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The World's First Global Peace Intention Experiment
Wednesday, October 22, 2008 by: Dorien Herremans
Tags: power of intention, health news, Natural News
https://www.naturalnews.com/024576_violence_experiments_death.html
(NewsTarget) What happens when 12 000 people send their intention for peace at the same time, eight days long, for 10 minutes a day, directed at the same region? Well, according to preliminary results of the first intention experiment directed by Lynn McTaggart, this does have a significant influence on the overall peace levels. A few weeks ago the first global peace intention experiment took place, this was part of the largest mind-over-matter experiments in history. The architect of the experiments is Lynn McTaggart, author of the bestselling books "The Intention Experiment" and "The Field". The aim of the experiment is to "test the power of group intention to lower violence in a succession of areas around the world noted for high levels of violence." Today, one month after the first experiment, the preliminary data starts rolling in...
Collective thought has the power to change the world
In 2006-2007 Lynn McTaggart has scientifically demonstrated, with a series of experiments, that a 'group mind' can:
Make seeds grow twice as high as normal
Change basic physical properties of leaves
Alter the essential structure of water
Change physical properties in a plant and a human being
McTaggart is one of the pioneers in the world today who offers scientific demonstrations that collective thoughts have the power to change the world. The studies mentioned above have been presented at the Society for Scientific Exploration annual meeting in June 2008.
Leading physicists and psychologists from the University of Arizona, Pennsylvania State University, St. Petersburg Technical University, the International Institute of Biophysics and the former PEAR lab at Princeton University, have all worked with Lynn McTaggart.
Peace Intention experiments?
The peace intention experiments where sparked by the large number of Transcendental Meditation (TM) studies that where conducted. These showed, that if a critical mass of people regularly meditated in a certain area, the crime rate goes down. One of those studies attempted to use meditation to diminish the Palestininan conflict in 1983. It showed, that fatalities in Lebanon fell by 76 per cent on days with a high number of meditators. Although the TM studies where highly successful, The Peace Intention Experiment goes one step further, by letting the group send a specific intention, instead of general meditation.
The scientific team, responsible for maintaining the strict protocal and measuring violence levels before and after, includes:
Dr. Robert Jahn, former dean of engineering at Princeton University and former director of the PEAR Lab
Psychologist Brenda Dunne, also formerly of the PEAR Lab
Psychologist Gary Schwartz of the University of Arizona, and director of the Laboratory for Advancement of Consciousness and Health, who has run many healing energy experiments
Psychologist Roger Nelson, formerly of Princeton University, and director of the Global Consciousness Project
Dr. Jessica Utts, professor of statistics at the University of California at Davis, considered the world's leading statistician of consciousness research
The pilot study: Sri Lanka
11 468 Participants
The first peace intention experiment started on September 14th and ran for eight consecutive days, on which at least 11 468 people took part. The participants came from more than 65 countries, top ranking countries were the US, Canada, the UK, the Netherlands, South Africa, Germany, Australia, Belgium, Spain and Mexico.
Target: the Wanni region in Sri Lanka
The experiment focused on the Wanni region. For most people, a quit unknown part of the earth. Nevertheless, they have suffered a civil war for 25 years, with more suicide bombing then anywhere.
How to get 11 468 people together
The intention experiment set up a website, where the participants could login just before the daily experiment began. The web pages flipped over automatically and guided the participants through the experiment. The experiment schedule looked like this:
0:00 Power Up, prepare yourself mentally for the study.
0:05 Page automatically flips over. Study intention target
0:10 Page flips over. Experiment begins.
0:20 Experiment ends. Join the Intention Experiment forum.
During the experiment phase, the website played nice, relaxing music and showed images of Sri Lankans in peace. The intention was the following:
"My intention is for peace and cooperation to be restored in the Wanni region of Sri Lanka and for all war-related deaths and violence to be reduced by at least 10 per cent"
Positive results – Some preliminary statistics
Jessica Utts, professor of Statistics at University of California at Irvine, is responsible for the statistical processing of the experiment's data.
Before the intention study, the Wanni Region has averaged 102 deaths per week. Strangely enough, according to Lynn McTaggart, the intentions had the initial effect of increasing violence. Since there was a last surge of attacks by the Sri Lankan government, who wanted to quash the Tamil Tiger rebels once and for all. This brought on 461 murders in the eight days of the experiment, which is a great increase. Luckily, the data does not end here...
In the 24 days following the experiment, violence levels immediately plunged down and stayed low ever since. The weekly average death rate in the Wanni region dropped by
49 per cent!
Interestingly enough, the Eastern part of Sri Lanka, experienced the same evolution. The death rate heightened during the experiment period, and then fell by 68.4 per cent.
These statistics are given by Lynn McTaggart directly in her newsletter. However, they are preliminary, once there are more numbers available, the long term effect will become visible.
Participant responses
The experiment was followed by discussions in the specially set up web forum, where lots of people spoke about the lovely feelings of peace they experienced during the intention. One topic that came up a few times was the surprising use of low-energy words in the intention:
A lot of people found it hard to visualize a reduction of war. Whereas an increase in peace would be much easier to picture. Just try not to think about a pink elephant... In line with the philosophy of best selling author Yvonne Oswald PhD, we can say that if you think about the word "war", you will put this vibration out into the world, it doesn't matter if you think about "less war" or "less death", the vibration of this low energy word will remain present.
Lynn McTaggart did respond to this, suggesting a possible change for the future (non-pilot) studies.
Healing the earth
McTaggart's valuable research is not only useful to create global peace. She has been working with Dr. Rustum Roy, to create a mass experiment to purify polluted water, by using thoughts to mutate bacteria. Another extremely interesting project of McTaggart is conducted together with the University of Arizona, where they are constructing a miniature ecosystem and are attempting to lower the temperature inside. If this experiment has significant effect, it would mean that our collective thoughts could tackle global warming... So start thinking positive today!
thepeaceintentionexperiment.com
theintentionexperiment.com
Lynn McTaggart's Newsletter
Dorien wrote the ebook: Drupal 6: Ultimate community site guide. Now everyone can set up an online community (http://book.drupalfun.com). She is currently doing a PhD at the University of Antwerp.
Power of intention at FETCH.news


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Anthony Davidson giving up on F1?
By LJ Hutchins
British former F1 racer Anthony Davidson has said that the exit of Honda from the sport realistically ends his hopes of getting a 2009 drive, leading him to turn his attention to sports cars.
He also said that he felt he had been on the verge of securing a Honda race seat for next year – which would have meant displacing current driver Rubens Barrichello and GP2 hopefuls Bruno Senna plus Lucas di Grassi in the queue for the coveted drive.
Davidson, speaking at the Autosport International show at Birmingham, said: "I was in serious talks of not only trying to get a race drive for this year with the team, but as the bare minimum as the reserve driver.
"Talks were progressing really well, and the deal was almost done just with a few weeks to spare before the announcement, and it now leaves me in a very similar situation to what Jenson faces now.
"I think in terms of Formula One drives it is looking very, very slim at the moment. You should never give up, but I am a realist as well and I have learned that over the last year and the year before.
"Working with Super Aguri really put me in a good position for now, for these times , because it was always a kind of rocky road anyway."
He said that he is hoping to drive in Le Mans once more, after a 2003 appearance in the 24 Hours of Le Mans and the American Le Mans series, both involving Prodrive.
"I feel that having made my name in testing and getting the chance to race in Formula One, I'm a known quantity now and the reason I am sitting here without a drive isn't because I wasn't good enough. It's because the team folded.
"I think at this stage in my career you look for a Formula One drive, and if not, you look for another professional drive."
He added that he hopes to also concentrate on commentating work, perhaps extending his role with BBC Radio Five Live.
Author: LJ Hutchins. Drives a Subaru Impreza but regrets its lack of bright blue paint and gold wheels. Is now definitely old enough to know better but probably never will. LJ has written 1274 articles for us.
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Archives / 2014 / May
Book review: Ellen Harmon White: American Prophet
Jon Paulien
Ellen G. Harmon White finally makes it to Oxford University. For readers who know little about Ellen White (1827–1915), she was one of the most prolific female religious writers in nineteenth-century America. Not only so, this woman who had a third-grade education helped found a major denomination and sprawling educational system.
This book—a surprising outcome goes back to an Ellen White Biography Conference (October 22–25, 2009) in Portland, Maine, her childhood hometown. This conference was historic in that it brought together most historians of Ellen White and many experts on her nineteenth-century American religious context. The participants included Seventh-day Adventists who work for the church or its institutions, others who are retired or work outside the church, and a distinguished group of non-Adventist scholars of American religion from institutions such as Harvard, Princeton, Duke, and Wisconsin. The dynamic at the conference and in the resulting book from Oxford well illustrates the challenge of biography as a genre. In the case of Ellen White, the evidence of her life and writings are just too vast, so there is the problem of selection. Which incident or statement tells who the person really is? Which reflects the "real" Ellen White? People will differ as to how well this multiauthor biography of Ellen White succeeded in achieving that balance. On the whole, I think it did as well as anyone could hope. On my part, I was disappointed in the occasional word that betrayed an author's slip from historical objectivity. Did Ellen White's Testimonies really "betray" those who received them (12)? Was it necessary to say that Ellen White followed a "discredited historicism approach" (185)? Frankly, as a Seventh-day Adventist who believes and appreciates Ellen White's inspiration, I found the characterization of Adventist apocalyptic on pages 185–190 distasteful. But these slipups were the exception in the book rather than the rule. All in all, I was surprised by how many insights I gained into Ellen White's life and ministry from this book.
This book will not please everyone. In fact, it may offend some readers on both sides of the controversial issues, but I believe this book makes two huge contributions. First, most of us are accustomed to reading the Bible in its ancient context, as far as possible. But we tend to read Ellen White out of context, universalizing personal testimonies in ways that can be confusing and unbalanced. This book can help readers put the writings of Ellen White in their proper balance and context. Rightly understood, she remains as relevant today as she ever was. Second, the book will also put Ellen White "on the map" of non-Adventist scholarship and culture. In the long run, the book may do more to bring her to the attention of the wider world.
Reviewed by Jon Paulien, PhD, dean of the School of Religion, Loma Linda University, Loma Linda, California, United States
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Graeme MacKay's Editorial Cartoon Archive
Tony Clement Gallery
November 7, 2018 by Graeme MacKay
He's been in Canadian politics for a very long time. Tony Clement, known for his cabinet positions in Federal and Ontario political spheres. Known for his ambition to lead conservative parties both federally and provincially. Known for his influence in political affairs going back beyond two decades. Now the man at the centre of a humiliatingly tawdry sexting scandal, seeing his world and legacy collapse before him. Oh well, it's been a fun ride.
Posted in: Canada, Ontario	Tagged: belinda, Conservative, Flambasterdas, gallery, gazebo, leadership, Muskoka, Ontario, scandal, sex, Stephen Harper, Tony Clement
May 24, 2011 by Graeme MacKay
Editorial Cartoon by Graeme MacKay, The Hamilton Spectator – Tuesday May 24, 2011
Clement won't rule out program cuts: reports
Treasury Board head Tony Clement said he would consider shutting entire programs and shrinking the public service to help produce a balanced budget by 2014-2015, according to reports.
Clement was named Treasury Board president on Wednesday, taking over from Stockwell Day, and is tasked with finding savings in other government departments to reduce the deficit, which is projected this year to be $29.6 billion.
On Wednesday, Clement acknowledged that a preferred option for saving money would be through attrition, or cutting public service jobs when people leave or retire.
But on Thursday, he elaborated, telling the Globe and Mail and Ottawa Citizen newspapers that cuts could mean entire programs are shuttered. Programs that might have been important 30 years ago may no longer be the best way to spend public money today, he said.
Patty Ducharme, the national executive vice-president for the Public Sector Alliance of Canada, the largest public sector union, said she was not surprised by the news. Ever since the government first talked about reducing staff through attrition, public service unions have said such a plan was not possible or practical.
"I'm dismayed though, given the fact that what this government has been saying leading up to the election was that there would be job reductions, but those reductions would come through attrition and nothing more than attrition," Ducharme said.
"One day into the job and now he's telling the truth. Thanks Tony."
Ducharme said she was at a loss as to which government programs might be targeted. (Source: CBC News)
Posted in: Canada	Tagged: austerity, Canada, Conservative, cuts, executioner, G8, gazebo, guillotine, Muskoka, spending, summit, Tony Clement
June 18, 2010 by Graeme MacKay
Editorial Cartoon by Graeme MacKay, The Hamilton Spectator – Friday June 18, 2010
G8 funds flood Clement's riding: Liberals
The Opposition Liberals are accusing the Conservative government of blowing $50 million of G8 summit-related spending in Industry Minister Tony Clement's riding in an attempt to boost his chances of re-election.
Industry Minister Tony Clement has been under fire for weeks in the House of Commons over federal spending in his central Ontario riding of Muskoka-Parry Sound ahead of the G8 summit in Huntsville.
Liberal MPs Mark Holland and Marcel Proulx presented a slideshow at a news conference on Wednesday showing G8 legacy project sites in Clement's Ontario riding of Parry Sound-Muskoka.
Dubbing the presentation the "Tour de Pork," the MPs said most of the money has been spent on projects that are nowhere near delegates during the one-day G8 summit and that will not be completed in time for the event.
The sites flaunted by the Liberals include a $2-million street improvement project for Port Severn, 135 kilometres away from the summit site in Huntsville, as well as a $700,000 main street and bridge improvement project in the small town of Kearney, 42 kilometres from the summit site
The minister, Holland said, needs to justify how he can say the projects have anything to do with the G8, when most of them will never be seen by delegates.
"What has happened here is under the guise of G8," Holland told reporters. "It has nothing to do with G8. They're blowing $50 million to boost the electoral prospects of a minister, and we think that that is entirely inappropriate." (Source: CBC News)
Posted in: Canada	Tagged: Brazil, Canada, Conservative, G8, Jesus, Muskoka, Rio, spending, statue, summit, Tony Clement
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In this brand new Equine Permaculture series, we will 'dig deeper into soils' and explore what soils are, how soil is formed, the different types of soil and how they sustain life through the soil-food-web.
Furthermore, we will discuss the importance of soil tests, in the lab and DIY, interpreting these soil test results, and how they may assist our soil and pasture management on the property.
Before we start digging up the dirt, let's brush up on some facts about soil.
Soils are complex mixtures of minerals, water, air, organic matter, and numerous micro and macro-organisms that are the decaying remains of once-living things. It forms at the surface of land – think of it as the "skin of the earth." Soil is capable of supporting plant life and is vital to life on earth. In many Equine Permaculture articles, we have focused on the importance of taking care of our soils, so we can grow healthy pastures to feed our horses.
The soil is perhaps the most overlooked, underrated, taken for granted, but major partner in growing plants. When managing pastures, how many horse and property owners have passed over getting to know their soil – reading up on soil facts – in favour of pasture planning and management?
Like many common words, the word soil has several meanings. The word "soil" is also known as "dirt", "waste" or "earth". In its traditional meaning, soil is the natural medium for the growth of plants. Soil has also been defined by the FAO (Food and Agriculture Organization of the United Nations) as a natural body consisting of layers (soil horizons) that are composed of solids (minerals and organic matter), liquid, and gases that occurs on the land surface, occupies space, and is characterised by one or both of the following: horizons, or layers, that are distinguishable from the initial material as a result of additions, losses, transfers, and transformations of energy and matter or the ability to support rooted plants in a natural environment.
Lengthy definition, that. But reading closely, soil has many things in it: nutrients; minerals; dead, decayed stuff; water and other liquids; and air and other gases. And–surprise?– soil has horizons just like the atmosphere and each is easily identifiable from the other. We will explain these in a bit more detail further in the article.
Soil is the end product of the combined influence of climate, topography, organisms (flora, fauna and human) on parent materials (original rocks and minerals) over time. As a result soil differs from its parent material in texture, structure, consistency, colour, chemical, biological and physical characteristics.
Soil is an essential component of "Land" and "Eco-systems" that both are broader concepts encompassing vegetation, water and climate in the case of land, and in addition to those three aspects, also social and economic considerations in the case of ecosystems.
Soils serve as media for growth of all kinds of plants.
Soils modify the atmosphere by emitting and absorbing gases (carbon dioxide, methane, water vapour, and the like) and dust.
Soils provide habitat for animals that live in the soil (such as groundhogs and mice) to organisms (such as bacteria and fungi), that account for most of the living things on Earth.
Soils absorb, hold, release, alter, and purify most of the water in terrestrial systems.
Soils process recycled nutrients, including carbon, so that living things can use them over and over again.
Soils serve as engineering media for construction of foundations, roadbeds, dams and buildings, and preserve or destroy artefacts of human endeavours.
Soils act as a living filter to clean water before it moves into an aquifer.
Soil holds also many living organisms. An acre of soil can hold about 5-10 tons of living beings. If you would conduct a microbiology soil test you may find that one gram of soil could hold as much as 5,000-7,000 bacteria species.
Soil formation typically happens over many years. Natural processes like weathering, erosions, rains, floods, hurricanes, thunderstorms, tornadoes and the like all contribute to soil formation. Lichen and plant roots also help break down rocks into little pieces to become part of the new soil.
Because of the different materials and processes that affect its formation, soil comes in different colours and textures. Soil could have such lively colours as red, yellow and white but most of the time, soil is black, brown or grey. Due to the sand, silt, clay and other mineral particles in it, soil could be smooth, creamy, rough, crumbly and sticky to the touch.
Soil minerals form the basis of soil. They are produced from rocks (parent material) through the processes of weathering and natural erosion. Water, wind, temperature change, gravity, chemical interaction, living organisms and pressure differences all help break down parent material. The types of parent materials and the conditions under which they break down will influence the properties of the soil formed. For example, soils formed from granite are often sandy and infertile. On the other hand, basalt under moist conditions breaks down to form fertile, clay soils.
Soil formation is influenced by organisms (e.g. plants), micro-organisms (e.g. bacteria or fungi), burrowing insects, animals and humans. As soil forms, plants begin to grow in it; they mature, die and regrow. Their leaves and roots are added to the soil. Animals eat plants; their wastes and eventually their bodies are added to the soil. This begins to change the soil. Bacteria, fungi, worms and other burrowers break down plant litter and animal wastes and remains, to eventually become organic matter. This may take the form of peat, humus or charcoal.
Climate (rainfall, temperature and wind) influences the rate of weathering and also affects plant growth. Temperature affects the rate of weathering and organic decomposition. With a colder and drier climate, these processes can be slow, but with heat and moisture they are relatively rapid. Rainfall dissolves some of the soil materials and holds others in suspension. The water carries these materials down through the soil. This is known as leaching. Over time this process can change the soil, making it less fertile.
The shape, length and grade of slope affects drainage. Aspect determines the type of vegetation on a slope and the amount of rainfall received. These factors cause variation in soil formation.
The length of time that soil materials have been weathered, influences soil properties. Minerals weathered from rocks are further weathered to form materials such as clays and oxides of iron and aluminum.
Soil materials are progressively moved within the natural landscape by the action of water, gravity and wind for example: heavy rains erode soils from the hills and deposit it in lower areas, forming deep soils. The soils left on steep hills are usually shallower. Transported soils include alluvial (water transported), colluvial (gravity transported) and aeolian (wind transported) soils.
There are different types of soil, each with its own set of characteristics. Dig down deep into any soil, and you'll see that it is made of layers, or horizons (O, A, E, B, C, R – see soil layer figure). Put the horizons together, and they form a soil profile. Like a biography, each profile tells a story about the life of a soil. Most soils have three major horizons (A, B, C) and some have additionally organic horizon (O), eluviated horizon (E) and/or bedrock horizon (R).
Horizon O (humus or organic) is the topsoil that we walk on. It's one-inch thick and made up of decayed, organic stuff that feeds the soil and keeps it healthy. Horizon O is the most fertile, productive layer because it contains humus and lots of microorganisms that make nutrients available to plants.
Horizon A (topsoil) is the layer after Horizon O. It's also part of the topsoil, composed of roots and beneficial microorganisms like mycorrhizae and fungi that feed on the waste materials shed off by roots. Of course, this horizon is also home to those hardworking critters -like earthworms, centipedes and dung beetles.
Horizon E (eluviated) is layer after Horizon A that some soil types may have such as older soils and forest soils. This layer is leached of clay, minerals, and organic matter, leaving a concentration of sand and silt particles of quartz or other resistant materials.
Horizon B (subsoil), the layer that follows, is a very tough layer. Rich in minerals that leached (moved down) from the A or E horizons and accumulated here. The soil is so hard that no root or critter can penetrate this barrier.
Immediately after that is Horizon C (parent material). These are rocks and old soil that form all the horizons above it. This layer contains primary bedrock, secondary materials from other places, old soil formations and the like.
Horizon R – (bedrock) is the last layer and consists of a mass of rock such as granite, basalt, quartzite, limestone or sandstone that forms the parent material for some soils – if the bedrock is close enough to the surface to weather. This is not soil and is located under the C horizon.
Soil can come in many different soil types and identifying the type of soil you have will help to identify the types of plants that you can grow in your pastures. Soil can be categorised into sand, clay, silt, peat, chalk and loam types of soil based on the dominating size of the particles within a soil.
Sandy soil – are light, warm, dry and tend to be acidic and low in nutrients. Sandy soils are often known as light soils due to their high proportion of sand and little clay (clay weighs more than sand). These soils have quick water drainage and are easy to work with. They are quicker to warm up in spring than clay soils but tend to dry out in summer and suffer from low nutrients that are washed away by rain. The addition of organic matter can help give plants an additional boost of nutrients by improving the nutrient and water holding capacity of the soil.
Clay soil – are heavy soils that benefit from high nutrients. Clay soils remain wet and cold in winter and dry out in summer. These soils are made of over 25 % clay, and because of the spaces found between clay particles, clay soils hold a high amount of water. Because these soils drain slowly and take longer to warm up in summer, combined with drying out and cracking in summer, they can often test gardeners.
Silt soil – are light and moisture retentive soils with a high fertility rating. As silt soils compromise of medium sized particles they are well drained and hold moisture well. As the particles are fine, they can be easily compacted and are prone to washing away with rain. By adding organic matter, the silt particles can be bound into more stable clumps.
Peat soil – are high in organic matter and retain a large amount of moisture. This type of soil is very rarely found in a garden and often imported into a garden to provide an optimum soil base for planting.
Chalk soil – can be either light or heavy but always highly alkaline due to the calcium carbonate or lime within its structure. As these soils are alkaline they will not support the growth of ericaceous plants that require acidic soils to grow. If a chalky soil shows signs of visible white lumps then they can't be acidified and gardeners should be resigned to only choose plants that prefer an alkaline soil.
Loam soil – are a mixture of sand, silt and clay that are combined to avoid the negative effects of each type. These soils are fertile, easy to work with and provide good drainage. Depending on their predominant composition they can be either sandy or clay loam. As the soils are a perfect balance of soil particles, they are considered to be great for pastures and gardens.
An important feature of soil is that it changes with depth.
Soil texture (e.g. loam, sandy loam or clay) refers to the proportion of sand, silt and clay sized particles that make up the mineral fraction of the soil. For example, light soil refers to a soil high in sand relative to clay, and heavy soils are made up largely of clay. Texture is important because it influences the amount of water that the soil can hold, the rate of water movement through the soil as well as its workability and fertility. For example, sand is well aerated but does not hold much water and is low in nutrients. Clay soils generally hold more water, and are better at supplying nutrients. Texture often changes with depth so that roots have to cope with different conditions as they penetrate the soil. A soil can be classified according to the manner in which the texture changes with depth. The three profile types are: uniform—same texture throughout the profile, texture-contrast—abrupt texture change between surface and sub-soil, gradational texture changes gradually from light to heavy down the profile.
Soil structure refers to the way soil particles group together to form aggregates. These aggregates vary in size and shape from small crumbs through to large blocks. Very sandy soils are structure less because sand grains do not cling together. Some soils resemble a large solid, featureless mass—referred to as massive and have little or no structure. Good soils fit in between the two extremes. A well-structured soil breaks up easily into aggregates or peds with a definite shape (e.g. granular or blocky) and size (1-60 millimeters).
Organic matter helps give a soil good structure by binding soil particles together. Good structure is important, as it allows water to soak into the soil and excess water to drain away. It also allows air movement through the soil. Soil, air and water are vital for healthy plant growth and continued nutrient supply.
Soil colour is strongly influenced by humic (organic) materials, which are brown or black, iron oxides (red or yellow) and features of the parent material. Poorly drained soils may contain blue, grey and green colours.
Soil pH is the measure of the acidity or alkalinity level of the soil. It affects plant growth, as it determines the availability of plant nutrients in the soil.
Soil pH is measured on a scale from 0-14, with 7 being neutral. A highly acidic soil can have as low as pH 3, while a highly alkaline soil can be close to pH 10. Most soils have a pH 6-8 range and plant growth is usually best in a soil of pH 6-7.
For plants to be healthy, they need a steady supply of nutrients from the soil. Nitrogen (N), phosphorus (P), potassium (K), sulfur (S), calcium (Ca) and magnesium (Mg), are required in relatively large quantities (macronutrients). Others are required in small quantities (micronutrients or trace elements), eg. copper (Cu), zinc (Zn) and manganese (Mn). A shortage or absence of any one of these essential nutrients can severely retard plant growth. Too many nutrients can be as bad as too few. The availability of nutrients is affected by the pH level of the soil. For example, in very acid soils, manganese and aluminum may be present in toxic concentrations. The nutrient status of a soil can be determined by a laboratory analysis of the soil or the plants that grow in it.
This is characteristic of some clay rich soils that have a high concentration of sodium or magnesium in the clay fraction. A 'sodic' soil has a high sodium ion concentration. When these soils come into contact with water, they may become unstable and disperse. Dispersion in the surface soil leads to crusting and surface sealing, dispersion in the subsoil accelerates erosion and may lead to the formation of gullies and tunnels.
Permeability is a measure of how easily water moves through the soil. At the surface, it affects the rate at which water can enter a soil, called the infiltration rate. It is affected by soil structure and texture. Porosity is the amount of space around mineral grains that can be filled by water or air, which contribute to a soil's permeability. Particularly large pores that are visible are called macropores.
Soil organic matter and soil carbon sequestration.
Soil organic matter is the component of soil derived from all biological sources—whether living or nonliving. Soil organic matter is a vital indicator of soil health because of its impact on a variety of soil functions and properties. It provides the energy source for micro-organisms in the soil, is a reservoir of nutrients and improves the structural stability, water holding capacity and pH buffering capacity of the soil.
Soil organic matter content is difficult to measure directly but can be visually inspected. Laboratory tests actually measure soil organic carbon (SOC), which makes up about 58 % of total soil organic matter. Soil organic matter is made up of several pools that vary in their contribution to soil functions and their longevity in soil systems. Organic residue deposited in or on the soil is the most active pool, but may be rapidly lost (has low stability). Humus (made up of resistant compounds derived from decayed organic residues) is a slow, more stable pool. Charcoal is very stable, but is not biologically active, and therefore is an inert or passive pool. Soil cultivation and soil degradation result in losses of organic carbon which is released as CO2 into the atmosphere. Land clearing and overgrazing also contribute to the loss of soil carbon.
Improved soil management strategies such as crop stubble retention or leaf area management (for pasture) on the soil surface and reduced grazing pressure have the potential to increase the store of soil carbon, thereby acting as sinks for atmospheric carbon.
The soil sustains most living organisms, being the ultimate source of their mineral nutrients. Soil management is an integral part of land management and may focus on differences in soil types and soil characteristics to define specific interventions that are aimed to enhance the soil quality for your pastures. For example many horse properties are established on overgrazed farmland that exposes subsoil. Many horse owners are not aware that this is not the correct soil layer that we need to work with to build pastures. We need to build a healthy top layer (top soil) before we can sustain healthy plants. Specific soil management practices are needed to protect and conserve our soil resources, as well as build more soil!
Soils are neither "good" nor "bad" because the distinction is often based on their intended use. However many soils have characteristics that make specific management interventions desirable to avoid problems for grazing purposes. Good management of soils assures that mineral elements do not become deficient or toxic to plants, and that appropriate mineral elements enter the food chain (soil – food – web). In the next edition we discuss in more detail the soil food web interaction and how this supports healthy pastures for our horses.


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Diabetic Retinopathy in Los Angeles, CA
9 Retina Services
Diabetic retinopathy is a disorder that harms the blood vessels within the retina. Affecting patients between the ages of 18 – 65 with Type 1 or Type 2 diabetes, diabetic retinopathy is the leading cause of vision impairment and blindness. Uncontrollable sugar levels can make the retinal blood vessels swell, leak, or become blocked, which can lead to permanent damage and in some cases, blindness. This serious disease may become worse over time and in the earlier stages, symptoms are not always detectable.
If you have Type 1 or Type 2 diabetes, it's extremely important to attend yearly eye exams so our team of skilled, board-certified ophthalmologists at Ophthalmology Associates of the Valley can check your ocular health and determine if you have diabetic retinopathy. If you have diabetes, especially if you find it difficult to control your sugar levels, we highly recommend scheduling an appointment at either of our locations in Encino or West Hills.
What is Diabetic Macular Edema?
Diabetic macular edema (DME) is a condition that is directly caused by diabetic retinopathy, which leads to swelling in that part of the retina known as the macula. The macula is essential for the central vision field and is used for reading, recognition, and driving.
"Dr. Karlin is always attentive, and easy to speak with it"
- S.L. / Demandforce / Jan 07, 2023
"Fantastic staff. Super friendly. Latest and equipment. Great experience."
- N.E. / Demandforce / Jan 07, 2023
"Compassionate, understanding and trustworthy"
- A. / Demandforce / Jan 07, 2023
"I completely rely on Dr. Elkins to manage my eye care. He is professional without being stiff. The whole office runs like clockwork, and all are pleasant. I have a condition that needs immediate care at times, and Dr. Elkins said to just come over, as the procedure takes 5 minutes and they just fit me in. Very pleased with this group."
- M.W. / Demandforce / Jan 06, 2023
"I went in and was frustrated by some insurance issues but the team worked to resolve them and greatly exceeded my expectations. I'm very loyal to Dr Elkins. It would be tough to find a better doctor. I have family history of vision problems and he always watches out for me."
- S.S. / Demandforce / Jan 05, 2023
See All 5428 Reviews
WHAT ARE THE SIGNS?
Generally, at first, patients do not exhibit any noticeable signs during the first part of the disease. However, as the condition worsens, you may start to experience uncomfortable symptoms. These symptoms are often compared to retinal tears or detachments. Some of the primary indications of diabetic retinopathy include:
Immediate changes in vision
Developing flashes or floaters
Fuzzy or distorted vision
Loss in the ability to identify colors
Reduced vision acuity
Diabetic retinopathy happens in Type 1 and Type 2 men and women who have a medical history of severe spikes in their blood sugar levels. If you have been diagnosed with diabetes, it's extremely important to properly monitor and control your blood sugar levels and pursue professional medical care. When your sugar is too high, retinal blood vessels start to harden, expand, and create blockages, which can cause bleeding or leakage if not correctly managed. If left undiagnosed and untreated, diabetic retinopathy may produce macular edema (macular swelling) or macular ischemia (blood has difficulty reaching the macula).
How is Diabetic Retinopathy Diagnosed?
Diabetic retinopathy is generally diagnosed during an eye exam that may include the following:
A visual acuity test with an eye chart
A dilated eye exam with eye drops that allows the Ophthalmology Associates of the Valley team to examine the retina
Fluorescein angiography, a diagnostic tool where images are taken of the retina to examine blood flow and other retinal structures
If our Los Angeles, CA ophthalmologists determine that you have diabetic retinopathy, a member of our team will work to assess the disease's stage and review your treatment options.
Our ophthalmologists at Ophthalmology Associates of the Valley are excited to provide a variety of innovative treatments for diabetic retinopathy, which we can tailor based on the severity of your disease. If you have leaking veins, we have panretinal photocoagulation, which cauterizes the vessel with a specialized laser and prevents additional leakage and deterioration. For patients with a more severe case, we offer anti-VEGF (vascular endothelial growth factor), which stops the growth of irregular blood vessels.
Early detection and the management of diabetes are essential to preventing harmful symptoms and restoring your eye health. However, if not treated, the negative side effects may become permanent, including vision loss. To reduce or stop the progression of diabetic retinopathy, it's imperative to regulate your sugar and attend yearly eye exams.
Diabetic retinopathy FAQs
How do you prevent diabetic retinopathy?
There is no sure way to prevent diabetic retinopathy. However, you can help slow its progression by controlling your blood sugar levels and managing your other diabetes-related conditions. Additionally, regular comprehensive eye exams are essential for early detection so treatment can be started as soon as possible.
How do you control blood sugar levels?
OAV recommends meeting with your primary care physician to develop a safe and successful plan for managing blood sugar. This usually involves checking your blood sugar levels at home and making healthy dietary choices. You may also need to take diabetes medications or insulin as prescribed.
Why choose OAV for eye care?
Our professionals at OAV are dedicated to providing world-class eye care. We offer comprehensive eye exams, state-of-the-art diagnostic testing, and cutting-edge treatments for all types of vision problems. We also offer a variety of educational resources to help our patients better care for their vision if they have diabetic retinopathy.
TreatMENT IS POSSIBLE
Diabetic retinopathy is a disease that can severely impact patients who have been diagnosed with Type 1 or Type 2 diabetes. Maintaining your blood sugar and scheduling yearly exams are imperative to preventing permenant damage and vision loss caused by the condition. At Ophthalmology Associates of the Valley in San Fernando Valley of Los Angeles, CA, we use innovative procedures, technologies, and techniques to help treat patients with diabetic retinopathy. Please contact one of our offices in Encino or West Hills to schedule your yearly eye exam and improve your ocular health.


So apparently ear warmers are out and nose warmers are in, and I just don't think I can get behind this one.
The Nose Warmer was invented by a woman named Sally Steel-Jones in England, and she sells them on her website in a bunch of different styles, including fleece, faux fur, wool, leopard print, and more.
They're basically just a mini hat for your nose with straps that you tie around the back of your head. Very beak-ish, if you ask me.
If you want to get your hands on one of these bad boys, and be the envy of all of your friends, check out Sally's website, NoseWarmer.com. Looks like one will set you back about 13 bucks.


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Ричард Рид Флиер (, ) — американский рестлер, более известный под именем Рид Флэр.

Он был младшим сыном рестлера Рика Флэра, младшим сводным братом рестлера Дэвида Флэра и младшим братом рестлера Шарлотт Флэр. Он был наиболее известен по выступлениям вместе с отцом в World Championship Wrestling и по выступлениям в All Japan Pro Wrestling.

Карьера в борьбе
Флиер посещал среднюю школу Провиденс в Шарлотте, Северная Каролина, и академию Блэр в Нью-Джерси, и был выдающимся борцом, получившим множество наград. Во время турнира Флиер напал на другого участника после того, как тот насмехался над Флиером, высмеивая его отца. В апреле 1998 года Флиер выиграл национальный турнир по борьбе AAU.

Карьера в рестлинге

World Championship Wrestling (1998, 2000)
Флиер провел два матча в ныне несуществующей организации World Championship Wrestling (WCW). В первом, 4 октября 1998 года, ему было десять лет, когда он победил Эрика Бишоффа, а 12 июня 2000 года он в команде со своим отцом Риком проиграл Дэвиду Флэру и Винсу Руссо в командном матче.

Независимые компании (2008–2012)
29 марта 2008 года Флиер появился во время церемонии Зала славы WWE. На следующий вечер он впервые появился на WresteMania вместе со своей семьей, представляя Рика Флэра в Зале славы. Он также сидел у ринга во время WrestleMania XXIV. На следующий вечер он появился на Raw вместе со своей семьей, чтобы почтить карьеру отца. В течение 2008 года Флэр тренировался у Харли Рейса. 6 декабря 2008 года Флэр дебютировал под именем Рид Флэр, объединившись со своим старшим братом Дэвидом, чтобы победить «Мерзких парней» в Шарлотте, Северная Каролина, со специальным приглашенным рефери Халком Хоганом. Он выступал во многих независимых промоушенах, таких как Big Time Wrestling и Northeast Wrestling.

11 апреля 2009 года Флэр, его брат Дэвид и Брэд Андерсон победили Джеффа Льюиса, СW Андерсона и Суперзвезду в маске на шоу NWA Charlotte. Матч закончился спорным двойным удержанием, когда Флэр удержал Льюиса, а СW Андерсон удержал Брэда Андерсона. В конце матча Флэр получил пояс чемпиона наследия NWA Mid-Atlantic. Однако на следующем шоу NWA Charlotte 25 мая Льюис был объявлен чемпионом наследия NWA Mid-Atlantic без объяснения причин. 2 мая он и Дэвид встретились с Баффом Багвеллом и Рикки Нельсоном и проиграли. В июне 2010 года Рид вместе с Джорджем Саутом-младшим принял участие в турнире The Anderson Brothers Classic 4, где они победили Калеба Конли и Седрика Александра в полуфинале и Чарли Дримера и Джейка Мэннинга в финале. В августе он дебютировал в Lucha Libre USA.

В том же месяце следующего года он принял участие в турнире NWA Future Legends Tournament и в полуфинале проиграл Джону Скайлеру.

All Japan Pro Wrestling (2013)
В конце 2012 года стало известно, что Флэр начал тренироваться в All Japan Pro Wrestling. Флэр дебютировал в All Japan 26 января 2013 года, когда он заменил своего больного отца в командном матче, где он и Кэйдзи Муто были побеждены Сэйэй Санадой и Тацуми Фудзинами, причем Санада победил его болевым. В феврале Флэр работал в туре All Japan's Excite Series, участвуя в матчах команд в первой части шоу. 15 марта Флэр провел свой первый одиночный матч в All Japan, победив Ясуфуми Наканоуэ с помощью захвата «Четвёрка». Флэр вернулся в США после турнира All Japan 17 марта, то есть за 12 дней до своей смерти.

Личная жизнь
Флиер родился в Шарлотте, Северная Каролина, в семье рестлера Рика Флэра и Элизабет Флиер. Он был младшим из двух братьев и сестер; у него есть сводная сестра Меган, сводный брат Дэвид и сестра Эшли. Его любимой группой была Guns N' Roses.

23 июня 2007 года Флиер был арестован за нападение и побои, и был отпущен после внесения залога. 4 марта 2009 года Флиер был арестован за вождение в нетрезвом виде в округе Мекленбург, Северная Каролина, и был отпущен после внесения залога в 1000 долларов. 26 апреля 2009 года Флиер был снова арестован. После того как он разбил свою машину, полиция обнаружила в ней героин в виде черной смолы, и ему предъявили обвинения в тяжком преступлении. Его также обвинили в вождении в нетрезвом состоянии, вождении с отозванными правами и хранении наркотических средств, и он был освобожден после внесения залога в размере 15 000 долларов. В 2011 году он дважды передозировался.

Во время специального выпуска шоу «30 событий за 30 лет» про Рика Флэра Трипл Эйч рассказал, что Флиер хотел подписать тренировочный контракт с WWE, но провалил два теста на наркотики, причем второй тест был публичным и оказался хуже первого. Рик, отрицая проблемы своего сына, сказал Трипл Эйчу, что он думал, что сын употреблял пищевые добавки. Позже Рик признался, что он чувствовал, что он был лучшим другом Рида, а было бы лучше, если бы он выступал в роли его отца.

Смерть
29 марта 2013 года Флиер был найден мертвым в постели в гостинице Residence Inn в районе SouthPark в Шарлотте, Северная Каролина. Ему было 25 лет. 14 июня 2013 года вскрытие показало, что причиной его смерти стала передозировка героина и следы двух транквилизаторов, отпускаемых по рецепту, клоназепама и алпразолама.

Титулы и достижения

 Mid Atlantic Championship Wrestling
 Командный чемпион NWA Mid-Atlantic (1 раз) — с Дэвидом Флэром
 National Wrestling Alliance
 The Anderson Brothers Classic 4 Tournament – с Джорджем Саутом-младшим
 NWA Charlotte
 Чемпион наследия NWA Mid-Atlantic (1 раз)
 Xtreme World Wrestling
 Чемпион Соединённых Штатов XWW United States в тяжёлом весе (2 раза)

Примечания

Рестлеры США
Рестлеры, известные под псевдонимами
Умершие от передозировки героина

redpajama_set_name: RedPajamaWikipedia


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Lucas and Spielberg: The ultimate filmmaking friendship - The Spread
Home / Features / Lucas and Spielberg: The ultimate filmmaking friendship
John Higgins goes back over the innovations produced by one of the most prolific bonds in the history of cinema: the Lucas and Spielberg friendship.
Their work continues to pioneer and influence umpteen modern filmmakers and they retain that ever-friendly rivalry, going back to their early days at the inception of the so-called 'Movie Brat' generation.
Whilst Steven Spielberg has gained critical acclaim and awards for films like Schindler's List and Saving Private Ryan, George Lucas' autonomous mind-set, which prompted him to relocate to Northern California after the release of Star Wars (highlighted by well-told problems with the studio during the making of the film at Elstree Studios) enabled him to pioneer numerous concepts and technical developments that have not only brought him tremendous wealth and artistic satisfaction in a way (heightened of course by the multi-billion dollar sale of his parent company Lucasfilm to Disney in 2012), but improved and increased the stock of his good friend Spielberg.
The two filmmakers are entwined into film history. Future classics Jaws and Star Wars were made amidst intense pressure and technical set-backs (particularly with the shark in Jaws not performing at times, but solved thanks to Spielberg's skill, coupled with editor Verna Fields and John Williams' effective orchestral simplicity), but from Raiders of the Lost Ark in 1981 (conceived over a sandcastle on a beach in Hawaii in May 1977, so the legend goes) the pair helped shape the cinema-going experience; in particular Lucas, who had already envisioned a more digital-friendly filmmaking environment.
Lucas' filmography might have paled into insignificance compared to the volume of artistic and financial success Spielberg has had, but there isn't a major player in film directing who has not benefitted from the templates of technology Lucas has put together. Pixar's recent success in cinema stemmed from the foundation laid in the late 1970's by Lucasfilm's own computer division, whilst Skywalker Sound is a brand-name that can be glimpsed on many of the end credits of blockbusters today. Industrial Light and Magic (ILM) has spawned two other key contributors in FX with James Cameron's Digital Domain and Peter Jackson's Weta Workshop, which Jackson admitted in the preface to JW Rinzler's The Making of Star Wars had been created as a direct influence of ILM.
One also wonders how well-received Spielberg's films would have been, if they didn't have the artistic qualities of production design and FX that had been pioneered by ILM. The Star Wars prequels were made possible as a direct result of experimental filmmaking ideals utilised on Lucas' Young Indiana Jones series and, of course, the tweaks made to the Special Editions of the 'Original Trilogy'.
Looking two decades on from the release of those Special Editions, there are questionable issues with some of them – personally, it's a shame they didn't include some of the early Anchorhead footage and Tosche Station sequences (the meeting with Biggs in the hangar before the Death Star battle doesn't make as much sense to the unaware if you haven't read the novelization of A New Hope (credited to Lucas, but ghost-written by veteran writer Alan Dean Foster). Star Wars is the most improved because of the CGI additions (especially in the Death Star climax) but, even at the time of their original productions, Empire and Jedi were already pushing the boundaries of the effects at the time, with those legendary sequences in the Asteroid Field and on the Forest Moon of Endor.
The 'Greedo shot first' controversy reigns today and fans do yearn for the original versions of the films to be released on Blu-Ray. (That said, if you toy with your HD TVs and try and get hold of the Bonus DVD disc of the trilogy which was available for a short time a few years back, you might get something that's close to it – I have held onto my copies!)
For all the criticism levelled at those Star Wars prequels (which affected the careers of Jake Lloyd and Hayden Cristensen in the aftermath of their appearances as the boy and young adult Anakin), it was pointed out in an edition of The Star Wars Insider Magazine that the reboot mind-set of the likes of Bond, Batman and Marvel might not have happened without the success of those prequels. Whilst Jar Jar Binks remains in some circles the most annoying alien and film character in recent history, some would be naïve to ignore the character being a template for the more regarded and acclaimed Andy Serkis portrayal of Gollum in the Lord of the Rings trilogy. The likes of the Marvel updates and Guardians of the Galaxy have certainly benefitted from the ILM foundations.
Who hasn't seen a THX-mastered soundtrack on a movie in recent years? Spielberg, Cameron, Jackson and Marvel have all had the endorsement and many other films like Braveheart have had it as part of their Home video release. If you were an attendee at theatres and were willing to stay the course of the end credits, you would have seen a credit for the THX TAP (Theatre Alignment Programme) on films like Independence Day.
Spielberg always remains loyal to Lucas when it comes to post-production, with the likes of ILM and Skywalker. Jurassic Park became a reality through the test footage of the CGI rendered dinosaurs which wowed Spielberg in pre-production over Phil Tippett's stop-motion techniques (although Tippett became part of the team after working on earlier Lucas productions) and there doesn't seem to be a film today in the blockbuster realm that doesn't have some kind of CGI-enhancement. It even applies to smaller productions like The King's Speech and many others, who utilise backdrops to expand the period look of films. Peter Jackson's King Kong remake in 2005 used a computer program to recreate the New York City of the 1930s – the period captured in the original Merian C. Cooper 1933 classic.
Literature has also become a cinematic possibility with films like the Harry Potter franchise, The Jungle Book and Tolkien becoming more incredibly realised with the recent version of the Kipling classic garnering incredible acclaim. Films like The Legend of Tarzan didn't need to be shot on location (with back plates shot in the Gabon, but the majority of the film shot on soundstages in Watford, England).
One suspects that Spielberg yearns to do another Lawrence of Arabia type epic before he retires in honour of his idol, the late Sir David Lean – and you can guarantee Lucas' legacy will be there to help realize it. Lucas' philosophy now with the advent of those technological advances is 'if you can write it, you can film it' makes anything possible.
John Higgins is an ongoing Contributing Writer for Film and TV Now, an online Film website, writing reviews and articles. He is also a qualified scriptwriter, having graduated from Euroscript in 2012, and is a member of the BKSTS. In April 2016, he completed an Intensive course in Cinematography with the London Film Academy and is now looking to collaborate on future projects. He also has his own Facebook page: John Higgins - Film Review, which he launched in 2015 - 16.
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La Constitución Política del Estado Libre y Soberano de Yucatán de 1918 es el actual ordenamiento jurídico vigente que establece la integración del Estado de Yucatán al pacto federal de los Estados Unidos Mexicanos y legitima los poderes estatales. Reconoce que el estado es democrático, republicano, representativo, popular y participativo y que está formado por 106 municipios mediante una composición cultural basada en su pueblo originario indígena maya. Declara a la ciudad de Mérida como capital del estado y establece la división del poder público del estado en Legislativo, Ejecutivo y Judicial, a la vez que define a quienes se considera ciudadanos yucatecos, así como sus derechos humanos, políticos y civiles fundamentales. La constitución cuenta con 109 artículos.

Antecedentes
Tras ser acogida con beneplácito en el estado la Constitución Política de los Estados Unidos Mexicanos del 5 de febrero de 1917, la Constitución Política de Yucatán fue redactada tomando como base esa norma suprema y fue aprobada el 11 de enero de 1918 por el XXV Congreso Constitucional del Estado Libre y Soberano de Yucatán, en funciones de Constituyente, presidido por Héctor Victoria Aguilar, que había sido diputado constituyente de Querétaro en 1917, durante la preparación de la Constitución Política de México y a quien se considera padre del derecho social mexicano por sus aportes al artículo 123 de la mencionada carta magna que lo instituye. Además de Victoria Aguilar, participaron en esa Legislatura constitutiva yucateca, entre otros, Felipe Carrillo Puerto, Santiago Burgos Brito, Manuel Berzunza y Pedro Solís Cámara. La Enciclopedia Yucatán en el Tiempo, dice sobre el texto original de la Constitución yucateca de 1918:
La constitución del estado fue finalmente promulgada por el general Salvador Alvarado, gobernador pre-constitucional de Yucatán, dando de esta forma certeza jurídica a varios siglos de lucha militar y política, incluso anteriores a la conquista española, por la libertad y autonomía del territorio del pueblo yucateco.

Estructura

El contenido del texto constitucional estatal está dividido en un título preliminar, doce títulos y artículos transitorios:

 Título Preliminar: De los Habitantes del Estado. Arts. 1 – 4
 Título Primero: De los Yucatecos.
 Capítulo I. De los Yucatecos. Art. 5
 Capítulo II. De los Ciudadanos Yucatecos. Arts. 6 – 11
 Título Segundo: Del Estado y su Territorio.
 Capítulo I. Del Estado. Arts. 12 – 13
 Capítulo II. Del Territorio del Estado. Arts. 14 – 15
 Título Tercero: Del Poder Público del Estado.
 Capítulo Único. De la División de Poderes. Arts. 16 – 17
 Título Cuarto: Del Poder Legislativo.
 Capítulo I. Del Poder Legislativo del Estado. Arts. 18 – 19
 Capítulo II. De la Elección e Instalación del Congreso. Arts. 20 – 29.
 Capítulo III. De las Facultades del Congreso. Arts. 30 – 34
 Capítulo IV. De la Iniciativa y Formación de las Leyes. Arts. 35 – 41
 Capítulo V. De la Diputación Permanente y sus Atribuciones. Arts. 42 – 43.
 Título Quinto: Del Poder Ejecutivo.
 Capítulo I. Del Gobernador del Estado. Arts. 44 – 54.
 Capítulo II. De las Facultades y Obligaciones del Gobernador del Estado. Art. 55
 Capítulo III. Restricciones a las Facultades del Gobernador. Art. 56.
 Capítulo IV. De la Organización del Poder Ejecutivo. Arts. 57 – 62
 Capítulo V. Del Ministerio Público. Art. 62
 Capítulo VI. De la Defensoría Pública. Art. 63
 Título Sexto: Del Poder Judicial.
 Capítulo I. Del Poder Judicial. Art. 64
 Capítulo II. De los Requisitos para ser Magistrado. Arts. 65 – 68
 Capítulo III. De las Atribuciones del Tribunal Superior de Justicia. Art. 69
 Capítulo IV. De la Defensoría Pública. Art. 70
 Capítulo V. Art. 70
 Capítulo VI. De la Defensoría Pública. Art. 72
 Capítulo VII. De las Disposiciones Generales. Arts. 73 – 73 Bis
 Título Séptimo: De los Organismos Autónomos.
 Capítulo I. De las disposiciones Generales. Art. 73 Ter
 Capítulo II. De la Comisión de Derechos Humanos del Estado de Yucatán. Art. 74
 Capítulo III. Del Instituto Estatal de Acceso a la Información Pública. Art. 75
 Capítulo IV. Del Instituto Electoral y de Participación Ciudadana de Yucatán. Art. 75 Bis
 Capítulo V. Del Tribunal Electoral del Estado de Yucatán. Art. 75 Ter
 Capítulo VI. Del Tribunal de Justicia Administrativa del Estado de Yucatán. Art. 75 Quater
 Título Octavo: De los Municipios del Estado. Arts. 76 – 85 Ter
 Título Noveno: De la Función del Estado, como Forma de su Convivencia y de su Desarrollo Integral. Arts. 86 – 96 Ter
 Título Décimo: De las Responsabilidades de los Servidores Públicos. Arts. 97 – 101
 Título Undécimo: Disposiciones Generales. Arts. 102 – 107
 Título Duodécimo: Reforma e Inviolabilidad de la Constitución. Arts. 108 – 109
 Transitorios y Notas

Véase también

Constituciones de Yucatán
Constitución de Yucatán de 1841
Constituciones de México
Yucateco

Referencias

Bibliografía

Enlaces externos
Texto íntegro de la Constitución Política del Estado de Yucatán disponible en Justia.

Constituciones estatales de México
Constituciones de Yucatán
Política de Yucatán
Leyes de 1918
México en 1918


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Napoleonic Europe (1799-1815)
The Consulate (1799-1804)
Coalitions and a Brief Peace (1795-1803)
Third Coalition (1804-1807)
The Continental System (1806-1807)
Spain and Austria Fight Back (1807-1809)
Napoleon's Vast Empire (1809-1811)
German Nationalism and Romanticism Under French Rule
Prussia in the Napoleonic Era
Napoleon's Defeat (1810-1814)
Congress of Vienna and the Hundred Days (1815)
Summary Coalitions and a Brief Peace (1795-1803)
When the powerful and populous France fell under the control of radical revolutionaries, the old regimes in the other countries of Europe had good reason to be scared. For that reason, they made several attempts to band together to face the French Revolutionary threat. The first of these had been the First Coalition of 1792-1797, which started collapsing as early as 1795. In that year, Britain recalled its army from the European continent. Also in 1795, Prussia, concerned with Russia's looming presence, made peace with France. Spain, ruled by a Bourbon King but extremely concerned with British sea power, allied with France (which had killed its Bourbon king). And in 1797, after Napoleon led the successful Italian campaign against Austria, the Treaty of Campo Formio was signed, creating the Cisalpine Republic and spelling the final end of the First Coalition.
During Napoleon's ill-fated Egyptian campaign, Admiral Nelson's British fleet demolished the French fleet at the Battle of Aboukir (The Battle of the Nile) in 1799. This rare triumph over France led to the formation of a Second Coalition against France, which lasted from 1799 to 1801. When, after getting demolished at the battle of Marengo, the Austrians signed the Treaty of Luneville in 1801, the Second Coalition fell apart. Soon after, the 1802 Peace of Amiens secured peace between the British and French. A period of Europe-wide peace ensued from 1802-1803, the only time during Napoleon's rule that no two European nations were at war. Of course, during this brief European peace, there still were conflicts going on in other parts of the world: notably, France was desperately trying to control the situation in Saint-Domingue (today Haiti), where Toussaint l'Ouverture was disobeying Napoleon's orders. In 1803, Napoleon sold the Louisiana Territory to the US for 80 million francs (15 million dollars).
Meanwhile, in Europe, Napoleon went ahead and made himself the official President of the new "Italian Republic", which had formerly been the Cisalpine Republic. Northern Italy had previously been a French-controlled puppet. Now, French dominance was stated outright. Napoleon also changed the name of the French-dominated "Helvetic Republic" to the "Confederation of Switzerland", himself ruling as the "mediator" of this "new" state. Furthermore, Napoleon carefully monitored events in the German principalities of Holy Roman Empire, as the rulers of these petty states competed for Napoleon's favor.
Even as the other European powers tried to unify against France, they were torn apart by suspicion of each other. In the period of the First Coalition, Austria and Prussia were so afraid of Russia at their Eastern flank that they kept most of their armies at home and did little to threaten France.
During the French Revolution, Toussaint l'Ouverture led the slaves on the French half of modern Haiti to rebel, and proclaimed himself for the revolutionary Republic, which made him lieutenant governor. In 1801, despite Napoleon's orders not to do so, l'Ouverture encouraged a revolt on the Spanish half of the island, freeing the Spanish slaves and creating a united Haiti. Although he had been involved in a slave revolt, Toussaint encouraged white landowners to return to running their plantations, but with wage instead of slave labor. He established a Haitian constitution and started making foreign policy by negotiating with the US. Napoleon would have none of this and sent General Charles Leclerc to take French power back in Haiti. Napoleon's forces fought a bloody struggle to depose Toussaint, who was very popular in Haiti, but they finally succeeded. In 1803, Toussaint died in a French jail. The mission Napoleon sent to Haiti to put down Toussaint l'Ouverture, though capturing Toussaint, ended up being expensive and difficult
In 1800, Spain had sold Louisiana to France, and Napoleon had envisioned Louisiana as a "breadbasket" for a vast French world empire. Toussaint's resistance in Haiti, however, turned him off to the idea of commitments in the New World, which would only be a drain on his European affairs. Furthermore, he increasingly realized that Britain's dominance at sea would allow them to harass his communication lines and trade routes with any New World colonies. The takeover of Haiti by the British in 1803 just reconfirmed his desire to get rid of New World holdings, and since US President Jefferson had expressed a interest in the Louisiana Territory, Napoleon decided simply to sell it rather than to get embroiled in a distant conflict, where his supply and communication ships would be vulnerable to the powerful British navy.
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The Family Educational Rights and Privacy Act (FERPA)
1.00 Purpose and Authority
In compliance with CSU Executive Order 796: Privacy and Personal Information, CSUMB's Family Educational Rights and Privacy Act (FERPA) follows. This policy is intended to reflect the University's commitment to the principles, goals, and ideals described in the CSUMB Vision Statement and its core values.
The Family Education Rights and Privacy Act (FERPA) (20 U.S.C. 132g; 34 CFR Part 99) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond high school level. Students to whom the rights have transferred are considered "eligible students."
This policy designates the Vice President for Student Affairs and Enrollment Services as the Compliance Officer for the University.
2.00 Definitions
Compliance Officer: is the University Official designated to oversee and ensure compliance with the FERPA
Education Records/Official Records:
The term means those records that are:
Directly related to a student; and
Maintained by an educational agency or institution or by a party acting for the agency of institution.
The term does not include:
Records that are kept in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to any other person except a temporary substitute for the maker of the record.
Records of the law enforcement unit of an educational agency or institution, subject to the provisions of §99.8
Records relating to an individual who is employed by an educational agency or institution that:
Are made and maintained in the normal course of business;
Relate exclusively to the individual in that individual's capacity as an employee; and,
Are not available for use for any other purpose.
Records relating to an individual in attendance at the agency or institution who is employed as a result of his or her status as a student are education records and not excepted under paragraph 2 (c) (i) of this definition.
Records on a student who is 18 year of age or older, or is attending an institution of post-secondary education, that are:
Made or maintained by a physician, psychiatrist, psychologist, or other recognized professional or paraprofessional acting in his or her professional capacity or assisting in a paraprofessional capacity;
Made, maintained, or used only in conjunction with treatment of the student; and
Disclosed only to individuals providing the treatment. For the purpose of this definition, "treatment" does not include remedial education activities or activities that are part of the program of instruction at the agency or institution; and
Records created or received by an educational agency or institution after an individual is no longer a student in attendance and that are not directly related to the individual's attendance as a student.
Grades on peer-graded papers before they are collected and recorded by a teacher.
Eligible Student: an individual who is or has been in attendance at CSUMB and for whom the University maintains educational records. The term includes any person who is or has been enrolled in regular state-support, summer session, or self-support extension curriculum regardless of the physical location of the program.
The term does not apply to applicants for admission to the University even though such applicants are or have been enrolled in and have been in attendance at another component unit of the University.
A person who has applied for admission to, but has never enrolled in a component of the University (such as various degree programs, departments, or schools which comprise the University), is not considered to be a student with respect to another component unit to which an application for admission has been made.
Legitimate Educational Interest - a school official has a legitimate educational interest in the protected education records and a legal "right to know" if the official is:
Performing a task in order to fulfill his/her professional responsibility that is specified in his/her position description or contract agreement that is related to a student's education or that is related to the discipline of a student.
Providing a service or benefit relating to the student or student's family, including but not limited to health care, counseling, job placement, financial aid, or health and safety emergency.
Maintaining the safety and security of the campus.
Performing an instructional task directly related to the student's education.
Performing a task related to the discipline of a student.
Performing as a faculty advisor, program director or dean.
The record custodian, as designated in Section 4 below, shall determine whether a legitimate educational interest exists and whether the school official has a legal right to know, on a case-by-case basis. When the custodian has any question regarding the request, the custodian should withhold disclosure unless the custodian obtains written consent from the student or the concurrence of a supervisor or other appropriate official that the record may be released.
Parent: is a parent of a student and includes a natural parent, a guardian, or an individual acting as a parent in the absence of a parent or guardian.
Record Custodian: is a University official who is responsible for the security and confidentiality of student education records.
Third Parties: are non-university persons or entities.
University: hereafter in this document a reference to California State University, Monterey Bay.
University Official: is a University employee who has a legitimate educational interest in the records.
3.00 Annual Notification
The University shall notify enrolled students of their rights under FERPA by publishing a notice in the University Catalog and on the University website. Student will be electronically provided a direct link to the FERPA Policy.
4.00 Types, Locations, and Custodians of Educational Records
The following is a list of the major types and locations of Records the University maintains.
Campus Office
Academic Registrar Office of the Registrar
Academic Department / Program Records College Office / Individual Departments Dean, Department Office, or Designee
Admissions Materials Director of Admissions Office of Admissions
Advising Director of Advising Center for Advising, Career, and Student Success
Career Development Director of Advising Center for Advising, Career, and Student Success
Disciplinary / Student Life Student Conduct Administrator Office of Judicial Affairs
Discrimination, Harassment, and Retaliation Title IX / DHR Adminnistrator Title IX Office
Financial Aid Director of Financial Aid Financial Aid Office
Housing Director of Student Housing & Residential Life Student Housing and Residential Life
Student Accounts Cashiering & Student Accounting Services Manager Administration & Finance
Student Disability and Accessibility Center (SDAC) Manager of Student Disability and Accessibility Center (SDAC) Student Disability Resource Office
Student Payroll Payroll Services Manager Administration & Finance
Occasional Records Vice President of Student Affairs & Enrollment Services Student Affairs & Enrollment Services
Each custodian of educational records shall adopt procedures to insure that FERPA policies are followed.
5.00 Disclosure of Education Records to Students
Eligible students have the right to inspect and review their educational records using the following procedures.
5.10 Procedure of Students to Inspect Their Education Records
To inspect or review an education record, a student must submit a written request to the appropriate custodian of that record. The student must sign the request; describe the specific record to be reviewed; and must set forth the name under which the student attended the University, the student's I.D. number, and the student's last date of attendance. Proper picture identification must be presented before the documents may be reviewed.
The record custodian, or the custodian's designee, may waive the requirement for a written request. The record custodian, or an appropriate designee, shall make the needed arrangements for access as promptly as possible and advise the student when and where the records will be available for inspection. Access shall be given within 45 days after receipt of the written request.
5.20 Right of University to Refuse Access
The University reserves the right to refuse permission to the inspection and review of:
Financial statements of the student's parents;
Confidential letters and confidential statements of recommendation placed in the education record before January 1, 1975, if the student has waived his or her right to inspect and review those letters and statements, and the letters and statements relate to the student's admission to an educational institution, application for employment, or receipt of an honor or honorary recognition; or
Confidential letters and confidential statements placed in the education record after January 1, 1975, for which the student has waived the right of access in writing for admission, employment, or receipt of an honor or honorary recognition, except when these documents have been used for any purpose other than that for which they were originally intended; and
Documents excluded from the FERPA definition of education records (such as those listed in section 2.00).
5.30 Refusal to Provide Copies
The University reserves the right not to provide copies of transcripts it has received from other education institutions. It also reserves the right to deny copies of the University transcripts if the student has an unpaid financial obligation to the University.
5.40 Request for Copies
If health reasons or extreme distance from the University prevent the student from inspecting the education record, copies of the specific education record requested shall be mailed to the student. The student must pay all copying expenses in advance of the release of the record. The requirement of a written request shall not be waived in these circumstances.
6.00 Authorization to Disclose Education Records to Others without Student Consent (FERPA, C.F.R.99.31)
FERPA permits the disclosure of personally identifiable information from students' education records, without consent of the student, if the disclosure meets certain conditions.
The University shall consider all requests for a student's information with a priority of maintaining student privacy while recognizing legitimate uses of this information. The Record Custodian shall apply the policy constraints described in this section of the policy and exercise diligence in the review of all information requests.
The University will not permit access to or release of any personally identifiable information without the written consent of the student except in the following circumstances:
6.10 Disclosure of Education Records to University Officials
The University may disclose information from a student's education records to University officials who have a legitimate educational interest in the records (see section 2.00).
6.20 Disclosure to Others
The University may disclose information from a student's education records to the following:
To officials of another school where the student seeks or intends to enroll;
To certain authorized government representatives;
In connection with the student's financial aid request or award and the information is necessary for certain purposes set forth in the regulations;
To organizations conducting studies for or on behalf of the University;
To accrediting organizations to carry out their accrediting function;
To comply with a judicial order or lawfully issued subpoena when the University has made reasonable effort to notify the student of the order or subpoena in advance of compliance;
To appropriate parties in a health or safety emergency;
To the parent or guardian of a student provided the parent shows proof that the student is his/her dependent by providing proof that the student is considered their dependent for federal tax purposes; or
To victims of crimes of violence or of a non-forcible sex offense who request the final results of a disciplinary review process held by the University against the perpetrator on account of the crime or offense.
6.30 Records of Requests for Disclosure to Parties other than the Student or University Officials
A record shall be maintained of all requests for access to and disclosures of information from a student's education record. The record shall indicate the name of the party making the request, any additional party to whom it may be disclosed, and the party's legitimate interest in requesting or obtaining the information. The record may be reviewed by the student. A record of disclosure need not be kept of disclosures to the student, a University official with legitimate educational interests, a party with written consent from the student, or a party seeking directory information.
6.40 Directory Information
The University designates the following items as directory information:
dates of attendance
assigned university e-mail address
major field of study, minor, and concentrations
degrees, awards, and honors received
date degree conferred
participation in officially recognized activities and sports
height and weight statistics of NCAA student athletes
The University designates the following items, in addition to those listed above, as Directory Information for Student Employees only:
department employed
status as student employee (i.e., Instructional Student Assistant, Teaching Assistant, Graduate Assistant).
Directory information may be released without prior written approval unless notified in writing by the student that all information is to be held in confidence by the University. Requests to hold directory information in confidence should be sent in writing to the Office of the Registrar, Student Services Building. The student's records shall be kept confidential until the student requests in writing that the confidentiality hold be removed.
7.00 Challenge & Correction of Education Records
Students have the right to ask to have education records corrected that they believe are inaccurate, misleading, or in violation of the privacy or other rights of the student. The following are the procedures for correcting education records.
The student must request an informal discussion of the questionable item with the appropriate record custodian, who will determine whether or not to grant the request.
If the student is not satisfied with the result and still wishes to have the record corrected, the student must submit a written request for a change in the education record. This written request must state why the education record is inaccurate, misleading or violates the privacy or rights of the student. This request must be given to the Vice President for Student Affairs and Enrollment Services. If the request falls outside of the Student Affairs and Enrollment Services division's purview, the Vice President for Student Affairs and Enrollment Services shall forward the request to the appropriate division vice president for review.
Upon receipt of the request, the appropriate division vice president shall obtain a written statement from the records custodian that explains why the request for the change in the education record was denied at the informal stage.
After a review, the vice president of the division shall notify the student whether or not the University will comply with the requested change. If not, the vice president shall notify the student of the right to a hearing to challenge the information believed to be inaccurate, misleading, or in violation of the student's rights. A copy of this communication shall be sent to the Vice President for Student Affairs and Enrollment Services.
Upon receiving a written request for a hearing the Vice President for Student Affairs and Enrollment Services shall arrange for a hearing within a reasonable amount of time after receipt of the request. The student shall be notified reasonably in advance of the date, time, and place of the hearing.
The President shall appoint a hearing officer to conduct a hearing. The hearing officer shall be a disinterested party; however, the hearing officer may be an official of the University. The student shall be afforded a full and fair opportunity to present evidence relevant to the issues raised in the original request to amend the student's education records. Attorneys shall not be permitted to attend the hearing.
The hearing officer shall submit a written decision to the Vice President for Student Affairs and Enrollment Services based on the evidence presented at the hearing. The Vice President for Student Affairs and Enrollment Services shall communicate the decision in writing to the student within a reasonable period of time after the hearing.
If the University's decision is that the challenged information is inaccurate, misleading, or otherwise in violation of the privacy or other rights of the student, the record shall be amended accordingly and the student shall be notified in writing by the Vice President for Student Affairs and Enrollment Services of the amendment.
If the University decides the challenged information is not inaccurate, misleading, or in violation of the student's right of privacy or other rights, the Vice President for Student Affairs and Enrollment Services shall inform the student of the right to place a statement in the record commenting on the challenged information and/or a statement setting forth reasons for disagreeing with the decision. This statement shall be maintained as part of the education record as long as that record is maintained, and the statement shall be disclosed whenever the University discloses the portion of the record to which the statement relates. The hearing officer's decision is final.
8.00 Compliance
A student has the right to file a complaint with the U.S. Department of Education concerning alleged failures by California State University, Monterey Bay to comply with the requirements of FERPA. The name and address for the office that administers FERPA is:
Family Policy Compliance Office
400 Maryland Ave. SW
9.00 Periodic Review of Campus Information Management Practices
Per California State University Executive Order No. 796, a periodic review of campus information management practices concerning student records shall be conducted at least every two years, or more often as the need arises.
The campus Compliance Officer shall have the responsibility for ensuring that the periodic review is conducted and that appropriate reports resulting from these reviews be submitted to the President and forwarded to the Chancellor's Office.
10.00 Continuous Renewal
This policy shall be reviewed ten years from its effective date to determine its effectiveness and appropriateness. This policy may be reviewed before that time as necessary to reflect substantial organizational, physical, or academic changes at CSUMB or any change required by law.
s/ President Eduardo M. Ochoa
Effective Date: November 21, 2017
Certification of Process
Reviewed by: Matriculation Committee, Policy Facilitation Team, Academic Affairs Council, Enrollment Services and Student Affairs Leadership Team, Academic Senate, Educational Planning and Policy Committee, Associated Students, and the Provost.
Download a signed .pdf version of this policy


junkbot | Sylvia's Super-Awesome Maker Show!
I got to help build Mousey the Junkbot this week with my dad, it was lots of fun! (but even more fun to play with and decorate!) Check out the video on youtube or the post on Makezine.com. Two more mini maker shows to come!
Read more about Junkbots are fun!