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(ad 61?–113?). The Roman author and administrator Gaius Plinius Caecilius Secundus, known as Pliny the Younger, left a collection of private letters of great literary charm, intimately illustrating public and private life in the heyday of the Roman Empire. Pliny’s letters introduce many of the leading figures of Roman society. They make possible the social reconstruction of an age for which there is otherwise no serious historical record.
Pliny was born in ad 61 or 62, in Comum (in what is now Italy), into a wealthy family and was adopted by his uncle, Pliny the Elder. He began to practice law at 18. His reputation in the civil-law courts placed him in demand in the political court that tried provincial officials for extortion. His most notable success was securing condemnation of a governor in Africa and a group of officials from Spain. Meanwhile he had attained the highest administrative posts, becoming praetor and consul. He was sent by Emperor Trajan to investigate corruption in the municipal administration of Bithynia, Asia Minor (now in Turkey), where apparently he died in about 113.
Between 100 and 109 Pliny published nine books of selected, private letters, beginning with those covering events from the death of Emperor Domitian (October 97) to the early part of 100. The tenth book contains addresses to Emperor Trajan on assorted official problems and the emperor’s replies.
The private letters are carefully written, occasional letters on diverse topics. Each holds an item of recent social, literary, political, or domestic news, or sometimes an account of an earlier but contemporary historical event, or else initiates moral discussion of a problem. Each has a single subject and is written in a style that mixes, in Pliny’s terminology, the historical, the poetical, and the oratorical manner, to fit the theme. The composition of these litterae curiosius scriptae (letters written with special care) was a fashion among the wealthy, and Pliny developed it into a miniature art form.
There are letters of advice to young men, notes of greeting and inquiry, and descriptions of scenes of natural beauty or of natural curiosities. Pliny also left a detailed picture of the amateur literary world with its custom of reciting works to seek critical revision from friends.
One of the best modern editions of the letters and his eulogy to Trajan is by M. Schuster (2nd ed., 1952). William Melmoth’s English translation, The Letters of Pliny the Consul (1746), was revised by W.M. Hutchinson for the Loeb Classical Library in 1915. | <urn:uuid:c9be7c84-1963-4972-8094-c27405fd1aab> | CC-MAIN-2020-40 | https://kids.britannica.com/students/article/Pliny-the-Younger/333360 | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400219691.59/warc/CC-MAIN-20200924163714-20200924193714-00443.warc.gz | en | 0.954829 | 551 | 3.109375 | 3 |
REWORK – To rework something is the carry out work on a product which may or may not be functioning properly, but which has an identified problem and the work corrects that problem. There may be one or multiple units, all with exactly the same defect and which require exactly the same work to correct the problem.
REPAIR – when you repair something, you are fixing something that is faulty. It did work at some stage but something has happened to it to cause it to become faulty. This could be caused by an outside influence, or it may be that an internal part has stopped functioning correctly due to whatever reason. Repair is the work carried out to correct that problem(s).
REFURBISHMENT – The refurbishment of a product is to carry a planned replacement of parts on a product at a particular point in time on the bathtub curve of the product, usually at around 75% into the curve to increase the life of the product by up to double. “At a general level the bathtub curve provides a graphical representation of the expected life-cycle of the product.
- The process is typically product specific, but at a general level the process involves 6 stages:
- Understanding and documenting the fault.
- Documenting the corrective actions to correct and fix the fault(s).
- Inspection of the failing unit for any non-fault related defects.
- Implementation of the ‘Fix’ – whether its for rework, repair or refurbishment.
- Inspection and/or test to confirm the ‘Fix’ has been successful.
- Documenting and signing off the unit is now functional.
How Is It Done:
- How it is done is also product specific, but for electronic equipment at a general it may include the following:
- Identify the faulty component on the printed circuit board.
- De-soldering and removal of the component from the printed circuit board.
- Cleaning of the area and pads the faulty component was removed from.
- Taking the new functioning component and placing it down on the location where the faulty component was removed from.
- Inspect and/or X-Ray and/test to confirm the component replacement has been successful. | <urn:uuid:ad29fe48-af61-470e-957e-a677f3a2987c> | CC-MAIN-2022-33 | https://www.realtime.ie/news/1526-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00157.warc.gz | en | 0.951092 | 464 | 3.28125 | 3 |
Prayer: O Lord, I seek no sign or wonder. I seek only you.
Imagination: (Picture Jesus speaking to the crowds.)
Jesus’ enemies ask for a sign but Jesus addresses this teaching to the crowds. He cites two Old Testament examples of foreigners having a change of heart. When Jonah preached in Nineveh (a perennial enemy of Israel) the people repented. When the Queen of Ethiopia came to see Solomon, she was totally impressed with his wisdom and the glory of the temple.
Gospel Text: (Read slowly, possibly aloud)
Jesus said to the crowd, “This is a wicked generation because it looks for a sign. No sign shall be given except the sign of Jonah, the prophet. As Jonah was a sign to the Ninevites, so shall the Son of Man be to this generation.
The Queen of the South shall rise in judgment against the men of this generation and shall condemn them because she came from the ends of the earth to hear the wisdom of Solomon. Behold, a greater than Solomon is here.
At judgment the citizens of Nineveh will rise in judgment against this generation and shall condemn it. They did penance at the preaching of Jonah and a greater than Jonah is here.
Thoughts: (Read all. Ponder the ones that attract you.)
- People want signs to satisfy their intellect. Really they should be surrendering their heart.
- A sign does not bring repentance, just curiosity.
- Jesus gives the whole world the sign of his rising from the dead. Like Jonah, Jesus will be three days in the belly of the tomb.
- Jesus cites the change of heart of the Queen of Sheba. She repented just by hearing Solomon speak.
- What is Solomon’s wisdom compared with Jesus’.
- The hated Ninevites repented when Jonah spoke. Who is Jonah compared to Jesus?
- Jesus speaks about that important moment when every person in history will come before him in judgment.
- On that day, the Queen and the Ninevites (both non-Jewish) will condemn those Jews (and us) who did not repent.
Affections: (When one touches your heart, use your own words.)
- O Jesus, give me no sign. Just give me yourself.
- You are risen from the dead and I will rise with you. Alleluia!
- Change my heart, Jesus. Turn me totally to Your way of life.
- If they repented when Jonah preached, can I not repent at your word?
- If the Queen believed in Solomon, should I not believe in you?
- The only unchangeable moment, Jesus, is when I come before you.
- I will be your friend and no one will condemn me.
Resolutions: (Possibly you might want to make your own)
- I will think today about this Sign of Jonah – the miracle of Jesus’ rising.
- I will ponder Jesus’ greatness.
Thought for the Day: (To recall your meditation)
A greater than Jonah or Solomon is here. | <urn:uuid:5651afc2-b0fd-4afe-abc0-ddc3e5a00df7> | CC-MAIN-2018-26 | http://www.flameoflove.us/meditations/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267867095.70/warc/CC-MAIN-20180624215228-20180624235228-00177.warc.gz | en | 0.939016 | 650 | 2.796875 | 3 |
Getting a colonoscopy as soon as possible after an abnormal stool test could reduce your risk of colon cancer and death from the disease, researchers say.
In a new study, investigators analyzed data from more than 200,000 U.S. veterans, aged 50 to 75, who had an abnormal fecal immunochemical test (FIT) or fecal occult blood test (FOBT).
Both are common stool blood screening tests. Abnormal results (blood in the stool) on the tests should be followed by a colonoscopy to check for precancerous and cancerous colon growths called polyps.
Patients who had a colonoscopy more than 13 months after an abnormal stool blood test were up to 1.3 times more likely to develop colon cancer than those who had colonoscopy up to three months after the stool test, the study authors found.
The risk of advanced colon cancer at diagnosis was up to 1.7 times higher among patients who had a colonoscopy more than 16 months after an abnormal stool blood test, according to the Veterans Affairs (VA) researchers.
The study also found that the risk of colon cancer-related death was up to 1.5 times higher when a colonoscopy was done more than 19 months after an abnormal stool blood test.
The study was published online Feb. 2 in the journal Gastroenterology.
"These findings extend current knowledge about the clinical implications of time to follow-up after abnormal FIT-FOBT," according to study author Dr. Folasade May, a gastroenterologist at the VA Greater Los Angeles Healthcare System, and colleagues. "Further work should include [efforts] that address barriers to [undergoing] colonoscopy after abnormal non-colonoscopic screening results and policies to encourage the routine monitoring of follow-up rates."
Excluding skin cancers, colon cancer is the third-most common cancer in the United States, but also one of the most preventable types of cancer, the study authors noted. Detection and removal of precancerous polyps can significantly reduce the incidence of the cancer and deaths caused by it.
"Currently, there is no national policy or standard for the clinically acceptable time interval between an abnormal FIT-FOBT result and diagnostic colonoscopy," the researchers explained in a VA news release.
"Time to colonoscopic follow-up varies widely in practice and across health care settings," the team continued. "A recommended interval that is too long can contribute to polyp progression and stage migration of colorectal cancer, risking the need for more aggressive...treatment, as well as less favorable outcomes." | <urn:uuid:ca529d61-c3e5-4129-aa75-3168a1d1f50a> | CC-MAIN-2022-21 | https://www.newsmax.com/health/cancer/colon-cancer-colonoscopy-risk/2021/02/11/id/1009612/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662525507.54/warc/CC-MAIN-20220519042059-20220519072059-00442.warc.gz | en | 0.955983 | 538 | 2.578125 | 3 |
Effects of bushfire smoke on health and wellbeing of the ACT and surrounding community
This study will assess the effects of prolonged bushfire smoke exposure on the physical health, mental health and lifestyle factors of residents of the ACT region. It will collect a snapshot of the current mental health status of the community. It will also explore the factors that influence behaviour change in response to hazardous levels of bushfire smoke-related air pollution. This study also aims to capture a mental health snapshot of the ACT community.
The findings of this study will be used to inform policy makers, health professionals, and the research community and influence how health information and resources are made available to the public in future events. In particular, it will identify parts of the community that are risk of the direct and indirect physical and psychological health effects of bushfire related air pollution, and the mechanisms which can be used to best reach them.
All university staff will be working remotely until 27 July 2020 due to the COVID-19 pandemic. If you would like to contact the study team please use the email address listed for the study.
The survey has now closed, but you can read the participant information sheet . | <urn:uuid:4277897d-b903-4319-b400-b5b4c8bee874> | CC-MAIN-2021-21 | https://rsph.anu.edu.au/research/projects/bushfire-health-survey | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991943.36/warc/CC-MAIN-20210513173321-20210513203321-00341.warc.gz | en | 0.942042 | 236 | 2.625 | 3 |
The National Mapping and Resource Information Authority (NAMRIA) is the central mapping agency of the Philippines.
It is an attached agency to the Department of Environment and Natural Resources (DENR) as per Executive Order No. 192 (June 10, 1987) integrating the functions and powers of four government agencies - Natural Resources and Management Center (NRMC), the National Cartography Authority (NCA), the Bureau of Coast and Geodetic Survey (BCGS), and the Land Classification Teams of the then Bureau of Forest Development (transformed into a Forest Management Bureau performing staff functions) to provide the Department and the government map-making services.
BCGS was under the Department of National Defense before the reorganization in 1987. It was composed of personnel in the uniformed service -Commissioned Officers and Enlisted Personnel; which is retained until these days. It is now the Hydrography Branch of NAMRIA, mandated to conduct hydrographic and coastal surveys as well as gather physical oceanographic data to produce nautical charts and other maritime publications primarily for the safety of navigation at sea and to provide the research community valuable data. It is also giving services to delineate maritime boundaries. | <urn:uuid:bd3d242a-e1df-4955-bff4-5c0593b51408> | CC-MAIN-2017-13 | https://www.kalibrr.com/c/national-mapping-and-resource-information-authority-2/jobs | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189316.33/warc/CC-MAIN-20170322212949-00431-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.934475 | 243 | 2.640625 | 3 |
Description from Flora of China
Herbs, scandent, perennial or annual, glabrous. Stems thin, 1-8 m, forming a sympodium of several shoots. Leaf blade ternately or pinnately compound; leaflets once to 3 × compound; apex of leaf transformed into a branched tendril (except in basalmost leaves). Inflorescences terminal (leaf-opposed), corymbose, pendent, 2-14-flowered; bracts linear, entire to fimbriate-dentate. Flowers with 2 planes of symmetry, cordate to oblong, 12-26 × 4-10 mm. Petals pale yellow to orange (often rubescent); apices of outer petals slightly bent outward, base pouchlike. Stamens 2 (i.e., filaments of each triplet completely fused); each stamen with a basal nectary extending into pouch of corresponding outer petal. Style persistent; stigma almost square, upper corners each with 1 small stigmatic papilla, basal corners each with 1 large papilla (small in Dactylicapnos burmanica). Capsule dehiscent with 2 valves with persistent replum (in D. scandens indehiscent and berrylike). Seeds several to many, carunculate.
Dactylicapnos ventii (Khánh) Lidén (Nordic J. Bot. 25: 35. 2008) is similar to D. grandifoliolata but has fruit lanceolate with thin walls and seeds evenly colliculate and slightly flattened. It is known from India (Sikkim) and might occur in Yadong, S Xizang.
Twelve species: Himalayas to W China; ten species (three endemic) in China.
(Authors: Zhang Mingli (张明理); Magnus Lidén) | <urn:uuid:48aa487b-c1bb-4a65-b1f0-4060c12833bb> | CC-MAIN-2015-35 | http://www.efloras.org/florataxon.aspx?flora_id=3&taxon_id=109191 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644063666.29/warc/CC-MAIN-20150827025423-00321-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.864779 | 400 | 2.640625 | 3 |
Last week the Iraqi government launched a new version of its official history. As students return to school from the Ramadan holiday they found new history books waiting for them that include the major changes the nation has experienced in recent years and open up topics that were once censored.
This power to write history is sacred. As Oscar Wilde said, "Anybody can make history; only a great man can write it."
This power comes from the fact that the narratives we live in have a powerful, hidden hand in determining how we interpret our environment. This fact, long noted by Hindu and Buddhist traditions, is supported by an ever-growing body of scientific knowledge.
Innovators who significantly impact the world seem able to recognize when we are living a story with a dead ending. Then they abandon the current tale to enter a new one that empowers people to act when no one else will.
I’ve been researching narratives relating to business, and I’ve found three lessons that can help us better leverage the full power of storytelling.
1. Choose a new starting point
Like turning the rudder of a ship, you can change the future people anticipate by retelling the past. One key is to strategically pick the right starting point.
Let’s consider Hewlett-Packard as an example of this principle. Since 2006, HP has engineered a remarkable turnaround under the leadership of CEO Mark Hurd. But I believe the groundwork for this 180-degree change was laid years prior under his predecessor Carly Fiorina.
Core to her strategy was the idea of "resetting" the HP story by reaching back to HP’s original roots. The company’s internal and external messaging brought to life the story of the company’s founders, Hewlett and Packard, working in their garage, building their first products. In fact the HP "garage" was elevated into an icon that roots the company in a common starting point and grounds them in a history of invention.
2. Show the system is stuck
People are willing to change only when they grow discontented with where things are. In 2007, Michael Dell took back the reins of his company. Dell, the company that had revolutionized the computer industry by introducing a direct-to-consumer model, was in serious trouble as competitors began copying that model. With its stock sinking, the company turned to its founder for help.
In trying to craft a turnaround, Michael Dell has played on the story, as all narrative experts do. He repeatedly says that "this is a defining moment in our history and in our relationships with customers."
The first part of his message is a wake-up call: the future that Dell employees and partners are imagining is not the right one because the old direct model is no longer unique. He then paints a future of promise: "We know our competitors drive complexity and needless cost into consumers’ environments. We intend to break this cycle." In other words, he is arguing that the competition is stuck and this presents an opportunity for his company.
Embedding a new story requires far greater effort than you might think. Communicating your version of the past and future—your vision—demands repeatedly delivering it to your audience using creative methods to remind them and keep them convinced.
I’ve worked with several companies to embed new stories that alter behaviors and thereby build a competitive advantage. It usually requires carefully picking the stories that illustrate the turning points you want people to remember, then telling them over and over in meetings, by email, through visual displays, in continuing education classes and through textbooks, like the Iraqi government.
But the effort is worth it. Every leadership book underscores the importance of maintaining a long-term vision in the minds of your people. This vision is a product of the past, of the story people tell themselves about what has happened and therefore what to expect in the future. For your innovations to succeed you must revise, edit, and rewrite prevailing stories.
Ask yourself the questions below to see how you can rediscover your past and write a new success story.
1. Where did this idea come from?
2. How did the company find its current direction?
3. Is our mission clearly stated?
4. How can I remind my employees that they are working toward something bigger than themselves?
5. How can I use my company’s stories to engage and inspire my staff and my customers? | <urn:uuid:7fd85c43-8dda-4f1a-bf14-88daaf621a2d> | CC-MAIN-2014-52 | http://www.fastcompany.com/1422180/iraq%E2%80%99s-official-new-history-provides-insight-crafting-company-narratives | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802772398.133/warc/CC-MAIN-20141217075252-00021-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.963492 | 906 | 2.6875 | 3 |
What Does It Mean?
Your body is fitted with various types of internal organs, which help you to move and lead a healthy life. Just like a four-wheeler, every organ in your body is important. If one fails to function properly, you will face numerous problems in life. For example, if you have a heart problem, then you will have to lead a controlled lifestyle. Excess excitement may lead to a heart attack. Similarly, your kidneys are also very important. It is true that if one stops to work, then you easily lead a normal life with the other kidney. However, if both cease to work at the same time, then life comes to a complete stop.
What Is Acid Ash Diet?
The term acid ash diet is mainly based upon the fact that you can easily change the composition of your daily diet in order to alter the pH level of your urine. If you opt for an acid ash diet, then you actually make your diet more acidic in order to get rid of specific types of kidney stones. The primary components of an acid ash diet are grain based food items and animal proteins. There will also be limited quantities of vegetables and fruits in the diet.
When the minerals from certain foods do not get oxidized during the process of metabolism, it becomes ash as a residue. Basically, acid ash is formed from various minerals such as magnesium, calcium, potassium, and sodium.
Foods Allowed For Acid Ash Diet
Are you planning to go for acid ash diet in order to get rid of kidney stones? There are certain types of foods, which can be a part of such a dietary plan. Usually moderate to high protein foods are included in an acid ash diet. These include shellfish, eggs, meats, cheese, fish, and various types of grains. You may also include roast beef, lamb, pork, ham, chicken, bacon, and veal in your acid ash diet. When it comes to plant based protein, the list includes walnuts, Brazil nuts, lentils, and corn. At the same time, grains to be included in an acid ash diet are whole-wheat flour, cakes, crackers, bread, and pasta. You may also include various types of cereals such as puffed wheat, oatmeal, cornflakes, and farina.
Avoid Certain Foods
Just like you are supposed to avoid several types of fruits during your acid ash diet, there are also several types of vegetables you should avoid. These include beets, dandelion greens, Swiss chard, mustard greens, and kale, to name a few. You are also not supposed to have milk during this diet, since milk is an alkaline product and it will neutralize acid.
If you wish to start an acid ash diet, it is highly recommended that you consult with a doctor first. He will be able to guide you in this process and also give you a list of foods you should take and those which are supposed to be avoided at all costs. If you succeed in this diet, then the problem of kidney stones can be reduced considerably. | <urn:uuid:ef64f7c9-da42-4468-82d6-fdba33378ace> | CC-MAIN-2019-30 | http://www.ahealthyjalapeno.com/acid-ash-diet/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195529406.97/warc/CC-MAIN-20190723130306-20190723152306-00282.warc.gz | en | 0.966318 | 629 | 2.578125 | 3 |
District of St Pauls
A modern urban myth has arisen about the St Paul’s area of Bristol. In the 18th century St Paul’s was a fashionable suburb of Bristol. A well-off merchant lived in one of the houses in the very smart Brunswick Square or Portland Square. The merchant quarrelled with his neighbours, and to spite them he left his house to his black servant when he died. The servant married and had children, the neighbours moved out and black friends of the servant moved in. Over time, the wealthy white residents all moved out, the houses declined and the area was no longer a fashionable place to live. Thus in the 1950s, the new migrant black families found a welcome in the St Paul’s area because it was already an area with a high proportion of black residents.
The facts are slightly different. St Paul’s was indeed a very smart address in the 18th century, and by the late 19th century the area was no longer so fashionable. Small workshops had opened, making such products as boots and shoes. But, as any pre-war resident of the area will tell you, St Paul’s before the 1940s was a still a respectable residential area inhabited by white locals. It was the bombing of the Broadmead area in the Second World War that led to the departure from the area of those who could afford to move to the safer suburbs or the country. Bomb damage, planning blight and neglect meant that the housing stock declined, and so the 1950s and later migrants from the Caribbean found housing there that they could afford as they established themselves in a new country. There is no truth in the story of black residence and decline since the 18th century. This myth of the slave trade must have come into existence as a way of explaining the large black presence in the area since the 1950s. As late as 1968, 61% of St Pauls’ residents were white. There are many myths about Bristol’s slaving past, but they have all been handed down for generations: this one is a relative newcomer.
We do know of some black residents living in the area of St Paul’s before the 1950s, but they are exceptions rather than the rule. Henry Parker was a slave on an American plantation . He ran away and ended up living in Callow Hill in St Paul’s in the 1850s. He married a Bristol woman, and one of their daughters married an Irishman. Another family, the St Clairs, lived in St Paul’s in the 1930s. The husband was African-Caribbean, the wife appears to have been white. Residents of St Paul’s at that time remember no ‘colour problem’, perhaps because the St Clairs were the only black family locally and fitted in with their neighbours.
It was often felt that as black people moved into an area, they lowered the area and turned it into a ‘ghetto’. In fact, the early migrants ended up in areas already in decline because they could not find housing in better areas. And the landlords of the rundown properties they rented could charge as much as they wanted and do nothing to the houses as they knew that their tenants could not find housing anywhere else. As one Bristol public servant wrote in a report at the time: ‘Exploitation by undesirable landlords is the real problem in fading housing areas, not immigration per se.’
The riots in St Paul’s in 1980 brought the area to national attention. Sparked by a drugs raid on the Black and White Café in St Paul’s, the riot in Bristol was the first in a series of riots in large cities across the country. Contrary to popular belief the riots in St Paul’s were not strictly race riots. They were part of a long Bristol tradition of riotous action by the city’s poor against perceived injustice which date back to the early 1700s at least. In 1980, both white and black youths were involved in a protest against heavy-handed policing. There did seem to be a racial element as black youths felt that they were particularly singled out for unwarranted police attention.
The area of St Paul’s today has a reputation as the drugs and crime centre of Bristol. The police and residents are working to reduce crime and to improve the area. Although drug abuse and drug dealing is by no means restricted to St Paul’s, criminal gangs from Jamaica ( called Yardies) and a growing gun culture have, along with the spread of crack cocaine, given the area a new and unwelcome notoriety. The summer of 2003 saw armed police patrolling the streets of St Paul’s, to reassure the residents and to give a clear message to the gangsters. A turf war between local gangsters and Yardies had developed into open warfare. The gangs were armed and so the police had to be armed as well. The main victims of the violence are themselves black.
Such criminal activity makes news and is widely reported. Yet the good things about St Paul’s, the community feeling, cultural activities, the strong church presence, local action against criminal gangs, goes unrecorded. | <urn:uuid:746a6748-6b6e-4e03-a890-8fddd64ac080> | CC-MAIN-2018-17 | http://www.discoveringbristol.org.uk/slavery/after-slavery/bristol-in-black-and-white/black-white-bristol/st-pauls/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125936981.24/warc/CC-MAIN-20180419150012-20180419170012-00100.warc.gz | en | 0.98684 | 1,063 | 3 | 3 |
The Attack on Pearl Harbor
It was a Sunday morning. Many sailors were still sleeping in their quarters, aboard their ships. Some were sleeping on land.
At 7:02 a.m. at the Opana Radar Station on Oahu, privates Joseph Lockhard & George Elliott saw something on their screen. It looked like a lot of planes flying toward them. Opana's was the only radar turned on just then, and it was on only for training. The other radar stations had been turned off. It was standard procedure.
Following standard procedure, Lockhard and Elliott reported what they saw. (Click here for an eyewitness account of the attack.) The commanding officer on duty knew that a squadron of American planes was due in from California about the same time. Reasoning that what Lockhard and Elliott saw was that squadron of American planes, the commanding officer told the two privates not to worry.
What they didn't know and what nobody in America knew was that Japanese planes had taken off at 6 a.m. from aircraft carriers 230 miles away. What nobody in America thought was possible was happening: The Japanese were attacking Pearl harbor.
At 7:55, the Japanese attacked with deadly force. The first wave of 183 planes dropped bombs and fired bullets at the almost defenseless American ships in Pearl Harbor and planes at three nearby airfields. A second wave of 167 planes followed about an hour later. American sailors fought back, struggling to get their planes off the ground and fire their guns at targets they couldn't quite see.
A fleet of midget submarines was also part of the Japanese attack. These subs dropped deadly torpedoes, which had been modified with wooden fins to run their course in the shallow waters of Pearl Harbor.
Social Studies for Kids | <urn:uuid:cd289d80-c364-4b5d-9b9b-c482d1c1504d> | CC-MAIN-2019-30 | http://www.socialstudiesforkids.com/articles/ushistory/pearlharborattack1.htm | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195524111.50/warc/CC-MAIN-20190715195204-20190715221204-00093.warc.gz | en | 0.987614 | 359 | 3.234375 | 3 |
c) Children should be taught to face reality. Do you agree with this statement? Discuss with close reference to the poem “The Way things Are” by Roger McGough.
It is true that children should be taught reality. The theme of reality versus illusion is brought out in “The Way Things Are” by Roger McGough through the persona’s lecture to his child.
Take for instance “Bubblegum does not make the hair soft and shiny.” Bubblegum, in fact, is ruinous to our hair. The figurative meaning indicates that things that are pleasurable, such as bubblegum, are not necessarily beneficial. Hence, children should be taught this lesson so that they do not thoughtlessly indulge in disastrous pleasure.
Another example is lectured as “No, the red wooly hat has not been/put on the railing to keep it warm.” This can be interpreted as certain deeds that may appear to have been done with kind intentions may have been done accidentally or selfishly. Literally, placing the hat on the railing “to keep it warm” I persiflage as railings are not living organisms and hence cannot feel.
We cannot subsist on dreams. “Moonbeams, sadly, will not survive in a jar.” Dreams being abstract, unrealistic and unattainable are represented as “Moonbeams” which have similar attributes. We should not be preoccupied with dreams or illusions; the jar symbolizing life or our mind. In another perspective (moonbeams being beautiful and unattainable), the phrase advises us to face reality and not be too over-possessive.
Do not cling on to the unachievable. Children should be taught to accept defeat, and that they cannot always have everything that they desire.
Furthermore, “No trusting hand awaits a falling star” informs us that miracles, represented by a “star” are rarities. W cannot expect fortune to descend to us, and wait meaninglessly. Instead, children should strive to achieve their goals through dedicated efforts.
Therefore, children should be taught to face reality, for childlike innocence may result in eventual disappointment and disillusion as a result of ignorance and naïveté. This message is cleverly conveyed in the woven web of symbolism. | <urn:uuid:35bd5981-0dd3-4d77-aeb6-17a6418e4b2f> | CC-MAIN-2015-27 | http://imaginativeliteratureforeccentrics.blogspot.com/2007/11/way-things-are-by-roger-mcgough.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375098987.83/warc/CC-MAIN-20150627031818-00057-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.95644 | 487 | 3.59375 | 4 |
BATHING WATER QUALITY AND EARLY WARNING SYSTEMS
How to improve bathing water management with focus on human health
This two-day, thematic course provides an overview of the most important parts of the European Bathing Water Directive and gives an introduction to real life cases of good management of bathing water and different early warning methods. The course includes a field trip to relevant beaches/sites in Denmark.
Recreational use of water can deliver important benefits to health and well-being. Yet, there may also be adverse health effects associated with recreational use if the water is polluted or unsafe. Clean water is essential to ensure the health and safety of the bathers.
Good bathing water management is the key to minimise health risks while maximising the recreational value as well as the revenue of bathing waters. The European Bathing Water Directive sets the standard for the management of the
bathing waters of rivers, lakes and coastal water with focus on people´s health.
- Introduction to bathing water quality and human health
- The European Bathing Water Directive
- Management of bathing water - strategies and tools
- Stakeholders and information needs
- Dynamic early warning systems
- Case studies of the implementation of online bathing water forecast systems in
- Denmark and Sweden
- A one-day field trip to relevant beaches/sites in Denmark
TARGET GROUP AND PREREQUISITES
Regional and local water bodies, tourism boards, professional bodies and engineering companies, city planners, urban water utilities and authorities in general that work with topics related to bathing water quality and tools for the management of safe bathing waters. | <urn:uuid:705f353d-7872-47be-8516-f181e19761d3> | CC-MAIN-2021-04 | https://www.dhigroup.com/the-academy-by-dhi/course-description/coast-and-marine/overview/bathing-water-quality-and-early-warning-systems | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703565541.79/warc/CC-MAIN-20210125092143-20210125122143-00702.warc.gz | en | 0.914535 | 333 | 3.15625 | 3 |
Brain or cerebral arteriovenous malformations are abnormal connections between the arteries and veins in the brain. They usually consist of one or more “feeding” arteries, a tangle of abnormal arteries and veins, usually 1-5cm in size (the “nidus”) and one or more “draining” veins. AVMs are thought to arise in people with a genetic predisposition for them. They occur rarely in children, and most often, develop around puberty. They usually become symptomatic in patients in their 30s-50s.
The most common symptoms of brain arteriovenous malformations include headaches and seizures; while in some of the patients, they can remain asymptomatic. Brain AVMs may also be associated with progressive weakness and numbness, visual disturbances and severe pain. These malformations may rupture, leading to intracranial bleeding.
Treatment for brain AVMs is variable and depends on the size, symptoms, location and architecture of the lesion. In order to establish the location and architecture of an AVM, it is almost always necessary to have both an MRI of the brain and a cerebral angiogram (digital subtraction angiogram). Both should, wherever possible, be carried out by radiologists with subspecialist experience in the diagnosis and management of AVM, and in the case of cerebral angiography, it is strongly advised to have the study performed by an experienced interventional neuroradiologist.
Common treatment strategies for AVMs include open neurosurgery, stereotactic radiosurgery, embolisation (targeted blocking of abnormal vessels under X-ray guidance), or combinations of these. The choice of strategy is usually decided by multidisciplinary discussion between specialists in neurosurgery, radiosurgery and interventional neuroradiology. | <urn:uuid:bea23383-9b0f-4e86-a594-b4bbecd7593f> | CC-MAIN-2019-09 | http://www.neuroradiologist.com.au/services/brain-avms-sydney/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247504594.59/warc/CC-MAIN-20190221111943-20190221133943-00019.warc.gz | en | 0.939085 | 379 | 3.125 | 3 |
Randolph Field was dedicated June 20, 1930, as a flying training base and continues in this mission today.
The idea for Randolph began soon after the establishment of the Air Corps Act in 1926, which changed the name of the Army Air Service to the Army Air Corps. Gen. Frank P. Lahm was placed in charge of all flying training and established the Air Corps Training Center and set up its headquarters at Duncan Field, next to Kelly Field. After deciding the facilities at Kelly and Brooks Fields were not enough for proper training, the Air Corps soon decided an additional training field was needed.
Randolph Field was named after Capt. William M. Randolph, who crashed his AT-4 on takeoff retuning to duty at Kelly. He contributed immeasurably to the progress of aviation and served on the base name selection committee.
After the Air Force became a separate service Sept. 18, 1947, Randolph Field was officially named Randolph Air Force Base Jan. 14, 1948.
Randolph is home to more than 4,000 military members; 5,000 dependents; and 5,000 DOD civilians. It is home to numerous units, including Headquarters Air Education and Training Command, Air Force Personnel Center, and the host unit, the 12th Flying Training Wing. | <urn:uuid:d13e53a6-ac0b-489d-b9e6-e355a17fdfe2> | CC-MAIN-2022-27 | https://www.jbsa.mil/Information/JBSA-History-Fact-Sheets/Article-View/Article/2664767/jbsa-randolph/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104189587.61/warc/CC-MAIN-20220702162147-20220702192147-00284.warc.gz | en | 0.977789 | 258 | 2.921875 | 3 |
The Jervis Public Library Association was incorporated in 1894 by an act of the New York state legislature. The Association took its name from prominent American civil engineer John Bloomfield Jervis, who bequeathed funds, property, and his personal collection of books and papers for the purpose of founding a library facility for the citizens of his home town, Rome, NY. Although a downtown site for a new library building was debated, in the end it was decided that the Jervis homestead would make an ideal location for Rome's public library. Melvil Dewey, inventor of the famous Dewey Decimal System for classifying books, helped draft Jervis Library's bylaws.
On July 15, 1895, Jervis Public Library was ready to open its doors. The community was filled with expectation. Gala opening ceremonies were held outside, amidst fine, warm weather. Addresses were given by prominent citizens; a chorus provided musical interludes. The ceremonies inaugurated what would become a major public information center in central New York. Well before the 10:00 a.m. opening the next day, a number of children had arrived to compete in a contest to see who would take out the first book. Thus began the history of Jervis Public Library.
John B. Jervis, leading early American civil engineer and the library's founder, grew up in Rome (then called Fort Stanwix) in the early nineteenth century. He attended local public schools and was interested in higher education, but his family could not afford it. When the construction of the Erie Canal began in 1817, he was hired as an axeman. While working on this job he began an informal education as a civil engineer. By 1819 Jervis was resident engineer in charge of the canal's middle section. In four years he was superintendent of fifty miles of completed canal. In 1827 he became chief engineer on the Delaware and Hudson canal and railway system project.
In both canal and railway engineering, Jervis was a supreme innovator. At a time when railroads were just beginning to appear in America, he drew plans for the "Stourbridge Lion," the first locomotive to run on this continent. He also invented the swiveling, four-wheel "bogie" truck, to keep the engine from jumping the track when rounding curves. Mr. Jervis was chief engineer of the Croton Aqueduct, the supplier of abundant fresh water to New York City and a major engineering feat of its time. He directed completion of the Croton Aqueduct Dam and the Harlem River High Bridge. Retiring to his home in Rome in 1866, he was active in organizing the Rome Iron Mill, of which he was a trustee until his death. John B. Jervis remained dedicated to intellectual pursuits, most prominently engineering and religion. Ten years after his death in 1885, his home became Rome's public library. His personal collection featuring rare early railroad, canal, and aqueduct documents is still housed within Jervis Public Library.
When the library first opened, the collection was 8,500 volumes, plus many pamphlets, state and government publications, and other related materials. An annex was built in 1925 so the library could expand. In 1964, a modern library capable of housing 100,000 volumes was joined to the original Jervis house and annex. Further funds from endowment and the city were used in 1971 to enlarge the library's capacity to 150,000 volumes. In 1988 another addition, with elevator, was built to expand the library's main lobby and make accommodations for accessibility.
The first librarian was Marjorie Elizabeth Beach, a former teacher, and a grandniece of John B. Jervis. In the early days, the library was open seven hours a day, Monday through Saturday, but the time open each day was divided into three intervals. The public areas of the library were furnished with polished oak bookcases and comfortable chairs. All patrons were asked to register their visits in a book provided. Both the card catalog and the adult book shelves were accessed by the librarian only. Children's books, however, were on open shelving.
Members of the first Board of Trustees included Edward Comstock, Dr. W.J.P. Kingsley, W.D. Manro, and Dr. Thomas Macomb Flandreau. Mr. Comstock was the President of the first Board of Trustees. In 1881 and 1882 he had been Mayor of Rome. Dr. Kingsley was the Vice President of the first Board of Trustees. He was a medical doctor who in 1859 founded a hospital for the treatment of malignant growths. In Rome he also served as Mayor (from 1895 to 1899) and President of the Farmer's National Bank, which he helped organize. The first Secretary of the Board of Trustees was W.D. Manro, Superintendent of Schools in Rome. Dr. Thomas Macomb Flandreau, also a medical doctor, was not an officer of the first Board of Trustees, but was perhaps the most scholarly trustee. He spoke French and German fluently and wrote poetry. He also helped to found Rome Hospital.
The second head librarian was Eugenie Stevens, who held this position from 1900 to 1921. She was one of several who helped Librarian Beach catalog the original collection and was promoted to the directorship from her position as Miss Beach's assistant. Miss Stevens experimented for a while with opening the library on Sundays.
In Jervis Library's early years, funds were in short supply, and the library's growth was hampered by an austerity budget. A wave of improvements, however, hit the library during the early 1920's, including the building of the 1925 addition. At the forefront of many of these improvements was the library's energetic third librarian, Clara W. Bragg, who was in charge from 1922 to 1923. She was a dynamic, highly educated woman, who had studied literature and modern languages at Cornell University and had served as reference librarian at Columbia University. Under her direction, Jervis Library opened a branch in East Rome.
From 1924 to 1958, Helen Salzman was the librarian. Coming to this position from several years' experience in other libraries, she had a very professional approach. She was constantly introducing improvements and innovations in areas ranging from instituting children's holiday story hours to devising a better system for reserving books.
When the new addition to the library had been built in 1925, the old part of the library, in the Jervis house, was also remodeled and refurbished. In 1931, Henrietta Huntington Wright died and left to Jervis Library an estate, which, for the time, was considerable, and improved the library's funding. Miss Wright was a descendant of Benjamin Wright, John B. Jervis' supervisor during the construction of the Erie Canal.
Fifth Director William A. Dillon, educated at the University of Pittsburgh and Columbia University, presided from 1958 until mid-1985, and spearheaded the transformation of the library into a major area cultural institution. Under Mr. Dillon, both the 1964 and 1971 additions were built to provide space for up to 150,000 volumes. Over the years the library's circulation rose continually. The depth of the library's collection was such that author Alex Haley (Roots; co-author The Autobiography of Malcolm X) completed various writing projects at Jervis and publicly praised the library. Director Dillon organized the library's collection of John B. Jervis papers and engineering drawings; acquired the Bright and Huntington Historic Papers which were microfilmed and made available to scholars; unearthed John B. Jervis' handwritten autobiography and guided it to publication as The Reminiscences of John B. Jervis: Engineer of the Old Croton, edited by Neal FitzSimons; and in the early 1980's began the library's automation. In 1990, Roman Dr. F. Daniel Larkin, noted scholar and historian, published Jervis' biography, John B. Jervis: An American Engineering Pioneer.
Carole Fraser Fowler, educated at Colby and Douglas Colleges and Rutgers University, became Jervis' sixth Director in 1985 and was Director during the library's Centennial celebration. Her focuses until her retirement in 2005 included improving accessibility via the 1988 addition, and incorporating new technologies in order to access a wider range of information. Automated circulation of materials began in February 1986.
Lisa M. Matte is the library's seventh director. She received her library degree from SUNY Albany in 1997, and joined Jervis Library as a reference librarian that year. In her tenure as librarian, Ms. Matte expanded the library's services to teens, forming a successful teen advisory group and creating the library's YAWeb website for teens. Her programs were recognized by the YALSA division of the American Library Association, and written about in a book about teen services in libraries. After a brief stint as Assistant Director, Ms. Matte became Director in 2005. She oversaw the project to upgrade the library's HVAC system in 2007, and seeks to expand the library's role as an information provider in the community.
While Jervis Library remains committed to providing materials in traditional formats, computer technology and the Internet have revolutionized the library like nothing since the Dewey Decimal System. Computer automation has improved circulation and information services and increased the efficiency of record retention, communications, and office work. At a time when information is rapidly exceeding the bounds of print, access to the Internet is of critical importance to those the library serves. Jervis Library is proud to have earned Library Leader status, awarded by the NYS Education Department and Board of Regents to libraries that provide the highest levels of access to the Internet and electronic resources. Internet access computers are in constant use by children, teens, and adults.
Jervis will continue to strive to meet the changing needs of its patrons by providing an increasing array of other technology-based services beyond the Internet, including word processing for all ages, computer printouts at a nominal fee, a collection of circulating computer software and multimedia titles, and a website through which many of the library’s unique resources may be accessed without the need to visit the library building. The library acknowledges its role in introducing and assisting people with the technology it provides through its professional librarians, who offer periodic computer orientation and Internet training classes, and who assist and guide people in using library computers one-on-one as time permits.
As Jervis Library moves ahead in its second century, it is financially challenged by the increasing demands for electronic and telecommunications services while, at the same time, demand for traditional services shows little decline. Fortunately, thus far, the bulk of the library's hardware and software automation costs has been borne by grants, gifts, donations, and bequests.
In addition to providing information, research resources, education, and creative use of leisure time, the library sponsors many special services, including adult lectures, author visits & book discussion series, and numerous teen and children's programs, activities and events. Jervis’ Youth Advisory Committee, a volunteer group of teens, helps the library respond to the needs of its young patrons.
Through parallel development of both traditional services and technology, Jervis Library continuously seeks to expand its vistas and capabilities to meet the challenges of the next 100 years.
This page updated 1/09. PAC | <urn:uuid:5666e2ab-8ab3-4620-b7ec-9a955d6186ba> | CC-MAIN-2014-49 | http://jervislibrary.org/jpl_history.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931008218.28/warc/CC-MAIN-20141125155648-00174-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.978802 | 2,355 | 2.890625 | 3 |
An A — Z of Spoken and Written Grammar
Ronald Carter, Michael McCarthy, Geraldine Mark and Anne O’Keeffe
English Grammar Today
With extensive corpus research at its core, English Grammar Today is an indispensable reference guide to contemporary English grammar and usage. Ideal for learners of English looking for clear explanations of natural written and spoken English.
Written by a team of leading experts in the field, this grammar reference book provides hundreds of clear grammar explanations with authentic examples of the way in which the grammar is used in real-life situations.
English Grammar Today Workbook
English Grammar Today provides extensive practice of the grammar points that often cause difficulty for learners of English at CEF levels B1-B2. Ideal for classroom use and slf-study, the book contains hundreds of varied exercises that allow learners to practise grammar points in context through authentic examples of spoken and written English. | <urn:uuid:88d2dd10-6b71-4ad9-b16f-85fecee92def> | CC-MAIN-2015-11 | http://dictionary.cambridge.org/grammar/british-grammar/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463318.72/warc/CC-MAIN-20150226074103-00022-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.88976 | 188 | 2.875 | 3 |
Return to Boudica
"The bitterest animosity was felt against the veterans; who, fresh from their settlement in the colony of Camulodunum [Colchester], were acting as though they had received a free gift of the entire country, driving the natives from their homes, ejecting them from their lands,—they styled them 'captives' and 'slaves,'—and abetted in their fury by the troops, with their similar mode of life and their hopes of equal indulgence. More than this, the temple raised to the deified Claudius continually met the view, like the citadel of an eternal tyranny; while the priests, chosen for its service, were bound under the pretext of religion to pour out their fortunes like water. Nor did there seem any great difficulty in the demolition of a colony unprotected by fortifications—a point too little regarded by our commanders, whose thoughts had run more on the agreeable than on the useful."
Tacitus, Annals (XIV.31)
Even though the Temple of Claudius was completely destroyed during the Boudican rebellion, its podium served as the foundation for the largest Norman keep in Britain, built by William the Conqueror a decade after his own invasion of the island a millennium later. Half again as large as the White Tower in London on which it was patterned, there was not enough stone to fill the podium entirely and its four vaults were packed with sand instead. It measures approximately 80 x 105 feet, which suggests that the temple itself was octastyle, with eight columns across the façade and eleven down the sides.
The only other reference to the Temple of Claudius is attributed to Seneca, about whom Dio comments: "Seneca himself had composed a work that he called 'Pumpkinification'—a word formed on the analogy of 'deification'" (LX.35.3). In this satire, Jupiter is speaking, as the gods debate whether Claudius should be admitted to Olympia. Seneca jibes that, instead of aspiring to divinity, Claudius should be content with the worship of barbarians. "Is it not enough that he has a temple in Britain, that savages worship him and pray to him as a god, so that they may find a fool to have mercy upon them?" (The Apocolocyntosis, VIII.3). Fishwick, however, argues that the temple was not built before the death and apotheosis of Claudius in AD 54 but decreed after his deification, in which case construction may not even have been completed before the revolt of Boudica six years later.
The initiation of a conquest of Britain was the most successful event of Claudius' reign. "Desiring the glory of a legitimate triumph, he chose Britain as the best place for gaining it, a land that had been attempted by no one since the Deified Julius." Indeed, he set a naval crown on the palace to signify that "he had crossed and, as it were, subdued the Ocean" (Suetonius, Claudius, XVII.1).
In 1907, a young boy found a bronze head of Claudius in a muddy river bed some miles northeast of Colchester. Purchased by the landowner, it was exhibited eighteen months later by Sir Lawrence Alma-Tadema at a meeting of the Society of Antiquaries in London. Then, in 1979, another bronze fragment was discovered, this time a horse's hock. Given the low lead content of the bronze alloy and that both were hacked away, perhaps as booty, the head later thrown into the river as a votive offering, it is tempting to think that they were part of the same equestrian statue, although there is no certainty for such wistful association.
The model of the Temple of Claudius is in the Colchester Castle Museum, the bust of Claudius in the British Museum.
References: "Note on Some Fragments of Imperial Statues and of a Statuette of Victory" (1926) by George MacDonald, The Journal of Roman Studies, 16, 1-16; "Templum Divo Claudio Constitutium" (1972) by Duncan Fishwick, Britannia, 3, 164-181 (this article can represent several more by the author arguing the point); "Once Again Claudius and the Temple at Colchester" (1993) by C. J. Simpson, Britannia, 24, 1-6; "A Fragment of Life-Size Bronze Equine Statuary from Ashill, Norfolk" (1986) by Annabel K. Lawson, W. A. Oddy, and P. T. Craddock, Britannia, 17, 333-339.
Return to Top of Page | <urn:uuid:bfa344b7-99fa-4786-a7af-5ae963844eeb> | CC-MAIN-2014-52 | http://penelope.uchicago.edu/~grout/encyclopaedia_romana/britannia/boudica/claudiuspodium.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802771164.85/warc/CC-MAIN-20141217075251-00014-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.974864 | 980 | 2.796875 | 3 |
This study examines the correlation between identity and the use of Facebook. When creating a profile on Facebook, the user is met with a series of choices. Among these are the profile pictures, status updates and so forth. Depending on how the user chooses to interact with Facebook, a picture of his identity is painted. This picture is basically how the user’s Facebook friends perceive the user. This, and the fact, that the social actions of young teenagers have an impact on their identity, establishes the main problem of this research. The problem statement – How does 13-16 year olds portray themselves on Facebook compared to their identity? - is a result of these observations. Comparing three main theories with empirical data, the research concludes on both two hypothesizes constructed during the beginning of the project, as well as the problem statement.
|Uddannelser||Basis - Humanistisk-Teknologisk Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||18 jan. 2012| | <urn:uuid:682d39ff-e242-461c-9422-735fd17656be> | CC-MAIN-2020-16 | https://forskning.ruc.dk/da/studentProjects/fremstilling-af-identitet-via-facebook | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370494064.21/warc/CC-MAIN-20200329074745-20200329104745-00300.warc.gz | en | 0.897167 | 216 | 2.546875 | 3 |
Skip to 0 minutes and 6 secondsHELEN FARR: Hi, I'm Dr. Helen Farr. And I'm here to talk about the early origins of seafaring. Now, when we think about seafaring, or early seafaring, we might think about people like the Phoenicians or the Vikings. But actually, the origins of seafaring is much, much earlier and is tied to early human origins itself. There are two types of evidence in archaeology. There's direct evidence and indirect evidence. And when we're looking at really early seafaring, we're usually dealing with indirect evidence. So direct evidence would be things like the boats, or iconography, or perhaps harbour infrastructure.
Skip to 0 minutes and 41 secondsBut when we're looking at indirect evidence, we're really looking at the remains that we can see that people moved from a to b travelling across a body of water. So this might be, for example, artefacts found on islands, or on landmasses which we know were separated by channels of water. So when we're looking at these really early instances of seafaring this is what we're looking at. Now most early archaeology can be contested. And this is absolutely true for the case of the earliest seafaring as well. Perhaps you'll be surprised to hear that the really, really earliest predates even anatomically modern humans. And this is the find of artefacts, stone tools, on the island of Flores in Southeast Asia.
Skip to 1 minute and 26 secondsNow interestingly this island was separated, and has always been separated, by a deep water channel, which would have meant that Homo Erectus crossed this deep water channel at some point around 800,000 years ago. Now this is really interesting because it ties to the question as to what is seafaring. Because it's been suggested, for example, by our colleague Cyprian Broodbank that this is culturally enhanced floating. And that there's a difference between seafaring itself and seagoing.
Skip to 1 minute and 54 secondsBut if we take this one off early date out of the picture, we don't really see anything else in terms of seafaring, or seagoing, until 750,000 years later when in the same region of the world, interestingly, we see that humans, this time anatomically modern humans, cross from this basin here, known as the Sunda Shelf, onto this continental landmass, now Australasia, but also known geologically as Sahul. So we get this crossing of early humans from Sunda to Sahul, possibly 200 to 250 kilometres, by around 60,000 to 50,000 years ago. And this is the earliest evidence we have of seafaring which is uncontested.
Skip to 2 minutes and 36 secondsThe reason that this evidence for early seafaring is important is that when we look at the archaeological record for these time periods, often what we're seeing are just collections of stone tools. There are perhaps a few bones. But when we actually understand that people were building boats or using rafts, even quite simple technology, we suddenly understand that there was a lot more complexity that we just don't see in the archaeological record. When we're looking at seafaring, we learn not only about the technology of the boats themselves, how they were produced, but also about cognition, about skill, and how people were working together.
Skip to 3 minutes and 12 secondsFor example, think about navigation and how people dealt with the changing environmental conditions of that body of water. So this is really critical to understanding our human ancestors. So we also need to think about the boat technology itself. At this level, this early, prehistoric seafaring, we're not thinking about complicated boats. We're thinking about simple rafts, or simple log boats. And these might be made of bamboo rafts, or other materials, for example, leathers and skins. But in this area particularly, people have suggested that bamboo rafts might have been used. And we need to think about how many people were crossing. So a genetically viable population crossed this body of water between 60,000 to 50,000 years ago.
Skip to 3 minutes and 56 secondsAnd when I say genetically viable, what we see is quickly we see various sites springing up all across Australasia, all across the Sahul land mass. And this means that at least 30 adult, healthy individuals crossed this stretch of water. So I don't think we're just looking at people floating across sporadically. This is actually, technically, seafaring.
The earliest seafarers
In this video Helen discusses the evidence for the earliest seafaring in world history, before getting you to consider the who, when and why of early seafaring.
Evidence for seafaring stretches much further back than we may have imagined and was associated with Anatomically Modern Human (known as AMH or Homo sapiens sapiens) migration out of Africa. It has been argued that the migration of humans Out of Africa was expedited though their use of a ‘Coastal Express’. Coastal environments would have provided a familiar economic niche for our early ancestors to travel through, providing access to coastal marine resources. Shellfish, would have been a dependable resource even at times when hunted food was scarce. The timeframe in which AMH left Africa is hotly debated; some evidence would seem to suggest Late Pleistocene humans were on the move well before the Toba eruption c. 74,000 years ago, and perhaps as early as 125,000 years ago, whilst others argue for a rapid post Toba dispersal. If the latter argument is followed it would appear that AMH colonized the globe at a rapid rate, covering 12,000 km to reach Sahul by c.50,000 years ago.
However, even with evidence that our ancestors were living on the coast and utilising marine resources, we cannot assume seafaring technology. The earliest evidence for AMH seafaring comes from the indirect evidence of archaeological finds in northern Australia (Nauwalabila I & Malakunanja II) because we know that at the land mass of Sahul was separated from South East Asia by sea. The exact distance of this channel depends on the route that was travelled and the sea-level at the time, but may have been up to 200km.
In addition to dated archaeological material, we can use human genetic evidence to map and date colonization. Current Mitochondrial DNA (mtDNA) research maps the distribution of haplotypes (mtDNA variants) in different human populations then correlates these to estimates of mutation rates. Researchers are also working at tracking the male Y chromosome, but high-resolution analysis is only just beginning and results are very tentative at present. In essence, this research enables us to create a temporally structured genealogy or ‘family tree’. Current findings support a colonization of Sahul from c. 55,000- 50,000 years ago.
So, we know when and we know who, but why did our ancestors first step off the land and voyage across the sea? Again many theories abound. These can be divided into Push factors and Pull factors. Push factors may include competing social groups, the lack of food, or a change in environmental conditions. To consider that all major choices were made due to environmental changes would be too simplistic (and you would be classed an environmental determinist!). Pull factors could include, the search for raw materials i.e. flint or obsidian; following migratory animals, fish or birds; the quest for more land or the lure of the unknown.
We may never know exactly what crossed the mind of the first group of humans to build a simple boat or raft and push off for the distant horizon; however I imagine that it may have been a combination of all these factors. It is quite possible that watercraft were regularly used for local fishing or island hopping. Evidence for fishing was found in East Timor dating to 42,000 years ago. It has also been argued that the first founding ‘colonies’ may have been swept off course, although it takes around 30 adults to establish a healthy breeding population, so this would seem unlikely.
Evidence for seafaring in the Late Pleistocene tends to emanate from colonisation events. In the Mediterranean there are a few assertions of early seafaring based on human presence on islands indicated by stone tool assemblages but in my opinion more evidence is needed to attest to these. Three questions are always key:
- Was it an island at the time? Knowledge of sea-level and palaeogeography is critical.
- Are the stone tools actually man-made (anthropogenic) or natural?
- Are these finds securely dated?
Obsidian from island sources found on the mainland in Greece represents the earliest evidence for seafaring in the Mediterranean ©farbled/Shutterstock, 2015
The first secure evidence of seafaring in the Mediterranean comes from the 11th- 10th millennium BC in the form of obsidian from the island of Melos found in Franchthi cave in Greece. At a similar time people also began to seasonally visit the island of Cyprus. The earliest island occupation site is that of Akrotiri Aetokremnos dating to the 10th Millennium BC. This appears to be a seasonal hunter-gatherer site in which the association of anthropogenic material and pygmy hippopotami remains suggests that humans may have been responsible for the extinction of that endemic late Pleistocene fauna. The sea-level at this point in time may have been up to c. 55 metres lower than the present day but was rising rapidly. Even with these lowered sea-levels the presence of these hunter-gatherers on the island of Cyprus indicates that people had the maritime technology and social organisation to undertake a considerable journey (64.82 km if they came from Anatolia to the north or a voyage of 144.5 km if they came from the East).
By the onset of the Neolithic (c. 6500BP in the central Mediterranean), people were regularly using boats. The islands of the Mediterranean have been described as a nursery for the development of seafaring skills and technology. Islands were exploited for raw materials, and used as stepping stones for the transportation of various raw materials and items for trade and exchange: technology, plants and animals as well as people - and with them their ideas, ideology, beliefs, culture skills and knowledge. The spread of the Neolithic through the Mediterranean has recently been traced through genetic markers to show a maritime dispersal of people across the central Mediterranean.
The Neolithic saw an intensification of seafaring activity and maritime technology, not just in the Mediterranean, but around the globe.
Frequently Asked Questions
Obsidian is an interesting material. Has it got a particular make up that allows it to be identified from area to area?
Good question. In brief - in certain contexts volcanoes produce an acidic/rhyolitic lava that cools very quickly to form a volcanic glass known as obsidian. (Incidentally, it generally has a frothy, bubbly layer on the top - which is pumice - a pint of Guinness is a good analogy). When the magma rises through the volcano during an explosion, it melts and incorporates some of the rock- as such trace elements from the local geology end up within the volcanic glass. Each geological setting will be specific to each volcano, and at a very precise level, each eruption will also vary. If we study the trace elements and know the specific local geology we can match the obsidian to a particular volcano - and even a specific eruption!
A lot of work on this has been carried out on the island of Lipari in the central Mediterranean. Here, both a prehistoric and a classical period eruption can be identified. When we find obsidian in the archaeological record around the Med. we can say which volcano it came from and which eruption, this also helps with dating material and means we can trace its source and movement.
You can read more about obsidian here: Obsidian: Volcanic glass prized for tool-making
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Looking down on the Mir. Looks like it will still be flying for years to come.
Click on image for full size
Image courtesy of NASA
Will the ISS Ever Be Done?
News story originally written on January 25, 2000
The International Space Station continues to float around in space without its service module. A private investor has decided to fund the Mir space station. The company which owns the spacecraft says it has already received almost half of the necessary funds to keep Mir aloft. The Russian government has decided to use the rockets and boosters that were originally for the ISS, for the Mir.
"There is no alternative to the ISS for Russia," said Yuri Koptev, head of the Russian space agency. "I would like once again to confirm Russia's adherence to this project."
The government will have a difficult time replacing the equipment because of a lack of funding. They plan to launch a ship carrying cargo and the module in late July. The U.S. is still asking Russia to give up on the 14 year old station and concentrate on the ISS. But Russian officials are determined to keep their last piece of space history in orbit as long as possible.
"There is no problem whatsoever to manufacture these rockets, the essential thing is financial resources," Koptev said.
The Mir has not had any guests since August, 1999. Unless funding was found, the ship was going to slowly fall through Earth's atmosphere and crash into the ocean. MirCorp, a company owned by Jeffrey Manber, is providing the funding to keep it going. Manber plans to renovate the station and possibly charge millions to allow tourists to stay there.
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After 13 long years orbiting the Earth, the space station Mir has finally said good-bye to its last crew. The two cosmonauts along with one French astronaut landed on Earth, leaving the Mir uninhabitated...more
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After two long years of frustration, the day has finally come! Russia launched the important Zvezda module for the International Space Station (ISS). This module will house the main controls of the station...more
It was another exciting and frustrating year for the space science program. It seemed that every step forward led to one backwards. Either way, NASA led the way to a great century of discovery. Unfortunately,...more
The Space Shuttle Discovery lifted off from Kennedy Space Center at 2:19 p.m. EST, October 29th. The sky was clear and the weather was great as Discovery took 8 1/2 minutes to reach orbit for the Unitied...more
A moon was discovered orbiting the asteroid, Eugenia. This is only the second time in history that a satellite has been seen circling an asteroid. A special mirror allowed scientists to find the moon...more | <urn:uuid:e2246e32-43fa-480e-9787-14c8d7fc379e> | CC-MAIN-2017-22 | http://www.windows2universe.org/headline_universe/iss_problems.html&edu=high | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00617.warc.gz | en | 0.962256 | 696 | 2.515625 | 3 |
The rapid development and potential release of engineered nanoparticles (ENPs) have raised considerable concerns due to the unique properties of nanomaterials. An important aspect of the risk assessment of ENPs is to understand the interactions of ENPs with plants, an essential base component of all ecosystems. The impact of ENPs on plant varies, depending on the composition, concentration, size and other important physical chemical properties of ENPs and plant species. Both enhancive and inhibitive effects of ENPs on plant growth at different developmental stages have been documented. ENPs could be potentially taken up by plant roots and transported to shoots through vascular systems depending upon the composition, shape, size of ENPs and plant anatomy. Despite the insights gained through many previous studies, many questions remain concerning the fate and behavior of ENPs in plant systems such as the role of surface area or surface activity of ENPs on phytotoxicity, the potential route of entrance to plant vascular tissues and the role of plant cell walls in internalization of ENPs. This article reviewed the current knowledge on the phytotoxicity and interactions of ENPs with plants at seedling and cellular levels and discussed the information gap and some immediate research needs to further our knowledge on this topic.
- Engineered nanoparticles (ENPs)
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The British Library is… big.
No. Let’s rephrase that. It’s not just “big”… it’s… really big. Bigger than your imagination.
Even in a digital age, where terabytes of information are stored on air-conditioned servers, the British Library adds new physical documents at the rate of three million documents a year; necessitating an additional shelf space of 9.6 square kilometers.
Although it might seem ridiculously recent, in terms of Great Britain’s history of empire, that the Library was only actually sanctioned, in 1972 (most British librarians will know, until then, it had been part of the British Museum, before becoming a distinct offshoot); it, and five other libraries in Britain (and Ireland), are entitled to receive free copies of every item published or distributed in Britain.
However, in addition, there’s still all of those earlier mounds of visual material to sift through, accumulated over the decades; and even though the idea of viewing over a million images probably isn’t for the faint-hearted; then the prospect of at least dipping into one of the greatest archives in the world should be of interest to both casual and professional historians and scholars.
The British Library recently made available these million images via flickr; and it’s a deliciously daunting tsunami of disparate images.
It is, literally, the world, as once collected: and even a ten-minute ‘hike’ through this treasure trove will show the limits of your own perceived world.
Some of the reproductions will definitely only be of interest to a niche, specialized, audience (if you’ve never been a fan of 1899 mine drainage valves, then now’s the time to become acquainted with a second edition of industrial brass engineering), but many of the images are a lot more accessible and fascinating—and have been tagged by an army of volunteers who have catalogued them, from books that the library has digitized, since 2013. Thereafter, the images have been posted to flickr by the library’s Mechanical Curator: a ‘bot’ that randomly picks and posts images.
What is perhaps most amazing (if not surprising) is how this walk down memory lane illustrates the changing nature of empire. By its nature, the British Library is a collector of material; not an editorialist; so, there is plenty of material likely to seem anachronistic (at best), or quaint, now that the sun has faded on the British Empire. We can see old colonial images that represented a certainty about one’s place in the world (“Buffalo Bill, The Buckskin King”); tourist images of idyllic Scottish landscapes; scientific drawings of plants from offshoot colonies.
But, contemporary historical perspective aside, what perhaps best typifies this collection is the sheer wonder of life, in all its volume and diversity. From children’s diagrams, to comprehensive mechanical letter collections; from vintage Christmas depictions, through to army maps that delineate the strategies of critical battles: from the illustrations of science-fiction books (“The Angel of the Revolution depicts a (very) pre-CGI airship battle that looks no less thrilling than a James Cameron multiplex-fest) through to ethnographic collections; from cycling, and ships, and boats, and trains and…
… well. You get the idea, Take a tour. And if you forget any of it, come back in a year. After another 9.6 square kilometers of shelf space has been filled…
Get started here: https://www.flickr.com/photos/britishlibrary/albums/with/72157639959761466
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IT'S a nationwide food fight. First lady Michelle Obama, the outspoken champion of healthy eating in the US, is taking on the Republicans in Congress who want to roll back standards for school meals. Republicans argue that healthy meals are too costly, and the fruit and veg that children refuse ends up being scrapped.
The new-look lunches were introduced in 2012 as part of a national campaign, but media reports last week suggested that kids are rejecting them. It is a serious issue: around 13 per cent of US children are now clinically obese, according to an analysis of a World Health Organization study (The Lancet, doi.org/szv). This could reduce the nation's average life expectancy.
Forcing children to have healthy food in their meals can increase how much is thrown away, but this could be curbed by giving vegetable dishes more attractive names, researchers say.
This article appeared in print under the headline "Healthy food feud"
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Infections during infancy – rather than antibiotic use, as previously suspected – were associated with an increased risk of childhood obesity in a Kaiser Permanente study of more than 260,000 infants over 16 years. The findings were published today in The Lancet Diabetes & Endocrinology.
"In previous studies, antibiotics used to treat infant infections have been associated with weight gain. However, we separated the two factors and found that antibiotics do not, themselves, appear to be associated with childhood obesity," said De-Kun Li, MD, PhD, principal investigator of the study and a reproductive and perinatal epidemiologist at the Kaiser Permanente Division of Research in Oakland, California.
"Our study is one of the largest analyses of the interplay among infections, antibiotic use and childhood obesity, and adds important evidence to a small but growing body of research on how the microbiome, or gut bacteria, may be affecting children's development."
In the United States, more than one-third of children and adolescents are overweight or obese, according to the Centers for Disease Control and Prevention. Research has shown that energy imbalance (calories consumed versus energy expenditures) cannot account for the entire increase in obesity in childhood.
Scientists are exploring numerous factors that may play a role in growth and development during early childhood, including chemicals in the environment, maternal gestational diabetes, and the metabolic programming of body weight during early childhood. Both infections and antibiotic use have been shown to influence the composition of intestinal microorganisms; the intestinal microbiome can affect metabolic processes and the immune system, which can in turn affect metabolic processes, growth patterns and weight development.
In this study, researchers reviewed 260,556 births that occurred between January 1, 1997, and March 31, 2013, at Kaiser Permanente facilities in Northern California. Kaiser Permanente's comprehensive electronic medical record, Kaiser Permanente HealthConnect®, allowed researchers to obtain data on infections and antibiotic use in infancy, and to capture heights and weights measured in these children for up to 18 years. All infant infections were included, with respiratory and ear infections accounting for the majority.
The electronic medical record provided additional information that allowed Dr. Li's team to control for potential confounding factors, such as maternal smoking during pregnancy, pre-pregnancy body mass index, race/ethnicity and breastfeeding.
Children diagnosed with an infection during their first year of life who had no antibiotic use were about 25 percent more likely to become obese (defined as in the 95th percentile for body mass index of all children studied) compared to those without infections. There was a dose-response relationship, meaning that higher numbers of untreated infections were associated with a larger increased risk of obesity.
In contrast, there was no increased risk of obesity associated with antibiotic use during the first year when compared to infants with untreated infections. The type of antibiotics used (broad or narrow spectrum) did not influence the outcomes. Researchers recommend focusing efforts on reducing infections in infancy while being careful in prescribing antibiotics.
In addition to Dr. Li, co-authors of the study were Hong Chen, MPH, Jeannette Ferber, MPH, and Roxanne Odouli, MSPH, all of the Kaiser Permanente Division of Research.
The study was funded by the Kaiser Permanente Center for Effectiveness & Safety Research. Through investments in infrastructure and specific projects, the center takes advantage of Kaiser Permanente's talented research teams, rich data assets, and integrated delivery system to contribute to the knowledge base in comparative effectiveness and safety. | <urn:uuid:123df51e-d7ae-45c0-8148-6b04ebdbfa3d> | CC-MAIN-2020-16 | https://divisionofresearch.kaiserpermanente.org/pressrelease?Id=4453 | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370497301.29/warc/CC-MAIN-20200330181842-20200330211842-00539.warc.gz | en | 0.956084 | 714 | 3.203125 | 3 |
The neutrons exist in the nuclei of typical atoms, along with their positively charged counterparts, the protons. Neutrons and protons, commonly called nucleons, are bound together in the atomic nucleus, where they account for 99.9 percent of the atom’s mass. Research in high-energy particle physics in the 20th century revealed that neither the neutron nor the proton is not the smallest building block of matter. Protons and neutrons have also their structure. Inside the protons and neutrons, we find true elementary particles called quarks. Within the nucleus, protons and neutrons are bound together through the strong force, a fundamental interaction that governs the behaviour of the quarks that make up the individual protons and neutrons.
A nuclear stability is determined by the competition between two fundamental interactions. Protons and neutrons are attracted each other via strong force. On the other hand protons repel each other via the electric force due to their positive charge. Therefore neutrons within the nucleus act somewhat like nuclear glue, neutrons attract each other and protons , which helps offset the electrical repulsion between protons. There are only certain combinations of neutrons and protons, which forms stable nuclei. For example, the most common nuclide of the common chemical element lead (Pb) has 82 protons and 126 neutrons.
Because of the strength of the nuclear force at short distances, the nuclear binding energy (the energy required to disassemble a nucleus of an atom into its component parts) of nucleons is more than seven orders of magnitude larger than the electromagnetic energy binding electrons in atoms. Nuclear reactions (such as nuclear fission or nuclear fusion) therefore have an energy density that is more than 10 000 000x that of chemical reactions.
Knowledge of the behaviour and properties of neutrons is essential to the production of nuclear power. Shortly after the neutron was discovered in 1932, it was quickly realized that neutrons might act to form a nuclear chain reaction. When nuclear fission was discovered in 1938, it became clear that, if a fission reaction produced free neutrons, each of these neutrons might cause further fission reaction in a cascade known as a chain reaction. Knowledge of cross-sections (the key parameter representing probability of interaction between a neutron and a nucleus) became crutial for design of reactor cores and the first nuclear weapon (Trinity, 1945).
Structure of the Neutron
Neutrons and protons are classified as hadrons, subatomic particles that are subject to the strong force and as baryons since they are composed of three quarks. The neutron is a composite particle made of two down quarks with charge −⅓ e and one up quark with charge +⅔ e. Since the neutron has no net electric charge, it is not affected by eletric forces, but the neutron does have a slight distribution of electric charge within it. This results in non-zero magnetic moment (dipole moment) of the neutron. Therefore the neutron interacts also via electromagnetic interaction, but much weaker than the proton.
The mass of the neutron is 939.565 MeV/c2, whereas the mass of the three quarks is only about 12 MeV/c2 (only about 1% of the mass-energy of the neutron). Like the proton, most of mass (energy) of the neutron is in the form of the strong nuclear force energy (gluons). The quarks of the neutron are held together by gluons, the exchange particles for the strong nuclear force. Gluons carry the color charge of the strong nuclear force.
See also: Structure of the Neutron
Properties of the Neutron
Key properties of neutrons are summarized below:
- Mean square radius of a neutron is ~ 0.8 x 10-15m (0.8 fermi)
- The mass of the neutron is 939.565 MeV/c2
- Neutrons are ½ spin particles – fermionic statistics
- Neutrons are neutral particles – no net electric charge.
- Neutrons have non-zero magnetic moment.
- Free neutrons (outside a nucleus) are unstable and decay via beta decay. The decay of the neutron involves the weak interaction and is associated with a quark transformation (a down quark is converted to an up quark).
- Mean lifetime of a free neutron is 882 seconds (i.e. half-life is 611 seconds ).
- A natural neutron background of free neutrons exists everywhere on Earth and it is caused by muons produced in the atmosphere, where high energy cosmic rays collide with particles of Earth’s atmosphere.
- Neutrons cannot directly cause ionization. Neutrons ionize matter only indirectly.
- Neutrons can travel hundreds of feet in air without any interaction. Neutron radiation is highly penetrating.
- Neutrons trigger the nuclear fission.
- The fission process produces free neutrons (2 or 3).
- Thermal or cold neutrons have the wavelengths similar to atomic spacings. They can be used in neutron diffraction experiments to determine the atomic and/or magnetic structure of a material.
See also: Properties of the Neutron
Interactions of Neutrons with Matter
Neutrons are neutral particles, therefore they travel in straight lines, deviating from their path only when they actually collide with a nucleus to be scattered into a new direction or absorbed. Neither the electrons surrounding (atomic electron cloud) a nucleus nor the electric field caused by a positively charged nucleus affect a neutron’s flight. In short, neutrons collide with nuclei, not with atoms. A very descriptive feature of the transmission of neutrons through bulk matter is the mean free path length (λ – lambda), which is the mean distance a neutron travels between interactions. It can be calculated from following equation:
Neutrons may interact with nuclei in one of following ways:
Types of neutron-nuclear reactions
Detection of Neutrons
Since the neutrons are electrically neutral particles, they are mainly subject to strong nuclear forces but not to electric forces. Therefore neutrons are not directly ionizing and they have usually to be converted into charged particles before they can be detected. Generally every type of neutron detector must be equipped with converter (to convert neutron radiation to common detectable radiation) and one of the conventional radiation detectors (scintillation detector, gaseous detector, semiconductor detector, etc.).
Two basic types of neutron interactions with matter are for this purpose available:
- Elastic scattering. The free neutron can be scattered by a nucleus, transferring some of its kinetic energy to the nucleus. If the neutron has enough energy to scatter off nuclei the recoiling nucleus ionizes the material surrounding the converter. In fact, only hydrogen and helium nuclei are light enough for practical application. Charge produced in this way can be collected by the conventional detector to produce a detected signal. Neutrons can transfer more energy to light nuclei. This method is appropriate for detecting fast neutrons (fast neutrons do not have high cross-section for absorption) allowing detection of fast neutrons without a moderator.
- Neutron absorption. This is a common method allowing detection of neutrons of entire energy spectrum. This method is is based on variety of absorption reactions (radiative capture, nuclear fission, rearrangement reactions, etc.). The neutron is here absorbed by target material (converter) emitting secondary particles such as protons, alpha particles, beta particles, photons (gamma rays) or fission fragments. Some reactions are threshold reactions (requiring a minimum energy of neutrons), but most of reactions occurs at epithermal and thermal energies. That means the moderation of fast neutrons is required leading in poor energy information of the neutrons. Most common nuclei for the neutron converter material are:
- 10B(n,α). Where the neutron capture cross-section for thermal neutrons is σ = 3820 barns and the natural boron has abundance of 10B 19,8%.
- 3He(n,p). Where the neutron capture cross-section for thermal neutrons is σ = 5350 barns and the natural helium has abundance of 3He 0.014%.
- 6Li(n,α). Where the neutron capture cross-section for thermal neutrons is σ = 925 barns and the natural lithium has abundance of 6Li 7,4%.
- 113Cd(n,ɣ). Where the neutron capture cross-section for thermal neutrons is σ = 20820 barns and the natural cadmium has abundance of 113Cd 12,2%.
- 235U(n,fission). Where the fission cross-section for thermal neutrons is σ = 585 barns and the natural uranium has abundance of 235U 0.711%. Uranium as a converter produces fission fragments which are heavy charged particles. This have significant advantage. The heavy charged particles (fission fragments) create a high output signal, because the fragments deposit a large amount of energy in a detector sensitive volume. This allows an easy discrimination of the background radiation (e.i. gamma radiation). This important feature can be used for example in a nuclear reactor power measurement, where the neutron field is accompanied by a significant gamma background.
See also: Detection of Neutrons
A neutron source is any device that emits neutrons. Neutron sources have many applications, they can be used in research, engineering, medicine, petroleum exploration, biology, chemistry and nuclear power. A neutron source is characterized by a number of factors:
- Significance of the source
- Intensity. The rate of neutrons emitted by the source.
- Energy distribution of emitted neutrons.
- Angular distribution of emitted neutrons.
- Mode of emission. Continuous or pulsed operation.
Classification by significance of the source
- Large (Significant) neutron sources
- Nuclear Reactors. There are nuclei that can undergo fission on their own spontaneously, but only certain nuclei, like uranium-235, uranium-233 and plutonium-239, can sustain a fission chain reaction. This is because these nuclei release neutrons when they break apart, and these neutrons can induce fission of other nuclei. Uranium-235 which exists as 0.7% of naturally occurring uranium undergoes nuclear fission with thermal neutrons with the production of, on average, 2.4 fast neutrons and the release of ~ 180 MeV of energy per fission. Free neutrons released by each fission play very important role as a trigger of the reaction, but they can be also used fo another purpose. For example: One neutron is required to trigger a further fission. Part of free neutrons (let say 0.5 neutrons/fission) is absorbed in other material, but an excess of neutrons (0.9 neutrons/fission) is able to leave the surface of the reactor core and can be used as a neutron source.
- Fusion Systems. Nuclear fusion is a nuclear reaction in which two or more atomic nuclei (e.g. D+T) collide at a very high energy and fuse together. Thy byproduct of DT fusion is a free neutron (see picture), therefore also nuclear fusion reaction has the potential to produces large quantities of neutrons.
- Spallation Sources. A spallation source is a high-flux neutron source in which protons that have been accelerated to high energies hit a heavy target material, causing the emission of neutrons. The reaction occurs above a certain energy threshold for the incident particle, which is typically 5 – 15 MeV.
- Medium neutron sources
- Bremssstrahlung from Electron Accelerators / Photofission. Energetic electrons when slowed down rapidly in a heavy target emit intense gamma radiation during the deceleration process. This is known as Bremsstrahlung or braking radiation. The interaction of the gamma radiation with the target produces neutrons via the (γ,n) reaction, or the (γ,fission) reaction when a fissile target is used. e-→Pb → γ→ Pb →(γ,n) and (γ,fission). The Bremsstrahlung γ energy exceeds the binding energy of the “last” neutron in the target. A source strength of 1013 neutrons/second produced in short (i.e. < 5 μs) pulses can be readily realised.
- Dense plasme focus. The dense plasma focus (DPF) is a device that is known as an efficient source of neutrons from fusion reactions. Mechanism of dense plasma focus (DPF) is based on nuclear fusion of short-lived plasma of deuterium and/or tritium. This device produces a short-lived plasma by electromagnetic compression and acceleration that is called a pinch. This plasma is during the pinch hot and dense enough to cause nuclear fusion and the emission of neutrons.
- Light ion accelerators. Neutrons can be also produced by particle accelerators using targets of deuterium, tritium, lithium, beryllium, and other low-Z materials. In this case the target must be bombarded with accelerated hydrogen (H), deuterium (D), or tritium (T) nuclei.
- Small neutron sources
- Neutron Generators. Neutrons are produced in the fusion of deuterium and tritium in the following exothermic reaction. 2D + 3T → 4He + n + 17.6 MeV. The neutron is produced with a kinetic energy of 14.1 MeV. This can be achieved on a small scale in the laboratory with a modest 100 kV accelerator for deuterium atoms bombarding a tritium target. Continuous neutron sources of ~1011 neutrons/second can be achieved relatively simply.
- Radioisotope source – (α,n) reactions. In certain light isotopes the ‘last’ neutron in the nucleus is weakly bound and is released when the compound nucleus formed following α-particle bombardment decays. The bombardment of beryllium by α-particles leads to the production of neutrons by the following exothermic reaction: 4He + 9Be→12C + n + 5.7 MeV. This reaction yields a weak source of neutrons with an energy spectrum resembling that from a fission source and is used nowadays in portable neutron sources. Radium, plutonium or americium can be used as an α-emitter.
- Radioisotope source – (γ,n) reactions. (γ,n) reactions can also be used for the same purpose. In this type of source, because of the greater range of the γ-ray, the two physical components of the source can be separated making it possible to ‘switch off’ the reaction if so required by removing the radioactive source from the beryllium. (γ,n) sources produce a monoenergetic neutrons unlike (α,n) sources. The (γ,n) source uses antimony-124 as the gamma emitter in the following endothermic reaction.
124Sb→124Te + β− + γ
γ + 9Be→8Be + n – 1.66 MeV
- Radioisotope source – spontaneous fission. Certain isotopes undergo spontaneous fission with emission of neutrons. The most commonly used spontaneous fission source is the radioactive isotope californium-252. Cf-252 and all other spontaneous fission neutron sources are produced by irradiating uranium or another transuranic element in a nuclear reactor, where neutrons are absorbed in the starting material and its subsequent reaction products, transmuting the starting material into the SF isotope.
See also: Neutron Sources
See also: Source Neutrons | <urn:uuid:3458fe6c-db80-47b8-84ff-a7b2dd3a5bc0> | CC-MAIN-2021-31 | https://www.nuclear-power.com/nuclear-power/reactor-physics/atomic-nuclear-physics/fundamental-particles/neutron/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00566.warc.gz | en | 0.891962 | 3,331 | 4.5625 | 5 |
Lanchester 6x4 (1928)
United Kingdom - 35 built total
A 6x4 armored car for colonial dutiesThe Lanchester motor company, founder in 1899 and based in Armourer Mills, Montgomery Street, Sparkbrook, Birmingham, was a prolific and recognized car maker. It had produced the famous Lanchester 4x2 armored cars during World War One, which gained a reputation for endurance and reliability, notably on the Eastern and Russian fronts. This time, the War Office requested a 6x4 chassis, for longe range operations in remote provinces of the British Empire, colonies and with the territorial army. Lanchester proposed its design in 1927, and was awarded a contract to build two prototypes on 19 July 1927.
DevelopmentThese prototypes, D1E1 and D1E2, ready in March 1928, tried different turret shapes and armaments, and the latter had additional driving controls at the rear. But it appeared, during their trials, that their chassis was not strong enough to cope with rugged terrain and make successful cross-country drives. So a second series of 22 vehicles was ordered, the Mk.I and Mk.Ia (command), while two vehicles (two other prototypes D1E3, D1E4) were kept for instruction. Another serie will be ordered later, the Mk.II.
DesignThe chassis had no civilian car or truck correspondent, as it was purpose-built, and strengthened. It had many similarities with the famous WW1 Rolls Royce armored cars in its body shape, but the twin axles at the rear allowed, in theory, for larger turrets and a roomier fighting compartment, as well as more storage, over the rear-end axle. Two large storage boxes were positioned over the mudguards, right behind the fighting compartment, while a payload could find its way in between. The crew could access the vehicle either through the rear doors, or the side ones, on each side of the fighting compartment. The crew counted a driver, co-driver/commander, and two gunners/loaders. The large, cylindrical two-man turret accomodated one 0.5 in (12.7 mm) and one 0.3 inches (7.7 mm) Vickers liquid-cooled machine guns in a coaxial fashion, or dual mount. The turret was topped by a small observation cupola which could rotate independently. The fighting compartment was extended to the co-driver seat, which could received an additional Vickers 0.3 in (7.7 mm) machine gun. On radio command vehicles (Mk.Ia and Mk.IIa), it was swapped for a No. 9 radio with a whip type antenna, and the co-driver was now in charge of the radio.
Production and active serviceThe Mark I (18 built) had doubled rear tires, and the Mark Ia used a radio instead of the left-hand-side machine-gun. 18 and 4 were delivered, respectively. The seven Mark IIs had single rear tires, a sloped side turret cupola (or a light tank alternative turret), and six command versions were built. First deliveries began in January 1929 with the 11th Hussars, but were finished in 1934. The regimant was relocated in Egypt to replace the 12th Lancers, whereas a squadron of the 12th Lancers was sent, for peacekeeping operations, in the Saar region in 1935. In December, two other squadrons were relocated to Egypt, in response to the Italian invasion of Abyssinia. By 1936 they returned to Great Britain and were re-equipped with more modern Morris LRCs. In 1939, 22 of these Lanchesters were sent to the Far East, affected to the Selangor and Perak battalions of the Federated Malay States Volunteer Force, the Singapore Volunteer Corps, Straits Settlements Volunteer Force and the 2nd Battalion of Argyll & Sutherland Highlanders in Malaya. They took an active part in the Malayan campaign against the Japanese. The others were kept in the Territorial army, 23rd London Armoured Car Company and 1st Derbyshire Yeomanry. In 1940, one was converted as a VIP transport and two were allocated to the 1st Belgian Armoured Car squadron. One is on display at Bovington today.
Links about the Lanchester 6x4The Lanchester 6x4 on Wikipedia
Lanchester 6x4 specifications
|Dimensions||6.10 x 2.02 x 2.83 m (20 x 6.6 x 9.2 ft)|
|Total weight, battle ready||7 tons (14,000 lbs)|
|Crew||4 (driver, co-driver gunner/radio, 2 gunners)|
|Propulsion||Lanchester 6-cyl. petrol, 90 hp (67 kW), 12.9 hp/ton|
|Suspension||6x4 coil springs, front drive|
|Speed (road)||72 km/h (45 mph)|
|Range||320 km (200 mi)|
|Armament||1 x 0.5 in (12.7 mm) + 2 x 0.303 in (7.7 mm) Vickers|
|Armor||9 mm front & sides (0.35 in)|
A Lanchster Mark I of the 12th Lancers. This was a heavily armed vehicle for the time, compared to the Rolls Royce, with a heavy MG and two Vickers medium MGs. The first could destroy light tanks when equipped with AP bullets.
A vehicle of the 12th Lancers, B squadron in Malaya, 1941. This particular vehicle (now on display in a museum) was reequipped with a light tank Mark III turret and had two Vickers 0.3 in machine guns instead of three. The Lanchester 6x4 had good off-road capabilities, and was rugged and reliable, but too heavy and slow for effective operations in reconnaissance units.
A Lanchester Mark IA (command version) of the 12th Lancers, A squadron.
12th Lancers Lanchesters in training. | <urn:uuid:27d18814-bdff-4a0a-b365-427bd4a2c1d0> | CC-MAIN-2021-04 | https://www.tanks-encyclopedia.com/ww2/gb/Lanchester_6x4.php | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703519784.35/warc/CC-MAIN-20210119201033-20210119231033-00632.warc.gz | en | 0.96948 | 1,261 | 2.6875 | 3 |
Beta Beta Beta
Cell Featuring the most exciting research advances in biology worldwide.
Eukaryon An undergraduate research journal at Lake Forest College that publishes life science scholarship.
Nature Publish original and important research across a wide range of scientific fields.
PNAS Publish cutting-edge research reports, commentaries, reviews, perspectives, colloquium papers, and actions of the Academy in biological, physical, and social sciences.
Science The world’s leading journal of original scientific research, global news, and commentary.
Biological Research Agencies
HHMI Advancing biomedical research and science education
NIH Supporting nation’s medical research.
NSF Promoting the progress of science, advancing the national health, prosperity, and welfare.
News and Commentary
Science and Nature Facts on animals, prehistoric life, human body & mind, space, and many more hot topics.
DNA and genetics and health from Cold Spring Harbor Lab The source for timely information about genes in your life.
Grist Environmental news and commentary
The Tree of Life A collaborative effort of biologists worldwide to present comprehensive view of the diversity of organisms on Earth, their evolutionary history (phylogeny), and characteristics.
Seeing, Hearing, and Smelling the World New findings help scientists make sense of our senses.
The Human Genome Project Research effort to sequence and map all of the genes of a human being.
National Center for Biotechnology Information (NCBI) A national center for molecular and biotechnology information, including GenBank, PubMed, Nucleotide and Protein Sequences, Protein Structures, Complete Genomes, Taxonomy, and other databases.
University of Michigan Museum of Zoology Excellent zoological and botanical science collections explicitly for use in research and education benefiting science, society, and the University. | <urn:uuid:b32f2294-8d80-489a-a9c5-44485471b1c8> | CC-MAIN-2016-07 | http://www.lakeforest.edu/studentlife/activities/clubs/tribeta/links.php | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701165697.9/warc/CC-MAIN-20160205193925-00056-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.831743 | 369 | 2.5625 | 3 |
Violence and abuse have been viewed predominately as criminal justice or social welfare issues with a focus on stopping crime, prosecuting criminals and treating the victims’ immediate physical wounds. Criminal justice systems, however, are not designed to address the full spectrum of health care needs of victims of violence and abuse. Subtle forms of violence and abuse such as verbal abuse and neglect are rarely recognized or deemed serious enough to be classified as criminal behavior. Still, these less obvious cases of abuse require prevention and contribute to serious health problems, which warrant professional treatment.
Without formal training, health care professionals often lack knowledge and understanding about the issues surrounding violence and abuse, and are inexperienced in recognizing related physical and emotional health symptoms. Instead, health problems resulting from abuse are often attributed to unrelated factors — or worse yet, to nothing at all
For these reasons, AVA is creating dialogue, raising awareness and promoting changes in the way the issues of violence and abuse are addressed in health professional education and its academic communities.
AVA intends to enhance the infrastructure of health care education and highlight the pivotal role health care professionals play in addressing these critical issues, ultimately reframing the limited view of violence and abuse into one that establishes them as critical health care issues. | <urn:uuid:733c527b-6112-4fef-890d-fbeb28bbc100> | CC-MAIN-2020-40 | https://www.avahealth.org/who_we_are/reframing_violence_abuse.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400210616.36/warc/CC-MAIN-20200923081833-20200923111833-00284.warc.gz | en | 0.966915 | 248 | 2.859375 | 3 |
If we consider a point on the central part of a contracting object as observed from earth, the point is continuously moving away from us as the object contracts. Moreover, light emerges from a deeper gravitational well as the object contracts. So, shouldn't contracting objects show a redshift? And if so it should be less towards the edges than towards the centre, right?
Contracting objects can and do exhibit a measurable red shift, and this has actually been measured.
For example, Cepheid variable are stars that expand on contract in a cycle lasting days to months.
This paper by R. Paul Butler discusses the measurement of Doppler shifts in Cepheid variables. According to the paper, radial velocities as small as 3 meters/second have been measured. Cepheids have been measured to have Doppler velocities of 30 to 1000 meters/second.
The paper was published in 1997. It says that the precision of such measurements had improved by more than two orders of magnitude (a factor of 100) in the preceding decade. I presume the technology has continued to improve in the nearly two decades since then.
shouldn't contracting objects show a redshift?
Yes, they should. But do they, actually? That's the better question.
To have any appreciable redshift, the speed of the object needs to be huge. That will be a very short implosion. Also, there aren't many mechanisms that can accelerate implosions that much.
What I'm saying is - it's theoretically possible, but in practice you won't see it that often, if ever.
And if so it should be less towards the edges than towards the centre, right?
Sure. If the object is transparent to its own radiation, then you'd see blueshift from the other side, too. Again, this is very theoretical. | <urn:uuid:4582865e-c955-40f4-9216-4e089a2c43ca> | CC-MAIN-2020-16 | https://astronomy.stackexchange.com/questions/2330/do-contracting-objects-show-redshift | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370496330.1/warc/CC-MAIN-20200329232328-20200330022328-00341.warc.gz | en | 0.963779 | 382 | 3.015625 | 3 |
Talking With Teens About Threats to Their Safety
You've heard through the parent grapevine that a student in your 15-year-old daughter's school has been making violent threats. Over dinner you eye your daughter speculatively, wondering how to bring it up. "I hear some scary things have been happening at school," you begin. Your daughter rolls her eyes and says, "That's so not true... I'm not even going to talk to you about it, Mom. You always make such a big deal." She pushes her plate back abruptly and says, "I gotta study."
It can be hard to talk with your teenager about anything, let alone something as dicey as school violence. In addition to hormonal swings and growth spurts, adolescents are coping with the overwhelming developmental task of establishing an identity that is separate from yours.
Disobedience, disdain, disbelief, and just plain "dissing" may all be part of a teenager's repertoire of responses to your attempts to keep the lines of communication open. Still, teenagers need your active parenting whether they know it or not. Here's how to keep them talking.
The Words You Need
The Words: Sam's mother called and said a lot of the parents are talking about some trouble with a kid at school.
The Reason: Letting your teen know the context of your questions is helpful. It's also helpful not to make value judgements too early in a conversation. Many adolescents are extremely sensitive to judgements and may think you're trying to tell them what to think or feel, even if you aren't.
Also, teenagers' ongoing struggle for independence may cause them to disagree with you about practically everything: If you think something's frightening, then they may need to believe it isn't.
Finally, by attributing the information to another parent, you're letting your teen know that other parents, besides you, are concerned and involved in their kids' lives.
The Words: Sam's mom said that she heard someone at school got a threatening note, but I don't know if that's true.
The Reason: Sharing what you know, and inviting your child to "be the expert" is a way of encouraging him to share information without being put on the spot.
The Words: I love you and I want you to be safe.
The Reason: Working so hard to be independent can make some teens feel threatened by overt displays of parental affection, or "gushiness." At the same time, it's important for them to hear how much they mean to you, and why you are concerned.
The Words: I know I've said this to you before -- and I'll probably say it again 'cause it's so important: If someone threatens to hurt you, someone else, or themselves, you need to tell an adult you trust about it -- even if telling makes you feel like you're betraying a friend.
The Reason: Kids need to hear this repeatedly as they grow up. Loyalty to peers is of utmost importance to many teenagers. Usually it's okay to keep each other's secrets, but sometimes secrets can be deadly and need to be told.
The Words: If you feel like you can't tell me something, let's think of some adults who you can tell.
The Reason: Teens may feel at times that it's not safe to confide in their parents. Acknowledge that this may be the case occasionally, and help them remember who their other adult supports are. These can be teachers, neighbors, relatives, youth group leaders, or any adult family friend who takes a special interest in your children.
The Words: Here's what I want to do about what you told me.
The Reason: If you're going to take action on information your child gives you, then share your plan with her. If she protests, think carefully about the potential consequences of not taking action before you agree to her concerns. If you feel strongly that taking action is the right thing to do, acknowledge the validity of her feelings, but let her know that her safety and the safety of other kids has to come first.
The Words: This is complicated. Let's keep talking about it.
The Reason: Your teenager might roll his eyes and groan at this, but it's important for him to hear you acknowledge that life can be complex sometimes and that some problems can't be addressed in a single conversation.
Beyond the Conversation
Keep your child posted on the outcome of any actions you take. Remind her frequently that you love her and care about her. Remember that being the parent of a teenager can be lonely -- talk with other parents about how they discuss difficult issues with their adolescents.
If your child does come to you with safety fears about school, you'll need to talk with her about how you plan to address them. You'll also need to keep her informed of the outcome. You may want to talk with the other parents and school personnel, such as the teacher, principal, or guidance counselor. If threats or threatening behavior continue even after you've worked with the school, you may even need to go to the police.
Five Things You Can Do to Keep Talking
The roots of good communication between you and your teen begin to grow in early childhood. It's that much harder to talk openly and honestly with teenagers if you have no history of in-depth conversation. Here's how you can help your teen feel comfortable about sharing fears and worries:
- Listen carefully. Everyone, especially teenagers, likes to feel heard. When adolescents voice their opinions and views of the world, take time to listen respectfully to what they're saying.
- Don't jump to conclusions. Sometimes kids -- especially teens -- can take a long time to get to the point of a story. Try not to respond until you actually hear the end of a story.
- Praise kids when they ask for help. "I'm really glad you told me that" is a good way to encourage your teenagers to come to you again with their fears and worries.
- Respect their worries and concerns even if they're different from your own. Repeatedly teasing your daughter about her fears is a sure way to stop her from telling you about the bully she's afraid of at school.
- Remind your teens periodically that they should come to you if someone is threatening them or intimidating them at school, or anywhere else.
Most children attending school in this country won't find themselves in life-threatening situations and kids need to be reassured that they will most likely be safe in the classroom. However, it is useful to establish some ground rules for communicating about safety issues before problems arise.
More on: Setting Rules for Teens | <urn:uuid:4a8e7c6b-da93-42ff-b9a3-b2307176b2d3> | CC-MAIN-2013-20 | http://life.familyeducation.com/teen/safety/36379.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705618968/warc/CC-MAIN-20130516120018-00088-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.973472 | 1,373 | 2.703125 | 3 |
Introductory Physical Chemistry
Module code: CH1203
Physical chemistry is often referred to as the infrastructure of all of chemistry. It concerns the application of principles from physics - principles that underpin life as we know it on earth - to the study of chemical systems. This module will introduce you to core principles and theories behind physical chemistry, namely thermodynamics and kinetics, informing your study and career as a chemist moving forward.
- The aims and terminology of thermodynamics including the first and second laws, basic thermochemistry, enthalpy and entropy, Gibbs energy, acid-base equilibria, simple statistical mechanics and phase diagrams.
- The electrochemical process and how it relates to thermochemistry
- The properties of ideal and non-ideal gases including the understanding of virial coefficients, Maxwell distributions and collision rates
- The basic principles of reaction kinetics and how they can be measured; and the use of these principles to calculate the effect of various parameters on the rates of chemical reactions
- Qualitative and quantitative analyses of and solving problems involving thermodynamic and kinetic data
- 32 hours of lectures
- 4 hours of tutorials
- 5 hours of practical classes/workshops
- 109 hours of guided independent study
- Coursework (25%)
- Exam, 2 hours (75%) | <urn:uuid:9e710d6d-b70c-4fa4-8cdf-659bf6db091e> | CC-MAIN-2019-18 | https://le.ac.uk/2019/ch1203 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578529472.24/warc/CC-MAIN-20190420080927-20190420102927-00304.warc.gz | en | 0.897153 | 264 | 2.75 | 3 |
Tuesday 28 January 2014, The Great Hall, King’s College London, Strand
On 28 January 814, Charlemagne died in Aachen. Since then he has been widely recognised as a key figure in European history. But what does he mean now? What does he still have to offer to Europeans today, and more specifically to British Europeans?
The following contributions were made at a half-day public celebration held at King’s College London on the 1200th anniversary of Charlemagne’s death.
Gareth Williams: 'Charlemagne's coinage'
Jo Story: 'Charlemagne's epitaph'
David Trendell: 'Music in the age of Charlemagne'
The day ended with a requiem mass in the Chapel, featuring ninth-century music (including several pieces by Charlemagne’s biographer Notker the Stammerer), sung by members of the King’s College Choir under the direction of Dr David Trendell. | <urn:uuid:10fab185-df62-48d1-b571-71bd824a83d6> | CC-MAIN-2022-05 | https://charlemagneseurope.ac.uk:443/charlemagne-the-first-1200-years/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300253.51/warc/CC-MAIN-20220117000754-20220117030754-00530.warc.gz | en | 0.943193 | 208 | 2.859375 | 3 |
Claims on these antennas typically have performance characteristics that violate the physical laws we work under.
5.1 Crossed-Field Antenna
The crossed-field antenna (CFA) was conceived by Hately and Kabbary in the late 1980s. It was based on several “new” principles: that and fields could be created independently, that Maxwell's displacement current produces magnetic fields, and that the near-fields could be avoided. The basic geometry is shown in Figure 5.1: Two horizontal circular metallic disks form a capacitor that is excited by the transmitter, but it is alleged that the displacement current between the plates produces an azimuthal magnetic field. Two hollow metallic circular cylinders are stacked vertically, and above the horizontal plates. The transmitter also excites the cylinders, but 90° out of phase with the plate excitation. An electric field is produced by the cylinders as sketched. Because of the Poynting vector, the and E fields radiate a wave into space. Several of these CFAs have been built, at MF. Later versions have incorporated a large flare structure into the upper cylinder, presumably to increase the electric field in Figure ... | <urn:uuid:9a37898d-95e8-49e4-9380-dd810d44c7a7> | CC-MAIN-2019-22 | https://www.oreilly.com/library/view/small-antenna-handbook/9781118106853/chapter05.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256724.28/warc/CC-MAIN-20190522022933-20190522044933-00520.warc.gz | en | 0.952623 | 239 | 3.84375 | 4 |
The Gospel in time and space
Photo by NASA
The Bible tells us that God inhabits eternity (Isaiah 57:15), that He dwells in Heaven (e.g. Deuteronomy 26:15), and also in light (1 Timothy 6:16). For convenience we could sum this up by saying that God lives in the heavenly dimension or the dimensions of eternity. By contrast, we live in a world of three dimensions of space (length, breadth, depth) and one of time.1
Although God is omnipresent (present everywhere) in both the dimensions of eternity and in our universe, He also appeared in our world in specific ways at specific times. For example, the Spirit of God moved upon the face of the waters at Creation (Genesis 1:2), Jehovah God appeared to Moses in the burning bush (Exodus 3:4–14), and God the Son left the eternal dimensions (John 1:1–2; Philippians 2:5–7) and entered our world in a special way at the Incarnation (Matthew 1:18; Luke 1:35; John 1:14). After the Resurrection, Jesus appeared to His disciples on several occasions, including twice in a locked room (John 20:19–31), and at the Ascension Jesus left our world and returned to the heavenly dimension (John 20:17; Acts 1:9).
The purpose of this article is to seek to understand these phenomena a little more clearly, using the allegory of Flatland.2
Let us imagine a land of two dimensions, having length and breadth but not height, called Flatland, represented by ABCD in Fig. 1. It is inhabited by intelligent beings, shown as triangles inside circles, all of whom also occupy only two dimensions. One day the Flatlanders awoke to find that someone unknown had drawn the line EF across their land. This effectively divided their country in two because, without the dimension of height, no one could jump over, or tunnel under, the line to get to the other side. Nor could anyone communicate any information from one side of the line to the other. EF was thus an event horizon (see box).3
One day a shape (the outline of a footprint) appeared in the area ABFE (Fig. 2), apparently spontaneously and without cause, as far as the Flatlanders were concerned. Then the shape disappeared. The next time the shape appeared, in order to secure it, the Flatlanders drew a line around it (Fig. 3). For the two-dimensional Flatlanders this was an event horizon, meaning that nothing could get out of the area enclosed by the circle, and nothing could get in. Nevertheless, when they checked by removing part of the circle, the shape had disappeared. The Flatlanders now had a threefold situation to deal with:
- The shape seemed to appear and disappear without cause.
- The shape was not impeded by an event horizon.
- The same event horizon totally blocked the Flatlanders.
The solution to all these problems was given by a whimsical character named Dr Zweisteinus. He first reminded the Flatlanders of their scientific materialism, namely they believed that the two dimensions of Flatland were the sole expression of reality-at-large and they based their lifestyle on this untruth. He went on to say that Flatland was not the only reality and the appearing and disappearing shape pointed to the possibility of there being at least a third dimension besides the two that they knew of—length and breadth. This third dimension he called ‘altitudo’ or ‘depth’ or ‘height.’
He said that the 3-D being that made the foot-shape could both enter and extract itself from the 2-D prison (the 2-D event horizon) merely by stepping over it, because a 3-D being can be neither locked out nor locked in by any of the 2-D barriers that restrain 2-D Flatlanders. ‘Two dimensions cannot take anything possessing three dimensions hostage! The extra dimension gives a total freedom over the lesser dimensions.’2 A 3-D being could thus manifest itself in Flatland at will, and could intimately observe the Flatlanders without their being aware of it. Even their insides, , invisible to other Flatlanders, could be seen.
Let us now relate this concept, called dimension theory, to some of the events recorded in the Bible.
The information necessary for creation to occur existed in the mind of God, the Logos (John 1:1 Greek logos=Word), outside space and time, and before these were created. That is, all creation existed in the mind of God, ‘before the foundation of the world’ (Ephesians 1:4; 1 Peter 1:20), and thus in the dimensions of eternity. God passed the information (and power) needed for the creation to occur, across the event horizon that separates eternity from space-time, in separate quanta or amounts, throughout the six days recorded in Genesis 1.
When Adam was formed and until he sinned, he was a hybrid (dimensionally speaking). In the Garden of Eden, he walked with God, who inhabits eternity, and he thus experienced something of the multi-dimensions of eternity, but he also existed in space-time. When he disobeyed God, God expelled him from Eden to prevent him from eating from the tree of life and living forever (Genesis 3:22, 24) in a sinful condition.
Extra dimensions and God—a caution
The fact that science has no problem conceiving of dimensions in addition to the ones we experience daily gives an interesting way of making many biblical concepts more tangible. But it can be taken too far—trying to make the eternal God fit the changing views of the moment. For example, a well-known ‘progressive creationist’ (who also often uses Wilder-Smith’s ‘flatland’ concepts) leaves audiences thinking that science has proven that there are exactly ten dimensions and that somehow this finding confirms the Bible.
First, there is no biblical teaching that says anything about this. Second, this shaky notion was based on a highly abstract and contentious branch of physics known as string theory. This theory has since been dropped in favour of superstring theory, also lacking in experimental support, which postulates eleven dimensions. According to its proponents, the reason some of these hypothetical dimensions are not seen is that they are rolled up into incredibly tiny spaces.
It has truly been said that Christians married in their thinking to today’s science (e.g. big bang, ten dimensions, etc.) will be widowed tomorrow.
However, man was made for eternity. So God has provided a way whereby we can be reunited with Himself. Whereas Adam’s sin closed the event horizon to the heavenly dimension for mankind, the forgiveness of sin opens this event horizon. This forgiveness comes through the death and resurrection of the Lord Jesus Christ, who paid the penalty for sin; it is accessed only through individual repentance and faith. Those who access God’s forgiveness in this way experience fellowship with the eternal God in this life (John 1:12; 17:23), in a much more limited way than Adam did originally, and they will be united with God in the next life.
The Resurrection appearances of Jesus
When the Lord Jesus Christ rose from the dead, His resurrection body left this space-time world and entered the dimensions of eternity, passing through the grave clothes without disturbing them. It was the sight of the napkin which had been wound around the head of Christ ‘wrapped together in a place by itself’ (i.e. still wound, and stiffened by the sticky mixture of myrrh and aloes used in embalming), which caused the Apostle John to believe in the resurrection (John 19:39–40; 20:7–8). Although John might not have been aware of dimension theory, he realized, in effect, that Christ had transcended the dimensions of time and space.
As with the footprint in Flatland, Christ could appear in the locked room, or appear to and disappear from the disciples (e.g. on the road to Emmaus), unaffected by the event horizon that totally prohibits us from performing the same actions.
At the Ascension (Acts 1:9), Jesus crossed the event horizon between space-time and Heaven. Now, when believers pray, they access the risen Lord Jesus, through the Holy Spirit, who dwells in believers by faith (John 14:16–17).
Heaven, Hell, and judgment
When a person dies, his/her soul/spirit exits this space-time world by crossing the event horizon of death. This is the boundary at which space and time end and timelessness begins. In the Bible, God tells us that beyond death there are Heaven, Hell, and judgment to come (‘it is appointed unto man once to die, but after this the judgment’—Hebrews 9:27). The latter decides which of the two former we end up in, based on our faith (in this life) in Christ’s atoning death and resurrection.
Heaven, Hell, and the final judgment all exist or occur within the dimensions of eternity. They can therefore never be examined by science, because they are all hidden behind an event horizon (see Extra dimensions and God—a caution).4 This, however, does not mean that they are not real. The concept is perfectly scientific, and they are in fact the ultimate reality. The materialistic credo propounded for so long by atheists, that the ‘here and now’ of our space-time continuum is the only reality, is thus seen to be scientifically unsound. Skeptics, atheists, and others ignore this at their peril.
Black holes and event horizons
Photo by NASA
When astronauts went to the moon, their spaceship had to attain a speed of more than 11.2 km/sec (25,000 mph), called the escape velocity,1 so they could break loose from the pull of Earth’s gravity. Now imagine a sufficiently massive star, undergoing gravitational collapse, until its gravity was so strong that the escape velocity was 300,000 km/sec (186,000 miles/sec), or the speed of light.
Einstein’s theory of general relativity predicts that within such a region, space would be so curved that no light, or anything else, could escape. Therefore the star would be invisible (and so detectable only by its gravitational effects on nearby matter). The result would be a black hole,2 defined by Stephen Hawking as: ‘a region of space-time from which nothing, not even light, can escape, because gravity is so strong.’3
If a ray of light is directed near a black hole from outside, it will be deflected by the gravitational pull of the black hole and, if sufficiently close, will go into orbit around the black hole. (If it is directed at the black hole, it will be absorbed.)
The boundary of a black hole, where light from outside goes into orbit, or light rays from inside the black hole just fail to escape, is called an event horizon.4,5 It represents the point of no return around a black hole. The reason for this name is that no event can ever get out of this area, as there is no means of communicating the occurrence of any events. Thus whatever happens within a black hole cannot be known by an observer from outside and hence cannot be known by science. This phenomenon has been called ‘cosmic censorship.’6
References and notes
References and notes
- As our space-mass-time universe (sometimes called the space-time continuum) was created by God, He is therefore beyond or transcendent to it—i.e., not subject to its limitations (Genesis 1:1). Return to text.
- Adapted from A.E. Wilder-Smith, The Scientific Alternative to Neo-Darwinian Evolutionary Theory, Word for Today Publishers, CA 92704, USA, pp. 159–191, 1987. Used with permission. Return to text.
- Note that black hole event horizons are one-way, while the Flatland event horizon is two-way. Return to text.
- God, on the other hand, is omnipresent and intimately aware of all that we say and do (cf. the 3-D being vis-a-vis the Flatlanders). He is ‘nearer than breathing, closer than hands and feet.’ See Psalm 139:7–14. Return to text. | <urn:uuid:5533f650-6a7f-4778-9729-a99b002f72b5> | CC-MAIN-2016-18 | http://creation.com/the-gospel-in-time-and-space | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860122420.60/warc/CC-MAIN-20160428161522-00169-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.957834 | 2,619 | 2.96875 | 3 |
Is the future of automotive transportation finally here? Perhaps. While it doesn’t yet include the flying cars we may have dreamed of when we were children, nonetheless our cars are getting more innovative and are getting some very unusual new features. The most unusual new feature demonstrated recently by Google is the “driverless” car. Google has been working on prototypes of the driverless car since 2010.
The company recently released a new video of the car being “driven” by a blind driver. Although the car still has the common features we expect to see – such as a steering wheel – it has new capabilities that can improve safety and mobility. The car safely transported its “driver” on his daily errands, including a trip to Taco Bell’s drive-thru for lunch.
New technology is not unusual for Detroit’s auto manufacturers. The automotive companies have been adding automated features as well as new initiatives for safety and entertainment. But are they ready for the next revolution in driving?
Group Activities and Discussion Questions:
- Show the video to start the discussion: http://youtu.be/cdgQpa1pUUE
- Ask students if they would ever consider buying a driverless car. Why or why not?
- Discuss the role of product innovations for Google. The company has traditionally only been in software. Why is it expanding into hardware products?
- Discuss if this is a viable product to market.
- Who is the target market?
- How could this product be marketed?
- What are potential obstacles for marketing the product? (e.g., insurance, service, etc.)
- What are the implications of the driverless car for Detroit auto manufacturers? Global implications?
- What are the new technologies that car manufacturers have already implemented (i.e., GPS, phones)? How have these technologies changed consumer expectations?
- What are the implications for Google’s business strategy?
Source: Brandchannel.com,4/27/12; Google.com – news announcements; Los Angeles Times | <urn:uuid:eb9287cb-a3b8-4282-974f-7081de21bd2c> | CC-MAIN-2022-49 | https://kerinmarketing.com/2012/04/27/googles-self-driving-car/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710698.62/warc/CC-MAIN-20221129132340-20221129162340-00771.warc.gz | en | 0.960049 | 425 | 2.5625 | 3 |
One key to overcoming rhythmic challenges is thoughtful movement. The Dalcroze Eurythmics method was developed by composer Emile Jaques-Dalcroze in Geneva in the early 20th century. The Dalcroze method of music study applies the basic elements of music: rhythm, melody and harmony in its approach.
Designed for young children originally, Dalcroze combines these musical elements with physical movement. It has the physicality of sports, aesthetic appeal of the arts and is mentally challenging for students of all ages.
Dalcroze is actually fun! The method encourages a student to experience musical rhythm, or other music elements (such as tempo or dynamics), as an internal experience. The video below highlights some key points to the method.
The Swiss composer and educator began to explore children's natural, instinctive gestures. He invited students to walk and swing their arms, or to conduct while they sang or listened to him improvise at the piano.
Dalcroze called this study of music through movement “eurhythmics,” from the Greek roots “eu” and “rythmos” meaning “good flow.” Dalcroze Education is an interactive way to further develop skill in keen listening, music literacy and performance and the skills aids people in other stages of life.
"A child's body instinctively possesses the essential element of rhythm, which is a sense of time. The beats of a heart convey a clear sense of time, breathing offers a division of time, and thus walking is a model of measure and division of time into equal parts. Walking becomes a natural beginning to the child's initiation into an understanding of rhythm through feeling. Music acts on the whole of the organism like a magic force which suppresses the understanding and irresistably takes possession of the entire being. To insist on analyzing this force is to destroy its very essence." —Dalcroze
With a focus on rhythmic musical expression, Eurythmics encourages a student to experience rhythms, and other musical elements, and express that understanding through improvised movements. A student learns to simultaneously hear, understand and express the musical idea through motion. So the body interprets and expresses musical elements such as rhythm, meter, melody and dynamics in real-time. Music becomes a full-body experience. The student can then apply their experience of musical concepts to their piano playing. A group approach to music study.
The Dalcroze Practice Take a deeper dive into the principles, philosophy, strategies, and techniques of Dalcroze Education indicated on their website. "Typically the Dalcroze educator engages students to discover concepts through kinesthetic experience before addressing the subject in theoretical or written form. This experience involves improvisation, which is a way for students to “play with” and internalize a subject, making it their own. Students cannot expect to gain a Dalcroze Education from a book or video alone; they must experience this type of education in the classroom."
The answer is so many people. I've recently read some interesting articles about its benefits for senior citizens. The Effect of Music-Based Multitask Training on Gait, Balance, and Fall Risk in Elderly People (abstract), an article published in the Archives of Internal Medicine. Émile Jaques-Dalcroze is now considered a visionary pioneer of Neurologic Music Therapy, and his methods now benefit Stroke victims, as well as seniors with dementia.
According to the Dalcroze Society of America, “… the Dalcroze approach teaches an understanding of music’s fundamental concepts, expressive meanings, and deep connections to other arts and activities. Performers, teachers, dancers, actors, children, and senior citizens can all benefit from this approach which incorporates rhythmic movement, aural training and improvisation.”
In one study, the classes started off simply — by having participants walk in time to the music — then gradually became more challenging over time. Besides footwork, participants sometimes had to perform upper-body movements or work with some object, like a percussion instrument or a ball, while moving. | <urn:uuid:7070cdab-0fd0-40ea-a8e5-ecdb2afa3905> | CC-MAIN-2023-14 | https://sbcpiano.com/how-to-beat-your-rhythm-problems/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945144.17/warc/CC-MAIN-20230323100829-20230323130829-00069.warc.gz | en | 0.944785 | 844 | 3.9375 | 4 |
On Wednesday 28 January, the school Maths Society was joined by students from Hammersmith Academy, Godolphin & Latymer and Sacred Heart High for a lecture given by Dr Vicky Neale of Balliol College, Oxford. Over 60 students gathered to hear Dr Neale talk us through ‘7 things you should know about prime numbers’. Starting with the fact that 1 is not a prime number, she then led students through increasingly complex mathematical observations to conclude with the twin prime conjecture. This conjecture was probably first posited over 2000 years ago, Dr Neale explained, but still remains unproven! Work on this conjecture is taking place on the website Polymath Projects – a new form of public academic collaboration, open to all. | <urn:uuid:d5159952-000c-4add-a030-567598512e79> | CC-MAIN-2018-09 | http://spgs.org/about/news/dr-vicky-neale-speaks-on-prime-numbers/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891816462.95/warc/CC-MAIN-20180225130337-20180225150337-00754.warc.gz | en | 0.955023 | 150 | 2.671875 | 3 |
With more attention from media and increased public awareness, caregivers are increasingly concerned about the possibility that their child is autistic. Before jumping into addressing that concern, let’s review the history and diagnosis of Autism Spectrum Disorder for some background context.
the history of autism spectrum disorder
The word “autism” first emerged in the literature in 1911 when a Swiss psychiatrist used it to describe his schizophrenic patients. Until the 1970s, the terms autism, “psychosis” and “childhood schizophrenia” were used interchangeably. In 1979, autism and schizophrenia were differentiated in the literature when Eric Schopler published an article explaining the distinction. At this time, more and more interest on the subject arose and old ideas about autism being caused by “refrigerator mothers” was replaced with an explanation that involved biology and science. In the 1980’s, research began to focus on the brain activity of children with autism and the 1990’s began to focus on the role of genetics. Autism first appeared as a separate disorder in the 1980’s, was revised and broadened in 1987, then narrowed again in 1994. The most current diagnosis (DSM-5, 2013) includes a broad category of “Autism Spectrum Disorders (ASD)” (Sole-Smith, 2015). The older diagnosis of Asperger’s Syndrome was discontinued and children who fell under that diagnosis were placed under the umbrella of ASD.
Currently, the diagnosis of ASD is considered a “family of neurodevelopmental disorders” (Wöhr & Scattoni, 2013) that manifests before age three and involves “(A) Persistent deficits in social communication and social interaction across multiple contexts and (B) Restricted, repetitive patterns of behavior, interests, or activities that cause clinically significant impairment in social, occupational, or other important areas of current functioning” (American Psychiatric Association, 2013). A diagnosis includes specifying the severity level of deficits in both domains (Social Communication and Restrictive and Repetitive Behavior).
is autism on the rise?
Another common question relates to whether or not autism is on the rise. Epidemiological research shows that early estimates of ASD were 4 children out of 10,000. Currently, the prevalence rate as reported by the Center for Disease Control and Prevention (CDC, 2018) is 1 in 59 children. Many people attribute this increase to a combination of factors such as a broader diagnosis and increased public awareness. However, due to limited knowledge about the exact causes of ASD and the inability to accurately perform historical research, one cannot rule out the possibility that Autism Spectrum Disorders could be on the rise.
what are red flags of asd?
Autism is a complex disorder and one child with ASD may present entirely different than another child with ASD (hence the importance of an individualized evaluation). That said, there are some signs and symptoms that may warrant further evaluation to determine if these behaviors are the result of ASD. According to the CDC, these include:
- Not responding to their name by 1 year
- Not using nonverbal gestures (pointing, waving) to objects OR not responding to other’s nonverbal gestures
- Not engaging in pretend play by age 1.5 years
- Making limited eye-contact and preferring to be alone
- Seeming unaware of others and their own emotions or feelings
- Having delayed speech and language
- Repeating words or phrases (this is called echolalia)
- Being overly interested in restricted topics (watching the same episode of Thomas the Train over and over)
- Being upset by transitions or minor changes
- Engaging in hand flapping, body rocking, spinning, or other stereotyped motor movements
- Reacting unusually to sensory experiences (tastes, sounds, smells, appearance, or texture)
- Shows no interests in others preferences
- Only interacts socially to accomplish a goal
- Avoids social contact
- Neglects social rules about personal space and boundaries
- Has flat, constricted, or inappropriate facial expressions
- Uses flat, high-pitched, or robotic speech
- Reverses pronouns (says you instead of I)
- Doesn’t seem to understand jokes or sarcasm
- Lining toys up or insisting objects be placed in a particular way
- Overly focused on parts of objects (watching the wheels of a toy car spin over and over rather than playing with the car)
- Insisting on routine (disruptions in routine lead to tantrums)
Some of the signs listed above may also occur due to other difficulties, such as a developmental delays, a speech or language disorder, or another neurodevelopmental or mental health disorder; additionally, children with ASD may also have additional mental health concerns. It is possible that a child has both ASD and AD/HD. It is also possible that a child who is flagged as having ASD actually has a speech and language disorder and is becoming frustrated by their inability to communicate their needs effectively. The best way to clarify the diagnostic presentation is through an evaluation with a developmental pediatrician, a child psychologist, or some other specialist who is familiar with autism diagnostics.
Given the broad range of presentations in ASD and the varying levels of severity, let’s look at some case examples with diagnostic data.
Let’s start with this example. A 14-year-old boy, named Jacob, diagnosed with Autism Spectrum Disorder with the specifiers (severity levels) of Level 1— Social Communication and Level 1— Restricted and Repetitive Behaviors. His parent’s primary concern was that he does not seem able to conform to classroom rules, gets into trouble for talking out of turn, and makes comments that offend others without understanding how such comments are inappropriate. His presentation was observed and he demonstrated generally flat affect, limited eye contact, excessive talking, and limited interest into others’ experiences. He has a reportedly close relationship with his parents but they stated he lacks social awareness and becomes “stuck” on preferred topics and activities. His friendships are okay as long as they revolve around his interest in video gaming. Intellectually, he performs a little bit below others but has some strength related to solving problems that rely on abstract logic (e.g., he can provide elaborate details on the similarities between different gaming theories and is generally able to understand how concepts relate to one another). He really struggles when he has to quickly perform tasks that require eye-hand coordination, which has negatively impacted his ability to enjoy many sports and also interfere with his ability to quickly take notes in class. Other possible diagnoses, such as anxiety and attention deficit/ hyperactivity disorder, were ruled out by an evaluation. His treatment needs will require minimal support to help him function.
Now, let’s do another example. An 11-year-old girl named Jana, diagnosed with Autism Spectrum Disorder with the specifiers (severity levels) of Level 3- Social Communication and Level 3- Restricted and Repetitive Behaviors. Her parents reported primary concerns regarding her behavior, which can be very violent towards herself and others. They also reported concern relating to her obsession with YouTube videos about beanie babies, which is the only activity she will participate in without becoming dysresgulated. She is especially fascinated by one clip that shows a beanie baby being tossed up and down over and over. She has an IEP and is placed in special education, under the eligibility of Autism. Her parents reported that they are having a very difficult time parenting her, and that it is negatively impacting their marriage. Her daily living skills are below expected for her age and she requires the same amount of parental guidance as her 7-year-old sibling. She refuses to eat anything soft and covers her ears anytime someone uses a vacuum cleaner, hand dryer, or makes a loud noise. When she is upset, she rarely seeks out comfort from others. Other possible diagnoses, such as intellectual disability, pervasive developmental delay, and traumatic stress were ruled out by an evaluation. Ultimately, it was determined she has several difficulties related to her ASD, and will likely need very substantial interventions to help her function.
Based on these case examples, you should be able to see that there is no one profile of a child with autism. Because of this, there is also not one particular treatment that will work best for all children with autism. Again, this highlights the importance of finding the best fit for the child given their needs and abilities.
how can i get an evaluation?
Sharing concerns with your child’s primary care physician is one way to get the ball rolling. Most pediatricians are trained to screen for ASD as part of their wellness check-ups. Alternatively, schools may be a resource if you have concerns and they may be able to direct you to providers. A trained clinician will likely be the person who will determine if your child meets criteria for ASD through a comprehensive evaluation. An ideal evaluation consists of a battery of tests including several components: an ASD screener, parent/caregiver interview, cognitive and developmental testing, personality testing, speech and language testing, observational assessment, adaptive functioning assessment, sensory and motor testing, and measures of executive functioning. This comprehensive evaluation leads to individualized results, which would then inform symptom severity and ultimately inform treatment. Diagnosis informs treatment and opens up a world of resources for those who might benefit.
There are several treatments and treatment combinations that can be used in the treatment of ASD and the process of matching a child to the appropriate therapy can be overwhelming. This process is especially made difficult by barriers such as insurance coverage, treatment availability, and clinicians who do not stay up to date on new treatment options. This is an evolving field and interventions are continually being developed. Similar to other providers, it is important for families to do some research and find providers that are a good fit for their family needs and who stay current on autism research. Broadly speaking, the following recommendations commonly follow a diagnosis of autism spectrum disorder:
- caregiver psychoeducation,
- autism specific intervention,
- ·occupational therapy,
- speech therapy,
- assistive technology,
- academic accommodations (e.g., IEP, 504 Plan, Educational Therapist, School Advocate),
- psychiatric evaluation (especially when co-morbid diagnoses are present),
- sleep hygiene,
- consistency across settings,
- Comparative Genomic Hybridization (CGH) microarray testing and analysis, and
- maintenance of general medical appointments.
If you need help figuring out where to begin, our free guidebook for parents can direct you through the process and answer some of your big picture questions.
where can i learn more about asd? | <urn:uuid:94fe2f3f-084b-434e-9dbf-dc076f99e366> | CC-MAIN-2022-49 | https://www.claritycgc.org/is-my-child-autistic/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710909.66/warc/CC-MAIN-20221202150823-20221202180823-00069.warc.gz | en | 0.956669 | 2,388 | 3.359375 | 3 |
Syndrome associated with cleft palate and cleft lip.
A syndrome is a pattern of multiple anomalies that are pathogenically related and therefore have a common known or suspected.
Cleft palate (CP) has a prevalence of 6.39 per 10,000 live births . In contrast to cleft lip/ palate, CP is much more likely to be associated with an underlying syndrome or other congenital anomalies. (1,2,3)
Since it can be difficult to distinguish between the malformation of cleft palate and cleft palate as a disruption of normal development, all cases of cleft palate, including those caused by Pierre Robin sequence, will be discussed in this review.
Syndromes associated with cleft lip & palate:
I. Pierre Robin Sequence:
Pierre Robin sequence is a common cause of cleft palate. This sequence can occur in isolation, but is associated with an underlying syndrome in over 50% of cases. This condition is not a diagnosis unto itself, but rather encompasses the pathogenesis of the cleft palate.
Infants born with Pierre Robin sequence are born with their tongue positioned posteriorly, often causing blockage of the pharynx and airway, a process called gloosoptosis. This affects both breathing and feeding. (1,2)
II. Stickler Syndrome:
Stickler syndrome is by far the most common identifiable cause of cleft palate. It was first studied and characterized by Gunnar B. Stickler in 1965. Stickler syndrome is a subtype of collagenopathy, types II and XI. This is an autosomal dominant disorder with variable expressivity; in other words, there is a great deal of variablitiy in the clinical presentation of patients with this disorder. Individual with this condition may have just a few or all of the clinical features associated with this disorder. Stickler syndrome is characterized by distinctive facial abnormalities, ocular problems, hearing loss, and joint problems
Mutations in the COL11A1, COL11A2 and COL2A1 genes cause Stickler syndrome. These genes are involved in the production of type II and type XI collagen. Mutations in any of these genes disrupt the production, processing, or assembly of type II or type XI collagen. Defective collagen molecules or reduced amounts of collagen affect the development of bones and other connective tissues, leading to the characteristic features of Stickler syndrome.
The classic presentation of Stickler syndrome is Pierre Robin sequence, including cleft palate; early onset osteoarthritis, often in early adulthood but sometimes in later; and myopia .In addition, sensorineural hearing loss is very common in Stickler syndrome. Many individual with stickler syndrome also have characteristic facial features including micrognathia in infancy, a flat facial profile, epicanthal folds and midface hypoplasia. The nasal bridge is often flat, even in adulthood.
Development is usually normal in Stickler syndrome. These individuals do not appear to be increased risk for any particular learning disabilities. Speech and language problems are usually related to the cleft palate and hearing loss. (3-11)
III. Velocardiofacial Syndrome (Deletion 22q11.2 syndrome)
Velocardiofacial syndrome is a relatively common condition with an incidence of approximately 1 in 4000 live births. This disorder is caused by intersitial deletion of chromosome 22q11.2. this is highly variable condition with many names, including Digeorge syndrome and Conotruncal face syndrome. The most common anomalies are palate anomalies (cleft palate and / or velopharyngeal insufficiency), congenital heart defects, hypocalcemia, immunodefeciency and dysmorphic facial features.
The facial characteristics associated with velocardiofacial syndrome include microcephaly, narrow palpebral fissures, a wide nasal root, a bulbous nose, vertical maxillary excess, a thin upper lip, a long face, micrognathia, and minor auricular anomalies.
Individuals with deletion 22q11.2 syndrome can have myriad medical problems, and these can include kidney or urinary tract anomalies. There is a close association between VCFS and DiGeorge syndrome which includes small or absent thymus, tonsils, adenoids and hypocalcaemia. These children may have medial displacement of the carotid artery over the cervical vertebrae and this should be borne in mind while planning any pharyngeal surgery like pharyngeal flap for Velo pharyngeal incompetence (VPI) correction. The majority of these patients will need support for their learning problems. (12-15)
IV. OSMED Syndrome:
Otospondylomegaepiphyseal dysplasia (OSMED) is a skeletal disorder characterized by skeletal abnormalities, distinctive facial features, and severe hearing loss. The condition involves the ears (oto-), affects the bones of the spine (spondylo-), and enlarges the ends (epiphyses) of long bones in the arms and legs. The features of OSMED are similar to those of another skeletal disorder, Weissenbacher-Zweymuller syndrome.
People with OSMED are often shorter than average because the bones in their legs are unusually short. Other skeletal features include enlarged joints; short arms, hands, and fingers; and flattened bones of the spine (platyspondyly). People with the disorder often experience back and joint pain, limited joint movement, and arthritis that begins early in life. Severe high-tone hearing loss is common in people with OSMED. Typical facial features include protruding eyes; a flattened bridge of the nose; an upturned nose with a large, rounded tip; and a small lower jaw. Virtually all affected infants are born with cleft palate. The skeletal features of OSMED tend to diminish during childhood, but other signs and symptoms, such as hearing loss and joint pain, persist into adulthood.
Mutations in the COL11A2 gene cause OSMED. Mutations in the COL11A2 gene that cause OSMED disrupt the production or assembly of type XI collagen molecules. The loss of type XI collagen prevents bones and other connective tissues from developing properly. (16-18)
V. Van der Woude Syndrome:
Van der Woude syndrome is a condition that affects the development of the face. Many people with this disorder are born with a cleft lip, a cleft palate (an opening in the roof of the mouth), or both. Affected individuals usually have depressions (pits) near the centre of the lower lip, which may appear moist due to the presence of salivary and mucous glands in the pits. Small mounds of tissue on the lower lip may also occur. In some cases, people with van der Woude syndrome have missing teeth.
People with van der Woude syndrome who have cleft lip and/or palate, like other individuals with these facial conditions, have an increased risk of delayed language development, learning disabilities, or other mild cognitive problems. The average IQ of individuals with van der Woude syndrome is not significantly different from that of the general population. Mutations in the IRF6 gene cause van der Woude syndrome.
Van der Woude syndrome is believed to occur in 1 in 35,000 to 1 in 100,000 people, based on data from Europe and Asia. Van der Woude syndrome is the most common cause of cleft lip and palate resulting from variations in a single gene, and this condition accounts for approximately 1 in 50 such cases. (19-23)
VI. Treacher Collins Syndrome:
Treacher Collins syndrome also known as Mandibulofacial dysostosis or Franceschetti- Zwahlen-Klein Syndrome. Treacher Collins syndrome is a condition that affects the development of bones and other tissues in the face. The signs and symptoms of this disorder vary greatly, ranging from almost unnoticeable to severe. Most affected individuals have underdeveloped facial bones, particularly the cheek bones, and a very small jaw and chin (micrognathia) and cleft palate. In severe cases, underdevelopment of the facial bones may restrict an affected infant's airway, causing potentially life-threatening respiratory problems.
People with Treacher Collins syndrome often have eyes that slant downward, sparse eyelashes, and a notch in the lower eyelids called a coloboma. Some affected individuals have additional eye abnormalities that can lead to vision loss. This condition is also characterized by absent, small, or unusually formed ears. Defects in the middle ear (which contains three small bones that transmit sound) cause hearing loss in about half of cases. People with Treacher Collins syndrome usually have normal intelligence.
Mutations in the TCOF1 gene cause Treacher Collins syndrome. Mutations in the TCOF1 gene reduce the amount of treacle that is produced in cells. Researchers believe that a loss of this protein signals cells that are important for the development of facial bones to self-destruct (undergo apoptosis). This abnormal cell death may lead to the specific problems with facial development found in Treacher Collins syndrome. (24-28)
VII. Shprintzen-Goldberg Syndrome:
Also called as Marfanoid-Craniosynostosis Syndrome, Shprintzen-Goldberg Craniosynostosis Syndrome, Shprintzen-Goldberg Marfanoid Syndrome. Shprintzen-Goldberg syndrome (SGS) is characterized by craniosynostosis (involving the coronal, sagittal, or lambdoid sutures), distinctive craniofacial features, skeletal changes (dolichostenomelia, arachnodactyly, camptodactyly, pes planus, pectus excavatum or carinatum, scoliosis, joint hypermobility, or contractures), neurologic abnormalities, mild-to-moderate intellectual disability, and brain anomalies. Cardiovascular anomalies (mitral valve prolapse, mitral regurgitation, and aortic regurgitation) may occur. Minimal subcutaneous fat, abdominal wall defects, cryptorchidism in males, and myopia are also characteristic findings.
Craniofacial findings includes dolichocephaly, high prominent forehead, ocular proptosis, hypertelorism, telecanthus, downslanting palpebral fissures, maxillary hypoplasia, cleft palate with prominent palatine ridges, micrognathia, and apparently low-set and posteriorly rotated ears.
FBN1. Mutations in FBN1 have been reported in three individuals with a clinical diagnosis of Shprintzen-Goldberg syndrome (SGS). Treatment include surgical repair of abdominal hernias, physiotherapy for joint contractures, and placement in special education programs. (29-31)
VIII. Simpson Dysmorphia Syndrome:
Also called as Bulldog Syndrome, DGSX Golabi- Rosen Syndrome, Dysplasia Gigantism Syndrome, X-Linked SDYS, SGB Syndrome, Simpson-Golabi- Behmel Syndrome Simpson dysmorphia syndrome types 1 and 2 are two forms of a rare, X-linked recessive, inherited disorder characterized by unusually large fetuses (prenatal overgrowth) and unusually large babies (postnatal overgrowth). In addition, affected individuals have characteristic
facial features, more than two nipples (super- numerary nipples), and multisystemic malformations that may vary from child to child. Chief among these are cardiac malformations, mild to moderate mental retardation, cleft palate, and more than the five fingers and/or toes (polydactyly).
Symptoms associated with the more common form, Simpson dysmorphia syndrome type 1 (SDYS1), are less severe than those presented in SDYS2.
Individuals usually reach an above-average height. The general distinguishing features typically become less apparent in adulthood. (31)
IX. Holoprosencephaly, type 3:
Holoprosencephaly (HPE) is a structural anomaly of the brain in which there is failed or incomplete separation of the forebrain early in gestation. Classic HPE encompasses a continuum of brain malformations including (in order of decreasing severity): alobar, semilobar, lobar, and middle interhemispheric variant (MIHV) type HPE. Other CNS abnormalities not specific to HPE may also occur. HPE is accompanied by a spectrum of characteristic craniofacial anomalies in approximately 80% of individuals with HPE. Developmental delay is present in virtually all individuals with the HPE spectrum of CNS anomalies.
A spectrum of craniofacial anomalies accompanies HPE in approximately 80% of affected individuals. The spectrum of facial anomalies begins with cyclopia, the most severe presentation, and extends in an unbroken continuum to the normal face as seen in individuals who have, but are not expressing, a mutation for HPE inherited in an autosomal dominant manner. Common clinical features in individuals without obvious findings such as cyclopia, synophthalmia, or a proboscis, include microcephaly (although hydrocephalus can result in macrocephaly), ocular hypotelorism (which can be severe), flat nasal bridge, single maxillary central incisor, and cleft lip and/or palate. (32,33)
X. Nevoid basal cell carcinoma syndrome/ Gorlin syndrome :
Nevoid basal cell carcinoma syndrome (NBCCS), also known as basal cell nevus syndrome, multiple basal cell carcinoma syndrome, Gorlin syndrome, and Gorlin-Goltz syndrome, is an inherited medical condition involving defects within multiple body systems such as the skin, nervous system, eyes, endocrine system, and bones. People with this syndrome are particularly prone to developing a common and usually non-life- threatening form of non-melanoma skin cancers.
First described in 1960, NBCCS is an autosomal dominant condition that can cause unusual facial appearances and a predisposition for basal cell carcinoma, a malignant type of skin cancer. The prevalence is reported to be 1 case per 56,000- 164,000 population. Recent work in molecular genetics has shown NBCCS to be caused by mutations in the PTCH gene found on chromosome arm 9q. If a child inherits the defective gene from either parent, he or she will have the disorder. (34)
Facial abnormalities incude macrocephaly, broad facies, frontal and biparietal bossing, mild mandibular prognathism, odontogenic keratocysts ofjaws, misshapen and/or carious teeth, cleft lip and palate, ectopic calcification of falx cerebri.
Recognition of the associated syndromes and anomalies with the oral cleft is essential to assess the problem and risk faced by the child and for counselling the parents. Proper knowledge and details of anomalies associated with OFC will help to provide necessary treatment and improve survival of these children. Proper epidemiology, dysmorphology assessment and genetic study may lead researchers to the identification of the causative agent.
(1.) Breugem CC, Mink van der Molen AB. What is 'Pierre Robin sequence?' J Plastic Reconstruct Aesthetic Surg. 2009;62:1555-1558.
(2.) Syndromes with oral manifestations. In: Kliegman RM, Behrman RE, Jenson HB, Stanton BF, eds. Nelson Textbook of Pediatrics. 18th ed. Philadelphia, Pa: Saunders Elsevier; 2007:chap 308.
(3.) Annunen S, Korkko J, Czarny M, Warman ML, Brunner HG, Kaariainen H, Mulliken JB, Tranebjaerg L, Brooks DG, Cox GF, Cruysberg JR, Curtis MA, Davenport SL, Friedrich CA. Splicing mutations of 54-bp exons in the COL11A1 gene cause Marshall syndrome, but other mutations cause overlapping Marshall/Stickler phenotypes. Am J Hum Genet. 1999 Oct;65(4):974-983.
(4.) Huang F, Kuo HK, Hsieh CH, Lai JP, Chen PK. Visual complications of Stickler syndrome in paediatric patients with Robin sequence. J Craniomaxillofac Surg. 2007 Mar;35(2):76-80.
(5.) Liberfarb RM, Levy HP, Rose PS, Wilkin DJ, Davis J, Balog JZ, Griffith AJ, Szymko-Bennett YM, Johnston JJ, Francomano CA, Tsilou E, Rubin BI. The Stickler syndrome: genotype/phenotype correlation in 10 families with Stickler syndrome resulting from seven mutations in the type II collagen gene locus COL2A1. Genet Med. 2003 Jan- Feb;5(1):21-7. Review. Erratum in: Genet Med. 2003 Nov- Dec;5(6):478.
(6.) Nowak CB. Genetics and hearing loss: a review of Stickler syndrome. J Commun Disord. 1998 Sep-Oct;31(5):437-453; 453-454.
(7.) Poulson AV, Hooymans JM, Richards AJ, Bearcroft P, Murthy R, Baguley DM, Scott JD, Snead MP. Clinical features of type 2 Stickler syndrome. J Med Genet. Aug 2004; 41(8):e107.
(8.) Richards AJ, Baguley DM, Yates JR, Lane C, Nicol M, Harper PS, Scott JD, Snead MP. Variation in the vitreous phenotype of Stickler syndrome can be caused by different amino acid substitutions in the X position of the type II collagen Gly-X-Y triple helix. Am J Hum Genet. Epub 2000 Sep 25. 2000 Nov;67(5):1083-1094.
(9.) Royce, Peter M; Steinmann, Beat U; Connective tissue and its heritable disorders : molecular, genetic, and medical aspects; 2nd ed.; New York : Wiley-Liss, c2002. p901-931.
(10.) Snead MP, Yates JR. Clinical and Molecular genetics of Stickler syndrome. J Med Genet. 1999 May;36(5):353-359.
(11.) Zechi-Ceide RM, Jesus Oliveira NA, Guion-Almeida ML, Antunes LF, Richieri-Costa A, Passos-Bueno MR. Clinical evaluation and COL2A1 gene analysis in 21 Brazilian families with Stickler syndrome: identification of novel mutations, further genotype/phenotype correlation, and its implications for the diagnosis. Eur J Med Genet. 2008 May- Jun;51(3):183-196.
(12.) Thomas JA, Graham JM Jr. Chromosomes 22q11 deletion syndrome: an update for the primary peditrician. Clin Pediatr (Phila) 1997;36:253-266.
(13.) Shprintzen RJ, Goldberg RB, Lewin ML, et al. A new syndrome involving cleft palate, cardiac anomalies, typical facies, and learning disabilities: velo-cardio-facial syndrome. Cleft Palate J. Jan 1978;15(1):56-62.
(14.) Ryan AK, Goodship JA, Wilson DI, et al. Spectrum of clinical features associated with interstitial chromosome 22q11 deletions: a European collaborative study. J Med Genet. Oct 1997;34(10):798-804.
(15.) Cuneo BF. 22q11.2 deletion syndrome: DiGeorge, velocardiofacial, and conotruncal anomaly face syndromes. Curr Opin Pediatr. Oct 2001;13(5):465-472.
(16.) Melkoniemi M, Brunner HG, Manouvrier S, Hennekam R, Superti-Furga A, Kaariainen H, Pauli RM, van Essen T, Warman ML, Bonaventure J, Miny P, Ala-Kokko L. Autosomal recessive disorder otospondylomegaepiphyseal dysplasia is associated with loss-of-function mutations in the COL11A2 gene. Am J Hum Genet. 2000 Feb;66(2): 368-377.
(17.) Temtamy SA, MannikkS M, Abdel-Salam GM, Hassan NA, Ala-Kokko L, Afifi HH. Oto-spondylo-megaepiphyseal dysplasia (OSMED): clinical and radiological findings in sibs homozygous for premature stop codon mutation in the COL11A2 gene. Am J Med Genet A. 2006 Jun 1;140(11):1189-1195.
(18.) Van Steensel MA, Buma P, de Waal Malefijt MC, van den Hoogen FH, Brunner HG. Oto- spondylo-megaepiphyseal dysplasia (OSMED): clinical description of three patients homozygous for a missense mutation in the COL11A2 gene. Am J Med Genet. 1997 Jun 13;70(3):315-323.
(19.) Ghassibe M, Revencu N, Bayet B, Gillerot Y, Vanwijck R, Verellen-Dumoulin C, Vikkula M. Six families with van der Woude and/or popliteal pterygium syndrome: all with a mutation in the IRF6 gene. J Med Genet. 2004 Feb;41(2):e15.
(20.) Kondo S, Schutte BC, Richardson RJ, Bjork BC, Knight AS, Watanabe Y, Howard E, de Lima RL, Daack-Hirsch S, Sander A, McDonald-McGinn DM, Zackai EH. Mutations in IRF6 cause Van der Woude and popliteal pterygium syndromes. Nat Genet. 2002 Oct;32(2):285-289.
(21.) Nopoulos P, Richman L, Andreasen N, Murray JC, Schutte B. Cognitive dysfunction in adults with Van der Woude syndrome. Genet Med. 2007 Apr;9(4):213-218.
(22.) Nopoulos P, Richman L, Andreasen NC, Murray JC, Schutte B. Abnormal brain structure in adults with Van der Woude syndrome. Clin Genet. 2007 Jun;71(6):511-517.
(23.) Rizos M, Spyropoulos MN. Van der Woude syndrome: a review. Cardinal signs, epidemiology, associated features, differential diagnosis, expressivity, genetic counselling and treatment. Eur J Orthod. 2004 Feb;26(1):17-24.
(24.) Dixon J, Jones NC, Sandell LL, Jayasinghe SM, Crane J, Rey JP, Dixon MJ, Trainor PA. Tcof1/Treacle is required for neural crest cell formation and proliferation deficiencies that cause craniofacial abnormalities. Proc Natl Acad Sci U S A. 2006 Sep 5;103(36):13403-13408.
(25.) Marszalek B, Wojcicki P, Kobus K, Trzeciak WH. Clinical features, treatment and genetic background of Treacher Collins syndrome. J Appl Genet. 2002;43(2):223-233.
(26.) Posnick JC, Ruiz RL. Treacher Collins syndrome: current evaluation, treatment, and future directions. Cleft Palate Craniofac J. 2000 Sep;37(5):434.
(27.) Scriver, Charles R; The metabolic & molecular bases of inherited disease; 8th ed.; New York : McGraw-Hill, c2001. p6147-6152.
(28.) Teber OA, Gillessen-Kaesbach G, Fischer S, Bohringer S, Albrecht B, Albert A, Arslan-Kirchner M, Haan E, Hagedorn-Greiwe M, Hammans C, Henn W, Hinkel GK, Konig R, Kunstmann E, Kunze J, Neumann LM, Prott EC, Rauch A, Rott HD, Seidel H. Genotyping in 46 patients with tentative diagnosis of Treacher Collins syndrome revealed unexpected phenotypic variation. Eur J Hum Genet. 2004 Nov;12(11):879-890.
(29.) Kosaki R, Takahashi D, Udaka T, Matsumoto M, Ibe S, Isobe T, Tanaka Y, Kosaki K. Genetic heterogeneity of Shprintzen- Goldberg syndrome. Abstract 617. Salt Lake City: The American Society of Human Genetics 55th Annual Meeting; 2005.
(30.) Sood S, Eldadah ZA, Krause WL, McIntosh I, Dietz HC. Mutation in fibrillin-1 and the Marfanoid-craniosynostosis (Shprintzen-Goldberg) syndrome. Nat Genet. 1996;12: 209-211.
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Manisha Tijare (1), Samar Khan S (2), Ami Desai (3), Megha Jain (4)
(1) Hod & Prof (2,3,4) PG Student Dept of Oral and Maxillofacial Pathology, People's College of Dental Science & Research Centre, Bhopal (MP)
Received: July 13, 2012; Review Completed: August, 13, 2012;
Accepted: September 13, 2012 Published Online: October, 2012 (www. nacd. in) [c] NAD, 2012--All rights reserved
Email for correspondence: email@example.com
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|Author:||Tijare, Manisha; Khan S., Samar; Desai, Ami; Jain, Megha|
|Publication:||Indian Journal of Dental Advancements|
|Date:||Jul 1, 2012|
|Previous Article:||Periodontal diseases and cardiovascular diseases --the established link.|
|Next Article:||Cephalometric norms for hyderabad population in natural head position using extracranial reference lines.| | <urn:uuid:7ef3e0e6-6a16-4fae-8c80-70cac5e6175c> | CC-MAIN-2019-35 | https://www.thefreelibrary.com/Syndrome+associated+with+cleft+palate+and+cleft+lip-a0325092532 | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315174.57/warc/CC-MAIN-20190820003509-20190820025509-00131.warc.gz | en | 0.835083 | 5,845 | 3.296875 | 3 |
The term ‘best practice’ is one that is seen reasonably frequently in relation to diabetes care, as well as in other health-related contexts. It appears that the use of the term is increasing; indeed, there have been whole study days devoted to best practice in diabetes care recently. Like many other concepts that are difficult to define, such as ‘quality of life’, we all think we know what it means. However, we often discover that our perception of what best practice is differs from that of others.
For instance, how often have you read an article purporting to be describing best practice in a particular area only to discover that you do not agree with what has been done? Or, having attended a study day supposedly describing best practice, have you ever thought that yours is better?
This raises the question of who decides what best practice is. Of course, in some circumstances, best practice is clear – there are national guidelines, standards and recommendations for care, for instance. These guidelines have almost invariably been developed, at least in part, from evidence acquired from high-quality research studies and from expert opinions. However, the application of these guidelines, as well as the results of other high-quality research, is usually called evidence-based practice, rather than best practice.
Unfortunately, much of what diabetes nurses do is practised without the benefit of the results of randomised controlled trials or any other research study to guide it. When individuals or teams of diabetes healthcare professionals have a good idea, implement it and then describe the intervention in some way, via either a written article or a presentation, the idea may be labelled ‘best practice’, even when there is little to support the claim.
On occasion, individuals themselves label a presentation or a written account of a project as best practice. This is very rarely done with intent to mislead; it usually occurs when individuals view their work as their best practice and, rightly, judge it to be an improvement on their previous ways of practicing.
However, if it is accepted that the term ‘best practice’ is one that is used when evidence is missing or limited and is a judgement, it surely is logical that there is a consensus of expert opinions about what constitutes best practice, otherwise the term becomes meaningless. An alternative to a consensus would be standards or quality criteria to measure the practice initiative against.
The problem may be solved if individuals and teams used the term ‘good practice’ when describing their service developments. After all, good practice can be based on principles. For example, it could be a start to identify the expected outcomes of the work and relate these to current thinking in policy documents on what is desirable.
Describing the underlying principles is also appropriate. Even if there is no intention to formally disseminate the work to a wider audience, there is value in doing this (for example, to answer questions posed by management, students or colleagues).
However developments in care are described, it is important that we all take care to ensure that we use terms like ‘evidence-based’, ‘best’ and ‘good’ practice carefully. We need to search for similar initiatives and compare our work with these, and we must also be constantly open to our practice being challenged, discussed, analysed and evaluated. One way, perhaps, of ensuring that claims we make about something being best practice are valid is thinking how we might answer the question ‘Who says?’
Comment on a notable recent paper. Trends in the incidence of hospitalisation for diabetic foot disease.
10 Mar 2023 | <urn:uuid:dd4991b4-164a-49f3-ba41-c727921cdadf> | CC-MAIN-2023-14 | https://diabetesonthenet.com/journal-diabetes-nursing/best-practice-who-says/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946535.82/warc/CC-MAIN-20230326204136-20230326234136-00708.warc.gz | en | 0.965955 | 737 | 2.953125 | 3 |
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1 Billion Tokens Subset of HuggingFaceFW/fineweb-edu
Overview
This dataset is a randomly sampled subset containing 1 billion tokens extracted from the sample-10BT dataset of the HuggingFaceFW/fineweb-edu corpus. It is intended for use in natural language processing research and educational purposes. The dataset has been filtered and processed to ensure a diverse and representative sample of the original dataset's content.
Source
- Original Dataset: HuggingFaceFW/fineweb-edu
- Subset:
sample-10BT
Description
The dataset comprises 1 billion tokens selected from the sample-10BT subset of the HuggingFaceFW/fineweb-edu collection.
Key Features
- Number of Tokens: 1 billion
- Format: Text data in a tokenized format
- Language: Primarily English
- License: ODC-BY 1.0 License
Usage
The dataset can be used for training language models, text classification, and other NLP tasks. Users are free to use, modify, and share the dataset under the terms of the ODC-BY license, which requires appropriate attribution.
Attribution
When using this dataset, please include the following citation:
This dataset is a subset of the sample-10BT dataset from HuggingFaceFW/fineweb-edu. The dataset is published under the ODC-BY 1.0 License.
License
This dataset is made available under the Open Data Commons Attribution License (ODC-BY) 1.0. You are free to:
- Share: Copy, distribute, and use the data.
- Adapt: Modify, transform, and build upon the data.
Conditions:
- Attribution: You must attribute the data in the manner specified by the original creators, but not in any way that suggests they endorse you or your use of the data.
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