) and Research Projects generally may begin at any time; BRH will endeavor to give individualized attention to each student on his/her own time-table. BRH has an idea of the time each unit should take the average student, but those times are flexible. The projected "flow" of work following payment of tuition would, for example, be: BRH will eMail out the course overview and week 1's assignments on a Friday; week 2's information the following Friday, expecting that the assignments for week 1 will be in BRH's "inbox" by that next Monday morning. Assignments will be graded and returned on Friday with the next syllabus; questions can be asked at any point during the week as needed. A "stat" email box will be set up for urgent questions about assignments, etc.
BRH will endeavor to personalize the unit as much as possible; we will ask, for example, what resources you have available; a person with full WWW access will be offered a different course than would someone with only eMail capability. Similarly, we will ask what print/software resources you have. In addition, BRH will require 10-12 graders to write more than a Jr. High student. We can provide content for those with minimal resources, but will enrich content for those with access to more resources.
In addition, we will emphasize or not emphasize the Biblical viewpoint, as requested; we realize that many parents of gifted students or those looking for enrichment for their child may not share our philosophical viewpoint; we will be sensitive to such matters.
More than one student in a family may use our syllabus at not additional charge; there will be a small charge if grading, etc. is requested.
Each week's work may include WWW time, independent reading materials, a list of terms to be defined, projects to complete or a writing assignment, as well as a test/quiz. Tests/quizzes will be sent separately, to keep the kids honest!
A Sample Unit is included on-line for your inspection.
Send inquiry to bigredhs.ptd.net main welcome screen or registration/inquiry form
Shortcut to Information Sciences (000's) Philosophy/Ethics (100's) Religion (200's)
Social Sciences (300's) Language (400's) Science (500's) Useful Arts (600's)
Fine Arts (700's) Literature (800's) History/Geography (900's)
Current/Future Seminar Classes are just below!!
Currently Scheduled Seminar Classes:
The Internet for Homeschool Moms: 6 weeks $ 45.00
Class starts January 8th; class size limited-register early!!!
Week 1: History of the Internet, eMail, Telnet, FTP, and the World Wide Web. Introduction to finding information on the WWW. Discussion of safety on the "net".
Week 2: Exploration of Educational Sites; Finding sites and lesson plans. Assignment of Projects: (You'll develop a unit using WWW and other Internet resources to present to the class!!)
Week 3. Developing Lesson Plans using Internet sites, Part I
Week 4: Developing Lesson Plans using Internet sites, Part II
Week 5: Branching out: support groups, discussion groups, mailing lists and professional organizations online.
Week 6: Project Presentations to the Group!!!
Catalog of On-Line Courses (updated to 11/1/96)
000's Information Science, General Works
The Bermuda Triangle--Mysteries and Histories (Grade Level 6-9)
Syllabus, 5 weeks, $ 45.00 Research Project $ 25.00
Explores the popular mythology surrounding the Bermuda Triangle; there will be exposure to many non-Biblical theories. No definitive answer is given other than "Man is not capable of full knowledge" and ultimately, "God is in control.
See the Seminar Course, the Internet for Moms, just above
100's Philosophy, Ethics
Throw-Away Children: The Ethics of Childcare under Romania's Ceausescu (11-12)
Research Project $ 25.00
The deprivation of any human emotion to thousands of children under his man's reign of terror is now well known. But what are the lasting effects? And how does this treatment compare to other times/places?
The Ethics of Space Colonization (9-12)
Syllabus, 4 Weeks, $35.00
The "lead-times" of deep space colonization are measured in terms of generations. Should societies today invest billions in research, or spend those billions on problems the earth faces now?
Cannibalism--A Cultural Exploration (10-12)
Research Project, $25.00
Explores the cultural similarities of cultures practicing cannibalism, as well as documented occurrences of cannibalism within other civilizations.
Freedom of Worship (10-12)
Syllabus, 6 weeks, $ 55.00
A comparison of Massachusetts Bay Colony, where Puritanism was law, compared to the seeming openness of today's "political correctness." Examines the ethics of pluralism in a society.
200's Religion
The Dead Sea Scrolls--Discovery & Importance (5-8)
Feel the excitement of discovering a treasure, the intrigue of getting these to scholars, and the importance of these manuscripts.
Christian Social Action--Are we "not of this world" or "the salt of the earth?" (8-12)
Some Christians believe that the political process is not to be the focus of attention, that salvation of others should be. Others see no conflict is legislating morality into a society. Examines many views, and forces the student to come to a guided decision.
Early Church History (10-12)
Core, 13 weeks, $ 125.00
Explores the history of the church from just after the time of the apostles to the Reformation; covers councils, creeds and the personalities of the period. Provides a structure to understand one's own doctrinal position. We are sensitive to the variations in doctrine among Christians; no dogmatic positions are espoused.
Bible Geography (7-10)
Explores both OT and NT geography, traces footsteps of Abraham, Moses, David, the Exiles and of Jesus, Paul and the Seven Churches. Salt maps will be made, and web-visits to both modern and archeological sites.
The Life of David (6-8)
Core, 13 weeks, $125,00
Explores the life of Israel's Shepherd-King. From his earliest days through his outlaw wanderings, to his installation as king. Will also tie in Psalms to periods of David's life. Lots of excitement to keep Jr. High boys interested (including a reenactment of the cave scene with Saul!!).
300's Social Sciences, Business, Government
The Fast Food Experience--A Marketing Strategy Study (9-12)
Seminar Class, 6 weeks, Scheduled Spring '97, $ 75.00
Explores the marketing of the tasty but "bad for you" burger that American fast food is build upon. Also traces the re-tooling of menus as "healthy", etc. And how did a young "upstart" company like Wendy's grow to challenge the big two?
The History of Transportation (4-8)
The wheel, the boat, the hot-air balloon. Man has devised many ways to take himself and cargo from one place to another; an historical and time-line method of tracing this often elementary technology.
Capital Punishment (7-12)
Research Project, $ 25.00
Its use (for what crimes), methods, and alternatives. Historical survey, plus geographical survey of its use in modern times.
Computer Crime (8-12)
Research Project $25.00
"Hackers" break into government computers, banks, etc. Case Histories, current problems, etc.
Warships (4-8)
The use of war boats from Ancient Times to the Nuclear Navy.
"A Glory to Her" (5-8)
Women's hairstyles from ancient to modern times. Some styles have been considered risqué, others so plain as to be "mannish." Inter-disciplinary through styles, cultural attitudes, and freedom of expression of individual differences.
Women's Suffrage to Feminism (11-12)
An analysis of the woman's movement in America, balancing the rights of women to vote, the question of equal rights in the workplace, and radical feminism and the recent China conference.
Fishing Rights & International Treaties--Co-op & Clashes (10-12)
The ocean belongs to everyone--but certain territorial fishing waters are claimed by nations. Off-shore areas are often regulated by treaty, but many times occur over factory boats, etc. Just how much legislation can be done by governments where private enterprise is concerned?
Is Nothing Sacred? Holidays & Commercialization (8-10)
A cross-cultural examination; for example, are traditional holidays in Japan becoming commercialized just like Christmas is in America?
How Many Clams? (4-7)
A history of coins and currency through the ages. Emphasis on the unusual and exotic, to maintain interest. Problems of counting and exchange.
Hats--From uniforms to frilly to silly. (5-7)
A fun unit, lots of drawing--traces the hat as a costume and emblem; attitudes about hats are also explored.
A Crisis in Day Care: Parental Responsibility vs. Government Inspections (6-9)
In light of recent deaths at day care centers by leaving children in locked vans to cook to death, how much should government inspect/regulate day care centers? In so doing, can the government overstep the "line" and increase costs to parents unnecessarily?
Funny Money--Counterfeiting and Justice (4-7)
Our dollar bill is merely a printed piece of paper--why not just copy it? This unit studies some people who asked that very question. The techniques of detecting such counterfeits, and the real law-enforcement drama that unfolds make this unit interesting to the student.
Utopias--From Eden to Star Trek (8-12)
Stories of "heaven on earth" are numerous--man always seeking the ultimate good apart from God. This is an overview of those utopian thoughts, and seeks to find a common thread both in the aspirations and the tragic flaws that destroyed them.
Polio and its Eradication--Public Health in America (6-10)
Jonas Salk found the vaccine against the polio virus, and everyone in America was vaccinated against this crippler. What was the role of the government? Is this a legitimate role for the public authorities? How does this precedent affect government efforts and expense for AIDS research?
400's Languages & Linguistics
Howdy Y'all!! (7-9)
Dialects and usage within American English; regional expressions. Explores how different words for the same object or action came into usage in various parts of the country.
Biblical Greek, Level I, Ii, III, IV (inquire)
I John in the Greek NT
We will customize these courses for students with interest; a browser capable of Cyrillic/Greek fonts necessary, unless lessons can be faxed. If interested, please inquire, we'll work out a solution.
500's Pure Sciences
Power Generation (4-8)
Explores electricity through taking apart old appliances (from Goodwill, etc.,), through to building a generator and turbine and taking them to a stream to explore hydro-electricity. Covers static electricity, current, and touches on magnetic fields.
Seasons (2-3)
What causes the weather to cool in the fall? How does that signal the trees to change color and drop their leaves? Does the wind direction change? How does a snowstorm differ from a summer thunderstorm? A broad overview, includes suggestions for expanding into cooking, gardening, etc.
Reptiles & Amphibians (4-6)
A life science unit, studying the various animals included in these classifications. Snake stories are included, as well as a brief discussion of amphibians "coming onto land" to "evolve" into "higher life."
Exploring the Ocean World (6-8)
Unit seeks to discover the geology, fish, mammals, and plants of the sea. An appreciation of currents, how tides work, and how storms (i.e. hurricanes) develop. An overview of oceanography.
Sharks & Shark Behavior (3-7)
An overview of how sharks really behave (as opposed to the Jaws hype). Also a view of the smaller sharks, and how they fit into the marine web of life.
Scientific Method in Thinking & Practice (6-8)
Observe, classify, hypothesize, experiment, analyze, re-hypothesize, etc. Seeks to introduce the student into legitimate scientific study, i.e. steering clear both of the view that "science is bad because it teaches non-Biblical things, like evolution" and adopting theories which cannot be experimented upon and analyzed in a laboratory setting.
Math to Communicate Facts (7-9)
Syllabus, 2 weeks, $ 15.00 Research Project, $ 15.00
The use of charts, statistics, etc. to communicate numerical information. Examples given are within the social sciences, and the ability to slant figures is covered.
Mirror Image (11-12)
The process, controversies, and future of cloning technology. Not only a survey of recent work in the field, but also the morality of such experimenting, and the risks, etc.
Nuclear Power (7-10)
Covers the process and benefits of nuclear power, but also raises the concerns of Green Peace and other groups to the aftermath of the nuclear age.
Weather Forecasting (7-9)
A hands-on unit, covering the recording of pertinent data in a home weather station, comparing that data with other "stations," and the role of historical data with forecasts
The Habitats of Life, from Tropical to Tundra (3-6)
Introduces the student that life "lives" somewhere, and that life was created as adapted to that environment. Also examines how man (being intelligent) has adapted to the conditions in which he lives. Explores the food chain and how habitats affect the activities of different creatures.
The Solar System (3-6)
A Planet by planet study of the planets in our solar system; explores not only the factual information, but also the fantasy and "science fiction" surrounding "men from Mars," etc.
Natural Disasters (4-6)
Looks at floods, volcanoes, hurricanes, fires, etc. Both a chronological and geographic survey, along with some attention to the affect these diasters have had upon people, our readiness today in handling them, etc.
The Race to the Moon (4-6)
The late 50's and 60's were an exciting time to grow up; every few months another astronaut was sent hurling into space. But adults knew what the race was all about; the Soviet menace brought to light by Sputnik. Open-ended unit, which can go into the politics, the technology, or the personalities of the men involved.
A high-school level Biology course, with limited lab-work. We do not recommend this course for those intending to major in the sciences in college, but for the liberal arts people this will be fine.
A Jr. High level course covering physics and geology, as well as a discussion of origins of the solar system, etc.
Oceanography/Astronomy
Core, 13 weeks, $125.00
Roughly equally divided time-wise, this course takes an overview of the both the oceans and "outer" space, including exploration, life (in the ocean) and what man has discovered in both frontiers.
600's Useful Arts
Our Daily Bread (5-8)
Breads, the ingredients, the baking process, and the nutrition of breads. Bread types (whole wheat, multi-grain) as well as seasoned breads popular in other cultures. Flat breads, etc. Chemical changes within the dough through the rising process, and the final nutrition of the finished product.
Life Before Calculators (8-12)
It's hard to imagine, but the manufacture of the jet airplane, and much of the theoretical work on the Mercury space program was done BEFORE electronic calculators were around. Explores the slide rule, and its use and why it works. Logarithms, etc. will be explored. Unit much enhanced if a slide rule can be borrowed.
Food, Feasts & Fasts (6-9)
Various religions of the world (including Judaism) used food for religious purposes; explores the cross-cultural and religious significance of foods (or the lack of) in religious context
700's Fine Arts
The Art of Children's Book Illustrators (6-8)
Explores the art that accompanies best-loved and highest-rewarded books. Organized by the artist, so that comparisons and continuity can be seen. Obviously inter-disciplinary with a literature-based reading program.
Buildings for God (8-12)
Temples, ziggurats, tabernacles, cathedrals, and reading rooms. Each sect or religion has a specific style of building dedicated to religious purposes. How are these architecturally related? Are themes evident throughout, or does the view of their god influence the style?
800's Literature
A Comparison of Thoreau's Walden to B.F. Skinner's Walden II--Humanism, Determinism, Freewill. (11-12)
A heavy-duty unit. Will ask the student to read both Thoreau's work and parts of B.F. Skinner's work, then compare them. Only to name is similar. An attempt will then be made to critique both in light of scripture.
The Sermon as Literary Form (11-12)
Preachers have a certain style; a study of their sermons reveal that style. Whereas Peter Marshall addressed learned people, Dr. Bob Jones's early messages were mostly to folk of the rural south. How did that affect the metaphors used? Would you characterize the sermon as hard-hitting or as philosophical? Etc. Sermons will be provided for analysis, and assignments will include responding to the sermons both as one's self, and as a projected member of the original audience.
John Donne: "No Man is An Island" (10-12)
Almost everyone knows the expression "no man is an island," but few recognize the Biblical scholar who first penned the words. A survey of Donne the man, his works, and an explication of the poem.
Propaganda--Its use in WW II
As news organizations, via radio and newsreels, were able to report back to the people at home, public opinion became as much a battle as any on land or sea. What steps did Hitler take toward misinformation, both in Germany and toward the Allies? And were the allies actively engaged in the same activities against the Axis?
A survey of American Literature, including genre, writing styles, and explication of poems, etc. Writing projects are also required.
Covers British Literature, especially early works, including Beowulf, Chaucer, Tyndale, etc. Shakespeare is also a large part of the curriculum.
English Composition
Writing assignments (can be student chosen or assigned), with emphasis on style, grammar, and editing skills. Grammar will be taught as mistakes are made.
Grammar Intensive
Core, 13 weeks
Writing assignment (large-scale, creative) by the student, along with a critique to other published writing, in an effort to improve the student's writing skill. This will be intensive, with discussions of participles, subordinate clauses, and connotation/usage, etc.
900's History, Geography, Biography
U.S. Regionalism--One Nation under God or Regional Factions under Stress? (9-12)
How did the South develop, the Midwest? And are those early roots affecting politics today? How did the religious heritage of New England affect the region today? How do industrialized areas compete for federal dollars against the rural poor?
Pennsylvania History
Explores Pennsylvania's role in history, as well as the geography and political process within Pennsylvania. Covers Wm. Penn, Drake's oil well, the Columbia-Washington choice (as to which was to be the U.S. Capitol), etc.
Ancient Civilizations (8-10) (higher grades upon request)
As a Core Course, 13 weeks, $125.00 or as Syllabus, 5 Weeks, $ 45.00
Week 1: Egypt Week 2: Ancient Mesopotamia Week 3: Greece Week 4: Rome Week 5: Ancient Far East
This course has been taught to many groups in Lancaster County, PA., usually to mixed age groups, etc. I have lots of hands-on projects to make the units interesting for younger students (e.g. in a sibling group). On the other hand, if you have a high-schooler who has studied all of these before, I'm game for (as an example) a five-week project comparing the worship of Ra in Egypt, Zoroastrianiam in Mesopotamia and the gods of the Incas/Aztecs. Through the "magic" of the "net" we'll be able to visit places and get photos and information right from archives in the native country!
The core course will cover each area in more depth, and "fill in the holes" between each civilization, to appreciate the flow of ancient history.
Indians of North America--Eastern (2-5)
Indians of North America--Western (2-5)
Each, Syllabus, 3 weeks, $ 25.00
Children often get the mistaken notion that all the Indians were very much alike; they were not. These units explore the tribes & nations, their customs, beliefs, and history.
The Vikings (2-5)
Explores the history and legends of these fierce people of the north; highlights include a raiding party as well as a ship-building project.
Life on a Wagon--The Western Expansion (4-6)
What was it like to sell most everything, pack a wagon, and move west? Explores the whole western expansion of the United States, including the Oregon Trail and California Gold Rush.
The Caribbean Islands--A Cultural Exploration (7-10)
How is a culture affected by climate and tourism? How did the animalistic religions of the islands combine with the teaching of the early missionaries? Are Jamaicans different than Puerto Ricans? In what ways? Why?
The Legacy of the Incas (6-9)
The Incas ruled with absolute power an area almost as vast as Rome's, yet we have evidence of human sacrifice as well as incredible mathematical abilities. Explores the Inca from various viewpoints.
"Long May She Wave"--Flags in America (5-8)
Syllabus, two weeks, $ 15.00
What flag in the United States still waves today with 15 (instead of 13) stripes? Explores the use of various flags of battle, local flags, and the development of the flag we know today.
Growing up in America--5 Units (3-7)
Syllabus, each of five units two weeks long, each $ 15.00
Covers the history of America through the five periods portrayed in the American Girls book/doll series. Covers the Revolution, the Frontier, the Civil War, the Victorian Era and WW II.
Where'd Everybody Go?? Ghosts Towns of the World (5-8)
How do cities and towns die? What causes such decline as to render them useless to future inhabitants. Explores near-eastern cities as well as wild-west ghost towns, and asks the student to reach conclusions. Will be a stretch for some primary students.
Fringe Benefits--The Rise of Paternalism in Employment (9-12)
One hundred years ago, medical insurance benefits from a company would have been a strange notion. Yet today, employers will pay to drug re-hab for their employees. What was the role of government, of unions? How have those policies affected the workplace?
Tea & Cakes--A Comparison of the French & American Revolutions (9-12)
Research Project (Intensive) $ 35.00
The French and American revolutions occurred within a century of each other, but they were fundamentally different. Explores those differences
The Magna Carta--Rights of Citizens vs. Power of Monarchs (7-9)
Syllabus, 4 weeks $ 35.00
The date 1215 is not usually a well recognized date among students, but it is the well-spring of 1776, as well as 1995 (OJ!!). Explores the events leading to the signing of the document, as well as the effects.
World Geography (7-8)
Covers the geography and formation of the continents, the peoples and nations that inhabit them. Lots of map-work, charts, and visits to places on earth via the WWW.
U.S. History (9-10)
Covers the history of the United States from Pre-Columbian through the Reagan presidency. Will have lots of dates and facts, but we'll also explore trends and whys, as well as the personalities behind the events.
U.S. Geography (6-9)
Explores the regions of the United States, including exploration and settlement, and the ways in which regional differences are influenced by the natural resources and occupations in those regions. Salt-map making, trip planning, etc. are all used to enhance the unit.
European History since the Renaissance (11-12)
Explores the rise of nations in Europe, nationalism, and the Monarchies of the various states. The origins of both World Wars, as well as the rise of socialism, fascism, and constitutional monarchies; also explores the changes in the economies of the nations of Europe.
Russian History (12)
Traces the origins of the Russian people, the age of the Czars, the communist revolution, and glasnost. Lots of reading. A college-level course, adapted for high-school seniors.
Selected Educational Links for the Independent Learner
These links include educational opportunities and museums; these have been previewed, but I cannot guarantee that every image may be appropriate for every age level. I have attempted to bring you links not found elsewhere within the homeschooling community. If you are having difficulty finding information on a particular subject, (e.g. fractions) you can email us, and we'll try to help.
On-Line Museums
The Computer Museum of Boston
The Exploratorium
The Franklin Institute Science Museum
On Line Museum Tours
The Philadelphia Museum of Art
Time Magazine OnLine
The Smithsonian Magazine
The Monster List of On-Line Magazines
Homeschooling Organizations/Sites
Homeschool Computing Magazine
The Learn at Home Site
The Homeschooling Zone
Jon's Homeschooling Page (the grand-daddy of them all)
The Homeschool Mall
K-12 Curriculum Index
Reidmore Textbook Publishers
Curriculum Exchanges/Starting Points
The History Net, a service of the National Historical Society
The Eric Clearinghouse
Mega-Math
The Virtual Reference Desk
Internet Sites arranged by Dewey Decimal Number
K-12 Curriculum Resource List (MCIU)
Bill Nye the Science Guy!
Shakespeare on the Net
ADD/ADHD Resources
ADD Or ADHD Infoline
ADD WareHouse Online Calatog
Alternative & Herbal Medicine
The Alternative Medicine Home Page
Good Health Magazine
Samara Bolane's Favorite Links
Ask Dr. Weil
Gifted Child Society
Gifted Resources Home Page
Christian Links
The Bible Net
E-Prayer Home Page
The Internet for Christians
The Christian Link
The Healthy Pets Home Page
Gardening & Herbs
Garden/Herb Links
Our Four Presuppositions
Presupposition: (n): that which is held to be true, axiomatically and without the necessity for proof, as a basis for all other theses.
Truth is Absolute
That is, there exists truth that is true for all people, in all places at all times. For a full discussion, we recommend Josh McDowell's book Right from Wrong.
Truth is Unified
That is, there does not exist "religious" truth and "scientific" truth. There is but one truth, reflecting one God.
Man is not capable of full knowledge.
If God exists, uniquely, then man is a creature; it is reasonable to assert that man therefore may not be fully able to conceive all that which the Creator knows.
The Bible is Truth
If the Creator chose to reveal Himself in written form, there would be no reason for Him to mislead; therefore whatever written communication would be made would be inerrant; while there may exist truth not revealed in scripture, that which is revealed in scripture is absolutely true.
Back to Educational Philosophy
The Four Learning Styles in Twenty Years!!!
The risk-taking Andy has established two start-up companies; he's hired Sam to be his comptroller. Since the businesses are high-tech and research oriented, he's hired several Ira's to pursue the day-to-day research and development. He's found, however, that keeping the team from competing with one another, and to keep the communications flowing, he needed to hire Ned as Vice President of Operations. Andy has only a cursory knowledge of what new things are being worked on at his companies. But he does enjoy taking clients and his banker out to his box seat at the ballpark!!
Back to Learning Styles
The Big Red House: Inquiry/Registration Form
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Parent Name eMail address:
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(If registering, please make check payable to Dennis W. Faix, The Big Red House, PO Box 181, Lititz, PA 17543-0181)
Course/Program I'm interested in:
Student's Name Learning Style, if known: Active Andy Nurturing Ned Independent Ira Structured Sam I have: Full WWW Access America Online Prodigy Compuserve eMail Only
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The Following Recommended Suppliers do not (to our knowledge) have a web page:
The Elijah Company, Route 2, Box 100-B, Crossville, TN 38555 (615) 456-6284
Focus on the Family, Colorado Springs, CO 80995 (available on America Online Only)
Design-A-Study, 408 Victoria Avenue, Wilmington, DE 19804
Sample Unit
The Revolutionary War
This unit will discover not only the personalities (who was Benjamin Lincoln?) but the causes (why did the King put the squeeze on the colonies? --he should have known better . . .)
[this page under construction - Expected by 11/20]


This classic hotel has upgraded rooms and suites that include contemporary decor with elegant upholstery, luxurious woods, and marble bathrooms with showers. All rooms come standard with blackout drapes, designer toiletries, a flat-screen television with cable service, and an iDevice docking station. Stay connected with the work desk and wireless Internet access. Suites have a separate living area for even more space.
The restaurants at Bally's Las Vegas run the gamut from quick bites to upscale dining, and offer a variety of cuisines. The on-site casino has slot machines, table games, a poker room, and offers race and sports betting. There are many entertainment options at this hotel that will suit many tastes. Make sure to watch one of the performances of Jubilee. Lounge by the outdoor swimming pool and sip on a cocktail served by a poolside attendant.
How Much Will a Stay at Bally's Las Vegas Cost?
This is one of the cheapest hotels in Las Vegas with nightly rates starting as low as $31 for a regular room and $80 for a suite.
For a romantic adventure, visit the Eiffel Tower Experience at Paris Las Vegas. Enjoy spectacular views of Las Vegas from the observation deck. Visit the world's largest permanent circus at Circus Circus, and experience acrobats performing death-defying stunts. The Discovery Children's Museum, with plenty of hands-on exhibits, is a great place to take the kids.
This is an affordable hotel on the Las Vegas Strip, with a range of amenities for a pleasant stay.
"Fabulous Las Vegas" "Amazing places to eat"
"Couch was vacuumed" "Rest of the suite was cleaned properly"
"Was charged a resort fee and internet fees" "The stay was horrific and NOT worth the price"
"Hosts are very helpful" "Fabulous staff"
"Internet is working correctly" "Correct wifi option"
"Pool a 5 star rating" "Outdated pool"
"The breakfast buffet at the Italian Restaurant is terrible" "Amazing breakfast buffet"
The "vintage Vegas" theme isn't carried out as well as it could be, although the entrance through a neon-lined tunnel with piped-in Dean Martin hits still a nice touch.
Rooms at this old-school property were renovated in 2013, which makes the reasonably priced Bally's Resort, in the heart of the Strip, an underrated choice for a Vegas vacation.
It's a stop on the monorail system, so you'll be able to go just about everywhere by foot or by swift train, and, thanks to those nice rooms, you've got someplace pleasant to return to.


text:
Q: Override Grails dateCreated and lastUpdated for test data only? I have several Grails 2.1 domain classes that include dateCreated and lastUpdated fields that GORM manages automatically, eg:
class Person {
    Date dateCreated
    Date lastUpdated
    String name
}

I want Grails to automatically fill in these fields at runtime, but I also want to create some test data where I can manually define the values of these dates. The trouble is that Grails automatically sets the values if these fields with an interceptor even when I have specifically set them.
I have seen this SO question which describes how to allow changes to dateCreated, but I need to change lastUpdated as well. Is this possible?

A: If it is an integration test you can use an hql update statement to manually set lastUpdated.

A: Whoops, my mistake, the approach in the other question does work, but the entity in question was separately being saved somewhere else. It also seems that you need an explicit flush to make things work:
def withAutoTimestampSuppression(entity, closure) {
    toggleAutoTimestamp(entity, false)
    def result = closure()
    toggleAutoTimestamp(entity, true)
    result
}

def toggleAutoTimestamp(target, enabled) {
    def applicationContext = (ServletContextHolder.getServletContext()
                              .getAttribute(ApplicationAttributes.APPLICATION_CONTEXT))

    def closureInterceptor = applicationContext.getBean("eventTriggeringInterceptor")
    def datastore = closureInterceptor.datastores.values().iterator().next()
    def interceptor = datastore.getEventTriggeringInterceptor()

    def listener = interceptor.findEventListener(target)
    listener.shouldTimestamp = enabled
    null
}

def createTestPerson() {

    def luke = new Person(name: "Luke Skywalker")
    withAutoTimestampSuppression(luke) {

        def lastWeek = new Date().minus(7)
        luke.dateCreated = lastWeek
        luke.lastUpdated = lastWeek
        luke.save(failOnError: true, flush: true)
    }
}


Automobile paint is often considered the most complex type of paint manufactured today. It was created to not only enhance the beauty of a vehicle but protect it as well. It comes in a wide range of colors but has the ability to provide more shine, depth, and weather resistance than any other type of paint. It's easy to see why the application of automotive paint requires the experience and expertise of a professional.
Jack Hanania's Collision Center is a Jacksonville, FL auto body repair & paint expert that can perform a variety of paint services from minor repairs and scratches to full auto body painting. Whether you need precise paint matching after an accident or a simple touch up, our team of expert technicians can assist you with all of your auto painting needs.


Happily serving the Winnipeg community for over 30 years – join our dental care family today!
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We offer same day dental emergency care for the Winnipeg community.
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From our Regent Avenue location, Odyssey Dental Care has been serving Winnipeg families and residents for over 30 years. We are committed to providing complete dental care for families – we like to think of them as friends – in the Regent, Transcona, East Kildonan, Elmwood and surrounding Winnipeg communities.
At Odyssey Dental Care, you'll find our dental professionals are not just trained in procedures – we're trained in putting patients at ease and part of that is taking the time to explain procedures and answer questions so that every patient feels in control.
From fillings and crowns to bridges, dentures, root canals, implants and more – rest assured that everyone at Odyssey Dental Care is committed to your comfort and satisfaction. We look forward to meeting and helping you!
At Odyssey Dental Care, we are excited to offer our patients Invisalign®, a clear aligner orthodontic treatment for teens and adults!
We are proud to offer our patients financing and payment plan options to ensure their dental expenses are paid at an affordable and comfortable pace.
Our practice offers accessible parking and evening and weekend appointments for your convenience.


text:
Livestock/
DDG Values Firm
DDG Weekly Update
The DTN average weekly DDG spot price was $1 higher for the week ending August 19 at $122 per ton, vs. $121 the prior week. Of the 37 locations DTN collects spot prices from, 12 showed increases from last week, 6 locations reported decreases and the balance of the prices were unchanged. A merchandiser told DTN that a pick-up in demand in the rail and export markets helped keep DDG values were steady to firm.
CIF NOLA bids were mostly higher Friday compared to one week ago with August and September up 2 to 4 cents at $160 to $168 per ton. Nearby container yard bids were higher as spot buying interest has improved. U.S. Grains Council noted that USDA's latest report on trade data showed exports of U.S. distiller's dried grains with solubles (DDGS) to all countries were up 6% this marketing year, ending Aug. 30. "If this pace continues, the export tally for the year should approach 12 million metric tons, near a record set during the 2013/2014 marketing year."
DDG prices are staying in line with lower corn and soybean meal prices and are actually competitive enough to remain in feed rations. A merchandiser told DTN buyers are looking for forward prices, but he is isn't willing to book out too far yet. Others reported that most of the buying interest seen right now is for spot purchases.
The EIA reported Wednesday that U.S. ethanol production was at 1,029,000 barrels per day for the week ending August 12, which was equal to the record set in mid-July. Ethanol stocks were down slightly, but Informa Economics reported that historically high weekly ethanol production continues to pressure margins with central Illinois at $0.19 per gallon as of August 10. The continued high production levels also adds more DDG supplies and, in some areas, can pressure spot prices.
The value of DDG relative to corn for the week ending August 19 was lower vs. the prior week at 102.20% and the value of DDG relative to soybean meal was slightly higher at 36.97% vs. 36.24% last week. The cost per unit of protein for DDG was slightly higher at $4.88 vs. the prior week of $4.84, compared to the cost per unit of protein for soybean meal at $6.95, which was lower vs. the prior week of $7.03.
WEEKLY DDG PRICES
CURRENT PREVIOUS
COMPANY STATE 8/18/2016 8/11/2016 CHANGE
Bartlett and Company, Kansas City, MO (816-753-6300)
Missouri Dry $135 $140 -$5
Modified $65 $65 $0
CHS, Minneapolis, MN (800-769-1066)
Illinois Dry $140 $130 $10
Indiana Dry $130 $125 $5
Iowa Dry $120 $115 $5
Michigan Dry $135 $130 $5
Minnesota Dry $115 $110 $5
North Dakota Dry $115 $105 $10
New York Dry $125 $120 $5
South Dakota Dry $115 $105 $10
Hawkeye Gold, IA (515-663-6413)
Iowa Dry NA NA #VALUE!
Modified NA NA #VALUE!
MGP Ingredients, Atchison, KS (800-255-0302 Ext. 5253)
Kansas Dry $120 $120 $0
POET Nutrition, Sioux Falls, SD (888-327-8799)
Indiana Dry $125 $128 -$3
Missouri Dry $135 $135 $0
Ohio Dry $130 $135 -$5
South Dakota Dry $110 $115 -$5
United BioEnergy, Wichita, KS (316-616-3521)
Wet $40 $40 $0
Illinois Dry $145 $145 $0
Nebraska Dry $118 $118 $0
U.S. Commodities, Minneapolis, MN (888-293-1640)
Illinois Dry $125 $130 -$5
North Dakota Dry $115 $120 -$5
Ohio Dry $120 $120 $0
Wisconsin Dry $115 $115 $0
Valero Energy Corp., San Antonio, TX (402-727-5300)
South Dakota Dry $110 $105 $5
California $185 $175 $10
Western Milling, Goshen, California (559-302-1074)
California Dry $185 $185 $0
*Prices listed per ton.
Weekly Average $122 $121 $1
The weekly average prices above reflect only those companies DTN
collects spot prices from. States include: Missouri, Iowa, Nebraska,
Kansas, Illinois, Minnesota, North Dakota, South Dakota, Michigan,
Wisconsin and Indiana. Prices for Pennsylvania, New York and
California are not included in the averages.
VALUE OF DDG VS. CORN & SOYBEAN MEAL
Settlement Price: Quote Date Bushel Short Ton
Corn 8/19/2016 $3.3425 $119.38
Soybean Meal 8/19/2016 $330.00
DDG Weekly Average Spot Price $121.00
DDG Value Relative to: 8/19 8/11
Corn 102.20% 105.55%
Soybean Meal 36.97% 36.24%
Cost Per Unit of Protein:
DDG $4.88 $4.84
Soybean Meal $6.95 $7.03
Corn and soybean prices take from DTN Market Quotes. DDG price
represents the average spot price from Midwest companies
collected on Thursday afternoons. Soybean meal cost per unit
of protein is cost per ton divided by 47.5. DDG cost per unit
of protein is cost per ton divided by 25.
Follow her on Twitter @MaryCKenn
(CZ/)


By 1910 the railroads employed 1,699,420 Americans. They were conductors, brakemen, firemen, engineers, porters, telegraphers, switchmen and section gangs. Some of the hardest workers were the section gangs. One group called Gandy Dancers, sang songs that helped keep them working together to straighten the tracks.
Author Vanita Oelschlager, soft cover.


Whether football or dress shopping, you can focus on what's important to you.
We adapt to your learning style. You'll never waste time or become overwhelmed.
You'll learn from real music and TV selected just for you.
Learn the things you're most likely to hear and use in real conversation.
We have a ton of specialized topics so you can dive into the things that are most relevant to you.
The program totally adapts to your learning style. No two users have the same experience. If you come in knowing the language we'll keep up with you. If you learn more slowly, we help you with the specific things that are giving you trouble.
The system gets smarter the more you use it. If you learn something through a song or a special course it will carry over to the rest of the system.
With Language Zen, you can learn from real music. When we see you know most of the words in a song we'll recommend it. You can also dive into a song you like with our special vocabulary for songs. This means that you can learn from real music and actually understand it from day one!


Home Replicas and Objects of the Giertz Education Center, Krannert Art Museum Palm-leaf prayer book.
Description This is a contemporary example of palm-leaf binding. Religious sutras (an original thought in Buddism or Hinduism, spoken or written in a concise and memorable form) were copied onto palm leaves (cut in two, lengthwise) with a metal stylus. The leaf was then dried and rubbed with ink, which would form a stain in the wound. The finished leaves were given numbers, and two long twines were threaded through each end through wooden boards, making a palm-leaf book. When the book was closed, the excess twine would be wrapped around the boards to protect the manuscript leaves. The manuscript was intended to preserve and make the Indian sacred texts available to everyone. The original leaf books were difficult to preserve due to India's humidity. Buddhist monks spread the idea of palm-leaf binding throughout Persia, Afghanistan, and Iran, to China during the first century BC. The Buddhist scriptures are now written on paper instead of palm leaves, but this specific type of sandwiched binding for Buddhist sutras is still referred to as palm-leaf binding.
Subject Prayer books--India--Specimens.; Palm-leaf manuscripts.; Bookbinding--India.