text:
Increased levels of acetylcholinesterase, paraoxonase 1, and copper in patients with moderate depression- A preliminary study
Shobha Ullas Kamath, Abhishek Chaturvedi, Devesh Bhaskar Yerrapragada, Nagendra Kundapura, Navaneeth Amin, Virupaksha Devaramane
Department of Biochemistry, Kasturba Medical College, Manipal
Department of Biochemistry, Melaka Manipal Medical College, Manipal
Background: Depression is a common and widespread mood disorder, which affects an emotional level that varies widely in its intensity. Biochemical parameter alterations have been observed in different depression types. In the present study, we examined acetylcholinesterase (AChE), paraoxonase 1 (PON1), and copper levels in moderately-depressed patients and healthy controls to ascertain whether the measurement of red blood cell (RBC) AChE, and plasma PON1 and copper could be used to evaluate moderate depression. Methods: This case control study was performed in the Department of Biochemistry, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India. Patients who met ICD 10 diagnostic criteria were considered as cases. Goldberg's General Health Questionnaire 28 (GHQ-28) was used to select controls. Four ml of blood was collected from 24 cases and 20 controls aged 35-70 years and used to determine RBC AChE, and plasma PON1 and copper levels. Results: Red blood cell AChE, and plasma PON1 and copper levels were significantly greater in patients with moderate depression than in controls. Further, a receiver operating characteristic curve for validity of the biochemical parameters in plasma from patients with moderate depression indicated sensitivity and specificity above 85% for copper and PON1. Conclusions: Red blood cell AChE, plasma PON1, and copper levels may have roles in the pathogenesis of depressive disorders.
Reports of Biochemistry and Molecular Biology
Aryldialkylphosphatase
Acetylcholinesterase
International Classification of Diseases
Kamath, S. U., Chaturvedi, A., Yerrapragada, D. B., Kundapura, N., Amin, N., & Devaramane, V. (2019). Increased levels of acetylcholinesterase, paraoxonase 1, and copper in patients with moderate depression- A preliminary study. Reports of Biochemistry and Molecular Biology, 7(2), 174-180.
Kamath, Shobha Ullas ; Chaturvedi, Abhishek ; Yerrapragada, Devesh Bhaskar ; Kundapura, Nagendra ; Amin, Navaneeth ; Devaramane, Virupaksha. / Increased levels of acetylcholinesterase, paraoxonase 1, and copper in patients with moderate depression- A preliminary study. In: Reports of Biochemistry and Molecular Biology. 2019 ; Vol. 7, No. 2. pp. 174-180.
@article{043ffd097167443680a19ce34cac3754,
title = "Increased levels of acetylcholinesterase, paraoxonase 1, and copper in patients with moderate depression- A preliminary study",
abstract = "Background: Depression is a common and widespread mood disorder, which affects an emotional level that varies widely in its intensity. Biochemical parameter alterations have been observed in different depression types. In the present study, we examined acetylcholinesterase (AChE), paraoxonase 1 (PON1), and copper levels in moderately-depressed patients and healthy controls to ascertain whether the measurement of red blood cell (RBC) AChE, and plasma PON1 and copper could be used to evaluate moderate depression. Methods: This case control study was performed in the Department of Biochemistry, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India. Patients who met ICD 10 diagnostic criteria were considered as cases. Goldberg's General Health Questionnaire 28 (GHQ-28) was used to select controls. Four ml of blood was collected from 24 cases and 20 controls aged 35-70 years and used to determine RBC AChE, and plasma PON1 and copper levels. Results: Red blood cell AChE, and plasma PON1 and copper levels were significantly greater in patients with moderate depression than in controls. Further, a receiver operating characteristic curve for validity of the biochemical parameters in plasma from patients with moderate depression indicated sensitivity and specificity above 85{\%} for copper and PON1. Conclusions: Red blood cell AChE, plasma PON1, and copper levels may have roles in the pathogenesis of depressive disorders.",
author = "Kamath, {Shobha Ullas} and Abhishek Chaturvedi and Yerrapragada, {Devesh Bhaskar} and Nagendra Kundapura and Navaneeth Amin and Virupaksha Devaramane",
journal = "Reports of Biochemistry and Molecular Biology",
publisher = "Varastegan Institute for Medical Sciences",
Kamath, SU, Chaturvedi, A, Yerrapragada, DB, Kundapura, N, Amin, N & Devaramane, V 2019, 'Increased levels of acetylcholinesterase, paraoxonase 1, and copper in patients with moderate depression- A preliminary study', Reports of Biochemistry and Molecular Biology, vol. 7, no. 2, pp. 174-180.
Increased levels of acetylcholinesterase, paraoxonase 1, and copper in patients with moderate depression- A preliminary study. / Kamath, Shobha Ullas; Chaturvedi, Abhishek; Yerrapragada, Devesh Bhaskar; Kundapura, Nagendra; Amin, Navaneeth; Devaramane, Virupaksha.
In: Reports of Biochemistry and Molecular Biology, Vol. 7, No. 2, 01.01.2019, p. 174-180.
T1 - Increased levels of acetylcholinesterase, paraoxonase 1, and copper in patients with moderate depression- A preliminary study
AU - Kamath, Shobha Ullas
AU - Chaturvedi, Abhishek
AU - Yerrapragada, Devesh Bhaskar
AU - Kundapura, Nagendra
AU - Amin, Navaneeth
AU - Devaramane, Virupaksha
N2 - Background: Depression is a common and widespread mood disorder, which affects an emotional level that varies widely in its intensity. Biochemical parameter alterations have been observed in different depression types. In the present study, we examined acetylcholinesterase (AChE), paraoxonase 1 (PON1), and copper levels in moderately-depressed patients and healthy controls to ascertain whether the measurement of red blood cell (RBC) AChE, and plasma PON1 and copper could be used to evaluate moderate depression. Methods: This case control study was performed in the Department of Biochemistry, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India. Patients who met ICD 10 diagnostic criteria were considered as cases. Goldberg's General Health Questionnaire 28 (GHQ-28) was used to select controls. Four ml of blood was collected from 24 cases and 20 controls aged 35-70 years and used to determine RBC AChE, and plasma PON1 and copper levels. Results: Red blood cell AChE, and plasma PON1 and copper levels were significantly greater in patients with moderate depression than in controls. Further, a receiver operating characteristic curve for validity of the biochemical parameters in plasma from patients with moderate depression indicated sensitivity and specificity above 85% for copper and PON1. Conclusions: Red blood cell AChE, plasma PON1, and copper levels may have roles in the pathogenesis of depressive disorders.
AB - Background: Depression is a common and widespread mood disorder, which affects an emotional level that varies widely in its intensity. Biochemical parameter alterations have been observed in different depression types. In the present study, we examined acetylcholinesterase (AChE), paraoxonase 1 (PON1), and copper levels in moderately-depressed patients and healthy controls to ascertain whether the measurement of red blood cell (RBC) AChE, and plasma PON1 and copper could be used to evaluate moderate depression. Methods: This case control study was performed in the Department of Biochemistry, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India. Patients who met ICD 10 diagnostic criteria were considered as cases. Goldberg's General Health Questionnaire 28 (GHQ-28) was used to select controls. Four ml of blood was collected from 24 cases and 20 controls aged 35-70 years and used to determine RBC AChE, and plasma PON1 and copper levels. Results: Red blood cell AChE, and plasma PON1 and copper levels were significantly greater in patients with moderate depression than in controls. Further, a receiver operating characteristic curve for validity of the biochemical parameters in plasma from patients with moderate depression indicated sensitivity and specificity above 85% for copper and PON1. Conclusions: Red blood cell AChE, plasma PON1, and copper levels may have roles in the pathogenesis of depressive disorders.
JO - Reports of Biochemistry and Molecular Biology
JF - Reports of Biochemistry and Molecular Biology
Kamath SU, Chaturvedi A, Yerrapragada DB, Kundapura N, Amin N, Devaramane V. Increased levels of acetylcholinesterase, paraoxonase 1, and copper in patients with moderate depression- A preliminary study. Reports of Biochemistry and Molecular Biology. 2019 Jan 1;7(2):174-180.


Conventional air conditioning systems remove moisture at the same time that they reduce the air temperature. Reducing the air temperature is called 'sensible' cooling load, and removing the moisture is called 'latent' cooling load. At any given time, at least 30% of the energy used for space cooling is actually removing the moisture.
There are times when the moisture is the real cause for discomfort ("…it's not the heat it's the humidity…"). Using conventional air conditioning systems the only way to remove more moisture is to also remove more temperature. This can result in cold, clammy air. In commercial applications, the air is sometimes 'reheated' to a more comfortable temperature before it is distributed to the space. This is VERY wasteful from an energy management perspective.
A desiccant system uses a chemical absorbent or adsorbent to remove the moisture without condensing it on a cold surface. Some sort of 'regeneration' is then accomplished to automatically dry the absorbent or drive off the moisture from the adsorbent and the process is repeated.
NovelAire is working on a small-scale desiccant dehumidification unit for use in large houses or small commercial applications – such as a chain-food restaurant. Watch their web site for more information.
Desiccant systems are common in certain industrial and large commercial applications. However, for residential applications NovelAire is the only known commercialized unit and there are a couple other companies with "experimental" equipment undergoing various lab and field testing.
More information on residential equipment will be provided when it becomes available.
See the Manufacturer's section of Air to Air Exchanger for web site links to manufacturers who make residential sized equipment; some of these units will eventually include desiccant dehumidification options.


text:
Our News ›
American Educator ›
Spring 2014 ›
The Professional Educator
A Fine Balance
By David Cicarella
For the past seven years, I have served as president of the New Haven Federation of Teachers. In that time, our union has received national attention for partnering with both the superintendent's office and the mayor's office to improve the New Haven Public Schools.
Part of that work has involved creating a teacher evaluation system that treats teachers as professionals and provides those who are struggling with support. While many press accounts have described our contract and the teacher evaluation system it established as "groundbreaking," few have unpacked the details of what makes the system unique. I'd like to share how our union and our members worked with the district to create a teacher evaluation system of which we are all quite proud.
In August 2009, we began negotiating our contract, set to run from September 2010 to June 2014. We had our typical negotiations team of roughly a dozen members. There was a good cross section representing the entire membership: high school, middle school, and elementary school teachers; a guidance counselor; a social worker; and support staff. We also included teachers at all steps of the salary scale. Everyone was represented.
Back in February 2009, the mayor and superintendent met with me to propose a major school reform effort in New Haven. The focus would be on teacher evaluation, turnaround schools, accountability, tenure, work rule changes, and compensation. This effort was clearly something my union members and I were interested in pursuing, as this was an opportunity for us to have real input in improving the school system and to be treated as equal partners in doing so.
To that end, we created a 12-member Citywide Reform Committee: six members were from management, including representatives from the superintendent's office and the mayor's office, and six members were teacher representatives, including four officials from the New Haven Federation of Teachers (Executive Vice President Tom Burns, Executive Secretary Pat DeLucia, Executive Board Vice President for High Schools David Low, and myself). The other two members of our team were Sharon Palmer, who was president of AFT Connecticut at the time, and Joan Devlin, who was a member of the national AFT's educational issues department at the time.
That summer, the regular negotiations team worked on the salary schedule, medical benefits, class-size issues, and other working conditions, while the Citywide Reform Committee worked on the school reform initiative, including teacher evaluation. We negotiated the contract and school reform initiative simultaneously, because the reality (or fear) was that if we did not come to an agreement on the school reform initiative, we would have trouble getting a contract in place by October as required by Connecticut state law.
I was convinced that for our school reform efforts to have a modicum of success, we needed to abruptly change the content and tone of the discussions concerning the problems with public education. The incessant passing of blame from teachers to administrators to state policymakers put us in a position where public opinion was squarely against all of us in public education—in particular, teachers and their unions. The public was screaming for widespread and repressive changes to teacher contracts and tenure.
To gain a foothold in this debate and reverse the tidal wave of criticism, I publicly said that we, as teachers, must be more receptive to changes in our practice. However, I also said that equally important is top-to-bottom accountability, meaning that all those in public education needed to be more receptive to making profound changes for the good of our students.
By early September 2009, we had hammered out the details of the school reform initiative, including a placeholder agreement to work out a new teacher evaluation system over the course of the year. At that time, we created a citywide teacher evaluation committee, made up of teachers and administrators, to create a new teacher evaluation system. We agreed that this evaluation system (known as TEVAL) would be in place by the time the new contract was set to begin in 10 months (September 2010).* We then passed the school reform initiative off to the negotiations team.
Building Buy-In
To create buy-in for TEVAL, I communicated regularly with all union members. I wrote an article for each edition of our bimonthly union newsletter, updating our members on the process and progress. Then, as developments continued to occur during the year, I shared this information with the teachers via email. We also provided monthly updates at our stewards' meetings and executive board meetings. We spent an awful lot of time making sure we kept teachers informed every step of the way.
A few months ago, we finished negotiations for our new three-year contract, which runs from September 2014 through June 2017. The focus this time shifted from TEVAL to professional development opportunities for teachers, since the heavy lift for creating the new teacher evaluation system was completed in the prior contract. We do, however, continue to make changes and modifications as necessary each year.
Unquestionably, the most significant part of our work in creating TEVAL was replacing the reliance on high-stakes testing to measure student growth and teacher effectiveness with "multiple measures of assessment." It is particularly satisfying that our work here in New Haven has created a ripple effect throughout the nation, as other school districts and states are beginning to use multiple measures of assessment in place of standardized testing. We could never support or accept an evaluation system that relied solely on high-stakes testing. We agreed that standardized tests are useful tools to provide data to drive our instruction. But we remained steadfast in our position that they were designed to tell us what students know and don't know. They were never, ever intended to evaluate a teacher's effectiveness.
Student learning growth, based on multiple measures, such as state and district assessments, teacher-created assessments, and student portfolios, accounts for roughly half of a teacher's evaluation. The other half is based on a combination of instructional practices, such as classroom management, delivery of instruction, and professional values.
For the student learning growth piece of TEVAL, teachers typically write two to four student learning objectives in conjunction with an administrator, referred to as an Instructional Manager (IM). Goals must be mutually agreed upon and data driven. Most often, these goals consist of one mathematics goal and one literacy goal. Having the goals based on student assessment data is essential. However, the student learning objectives are specific to individual classrooms and are not based on district-wide or school-wide data. We set it up this way because no two classes are the same, even within the same school building. For example, in a school with four sixth-grade classes, the data in three of those classes might clearly indicate that improvement in reading comprehension is a priority, while the other class's data might show that reading comprehension is already strong. Therefore, each teacher looks at his or her own students and writes goals based on those students' data.
For the instructional practices piece of the evaluation, which accounts for roughly 40 percent of a teacher's evaluation, we created a rubric for administrators to use when conducting classroom observations. The rubric gives much-needed guidance and provides teachers with clear, objective, and measurable performance indicators. Members of the TEVAL committee spent nearly a year crafting this rubric. They did so with lots of input from teachers throughout the district.
We publicized the names of the six teachers on this TEVAL committee and encouraged our members to contact them with ideas, concerns, and questions. A "working group" was formed to assist in the writing of this teacher evaluation rubric. Approximately 40 teachers joined the working group, which met at the union office twice a month, every month, for an entire year, with additional meetings in between. The teachers on this working group received feedback from colleagues in their respective school buildings, thereby incorporating the ideas of hundreds of teachers. The working group did the actual writing of the rubric and then handed it off to the TEVAL committee to review.
Administrators use the rubric when they conduct full classroom observations. Under TEVAL, they are required to do so at the beginning, middle, and end of each year. Additionally, they typically conduct several 15- to 20-minute classroom walk-throughs so that by the end of the year, the IM has been to the same classroom on numerous occasions. A fair and comprehensive evaluation requires multiple visits, with timely feedback, occurring at regular intervals throughout the school year.
In an effort to reduce the amount of paperwork a new evaluation system can create, we have moved from generating hard-copy paper forms to putting all evaluation data online. Everything is now in an electronic system whereby teachers and their IMs can simply log in to their accounts. Both can view what information each of them has entered, respond where appropriate, and make any updates as the school year progresses. Now meetings between teachers and IMs are much more productive because information has been shared online prior to their formal sit-downs.
Ensuring a Fair Evaluation
In New Haven, we have principals and assistant principals who are outstanding. They are excellent instructional leaders and run their buildings well. However, as in all districts, we also have building administrators who are less than effective. Given that the continuum of school administrators runs from highly effective to downright ineffective, we wanted to ensure that teachers were being evaluated properly and fairly.
In previous years, teachers very often were not made aware that there was a performance problem until April or May, and then they had only until June to show improvement. Now, TEVAL requires the IM to notify a teacher by November 1 if he or she feels that the teacher may potentially be rated as "needs improvement" at the end of the year. This designation must be driven by classroom observations conducted in September and October (and perhaps dating back to the previous year). Once the teacher is notified that he or she may potentially be rated as "needs improvement," a plan of improvement with tangible support is written. Examples of support may include having the teacher watch an instructional coach model a lesson, attend a professional development workshop targeted to his or her particular need, or observe the classroom of an exemplary teacher.
Additionally, we needed to guard against poor evaluations from IMs who may be unskilled in evaluations. We also needed to prevent unsatisfactory evaluations due to personal problems that may have occurred between a teacher and an IM, as well as problems that might arise from individual biases. These concerns have been addressed by a unique system of third-party validators: educators from outside our school district. They are principals, superintendents, and instructional coaches who have resumés indicating outstanding abilities and experiences in the area of teacher evaluation.
Today, the district has approximately 15 validators on contract who have been hired through an interview process conducted by our union and the school district's central office. Both our union and the central office had to mutually agree on all the validators who were hired, and I personally sat in on each and every validator's interview.
Each validator observes three lessons spaced throughout the year with an IM. Both the validator and IM use the same rubric and forms when conducting the observation. The validator does not share his or her report with the IM. At the end of the year, if the IM rates a teacher as "needs improvement," a central office administrator and I review the validator's report to determine if it confirms or refutes the IM's observations.
In the three years the evaluation system has been in place, we have had more than 40 teacher nonrenewals and potential terminations reversed, in large part, by the validator's report. It has proven to be a very powerful tool in protecting our teachers, and it also protects the school district from losing good teachers. It is difficult for urban school districts to attract and retain good teachers, and the validation system serves both purposes.
Also, some of our teachers had their nonrenewals reversed because the district did not provide the necessary supports to help them improve. As I explained earlier, our new evaluation system requires the district to support struggling teachers.
As it turns out, quite a few of those 40-plus teachers were nontenured. In Connecticut, teachers earn tenure after four years of successfully teaching. Elsewhere in our state, a teacher without tenure would have no legal recourse to being nonrenewed for a negative evaluation, as a nonrenewal is at the superintendent's discretion.
At the same time, tenured teachers retain all of their rights and protections as provided by state law. Perhaps the most significant part of our evaluation system is that all teachers, tenured and nontenured, are evaluated under the same system and in the same way. What the validator does is provide an important check on arbitrary decisions made by IMs. This safeguard in the teacher evaluation process has provided my colleagues in the union leadership, as well as myself, much needed peace of mind.
After three years of TEVAL, slightly less than 2 percent of teachers have left the system each year due to performance issues and a lack of sufficient improvement. None of our cases have had to go to arbitration. Throughout this process, both the school district's central office and our union have acted with a great deal of integrity. The district leadership has agreed to reverse the nonrenewals of teachers improperly evaluated for one reason or another. And for our part, we have engaged in the difficult conversations with colleagues who, despite having been fairly evaluated and properly supported, did not improve sufficiently to remain in the classroom.
It is important to remember that the authors of TEVAL did not design the evaluation system for only the teachers at the "needs improvement" end of the rating scale. Our union and the school district's central office were cognizant that all teachers have areas in which they can improve. As a result, "teacher development plans" are created on an as-needed basis. These plans often focus on one or two specific areas, such as preparing data and classroom management. The authors of TEVAL recognize that all teachers, even those most skilled, must be evaluated in the same, thorough manner so that the system can identify and support potential areas where teachers need to improve.
As I look back on the past three and a half years, two things in particular strike me as crucial to the successes we have enjoyed to this point. One is the time we invested in this process and how we included all our partners. It was not, nor could it have ever been, accomplished in a hurried manner. Even so, we were all keenly aware of the urgency of the task before us, and we set timetables that we all adhered to. The second crucial element, of course, is teacher buy-in. While we acknowledge that plenty of hard work remains ahead of us, we feel very good about our collective efforts. We do in fact believe it is "our" system.
David Cicarella has been the president of the New Haven Federation of Teachers since 2007 and has been a member of the AFT Teachers program and policy council since 2010. He has been a teacher in the New Haven Public Schools for 35 years. Before working as an instructional coach in the mathematics department for six years, he taught algebra, reading, and science at Fair Haven Middle School for 22 years and also served as the chair of the reading department.
*For more on TEVAL, see www.nhps.net/node/2328.
Reprinted from American Educator, Spring 2014
One Piece of the Whole
Teacher Evaluation as Part of a Comprehensive System for Teaching and Learning
By Linda Darling-Hammond
When Evaluation Supports a Collective Perspective
A Glimpse into High-Quality Evaluation
Criteria for an Effective Teacher Evaluation System
Survey Says
Using Teacher Feedback to Bolster Evaluation
By Ross Wiener and Kasia Lundy
The Mind Shift in Teacher Evaluation
Where We Stand—and Where We Need to Go
By Angela Minnici
About this column
Professional educators—in the classroom, library, counseling center, or anywhere in between—share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged citizens. In this regular feature, we explore the work of professional educators—their accomplishments and their challenges—so that the lessons they have learned can benefit students across the country. After all, listening to the professionals who do this work every day is a blueprint for success.

redpajama_set_name: RedPajamaCommonCrawl


text:
Delila Anita Hawley
Delila (Lila) Anita Hawley, (86) of Oviedo, Fl., passed peacefully into the loving presence of her Lord and Savior, Jesus Christ, on Friday, May 6, 2022. She was preceded from this earthly life and now reunited with her youngest son, Jody Schmitt, mother & father Hattie and Elmer Schumacher, older brother Ewald & sister Veronica. In her departure, she leaves behind her loving husband of 40 years, Henry (Hank) Hawley, (94) of Oviedo, Fl., her sisters, Arlene, Geri, Janie, RoxAnne, Gail, her brothers, Richard, Ken, Dale, her two sons and daughters-in-law, Mark & Karen Schmitt, Winter Springs, Fl., Barney & Diane Schmitt, Longwood, Fl., step-daughter & her husband Nancy & Don Mathews of Orlando, Fl.
Lila was a devoted and doting grandmother to eight blessed grandchildren, Garret, Cary, Kaylee, Erin, Chris, Sherry, Evan & Ryan. Lila's blessings continued with fifteen great-grandchildren. As the third oldest of eleven children, Lila's love of family never waned and fondest memories remain of her tireless efforts of nurturing, comforting, and sharing with family and friends, with all that her kitchen, home, and her talents could provide.
Lila was born as Delila Anita Schumacher, into her farming family near Mitchell, SD., and living family life later in Deadwood, SD., where at fifteen, she served as a Sunday School teacher. At sixteen, she met & married her first husband, Allen Schmitt, USAF, of Maynard, IA. in Rapid City, SD., where starting from age seventeen, she gave birth to her three boys, Mark, Barney, & Jody. Military life provided future residence in Puerto Rico, Massachusetts, and Florida. Throughout, as family financial needs arose, she learned to juggle the tasks of raising three active boys, and working jobs at or away from home. Eventually, the US Postal Service became her career job from which she retired. During that time, she rose from the bottom distribution levels to being a switchboard operator, the personal secretary to the Orlando Postmaster, a division director, and, most importantly, meeting, working with, and eventually marrying her second husband, Hank. With Hank as her loving encourager, Lila blossomed further, becoming a leader in Toastmasters International, working as a Durrance Elementary School teacher's assistant for children with special needs, volunteering as a receptionist at Luther Haven Retirement Community, creating many treasured canvas paintings (some depicting her early farm life), serving countless gifts of her time, her baking and candy-making skills, and the hosting of many memorable family & friends gatherings.
Missed by all that came near Lila will be her humor, wit, modesty, and humility. The most fortunate of us got to call her Wife, Mom, and Grandma (Nana). Truly, we were all blessed by her presence, and will trust in the assurance of the eternal family reunion yet to come.
Barney Schmitt lit a candle:
Sherry Hacker lit a candle:
Penny Schumacher lit a candle:
Nhu Quynh N. Dang lit a candle:
Erin Blankenship lit a candle:
Charles Lloyd lit a candle:
Mark Schmitt lit a candle:


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The Painted Bird Summary and Analysis
FreeBookNotes found 6 sites with book summaries or analysis of The Painted Bird. If there is a The Painted Bird SparkNotes, Shmoop guide, or Cliff Notes, you can find a link to each study guide below.
Among the summaries and analysis available for The Painted Bird, there are 1 Full Study Guide, 1 Short Summary and 4 Book Reviews.
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Estimated Read Time : 1 minute
BrothersJudd - The Painted Bird
BrothersJudd reviews vary significantly in style and length, focusing more on the individual reviewer's personal opinion of the title and only a cursory plot summary. The site is known for a sarcastic, irreverent tone and a strong conservative bent.
Estimated Read Time : 8 minutes
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Our Summary of The Painted Bird by Jerzy Kosinski
Jerzy Kosinski's three-part novel, 'The Painted Bird,' is a story about a young boy's perspectives about the world in which he lives during the time of World War II. He travels around Central and Eastern Europe. He is considered a Jewish stray. With this in mind, Kosinski begins the work by introducing the war and linking it with the boy. The young boy lives in a village with an elderly woman; his parents are hiding from the Nazis. When the woman dies, he is left to care for himself. From here, he journeys to another village where local townspeople turn him over to the Germans. He escapes and journeys to another village, where he sees Jews and Gypsies headed to concentration camps. It is at this point where Kosinski adds some social commentary, indicating the belief of the young boy that fair hair and fair eyes indicate the favoritism of God. Throughout the rest of 'The Painted Bird,' he becomes an altar boy, and he sees the act of incest, prompting his departure. He becomes mute. It is not until the end of the novel where he is reunited with his parents and regains his speech.
Top Quotes from The Painted Bird
These are the top 3 quotes from The Painted Bird by Jerzy Kosinski. View all 7 quotes from The Painted Bird.
"A man, no matter how popular and admired, lives mainly with himself. If he is not at peace with himself, if he is harassed by something he did not do but should have done to preserve his own image of himself, he is like the "unhappy Demon, spirit of exile, gliding high abov ... "More
"I wondered whether the loss of one's sight would deprive a person also of the memory of everything that he had seen before. If so, the man would no longer be able to see even in his dreams."
"For justice hangs over the world like a great sledgehammer lifted by a powerful arm, which has to stop for a while before coming down with terrible force on the unsuspecting anvil."
More Books by Jerzy Kosinski
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Being There
The Hermit of 69th Street
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Multivariate normal mixture models, where a complex statistical distribution is represented by a weighted sum of several multivariate normal probability distributions, have many potential applications including anomaly detection (AD) in hyperspectral (HS) images. The high computational cost of mixture models requires hardware and/or algorithmic acceleration to make AD run in real time. In this paper we describe the concurrency present in the AD algorithm that includes a normal mixture estimation task. We explore the use of graphics processing units (GPUs) for parallel implementation of the algorithm. The GPU implementations provide a significant speedup compared to multi-core central processing unit (CPU) implementations, and enable the algorithm to execute in real time.


Yes, there is a way to rid yourself of those unsightly brown spots. The newest and best way is with the CoolGuide laser. This minor procedure is done in the office by Dr. Kayal, and only takes 10-15 minutes.
Virtually any area of your body with sun spots, freckles or age spots can be treated. The most common areas are face, chest, shoulders, and arms. The procedure works by heating the pigmented cells, which usually causes the spots to darken first then over the next one to three weeks the darks spots will fade and flake off. Multiple treatments may be required and are usually spaced 3-4 weeks apart.
In most cases you will see moderate improvement two to three weeks after your first treatment. The treatments are virtually painless and very cost-effective. We may also use liquid nitrogen spot treatment, chemical peels, bleaching creams, and exfoliating skin care products to treat brown spots. If you are ready to get rid of your brown spots please call for a cosmetic consult with Dr. Kayal today.


The Best Janis Joplin Lookalike Impersonator Tribute is the definitive celebration of a rock-n-roll legend, the queen of psychedelic blues herself, Janis Joplin! She is a veteran vocalist in the Pacific Northwest, who after years of being told she looks and sounds eerily like Janis, finally gave in to the many requests to create a show in honor of the Rock Goddess. Capturing the energy and presence of a woman who helped define an era- this jaw dropping, spine tingling, multi-media, live music production, will take you back to a time long gone, but never forgotten. All Hail…JANIS LIVES!
Janis Joplin Lookalike Impersonator Tribute to Give Life to the Iconic Janis Joplin in her exciting show!


This decision is important because it could apply to all industries.
The availability of large blocks of Class A office space in San Diego is limited, which is the first and most important information in JLL's research. It has become increasingly difficult to find space more than 25,000 square feet as law firms are starting to expand again.
This supply constraint led Latham & Watkins to opt for a 70,000-square-foot built-to-suit building this year. Other local law firms in the market for 30,000 square feet or more face an uphill battle, as do firms in other industries with similar space requirements.
Speculative office construction is only just beginning in San Diego. However, The Irvine Company's One La Jolla Center project in UTC will deliver 306,000 square feet of Class A office space in 2015, which will provide additional options for law firms and others. In the meantime, some firms are looking to do more with less space and this, too, reflects a trend in many types of businesses.
JLL's review of the top 35 U.S. law firm markets indicated that market by market, 55 percent to 90 percent of law firms have already devised substantial efficiency measures in new or restructured leases. In San Diego, law firms are creating greater efficiencies by creating smaller, more uniform-sized offices and eliminating vacancy once held for growth, which is now planned more conservatively and typically addressed through expansion options.
Sound familiar? Perhaps you're seeing dedicated, four-walled offices traded for open and collaborative workspaces? Eating and meeting spaces are blending? Often, these efficiencies, which may also boost productivity, mean that firms of all types can reduce their space requirements and increase their real estate options.
Those options can be important for myriad reasons. However, one reason is particularly important to service-oriented industries: They tend to follow clients. Law firms are included in this group, and when technology and life science firms started to cluster around UTC, Sorrento Mesa and Del Mar Heights, so did law firms (and many other service providers). It wouldn't be surprising to see some of these same firms return or expand downtown if the tech cluster there continues to grow.
In industries where proximity to clients is important, firms want to have access to a good selection of real estate options. Maintaining flexibility in floor plans and workspace configurations may keep those firms nimble enough to follow the migration habits of their clients.
One thing that won't change, though, is that the submarkets attracting San Diego's leading industries and the businesses that serve them maintain the highest asking rents. Law firms tend to gravitate to UTC, Del Mar Heights and downtown. Asking rents for Class A space in these markets average 15 to 30 percent higher than in the San Diego region overall.
For law firms and others with upcoming lease expirations, market timing is critical, as firms are losing leverage in lease negotiations as we transition to a landlord-favorable market. In fact, JLL's Law Firm Review predicts 77 percent of North American cities will see a rise in rents due to scarcity of available office space.
On average, law firms have seen rents rise 3.3 percent year-over-year nationwide and pay an 18.1 percent premium for trophy space. San Diego firms pay only a 5 percent premium for trophy space so far, and if they can find it.
Moore, vice president at JLL, co-chairs the Law Firm Practice Group for JLL in San Diego and specializes in complex real estate decisions. She serves on the board of directors of the San Diego County Bar Foundation and has served been a board member and national delegate for CREW San Diego.


text:
Cargolux Italia es la joint venture italiana de Cargolux, sociedad luxemburguesa de carga, que tiene como hub principal el aeropuerto de Milán-Malpensa. Fue fundada en diciembre de 2008 pero no inició su actividad hasta junio de 2009 y actualmente gestiona un programa de tres servicios semanalmente de Milán a Dubái, Hong Kong y Bakú. Todos sus vuelos son efectuados por los Boeing 747-400F.

Flota
La flota de Cargolux Italia consta de los siguientes aviones (a partir de julio de 2021):

La flota de la Aerolínea posee a julio de 2021 una edad media de 16.2 años.

Referencias

Enlaces externos

 (en inglés) Cargoluxitalia.com

Aerolíneas de Italia
Empresas de Italia
Aerolíneas fundadas en 2008

redpajama_set_name: RedPajamaWikipedia


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We are delighted to announce that Radcliffe sponsored paralympic sensation Alice Tai has managed to secure herself a seat on the plane to Rio with some outstanding performance over the past coming months, to ensure she goes off to Brazil with big aspirations of making it onto the podium and bringing home some silverware.
The feat becomes even more impressive as Alice reveals she has missed out some vital training time, unfortunately due to a deterioration on her conditon.
You can read here in Alices own words what she has been up to.