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Wind comes with varied speed in an area and depending on different factors. For instance, the wind is likely to be at high speed in a bare land without trees. Some regions also experience high speeds of wind compared to others. The Wind blows hard as trees bend over. Some trees which are weak and unable to sustain the speed of wind break off their branches. People walking around get the effects of wind too; hats are blown off from heads, papers are blown to the sky, and sometimes it becomes hard to walk. Everyone should be aware that strong winds are dangerous to lives and property. There are activities people can take part in on a windy day while avoiding others. A windy day can be good to get involved in fun activities with kids such as watching the swaying of tree branches, movement of clouds, running towards and away from the direction of wind to feel the different effects, blowing bubbles, watching the surfaces of water bodies to see the effects of wind and also listening to sound of blowing tree leaves. All these activities can be a source of fun to kids and also help parents play with their children. However, there are other activities that can be dangerous to carry out on a windy day. A windy day is not the favorable one to start a fire in open space or areas near forests, especially during summer seasons. Most of the big forest fires around the world happen when weather temperatures are high and very windy. The wind facilitates fast spreading of fire to uncontrollable states. One has to observe the state of wind before starting an open fire at least to avoid dealing with consequences. It is dangerous to be high above the ground surface such as inspecting the leaking roof on a windy day. The winds can be very strong and blow away the roof while one still in the process of checking the leakages. This can either result in severe injuries or sometimes death depending on the strength of the wind. It is therefore advisable to follow-up on weather updates and ensure it will be calm before undertaking some activities that are above the ground surface. The many children games can be fun on a windy day as discussed above. However, it is necessary to be careful with some games such as flying kites. The children are likely to be at risk if they fly the kites while the winds get stronger. They will endanger their lives and parents are likely to find themselves in tough situations of violating airspace rules. Being updated on weather forecast is necessary to avoid such ugly instances. Playing golf on a windy day is likely to be a bad idea. The golf game will not likely proceed as usual because the wind has the effect of preventing smooth movement of the ball. Injuries are also likely to be high resulting from the uncomfortable playing of the game. It is wise enough to check out on a calm day for a perfect golf game. In addition, it is dangerous to have a walk or leisure on the beach on a windy day. Winds are likely to blow the sand which can cover the whole body or sometimes result in rising levels of water that sweeps the whole beach. No one wishes to be found in such instances as a result of natural phenomenon. A windy day can be a good opportunity to have fun and especially with young children but again taking caution is necessary for safety purposes. Following up on reliable weather forecasts is necessary when planning for the activities of the day. More useful samples & examples in https://essays.io/movie-review-examples-samples/

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CC-MAIN-2021-39

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Are you at risk of heart disease or not? A new touchless device might provide results at a faster rate than the currently used traditional methods. The researchers at the University of Waterloo, Canada, have developed a novel, non-invasive, touch less and portable device, for improved diagnosis and prevention of various cardiovascular disease. The device can monitor simultaneously the blood flow in the patients at multiple arterial points on the body without direct contact with the skin. It uses a technique called as Coded Hemodynamic Imaging to provide the results. The research study was published in the journal Scientific Reports. (Read: 8 tests that can tell if you have heart disease) How does it work? To monitor cardiovascular activity, experts used photoplethysmography or PPG technology. In this, sensors are positioned on the skin and light is passed which helps in the detection of any fluctuations that occur in the local blood volume. However, the researchers of the current study worked with photoplethysmographic imaging, or PPGI, which doesn’t require skin contact as it is more sensitive to active or ambient light fluctuations. ‘Unlike traditional systems that take the reading based on a single blood-pulse at one spot of the body, this device can measure blood flow in various parts of the body by acting as numerous virtual sensors. The measurements from all the pulse points are relayed to a computer for continuous monitoring,’ said Robert Amelard, a systems design engineer at Waterloo. (Read: 12 signs that your heart is in trouble) Advantages of the device over traditional measures It is ideal for people suffering from highly contagious diseases and painful burns, as skin contact is not required. Infants admitted in neonatal intensive units whose tiny fingers make the conventional monitoring procedures difficult can be assessed with this new device. It provides a complete picture of what is happening in the body i.e.; whole-body imaging, unlike traditional measures that provide single-point reports. It can also be used for detection of arterial blockages that might otherwise go undetected, or warning older adults who risk falling as a result of getting dizzy when they stand. Here are 10 reasons why you should take fainting more seriously. The device can also scan multiple patients individually at once and from a distance, thereby proving beneficial in the case of mass emergencies.

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CC-MAIN-2017-30

http://businessfortnight.com/canadian-researchers-develop-a-touchless-device-for-active-detection-of-cardiovascular-diseases/

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This page is a historical archive and is no longer maintained. For current information, please visit http://www.cdc.gov/media/ For Immediate Release: October 19, 2007 Contact: Division of News & Electronic Media, Office of Communication CDC Study Finds U.S. Schools Making Progress in Decreasing Availability of Junk Food and Promoting Physical Activity However, More Progress Needed to Foster Health and Wellness of Students - Versión en español The nation's schools have made considerable improvements in their policies and programs to promote the health and safety of students, particularly in the areas of nutrition, physical activity and tobacco use, says a study by the Centers for Disease Control and Prevention (CDC). However, more needs to be done to strengthen school health and wellness policies and programs, according to CDC. The School Health Policies and Programs Study (SHPPS) 2006, conducted by CDC and published in the October 2007 issue of the Journal of School Health, is the largest and most comprehensive study of health policies and programs in the nation's schools. Previous SHPPS were conducted in 1994 and 2000. "Since the release of the previous SHPPS in 2000, America's schools have made significant progress in removing junk food, offering more physical activity opportunities, and establishing policies that prohibit tobacco use," said CDC Director Julie L. Gerberding, M.D., M.P.H. "Our goal with this report is to provide health and education officials with useful information that will help them develop and improve programs that can have significant benefit for our school-aged children." Major findings include: - States prohibiting schools from offering junk foods in vending machines increased from 8 percent in 2000 to 32 percent in 2006, and the percentage of school districts doing so increased from 4 percent to 30 percent. - Schools selling water in vending machines or school stores increased from 30 percent in 2000 to 46 percent in 2006. - States that required elementary schools to provide students with regularly scheduled recess increased from 4 percent in 2000 to 12 percent in 2006 and the percentage of school districts with this requirement increased from 46 percent to 57 percent. - Schools with policies that prohibited all tobacco use in all school locations, including off-campus school-sponsored events, increased from 46 percent in 2000 to 64 percent in 2006. - Schools that sold cookies, cake, or other high-fat baked goods in vending machines or school stores decreased from 38 percent in 2000 to 25 percent in 2006. - Schools that offered salads a la carte increased from 53 percent in 2000 to 73 percent in 2006. - The percentage of schools that offered deep fried potatoes (French fries) a la carte decreased from 40 percent to 19 percent. The 2006 SHPPS also identified several areas that need improvement including: - Seventy-seven percent of high schools still sell soda or fruit drinks that are not 100 percent juice, and 61 percent sell salty snacks not low in fat in their vending machines or school stores. - Only 4 percent of elementary schools, 8 percent of middle schools, and 2 percent of high schools provided daily physical education or its equivalent for the entire school year for students in all grades. - Overall, 22 percent of schools did not require students to take any physical education. - Currently, 36 percent of schools still do not have policies prohibiting tobacco use in all locations at all times. "If we want to build on the improvements that schools have made over the past six years, we need to involve many people and programs," said Howell Wechsler, Ed.D., M.P.H., director of CDC's Division of Adolescent and School Health. "Families, schools, school boards, and school administrators all need to work together to develop and implement policies and programs that promote health and safety among our nation's young people." SHPPS is a national survey conducted every six years to assess school health policies and programs at the state, district, school, and classroom levels. For more information about SHPPS 2006, including fact sheets that summarize study highlights and a summary of state education agency policies, visit www.cdc.gov/SHPPS. U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Get email updates To receive email updates about this site, enter your email address: - Centers for Disease Control and Prevention 1600 Clifton Rd Atlanta, GA 30333 TTY: (888) 232-6348 - Contact CDC-INFO

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CC-MAIN-2016-44

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Sounds dangerous, doesn’t it? Modern versions of Windows prefer NTFS to manage files on your computer, but did you know that there is a feature you hardly use that you can turn off to make Windows open stuff a little faster? What’s happening is that every time a file is accessed, you browse a folder, or just view its contents, the NTFS driver updates the timestamp. The timestamp lists the date on which the file was last accessed and whether or not any changes were made to the file. Regardless if it’s reading or writing the file this is done, which makes you wonder if those resources could be better spent elsewhere. So, since this feature doesn’t really add anything substantial for us in the information department, we can just disable it. So here we go. We’re going to use the FSUTIL command. To access this, open a command prompt by typing “cmd” in either your search box under the Start menu in Vista and 7, or by clicking Start>Run in Windows XP. This will bring up the familiar DOS screen where you can type this line verbatim: FSUTIL behavior set disablelastaccess 1 If for any reason this tip doesn’t work for you, then follow the instructions again and instead type: FSUTIL behavior set disablelastaccess 0 This will turn NTFS Last Access back on for you. One caveat, though. If you use the Remote Storage Service in Windows then you should not attempt this tip. If you don’t know what that is, then chances are you needn’t worry.

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CC-MAIN-2014-42

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en

Master's Thesis (Open Access) Master of Science (M.S.) Applied Environmental Science Oceans display physical variability over a range of temporal and spatial scales, influencing factors such as larval dispersal, nutrient availability, species migration, and biodiversity. Such variability is vulnerable to the effects of climate change. Larvae and juveniles are particularly susceptible to changes in ocean variability, and changes in the early life stages of species populations ultimately impacts the adult stages. Physical consequences stemming from climate driven variability, including a loss of key prey species and changes in depth distributions of vulnerable fish species, could ultimately impact ecosystem services and threaten human food security and fisheries. The deep sea benthopelagic groundfish play significant roles in biogeochemical and ecological processes on a global scale. Macrourids, the most common benthopelagic fish in the deep sea, are important benthic and midwater predators; making it critical to understand changes in their population structures over time. Macrourid larvae reside in surface waters, where they are more vulnerable to climate driven variability. Merluccius productus (M. productus) is a commercially important benthopelagic groundfish species with a life history similar to Macrourids. The combination of surface waters exhibiting more changes in physical variability compared to the deep sea and the vulnerability of larvae to oceanographic variability makes observing these benthopelagic species particularly important for understanding the full-depth interactions and climate-related changes. This project focuses on studying correlations between changes in the life stages of Macrourid species' and M. productus' populations over time in relation to changes in climate and surface ocean conditions. Four research questions are addressed; Q1 & Q2) Has groundfish (specifically Macrourid spp. (Q1) and M. productus (Q2)) population structure changed over time in relation to changing climate and surface-ocean conditions?; and Q3 & Q4) Has the depth range of groundfish species (specifically Macrourid spp. (Q3) and M. productus (Q4)) changed over time with changing climate and surface-ocean conditions? With increasing changes in climate and surface-ocean conditions over time, there is a significant change in both Macrourid species' population structure and M. productus population structure over time (Q1 and Q2). With increasing changes in climate and surface-ocean conditions over time, there is no significant change in M. productus' depth distribution over time (Q4). Regarding potential changes in Macrourid species' depth distributions, Q3 couldn't be answered due to insufficient data. This study increases our understanding of how potential impacts of changing climate and surface-ocean conditions on M. productus' population structure and depth distribution could affect Macrourid populations. Findings also provide valuable insight for: 1) predicting and managing consequences of climate change and 2) management of coastal and marine resources and fisheries in the future. Fabian, Danielle Marie, "Surface Conditions Drive Changes In Groundfish Species' Populations Along California Coast" (2020). AES Theses. 1.

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CC-MAIN-2023-06

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A wooden statue of Manannán Mac Lir, an Irish sea god, overlooking Lough Foyle, Binevenagh, County Donegal – Photograph by Glenn Miles, National Geographic Your Shot. Manannán Mac Lir was the legendary sea-god of the Tuatha Dé Danann. These were the people that lived in Ireland during the Bronze Age. He also appears in lots of the Scots and Manx ( Isle of Man ) mythology. Manannán Mac Lir is said to have been the first ruler of the Isle of Man, and the Tuatha Dé Danann believed he had a great palace and throne there. In fact, this is where he got his name, as ‘Manand’ is the Old Irish name for the Isle of Man. As his surname suggests, he was the son of Lir. Lir, meaning ‘sea’, was a great sea-god and it seems that Manannán eventually took over that role. The Celtic people believed that Manannán was connected through mists with the other worlds, where the souls journeyed in the after-life. Emhain Ablach was one of the islands of the other world, and according to Irish tradition, Manannán ruled over it. As a master of tricks and illusions, Manannán had many magical possessions. His horse, called Aonbarr, could gallop across the waves of the sea as if they were solid ground. He also had a ship called ‘wave sweeper’ that needed no oars or sails to travel. Manannán’s great cloak could change to any colour he wanted. He could shroud himself in mist and disappear from his enemy’s sight. It was with this magical cloak that he was able to protect the Isle of Man. The Portuguese street artist Artur Bordalo, aka Bordalo II, we had already talked about with “When a street artist is having fun with railroad tracks,” is back today with an amazing series of 3D creations made with trash, garbage and objects found in the street! Some absolutely awesome explosive and colorful creations!

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CC-MAIN-2019-18

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Still in the pre-production stage, the system uses a pair of cameras to provide a stereo image to the computer that can then use it to judge distance, in much the same way humans do. However, because it is computer-based, it can make much quicker and more fine-grained comparisons that the human eye and brain are capable of. One example where the system has an advantage over humans is the case of the cyclist that is drifting almost imperceptibly into the lane. The system can see this and warn in advance, while it might be too late to react once the cyclist moves into the driver's field of view. The technology is much like BMW's system debuted recently on the 7-series, though that technology relies instead on a single night-vision capable camera to extend visibility in low-light conditions. The image-processing software performs a similar function in both cases, but Mercedes-Benz claims their stereoscopic solution is unique. Once the system detects a collision course between the car and any object or an unnoticed red light or stop sign, it flashes a visual warning. If the driver does not respond, it then sounds an audible warning as well. If the driver still does not respond, the car will briefly and abruptly brake the car to get the driver's attention. Such technology usually makes its way into the S-Class of cars first amongst Mercedes' lineup, trickling outward through the other models from there. It's not yet known when, or if, this system will go into production, however.

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CC-MAIN-2019-51

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Games are a great way to learn and reinforce any skill. Use creative games and activities to teach children good listening skills. Here are a few games you and your child can play together. Listening and Comprehension Ask your child to complete straightforward tasks and provide basic directions. "Susan, please go to the pantry, get a can of tomato soup and give it to your brother." "Jacob, ask Linda if she has the glue; if she has the glue, ask her to give it to you." It may be necessary to repeat requests to ensure that your child is focused. These simple activities can teach children to listen, comprehend, respond, and react. Sit with your child on the floor and read them a story that repeats a particular word many times. Instruct your child to clap every time they hear that particular word. Draw a Picture Explain to your child that they are to draw a picture according to your verbal instructions. For example, to draw a picture of a cat, you can begin by telling your child to draw a figure eight with two triangles at the top. Continue to give verbal instructions on how to draw the cat. Actions and Sounds Prepare an audio track that plays a variety of different sounds such as a car horn, a whistle, and a bell chime. Explain to your child that each sound is associated with an action. For example, when your child hears car horn he should jump. Decide on the actions before the game starts. Play the audio track and watch to see if your child performs the necessary actions.

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CC-MAIN-2021-21

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Does our reliance on computers lead to us remembering less? There are studies that suggest there's definitely a link. New, even stranger research suggests the more people take pictures, the less they remember about the actual moment they're capturing. There's no scientific term yet associated with the phenomena, though there's certainly some sort of link to impairment. Better cut back on all that Instagramming this holiday! Fairfield University psychologist Linda Henkel refers to it as the "photo-taking-impairment effect," which loosely describes someone with greater access to pictures as a person less inclined to remember that moment itself. "You're just kind of mentally discounting it, thinking, 'Well, the camera's got it,'" Henkel told Co.Design. The same applies to people who think a computer will save their information; they're less inclined to actually recall said information. Henkel compiled her data from a study conducted at the Bellarmine Museum of Art on Fairfield's campus, which split participants into three groups: one that carried a camera around but didn't snap any photos, one that snapped photos from a wider perspective, and one that zoomed in on specific details. Henkel's data revealed that test participants who took pictures were less accurate when recalling visual details of museum exhibits. "Simply put, they took the picture and missed the moment," Co.Design wrote. Some people essentially dismiss what's happening in front of them when they know their camera will simply document the moment. You still have the wherewithal to snap an image, but you might miss out on the intangibles because you're staring at a real-time moment through a digital screen. "The facility of digital photography may well come at the cost of cognitive engagement," the study concludes. Oddly, participants recalled details they zoomed in on when snapping pictures, which was quite the opposite when taking pictures at a wider angle. Henkel's data actually showed that participants actually remembered more details about a specific object that they hadn't zoomed in on. So, for example, a participant could have been asked to zoom in on a statue's shield, but still vividly remember what was on the statue's head. Henkel chalked it up to the zooming triggering a different cognitive process. Henkel believes this "photo-taking-impairment effect" affects smartphone owners too, though Co.Design pointed to research suggesting touchscreen actually heighten a user's sense of being in the moment; Co.Design also references research that claims viewing photographs later on helps recover memories. "I think if people were more mindfully photographing things, if maybe they were making fewer photo with more choice and interaction with these things, that's where you'd not see the photos impairing you," Henkel said.

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CC-MAIN-2021-25

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PVC Repair - What to Use and Why PVC or CPVC - Choosing the Right One Polyvinyl chloride is the most common drain pipe material in modern residential plumbing. Strong, durable PVC is usually white (except for grey electrical PVC conduit) and available in a broad range of sizes. Its popularity comes from its affordability and versatility, and its ability to handle both warm and cold water. It can't be used for hot water applications, however, which would warp it and eventually cause degradation, contaminating the water supply. As a result, PVC is mostly used in drain lines for sinks, toilets, bathtubs, etc. This is where CPVC comes into play. With extra chlorine added to the material, the durability of PVC is greatly increased. This improved material, called Chlorinated Polyvinyl Chloride (CPVC) makes the PVC pipes able to withstand degradation from hot water use, making it safe for drinking and bathing water applications. This makes the cost of CPVC pipes slightly higher than PVC. PVC and CPVC pipes are graded by their thickness and labeled under one of two Schedules (SCH)—an SCH 80 pipe offers a thicker wall of .179” (4.5mm) while the SCH 40 is .133” (3.4 mm) thick, thus making an SCH 80 pipe stronger. The nominal pipe size stamped on its wall specifies the outside diameter of all the schedules. Inside diameter varies depending on the thickness of the wall. PVC and CPVC pipes and fittings are mended together using a primer and “cement”, which isn’t really a cement but a solvent, since typical cements (eg. contact cement) are adhesives used to bond materials together. The PVC/CPVC solvent “cement” (Fig.1) softens the two PVC surfaces, blending and fusing them into one. Another product used to prepare the surface prior to applying the primer is PVC cleaner (Fig. 1), which removes grease, oil, and other dirt from a surface. While the cleaner is not required for the grey PVC, it’s usually necessary for white PVC. The PVC primer (Fig. 2) usually comes in a purple hue, but is also available in clear form for jobs that need to appear nice and clean. The purple color is simply a dye added to make it easier to see where the surface is coated. Priming is a chemical process that occurs when the solvent is applied to the surfaces you'll be connecting. Several pieces can be primed at once as long as a) they'll be assembled within the next five minutes, and b) none of the coated parts get dirty before cementing. If it takes more than five minutes to get to a piece, or one gets dirty after being primed, reapply the primer before moving on. Each surface has to be thoroughly coated, but look out for and wipe off any runs, as the excess solvent could degrade the PVC. Safety Warning: The fumes from PVC solvents are extremely unpleasant but also carcinogenic. The procedure must be done in a well-vented area. Wear a pair protective gloves—direct contact can cause severe skin dehydration. Making the Modifications The work at hand at this point is the replacement of a deteriorated or damaged section of the pipe. Step 1 - Measure Determine the length of the section to be replaced and mark it at both ends (Fig 3). Step 2 - Make the First Cut If using either a manual saw or an electric saw, a blade with fine teeth should be used to cut the pipe at one end and as perpendicular as possible (Fig. 4). Step 3 - Determine the Necessary Coupling If both ends can be spread apart after the first cut to create a 1” (25mm) minimum gap (Fig. 5), two regular PVC couplings can be used for reassembly. If not, a PVC coupling will be needed at the bottom end and a flexible coupling (Fig 6) at the top. Those rubber couplings are commonly referred to as Fernco Couplings or Mission Couplings. Step 4 - Make the Second Cut The bad section of the pipe can then be cut at the other end as precisely as possible. The goal is to make a clean, perpendicular line. Step 5 - Smooth the New Edges All burrs have to be cleaned off by making a small 1/16 inch (1 mm) bevel at the ends of both pieces remaining, inside and out (Fig. 7). The inside bevel will keep dirt and other objects from getting caught while flowing out. The outside bevel will make it much easier for the fittings to slide in and sit in position. A utility knife can easily accomplish this. Step 6 - Cut the Replacement Pipe The new replacement section is cut to the same length as the sectioned piece, minus 1/4” - 1/2” (6 - 12 mm) minimum (Fig. 8). Step 7 - Smooth the Patch Edges All four perimeter edges (both ends) of the new section should be slightly beveled, as previously done in step 5. Step 8 - Clean and Prime Both ends of the new section and one end of each PVC couplings can now be cleaned and coated with primer. Take care to coat only the surfaces that will come into contact with each other, and avoid using too much and causing runs or spills along the pipe, as this could eventually degrade it. Only one end should be treated with solvent if you'll be using a flexible coupling at the other end. Step 9 - Apply Flexible Coupling (If Necessary) If you'll be using a flexible coupling, it should be slipped onto the top part of the severed pipe and slid up, out of the way (Fig. 8). Step 10 - Apply Cement All primed parts you're ready to work with can now be coated with the cement, keeping in mind that the assembly should be completed within five minutes of applying the primer. Step 11 - Attach the Fittings Without delay, bring each end of the new section together with its respective PVC fitting (except for the flexible coupler), applying firm pressure to slide them into place while twisting into a 90° rotation to create a strong seal. Pushing pipes and fittings together without rotation runs the risk of dirt leaving grooves all along the joint, potentially causing leaks. Step 12 - Apply More Cement (If Necessary) This being done, pre-assembly of the new section is complete. The cement must now be applied to its fitting(s) and to the end(s) of whichever of the severed pipe doesn’t require a flexible coupling. If a flexible coupling is to be used, disregard the next step and proceed with step 14. Step 13 - Bring the Pieces Together This step will be easier if one of the original pipe’s ends is held steady, either by an assistant or with something like a piece of plumber’s strapping as shown in Fig. 9. Firmly bring the new pre-assembled section together and slip the fitting onto it, then slip the other end of the severed pipe into the other fitting of the new section, pulling everything tightly together while rotating about 90° to creating a better seal. Step 14 - Fasten the Flexible Coupling (If Necessary) If you're going to use a flexible coupling, line up the original pipe’s severed end with the fitting while firmly bringing the new pre-assembled section together with it and slipping the fitting onto it. Finally, line the other end up with the other part of the severed pipe (shown in Fig. 10 at the top of the added section), and move the flexible coupling down to cover both pipes halfway. Tighten up the clamps with a flat-head screwdriver or a nut driver.

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CC-MAIN-2020-05

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SOS 20th Century American History - USB Give your homeschool student a deeper look at America with Switched-On Schoolhouse Twentieth Century American History! For grades 9-12, this multimedia-enriched, computer-based Alpha Omega curriculum examines America's century of change, conflict, and growth. The course covers nation-shaping events like the Industrial Age, the Roaring '20s, the Great Depression, the two World Wars, and the cold war conflicts. This six-unit elective also includes quizzes and tests, as well as hands-on history projects and lessons that make learning fun and interactive!

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CC-MAIN-2021-25

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Silverfish and firebrats have flat, elongated bodies 8-mm to 1.9-cm long and broad near the head, tapering toward the rear-somewhat “carrot” shaped. These fragile, wingless insects are covered with scales and have two long, slender antennae at the head and three long, antennae-like appendages at the rear. These three appendages, one directed straight back and the other two curving outward, plus the two antennae, are nearly as long as the body. Sometimes these insects are known as “bristletails.” The silverfish adult is about 1.27-cm long with a uniform silvery or pearl-grey colour, whereas the four-lined silverfish is about 1.5-cm long and the back displays four dark lines the length of the body. The grey silverfish is about 1.9-cm long and uniform light to dark grey. The firebrat is about 1.27 cm long, greyish and mottled with spots and bands of dark scales. Young resemble the adults except they are smaller. Eggs are whitish, oval and about 0.7-mm long. LIFE CYCLE & HABITS Silverfish and firebrats are active at night and hide during the day. When objects are moved where they are hiding, they dart out and seek new hiding places. The silverfish lives and develops in damp, cool places (prefers 75 to 95% relative humidity), often in the basement, bathroom and kitchen. Large numbers may be found in new buildings where the walls are still damp from plaster and green lumber. The firebrat is quick moving and lives in dark places above 90 degrees F such as around ovens, furnaces, boiler rooms and fireplaces or insulation around hot water and heat pipes. These insects follow pipelines from the basement to rooms on lower floors, living in bookcases, around closet shelves, behind baseboards and behind window or door frames. They are hardy and can live without food for many months. Bristletails prefer to eat vegetable matter. Indoors, they will feed on rolled oats, dried beef, flour, starch, paper and paper sizing (which contains starch), gum and cereals. Outdoors, they can be found under rocks, bark and leaf mold, and in ant, termite, bird and animal nests. Silverfish females may lay over 100 eggs during a lifetime. Eggs are laid singly or two to three at a time in small groups, hatching in three to six weeks. Young silverfish and firebrats resemble adults except being smaller, white and take on the adult colour in four to six weeks. Adults may live two to eight years. Firebrats lay about 50 eggs at one time in several batches. Eggs hatch in about two weeks under ideal conditions. Silverfish and firebrats, depending on the species, may reach maturity in three to twenty-four months. These insects normally hitchhike into the home in food, furniture, old books, papers and old starched clothing. Unlike other insects, they continue to moult after becoming adults. Forty-one moults have been recorded for one firebrat. Populations do not build up fast. A large infestation in the house usually indicates a longtime infestation. Sanitation is important but not entirely effective in reducing populations because insects often reside between wall partitions, in insulation materials, in books and papers, among book shelves and in other protected places. However, be sure to remove old stacks of newspapers, magazines, papers, books and fabrics plus foodstuffs spilled and stored for long periods of time. Often reducing available water and lowering the home’s relative humidity with dehumidifiers and fans is helpful. Repair leaking plumbing and eliminate moisture around laundry areas. Lighting a dark, sheltered area may force these insects to move to new sites where they can be controlled more easily. Once the infestation has been eliminated, sanitation will help prevent re-infestation. Treatments need to be applied thoroughly to all potential hiding places such as cracks, crevices, inside floor mouldings, around steam and water pipes, in and behind seldom moved furniture, closets and even attics. It may be necessary to drill small holes in the walls to treat large populations in wall voids. Control may not be immediate since bristletails in wall voids must move out and contact the insecticides. It may take 10 to 14 days. There are many insecticides labelled for control of silverfish and firebrats (bristletails). Residual sprays of chlorpyrifos (Duration, Dursban, Empire, Engage, Killmaster II), chlorpyrifos + pyrethrins (Dual Use), diazinon and propoxur (Baygon) can be used. Space sprays of amorphous silica gel (Drione, Tri-Die), pyrethrins (Exciter, Kicker, Microcare, Pyrenone, Pyrethrum, Safer, Synerol, Uld, X-Clude), resmethrin (Vectrin) and esfenvalerate (Conquer) can supplement residual sprays, especially in attics, crawl spaces and other hard-to-reach areas. Likewise, dusts of bendiocarb (Ficam), boric acid (Borid, Niban, Mop-UP, Perma Dust), diatomaceous earth (Answer), diatomaceous earth + pyrethrins (Organic Plus) are effective in places where sprays are hard to reach such as in wall voids, crawl spaces and attics. Other insecticides labelled for “restricted use” can be applied only by the licensed pest control operator or applicator. Their products include bendiocarb + pyrethrins (Ficam Plus), cyfluthrin (Optem, Tempo), cypermethrin (Cynoff, Cyper-Active, Demon, Vikor), deltamethrin (Suspend), lambda-cyhalothrin (Commodore), permethrin (Dragnet, Flee, Prelude, Torpedo), propetamphos (Safrotin) and tralomethrin (Saga). Before using any insecticide, always read the label, follow directions and safety precautions. It is advisable to use the services of a reputable, licensed pest control operator or applicator when infestations are persistent and hard to locate. Contact Us For Free Advice & Quotes WHY CHOOSE US? SYDNEY PEST CONTROL Sydney’s Best Pest Control technicians are professional and trained in the best techniques when it comes to pest removal and prevention. Most importantly, we take a personal interest in our clients. All Sydney’s Best Pest Control personnel stand behind our mission statement; it guides their job performance just as it guides company policy. They personally ensure our clients of their best service, just as our company provides them with the best technology. Our company is a family-owned and operated business that has been serving the Sydney suburbs for many years and will continue to be here when you need us.

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Jerusalem is located on a plateau in the Judean Mountains between the Mediterranean and the Dead Sea, is one of the oldest cities in the world. It is considered holy to the three major Abrahamic religions—Judaism,Christianity and Islam. Israelis and Palestinians both claim Jerusalem as their capital, as Israel maintains its primary governmental institutions there and the State of Palestine ultimately foresees it as its seat of power; however, neither claim is widely recognized internationally. During its long history, Jerusalem has been destroyed at least twice, besieged 23 times, attacked 52 times, and captured and recaptured 44 times. The oldest part of the city was settled in the 4th millennium BCE. In 1538, walls were built around Jerusalem under Suleiman the Magnificent. Today those walls define the Old City, which has been traditionally divided into four quarters—known since the early 19th century as the Armenian, Christian, Jewish, and Muslim Quarters. The Old City became a World Heritage Site in 1981, and is on the List of World Heritage in Danger. Modern Jerusalem has grown far beyond the Old City's boundaries.

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Teaching preschool piano visually is always the best course at first. Kids are very good with their fingers if you don’t demand heavy brain work at the same time. It’s difficult to say whether a four or five year old is ready to start the piano, for every five year old is different. But there are common factors that link most preschool children and their attempts at piano lessons. Strangely enough, it is the personality of the piano teacher that has the most effect on piano lessons at this young age. What type of piano teaching personality suits such preschool children? First, one must be realistic about what can be taught happily to a child of this age. One of the primary obstacles is the natural personality of the child. Most children at this age are a little silly and scattered, bouncing from one interest to another, but a master teacher can teach children the piano without dampening their natural personalities. The process of learning to read music will most likely be too attention-intensive for these kids to learn happily at first, if reading music is the only medium offered them. This is especially true if the teacher uses a conventional method and is determined to push only a certain curriculum. A looser approach brings better results at this stage. Instead of launching into reading music immediately, try a more leisurely method of getting started, using Piano by Number. In Piano by Number, children delay reading music, starting instead with the piano keyboard numbered from 1-12. They can then immediately start playing familiar tunes, and start getting their fingers and hands familiar with the postures they will later need to play and read music. Don’t forget that, ultimately, playing the piano requires two broad categories of skill. One, reading music, is largely mental. The second, playing the keys, is largely physical and visual. In my experience, starting with reading music is a recipe for disaster in almost all children. For this reason, children make a better start at the piano if they are given the chance to simply explore the piano in a physical, non-notated manner. Piano by Number allows them this opportunity. In the same slow manner you can introduce the elements of reading music when the child is comfortable and happy playing familiar songs at the piano. I Can Read Music is an excellent introduction to these elements, presented as a game that any child can enjoy. You cannot really make a misstep if you delay reading music until the child is comfortable with the piano. This period is their “comfort zone,” to which you and the child can retreat when learning to read music becomes too tedious. Copyright 2008 Walden Pond PressShare on Facebook

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These 3 short lessons are help for CCSS.ELA.RI.6.9 (also appropriate for LAFS.6.RI.3.9): Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). This Common Core practice follows an "I do," "we do," "you do" model and is part of my Continuous Improvement Model (CIM) series. You can save some money by purchasing this CIM as a part of my 6th grade CIM lessons super bundle: 6th Grade ALL Common Core Reading Standards Super Bundle In this resource are 6 questions (3 per lesson) related to the RI.9 standard (Integration of Knowledge and Ideas - Informational Text). The texts for lessons are adapted excerpts from public domain texts. All six texts are related to battles fought during the US Civil War. Lesson 1: The texts for this lesson are adapted excerpts from Personal Memoirs of U.S. Grant – Complete (Lexile® 1000) and Memoirs of General William T. Sherman – Complete (Lexile® 1080). Lesson 2: The texts for this lesson are adapted excerpts from “The Battle of Gettysburg 1863,” by Samuel Adams Drake (Lexile® 950) and “The Battle of Gettysburg,” by Franklin Aretas Haskell (Lexile® 930). Lesson 3: The texts for this lesson are adapted excerpts from The Bull Run Rout, by E.H. Clement (Lexile® 950) and The Rhode Island Artillery at the First Battle of Bull Run, by J. Albert Monroe (Lexile® 990). Note: Lexile® is not affiliated with and does not endorse this resource. In this CIM, the 3 lessons are designed to take under 10 minutes each. They can be done together on a single day (although that is NOT the intent of the product) or on 3-5 separate days. This CIM uses the "I do," "we do," "you do" model of instruction. The questions can be used as either multiple choice or short/extended response. These questions are intended for in-class instruction and NOT intended for homework, summative/formal assessment, or portfolio/extended work. The questions are not exhaustive of those that could be asked for this standard, but are a good place to start. This product is a .zip with 3 separate files: the teacher version (with script), student version without answer choices (open-response), and student version with answer choices (multiple-choice). Student versions may be copied and distributed as necessary for purchasing teacher's classes. The teacher pages include the questions for display (both with and without answer choices), the excerpts for display, and the teacher script. To determine if this CIM is what you are looking for, I would encourage you to download my free version of this product, which is practice for RL.6.1: 6th Grade Common Core Practice RL.6.1 three mini lessons This product is in .pdf format. Please email me at email@example.com if the product seems damaged, if you think part of it is missing, or if you cannot open the file and I will do my best to fix the problem. ♥If you decide to purchase, please leave a comment about this product. Thank you for your business and feedback! ♥ ★Here are some other CCSS resources you may find helpful: 6th Grade Common Core Practice CIM minilessons Common Core vertical alignment by grade Common Core Question Stems Bundle Grades 6 7 8

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The game of Table Tennis has its roots in lawn tennis. When lawn tennis became very popular in the 1870s & 1880s, game makers tried to emulate its' success by developing indoor versions of the game. David Foster of England introduced the first action game of tennis on a table in 1890. Table tennis originated in England in the 1880s as an after-dinner amusement for upper class Victorians. i think it was originated there Boxing, Football (soccer), rugby (returning 2016), Table Tennis, and Tennis. The game originated as a sport in Britain during the 1800s. Tennis originated from the Romans.Tennis originated in Europe in the late 1800s. The table tennis game is originated as a sport in Britain during 1880s. It was played among the upper class as an after dinner parlour game. It was known as wiff-waff game. table tennis is played on a 15x6 table and meany different rules to tennis The equipment that was (and still is) used in table tennis are a table tennis paddle/racket/bat, a table tennis table, a table tennis ball, clips to hold the net above the middle of the table, and a net. i believe it is the Table Tennis or Ping pong because that sport originated from their country,. the length of a table tennis table is 274centi meters Err a table tennis table It originated from the Tudor game of Real Tennis which is quite similar to modern day squash. a table and tennis I say i am a ball on fire in table tennis :d No, table tennis is played on a small table, where as deck tennis is played on a deck. sorry mate fgjkfkgfpogk A table tennis conversion top is an item used on pool tables. By setting up the table tennis conversion top, you can convert your pool table into a table for table tennis. Answer was found here: http://hubpages.com/hub/Stiga-Table-Tennis-Conversion-Top No, it should not. It is not difficult to differentiate between tennis and table tennis. what is the historical of the table tennis Outdoor table tennis is played just like indoor table tennis but outdoors. In order to play it one needs a table for table tennis with a net, paddles and a partner. The official color of table tennis table is green or blue. You can play table tennis on the dinner table You can pull up table tennis rackets at www.bumpernets.com. Click on the link at the top for table tennis. David Foster of England introduced the first action game of tennis on a table (table tennis) in 1890.

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There are several different types of machine learning, and it pays to know a little about each. Here's a quick guide. Machine learning is the ability for a program to learn something without having to be programmed to learn that specific thing. One of the most famous examples is a program that learned to recognize cats by being fed cat pictures. But there are different types of machine learning and it pays to know a little about each. But instead of teaching you by feeding you pictures of cats, we'll just tell you five types of machine learning. 1. Supervised learning This is broad category with a few subtypes. Essentially it means we train the algorithm on some correct examples. So in our cat example, we would show the algorithm some cat pictures until it gets the idea and can start recognizing cats in other pictures. SEE: IT leader's guide to deep learning (Tech Pro Research) 2. Semi-supervised learning This is a subtype where the algorithm is trained on both labeled and unlabeled data. In other words there are a bunch of pictures labeled as cats but there are also a bunch of unlabeled pictures which may or may not have cats. It uses the labeled one to help figure out the unlabeled ones until again it can start recognizing cats in any picture. 3. Reinforcement learning This one only gives training data in response to actions. It's really good for things like driving or games. Proper actions are reinforced, improper ones lead to failure like losing the game. 4. Active learning This is one where the algorithm can get labels for a limited amount of data, so it's best to make guesses when it thinks it will be right. SEE: How Sephora is leveraging AR and AI to transform retail and help customers buy cosmetics (PDF download) (TechRepublic cover story) 5. Unsupervised learning This is where no labeled data is involved at all and no feedback is delivered, so no reinforced learning. An example might be what's called General Adversarial Networks, where two neural networks compete and success in competition drives the learning. Its especially promising in security for detecting advanced or previously unknown types of attacks. Well now you have learned how the machines learn and maybe this will help keep you smarter than the machines! For more about machine learning, check out these articles from TechRepublic and our sister site, ZDNet: - How machine learning can prevent factory machine breakdowns and create more jobs (TechRepublic) - Understanding the differences between AI, machine learning, and deep learning (TechRepublic) - 5 tips to overcome machine learning adoption barriers in the enterprise (TechRepublic) - Death and data science: How machine learning can improve end-of-life care (ZDNet) - Lessons learned from Google's application of artificial intelligence to user experience (ZDNet) - eBay hires chief scientist for AI efforts (ZDNet)

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Loss of hair (alopecia) can impact just your scalp or your whole body, and it can be short-lived or permanent. It can be the result of genetics, hormone modifications, medical conditions or a regular part of aging. Anybody can lose hair on their head, but it's more typical in men. Baldness typically describes excessive hair loss from your scalp. Hereditary loss of hair with age is the most common cause of baldness. Some individuals prefer to let their hair loss run its course unattended and unhidden. Others may cover it up with hairstyles, makeup, hats or headscarfs. And still others pick one of the treatments available to avoid additional loss of hair or restore growth. Before pursuing hair loss treatment, talk with your physician about the cause of your hair loss and treatment options. Male-pattern baldness usually appears initially at the hairline or top of the head. It can progress to partial or complete baldness. Female-pattern baldness generally begins with scalp hairs ending up being gradually less thick. Numerous ladies very first experience hair thinning and loss of hair where they part their hair and on the top-central portion of the head. In the kind of patchy hair loss called alopecia location, loss of hair takes place all of a sudden and generally begins with several circular bald spots that may overlap. Loss of hair can take place if you wear pigtails, braids or cornrows, or use tight hair rollers. This is called traction alopecia. Early treatment of a declining hairline (frontal fibrosing alopecia) may assist prevent significant long-term baldness. The reason for this condition is unidentified, however it mostly affects older women. Loss of hair can appear in various ways, depending on what's causing it. It can come on unexpectedly or slowly and affect just your scalp or your whole body. Signs and symptoms of hair loss might include: Progressive thinning on top of head. This is the most typical kind of hair loss, affecting people as they age. In men, hair often starts to decline at the hairline on the forehead. Ladies usually have a broadening of the part in their hair. A progressively common hair loss pattern in older females is a declining hairline (frontal fibrosing alopecia). Circular or patchy bald spots. Some individuals lose hair in circular or patchy bald areas on the scalp, beard or eyebrows. Your skin might become itchy or painful before the hair falls out. A physical or emotional shock can trigger hair to loosen up. Handfuls of hair might come out when combing or washing your hair or perhaps after mild yanking. This kind of loss of hair usually triggers total hair thinning however is short-lived. Some conditions and medical treatments, such as chemotherapy for cancer, can result in the loss of hair all over your body. The hair normally grows back. Patches of scaling that spread over the scalp. This signifies ringworm. It may be accompanied by broken hair, inflammation, swelling and, sometimes, exuding. When to see a physician See your doctor if you are distressed by consistent hair loss in you or your kid and want to pursue treatment. For women who are experiencing a receding hairline (frontal fibrosing alopecia), talk with your doctor about early treatment to avoid considerable long-term baldness. Also speak to your doctor if you notice unexpected or irregular hair loss or more than normal hair loss when combing or cleaning your or your kid's hair. Unexpected hair loss can indicate an underlying medical condition that requires treatment. Ask for a Consultation at Mayo Clinic People usually lose 50 to 100 hairs a day. This normally isn't obvious because brand-new hair is growing in at the same time. Loss of hair takes place when brand-new hair doesn't replace the hair that has actually fallen out. Hair loss is usually connected to one or more of the following factors: The most common reason for loss of hair is a hereditary condition that happens with aging. This condition is called androgenic alopecia, male-pattern baldness and female-pattern baldness. It typically takes place gradually and in predictable patterns a receding hairline and bald spots in guys and thinning hair along the crown of the scalp in women. Hormonal changes and medical conditions. A range of conditions can trigger long-term or short-lived loss of hair, including hormone modifications due to pregnancy, giving birth, menopause and thyroid issues. Medical conditions include alopecia location (al-o-PEE-she-uh ar-e-A-tuh), which is body immune system related and causes irregular hair loss, scalp infections such as ringworm, and a hair-pulling disorder called trichotillomania (trik-o-til-o-MAY-nee-uh). Hair loss can be a side effect of specific drugs, such as those utilized for cancer, arthritis, depression, heart issues, gout and hypertension. Radiation treatment to the head. The hair may not grow back the same as it was before. Many individuals experience a basic thinning of hair several months after a physical or psychological shock. This kind of loss of hair is temporary. Extreme hairstyling or hairstyles that pull your hair tight, such as pigtails or cornrows, can trigger a kind of hair loss called traction alopecia. Hot-oil hair treatments and permanents also can trigger hair to fall out. If scarring occurs, hair loss could be irreversible. Hair Falling Out? This Might Be Why You may be experiencing telogen effluvium, a common kind of loss of hair that I often call “& ldquo; shock shedding. & rdquo; Learn more. Healthy Skin What is hair loss? American Academy of Dermatology (AAD) notes that 80 million men and women in America have genetic hair loss (alopecia). It can affect simply the hair on your scalp or your entire body. Although alopecia is more common in older adults, excessive loss of hair can take place in kids also. It's normal to lose between 50 and 100 hairs a day. With about 100,000 hairs on your head, that little loss isn't visible. New hair typically replaces the lost hair, however this does not constantly happen. Hair loss can develop slowly over years or occur suddenly. Hair loss can be permanent or temporary. It's impossible to count the quantity of hair lost on a given day. You might be losing more hair than is normal if you discover a large amount of hair in the drain after cleaning your hair or clumps of hair in your brush. You might likewise observe thinning spots of hair or baldness. If you discover that you're losing more hair than normal, you should go over the issue with your medical professional. They can identify the underlying cause of your loss of hair and recommend proper treatment plans. What triggers hair loss? First, your medical professional or dermatologist (a medical professional who specializes in skin problems) will try to figure out the underlying cause of your loss of hair. The most common cause of loss of hair is genetic male- or female-pattern baldness. If you have a family history of baldness, you might have this kind of hair loss. Certain sex hormonal agents can trigger hereditary loss of hair. It may start as early as adolescence. Sometimes, loss of hair might accompany a basic stop in the cycle of hair development. Significant illnesses, surgeries, or distressing events can set off hair loss. Nevertheless, your hair will usually start growing back without treatment. Hormone modifications can cause momentary hair loss. Examples consist of: terminating making use of birth control pills menopause Medical conditions that can trigger hair loss consist of: thyroid illness alopecia location (an autoimmune disease that assaults hair follicles) scalp infections like ringworm Illness that trigger scarring, such as lichen planus and some kinds of lupus, can result in permanent hair loss due to the fact that of the scarring. Loss of hair can likewise be due to medications utilized to deal with: cancer hypertension arthritis anxiety A physical or psychological shock may set off noticeable hair loss. Examples of this kind of shock consist of: a death in the household a high fever People with trichotillomania (hair-pulling disorder) have a requirement to pull out their hair, generally from their head, eyebrows, or eyelashes. Traction hair loss can be due to hairdos that put pressure on the hair follicles by pulling the hair back very firmly. A diet doing not have in protein iron, and other nutrients can likewise cause thinning hair.

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It’s hard to believe the first week of school is nearly over and very soon play time will be cut short for homework. After a long holiday it may take some time getting back into the swing of things, especially for children. Parenting expert Nikki Bush says it is important that children know their rules and boundaries in order to develop a disciplined approach to homework. Bush says sometimes these rules must be tailored according to the child's age and circumstances on the day too. She shares her tips'to help take the stress out of homework. - Some children need a rest between school/extra-murals and getting their noses back to the grindstone, while others are able to focus immediately and get the job done. In the former case, flopping down in front of the TV for half an hour before homework is common, however I am finding that watching television doesn’t recharge their batteries, it drains them further. The solution is to play a 10 minute game. Whether it is a card game or kicking a ball, there is nothing like play to raise energy and happiness levels. - If your child is particularly tired and you are battling to get through all the homework or assignments; use some creativity and move away from pen and paper if the work doesn’t have to be handed in. One good way of tackling time tables and spelling is in the bath with shaving cream on the tiles, it makes it fun and interactive. - A whiteboard marker on old ceramic sealed tiles works wonders for the same activities and even for making mind maps. And how about writing letters, words and numbers with one’s finger on the kitchen counter in some sprinkled flour? Bush adds: "These little creative tricks can make homework more tolerable on a challenging day and you might also look like a hero instead of an ugly parent."

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Some People’s Children Imagine a world without hate, anger, violence, and, most importantly, war. The world would be a much better place. No one would have to worry about all the horrific things that happen day- to- day. People would not have to live in fear of “what awful events will happen today.” The role of young people in wars today has changed dramatically over the past years; however, the thing that has remained the same throughout the decades is the way people involved in wars treat “other people’s kids” (the enemy) and the horrific things they do to “other people’s kids” (the enemy). Although the world would be a better place without all the violence, it’s hard to imagine that things will ever change. What comes to your mind when you think of other people’s kids? How would you treat them? You’d most likely treat them like your own, right? According to Mary Walworth’s article “No Child Left Behind … Unscarred?” some people choose to do different things to other people’s kids. It seems that people will do horrific things to other people’s kids … things they would not even think about doing to their own kids. Would you “send their mothers (stained with blood and stuck all over with little pieces of broken glass) running away from flames?” Hopefully not to your own kids, but it seems that people think it’s okay to do that to other people’s kids. “You don’t kill their daddies and you don’t steal their countries and their assets.” According to Walworth there are things you just don’t do to anyone, your kids or not: You certainly don’t nudge these guys into seeking self-worth by fighting in a war that will leave them permanently shattered and terrorized and scarred-- fragile and brittle from the horror-- never fully able to stop hearing the screams of scared children and the moans of a dying soldier-- friends, stinging with grief and guilt and trauma from the rest of their days. These are things you don’t do to other people’s kids. It shouldn’t matter whether they live across the street from you, or across the town from you, across the country; or across the globe. You just don’t do this to other people’s kids. A seventh grade science teacher of mine would use a line “Some people’s children” when someone did something that bothered her. When reading about what people will do to other people’s children the first thing that comes to my mind is Mrs. Bush standing in our classroom saying “Some people’s children” with a disgusted look on her face! The role of young people in the war today has changed over recent years. This country has never had trouble finding young men and women who are willing to serve in the armed forces as long as the Pentagon and the White House have been clear and honest with the tasks they are likely to pursue and they know they have been deployed to a place that makes sense and progress can be seen. Years ago it would have been difficult to find both young men and women who were willing to go risk their lives for the good of their country. Now, the number of women that go to war has dramatically increased over the years because women are now more welcome in the armed forces. Many would say that our country is much better off now that the role of young men and women has become much more serious in recent years, and is much more open to the people of younger generations. Many people, although hoping for peace, have said that there cannot be peace at any price and that sometimes it is right and just to go to war. It seems that no matter what is done to make peace, it only ends up making more of a commotion and making it that much harder. There will never be peace in the world if people keep blowing up children’s fathers, burning their mothers, cutting off their siblings’ limbs, turning off their electricity, leaving unexploded bombs for them to play with, or leaving radioactive containers around for them to drink out of. You just don’t do these things; it doesn’t matter whose kids they are … you don’t do it. There will never be peace in the world if people keep living like that.

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Since the dawn of the space age, unmanned spacecraft have flown blind, with little to no ability to make autonomous decisions based on their environment. That, however, changed in the early 2000s, when NASA started working on leveraging Artificial Intelligence (AI) and laying the foundation that would help Astronauts and Astronomers to work more efficiency in Space. In fact, just last month, NASA’s Jet Propulsion Laboratory published how AI will govern the behavior of space probes. Recent advancements in Artificial Intelligence, especially Deep Learning (a subfield in AI), are set to make a deeper impact in the field of astronomy and astrophysics. From navigating the unknown terrain of Mars, to analyzing petabytes of data generated from Square Kilometer Array, to finding Earth-like planets in our messy galaxy, AI is already revolutionizing our lives here on earth by building smarter and more autonomous cars, helping us find solutions to climate change, revolutionizing healthcare and much more. Mellanox is proud to be working closely with the leading companies and research organizations to make advancements in the field of Artificial Intelligence and Astronomy. AI: The Next Industrial Revolution Coined in 1956 by Dartmouth Assistant Professor John McCarthy, AI existed before the “Race to Space” but could only deliver rudimentary displays of intelligence in specific context. Progress was limited due to the complexities of algorithms needed to tackle various real-world issues. Many were above the ability of a mere human to execute. This however, changed in the past decade mainly due to two reasons: - Storing Unstructured Data More Efficiently: Around 90 percent of data generated today are unstructured, including free-form documents, images, audio and video recordings. Traditionally, it hasn’t been possible for computers to efficiently store and process these data. However, the advancements in Hadoop and NoSQL databases, in concert with the underlying storage technologies (Software-Defined Storage, Object Storage, etc.), have enabled storing and processing petabytes of unstructured data in a far more cost effective way. - Processing Data Faster: It takes massive amount of computing resource to train a sophisticated AI model – training that can take weeks to months. The advancements in the underlying hardware, including faster compute (GPUs, FPGAs etc.), faster storage (SSDs/NVMe, NVMe-over-Fabrics, etc.) and faster networks at speeds of up to 100Gb/s, has helped reduce the training time to just a week. Further, using Remote Direct Memory Access (RDMA), an industry networking standard that Mellanox has pioneered, helps to reduce days and to mere hours. (All popular AI frameworks such as Tensorflow, Caffe, Torch and Microsoft CTNK all support RDMA). Due to this, AI now presents one of the most exciting and potentially transformative opportunities for the mankind. In fact, in some quarters it is being heralded as the next industrial revolution: “The last 10 years have been about building a world that is mobile-first. In the next 10 years, we will shift to a world that is AI-first.” — Sundar Pichai, CEO of Google, October 2016 AI for the Messy Galaxy While humanity has made great strides in exploring the observable universe, we need to rely on intelligent robots to explore where we cannot humanly go. This is because our galaxy, the Milky Way, is one messy place, filled with cosmic dust from stars, comets, and more; concealing the very things scientists want to study. That said, there are three major challenges in leveraging AI in the future of space exploration. Firstly, the probes will have to be able to learn about and adapt to unknown environments including responding to thick layers of gas in a planet’s atmosphere, extreme temperatures or unplanned for fluctuations in gravity. Secondly, when a probe falls outside the communication range, would have to figure out when and how to return the data collected during the time the signal was lost. Finally, given the vast distances in space, it could take several generations before the probe reaches its destination and therefore, will need to be flexible enough to adapt to any new discoveries and innovations we make here on earth. The solution to these problems will require training AI models on petabytes of data captured using supercomputers. The benefits of using AI to control space-exploring robots are already being realized by missions that are currently underway. For example, Opportunity, the Mars Exploration Rover, which was launched back in 2003, has an AI driving system called Autonav that allows it to explore the surface of Mars. In addition, Autonomous Exploration for Gathering Increased Science (AEGIS) has been used by the NASA Mars rover, Curiosity, since May in order to select which aspects of Mars are particularly interesting and subsequently take photos of. But Mars is by no means the final destination and the exploration of more challenging destinations will require even more advanced AI. For example, exploring the subsurface ocean of the Jovian moon Europa in the hope of finding alien life, will require bypassing a thick (~10km) ice crust. Controlling this exploration would be severely limited without advanced autonomy. Artificial Intelligence Needs Intelligent Network Since the early age of Mellanox, we have been working closely with NASA and many research labs to help solve the challenges of scientific computing, whether it’s the aerodynamic simulation of the Jet Propulsion Engine or monitoring the universe in unprecedented detail. In addition, over the last few years, Mellanox has also enabled the pioneers in the field of AI including Baidu for their advancements in autonomous cars and Yahoo for image recognition. The applications of autonomous driving and object recognition go far beyond the limits of Earth and Mellanox is proud to be working closely with several research organizations and companies and helping them achieve technological breakthroughs in the field of astronomy and astrophysics. Exactly 48 years ago, Neil Armstrong said “That’s one small step for man, one giant leap for mankind”, when he became the first human to set the foot on the surface of the moon. The next giant leap for mankind will come from the small step of a robot, powered by AI and Mellanox.

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The arching branches and unusual violet purple berries of American beautyberry are the main selling points of this hardy deciduous shrub. Native to southeastern America from Texas across to Maryland, this interesting wild shrub is similar to Asian beautyberry species but has a rougher, more informal look. Mature specimens are large, bushy and develop either a horizontal or upright habit. Native populations exist in open woods and thickets. American beautyberry has long arching stems lined with soft pale green leaves that are opposite to one another. The foliage turns muted yellow-green in fall. In midsummer, clusters of lavender-pink flowers appear at the base of the leaf stems. These are followed by berries that turn from green to vivid violet-purple later in the season. Butterflies are attracted to the summer flowers and songbirds eat the fall fruits. The fruits are edible - juicy, sweet, fleshy, slightly aromatic. The fruit is about 6mm in diameter. Information source: www.Learn2Grow.com. Genus - Callicarpa Species - Americana Common name - American Beautyberry Pre-Treatment - Required Hardiness zones - 6 - 11 Height - 5'-6' / 1.50 - 1.80 m Spread - 6'-7' / 1.80 - 2 m Plant type - Shrub Vegetation type - Deciduous Exposure - Full Sun, Partial Sun, Partial Shade Growth rate - Medium Soil PH - Acidic, Neutral Soil type - Clay, Loam, Sand, Well Drained Water requirements - Drought Tolerant, Average Water Care level - Easy Landscape uses - Trouble free plant in informal, naturalistic garden settings. Bloom season - Early Summer, Summer, Late Summer Leaf / Flower color - Light green, autumn - yellow green / Pink, Lavender |Germination||Scarification: Soak in water, let stand in water for 24 hours.| Stratification: stratification improves germination, so it is recommended for 60-90 days. Germination: sow seed 2 mm (1/16") deep, tamp the soil, mulch the seed bed.

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These two group activities use mathematical reasoning - one is numerical, one geometric. An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore. EWWNP means Exploring Wild and Wonderful Number Patterns Created by Yourself! Investigate what happens if we create number patterns using some simple rules. Quite a few students wrote in with correct solutions and two groups offered short, precise reasoning. group of four: Luke, Dan, Nicholas and Luke, all from Clevedon Community School , point out While the second group of Jessica, with the help from Gemma and Tim describe, quite nicely, how to time one minute: Chinese School in Singapore; Claire, Madras College in St. Andrews; and, Jimmy, West Flegg Middle School in Great Yarmouth, also correctly solved the problem . Well However, Peter wrote to us saying: Simply repeating the one minute from end-of-T7 to the second end-of-T4 will not work as you will have to wait another $7$ minutes between the first minute and th second. To get contiguous minutes (i.e. minutes which directly follow on from each other) you need to subtract multiples of $4$ and $7$: The exception is $11$ where you add the two together. Thank you for this clear solution, Peter.

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9 September 2013 Weather and climate forecasts have value because decisions and plans can be made that save money, and (more importantly) lives. This is why so much research is underway into making an accurate prediction of what the rate of sea level rise will be in the coming decades, and how precipitation patterns will change as the planet gets warmer (from increasing greenhouse gases). Shorter predictions for a few months ahead can be even more valuable, and this is why NOAA and another group at Colorado State University have been attempting to forecast the number of hurricanes each season in the Atlantic Basin. This year’s forecast has (so far at least) been a bust. August saw no hurricanes in the Atlantic for the first time since 2002 and the overall tropical storm activity was at its lowest in nearly 50 years! Dr. Jeff Masters has a good post here on just how this is measured. The official NOAA forecast this year was for an above normal season, and the reasons were clear. A strong African monsoon, no El Nino (which causes decreased activity in the Atlantic Basin), and very warm sea water in the forming regions. What went wrong?? The answer is at least partially seen in this incredible image from the Suomi NPP satellite. The image above was the result of 7 orbits of Suomi NPP from Pole to Pole. Look at the incredible amount of dust coming off Africa. (The north south stripes are not dust by the way, they are sun-glint off the ocean.) Dust plumes off Africa are normal, but there has been an exceptional amount this year, and the dry dusty air is not conducive to tropical development. A bouncing baby hurricane needs no wind shear, high instability, and warm water below. NASA’s GEOS 5 model shows the dust plumes have quieted down in the last few days, so we may be about to see the tropics get much more active. The peak day of hurricane season is this Tuesday, 10 September. It seems unlikely however that we will end up with an above normal season, and this begs the question the title of this post asks. Are these attempts at forecasting the number of hurricanes ready for wide-spread public dissemination?? I think the answer is maybe not unless we make changes, and here’s why. First of all, science moves forward by making predictions based on observations and then testing them. In this case, Mother Nature does the testing and we get the answer on November 30th each year when the storm season officially ends. This must continue if we are to make progress in predicting weather and climate. With this in mind, many of my fellow forecasters have the same reservations about the accuracy of these forecasts that I do. It’s actually a major topic of discussion in the meteorology community right now. The problem is that local and state governments, as well as insurance companies, may start to make regulations/laws, policy adjustments etc. based on these forecasts. It seems to me that they are not good enough for that by any stretch of the imagination. Remember too, that it only takes one bad storm to make a very bad hurricane season. Hurricane Andrew was one of only 4 Atlantic hurricanes in 1992. The other three stayed well out to see, but Andrew became only the third category 5 storm in the 20th century to strike the U.S. (The Labor Day storm in 1935 and Camille in 1969 are the others). In most scientific predictions like this the result would be included in the published paper months later (after it went through the peer-review process), but these hurricane season forecasts are getting loads of media attention. I’m not saying they should be kept secret so that only the forecasters (and the NSA of course) know, but putting a bright red stamp on them that says HIGHLY EXPERIMENTAL is probably a good idea.

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Disappearing ducks: Madagascar teal There are only 1,500 Madagascar teal living in the wild. They look similar to a female Mallard found in the UK (Anas platyrhynchos), but are instead threatened with extinction. They were once one of the island’s most common inhabitants. Less forest, less shrimp, less teal The population of Madagascar teal has fallen rapidly due to habitat destruction of their preferred mangrove forests. Teal rely on these flooded swamps for invertebrates and plant material found in the water. The forests are cut down for timber, fuel, and to create flooded (paddy) fields for cultivating rice, a nationally important crop. This habitat loss has, in turn, reduced the shrimp population that depends on the forests as ‘nursery beds’. Shrimp are another nationally important crop and with smaller harvests, islanders are now hunting the Madagascar teal as an alternative food source. Unfortunately, the teal are calm around humans and fairly easy to catch. An international conservation project is now trying to protect these endangered ducks, involving the Madagascar Government and overseas partners such as the Durrell Wildlife Conservation Trust in Jersey. The Living Rainforest has two protected Madagascar teal which can often be seen walking around our Amazonica House. Nesting in trees Madagascar teals make their nest in tree cavities up to 5m high (16’). But this means the hatchlings have to fall from this height to leave the nest. Luckily, the youngsters are cushioned by a flexible cartilage, a ‘bouncy’ connective tissue that protects the chick before the bones have fully formed. The ducklings are further protected by fiercely territorial parents who live away from other teal during breeding. The breeding pair nurse clutches of up to six eggs laid during the wet season early in the year. These eggs hatch within four weeks and the ducklings grow plumage after another six. Look out for… Two pairs of ringed teal (Callonetta leucophrys) that also live at The Living Rainforest. These colourful relatives are native to large stretches of rainforest in South America, including north-west Argentina, Paraguay, Bolivia, Uruguay, and Brazil. At a glance Northeast and west Madagascan wetlands. Madagascar is 250 miles from the east coast of Africa. Invertebrates and plant materials, feeding mostly at dawn and dusk. Length: 30-40cm (12-16’’) IUCN conservation status Endangered; their population is rapidly declining. What does this mean? The Living Rainforest is not responsible for content of external websites. Subscribe to our newsletters Enter your email address in the box provided to sign up for free email updates About our charity Learn more about the work done by The Trust for Sustainable Living... Read more

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Stele Depicting Shakyamuni Buddha Touching the Earth ca. 9th-10th century This item is not on view Gift of Mr. and Mrs. Paul E. Manheim You may download and use Brooklyn Museum images of this three-dimensional work in accordance with a Creative Commons license . Fair use, as understood under the United States Copyright Act, may also apply. Please include caption information from this page and credit the Brooklyn Museum. If you need a high resolution file, please fill out our online application form For further information about copyright, we recommend resources at the United States Library of Congress , Cornell University , Copyright and Cultural Institutions: Guidelines for U.S. Libraries, Archives, and Museums , and Copyright Watch For more information about the Museum's rights project, including how rights types are assigned, please see our blog posts on copyright If you have any information regarding this work and rights to it, please contact firstname.lastname@example.org Stele Depicting Shakyamuni Buddha Touching the Earth, ca. 9th-10th century. Schist, 9 1/2 x 7 3/8 in. (24.1 x 18.7 cm). Brooklyn Museum, Gift of Mr. and Mrs. Paul E. Manheim, 68.185.8. Creative Commons-BY (Photo: Brooklyn Museum, 68.185.8_PS2.jpg) overall, 68.185.8_PS2.jpg. Brooklyn Museum photograph, 2011 "CUR" at the beginning of an image file name means that the image was created by a curatorial staff member. These study images may be digital point-and-shoot photographs, when we don\'t yet have high-quality studio photography, or they may be scans of older negatives, slides, or photographic prints, providing historical documentation of the object. Small Pala-period stone stele with rounded top, carved with the figure of Shakyamuni Buddha in vajraparyanka (posture of meditation), on a lotus throne, with a foliate chattra (tree-shaped parasol) above the mandorla, and miniature stupas on either side. The Buddha makes the Bhumisparsa Mudra, or Earth-Touching Gesture, with his right hand, making reference to his calling of the earth goddess to witness in the moments before his Enlightenment at Bodh Gaya. The tree above his head appears to refer to the Bodhi tree, beneath which he meditated prior to gaining Enlightenment. Condition: the surface of the stone is well worn. There are chips in the hair, nose and right eye of the figure and the fingers of the left hand. Not every record you will find here is complete. More information is available for some works than for others, and some entries have been updated more recently. Records are frequently reviewed and revised, and we welcome any additional information you might have.

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In this series, we consider how the 7 Habits of Highly Effective People by Stephen Covey relates to indie filmmakers. In this post, we discuss the "Seek First to Understand then to be Understood" habit. If there was a set of filmmaking commandments, we are certain that one of them would be "Know thy audience." Now, this isn't about demographics alone. Knowing your audience is about knowing what makes them tick. It' about knowing their values, principles, likes, and dislikes. It's about knowing when, how, and where to reach them. Knowing your audience is what provides you the intelligence needed to identify who they are and what they are all about. Now, once you've identified them, the next step toward reaching them is to identify with them. This is where you extend your knowledge into understanding and where logos (logic and reason) meets pathos (emotions and values). Understanding why they have a certain set of core beliefs will put their life experiences into context. Understanding the culture of their geographic location will help you accurately represent the backdrop to their stories. Understanding the socio-economic underpinnings of the choices they make for themselves and their families will allow you to see their character in a different life. In psychology texts, ethos, pathos, and logos are depicted in a triangle. In the context of understanding and connecting with an audience, logos and pathos are the keys to holy grail of ethos. It is only when an audience believes that you know who they are (logos) and what they're made of (pathos) that you have the credibility needed to gain their trust (ethos). Seeking to be understood as a filmmaker is always in the context of what is acceptable to your audience. Understanding your audience enables you to know when and how to leverage your own unique artistic expression to meet their needs and expectations. This foundation of pathos and logos doesn't come easily. "Seek to understand" means that you must put in the work and that the work may never truly end. The journey of understanding takes continual research and immersion into the culture of the audience you speak for. To do this successfully, you'll need to leverage all of the resources at your disposal including social media, news feeds, magazines, music, art, literature, film, podcasts, community events, interpersonal interactions, and more. It is through this immersion that you will learn to speak a language that they can understand and to create art with which they can identify. “Any fool can know. The point is to understand.” Be Better. Be Creative. Be Engaged. If you're looking for someone to help you on your creative journey, feel free to reach out to us. We'd love to work with you!

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Pet Diabetes: Know the Early Signs Diabetes mellitus is increasingly common in dogs and cats. Estimated to affect between one in 200 cats and one in 300 dogs, diabetes is one of the most common endocrine disorders in pets. Diabetes mellitus in dogs and cats results from a shortage of insulin. When your pet’s body produces little or no insulin, or if it can’t be absorbed properly, glucose (sugar) builds up in the blood instead of being used for fuel. In dogs, the most common form of diabetes resembles type 1 diabetes in humans, while in cats, the most common form of diabetes resembles type 2 in humans although other types of diabetes also exist.iii Risk factors for diabetes include obesity (in cats) and aging. Dogs are typically diagnosed at 7 to 10 years of age, and most cats are older than 6 at diagnosis. “Like people, dogs and cats can get diabetes. If you recognize signs like excessive thirst and unexplained weight loss, discuss it with your veterinarian,” said Linda Horspool, BVMS, PhD, DipECVPT, MRCVS, director, Global Scientific Marketing Affairs, Merck Animal Health. “Your pet can still have a happy, healthy life once their diabetes is managed.” It is critical for family members to learn how to care for pets with diabetes, and the first step is identification and diagnosis. Potential signs that a pet might have diabetes that pet parents can look for include:iv - Increased thirst - Increased urination - Altered appetite – it can be excessive, but animals that don’t feel well may not want to eat - Weight loss despite a good appetite - Cloudy eyes (in dogs) - Hind leg weakness (in cats) - Chronic or recurring infections (including skin infections and urinary bladder infections) Concurrent disease, such as pancreatitis in dogs and chronic kidney disease in cats, as well as advanced age can make managing this condition challenging. If diabetes is left untreated, there can be long-term complications – such as cataracts in dogs and hind limb weakness due to nerve damage in cats.iv “The good news is that diabetes is manageable and, with regular monitoring, a daily routine that includes a healthy diet and regular exercise, and insulin treatment under the care of a veterinarian, the risk of complications can be reduced and pets with diabetes can lead longer and healthier lives,” said Dr. Horspool. “Work with your veterinarian to find the right diet and exercise regimen and most suitable insulin for your pet.” “As veterinarians and pet owners ourselves, we understand that our dogs and cats are an important part of our families,” said Dr. Horspool. “Their health and well-being are our top priority, and we are committed to providing pet owners with resources to properly care for their four-legged family members, especially those living with chronic health conditions like diabetes.” Need help recording your pet’s progress? Merck Animal Health’s free Pet Diabetes Tracker app can help pet owners stay on top of daily monitoring and treatment by making it simple to remember insulin injections, order repeat prescriptions, as well as to enter blood sugar levels, food and water consumption, exercise intensity and duration, body condition and body weight. The app can also be used to set reminders for medication schedules and vet appointments, and to create reports that can be shared directly with the vet by email. The app can be downloaded via the AppStore or GooglePlay. Pet diabetes is a lifelong in most dogs and cats that requires a daily routine that includes a suitable, healthy diet (special prescription diets are often recommended), regular exercise, and insulin treatment as well as monitoring. Sure Petcare’s new pet feeder utilizes the latest technology to track eating habits and control portion size to help manage the diabetic pets. Additional tools and resources for pet parents are available here: http://www.cat-dog-diabetes.com/ iMattin M, O’Neill D, Church D, McGreevy PD, Thomson PC, Brodbelt D. Vet Rec. 2014;174:349.. iiO’Neill DG, Gostelow R, Orme C, Church DB, Niessen SJ, Verheyen K, Brodbelt DC. J Vet Intern Med. 2016;30:964-972. iiiGilor C, Niessen SJ, Furrow E, DiBartola SP. J Vet Intern Med. 2016;30:927-940. ivAmerican Veterinary Medical Association. Diabetes in Pets. 2019. Available at www.avma.org

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mark your calendars for the latest in the library’s series of Resident Scholar presentations, which will take place next week. Justin McBrien, a doctoral candidate in History at the University of Virginia, will discuss his research in a lecture titled “Making Climate Change: The ‘Atom Weather’ Controversy and the Question of Human Planetary Agency, 1945-1970.” event will be Thursday, December 10 at 2:00 p.m. in the Reading Room of the Special Collections and Archives Research Center on the library’s fifth floor. A summary of McBrien’s talk is below. Hope to see you there. presentation examines the public debate in the US during the 1940s-1960s over the potential of the nuclear explosions to affect large-scale climatic changes. The “atom weather” controversy prefigured the awareness that humans have enormous environmental impacts with the power to save or destroy life on earth. By suggesting that nuclear explosions could inadvertently trigger extreme weather and rapid climate change, believers in atom weather were early articulators of the concept of the global biosphere as a chaotic system vulnerable to disturbances. mid-1950s, a considerable proportion of the American public blamed nuclear testing for droughts, frosts and tornado outbreaks. Meteorological experts studying fallout circulation dismissed the possibility that nuclear explosions could rival nature’s most powerful forces. They assumed that the global atmosphere was a stable system that could absorb any disturbances or pollutants that humanity might produce. Yet in their attempts to justify the continuation of nuclear testing and mollify public fears, these experts began to promote the bomb’s potential to modify the climate. They advocated for ambitious programs to use “peaceful explosions” for the “good of mankind” in continental-scale “geographical engineering” schemes. rhetoric seemed only to exacerbate public fears of the bomb’s potential to precipitate environmental catastrophes. Even atmospheric experts who had previously denied possibility of bomb-induced “weather modification” began to speculate about their potential to trigger an Ice Age. When testing went underground in the 1960s, these same scientists turned their attention from the circulation of radioactive fallout to that of a variety of human-caused pollutants. Their studies led to the conclusion that the public had the right idea all along, though not the right culprit: it was not nuclear testing but industrial pollution that was inadvertently modifying the global climate system.

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From time to time I come across web pages and groups of people who get irrate about indigo being in the rainbow. There is even a facebook group called “Get Indigo out of the rainbow”. It was Newton who suggested that the rainbow contains seven colours: red, orange, yellow, green, blue, indigo and violet. It has been suggested that, at the time, Newton was trying make some anology with the musical scale and the octave (with its seven intervals) and hence was keen to identify seven colours in the rainbow or visible spectrum. Many modern commentators claim that only six distinct colours can be observed in the rainbow. Interestingly, the facebook group referred to above would like to eject indigo from the spectrum on the basis that it is not a primary or secondary colour but rather a tertiary colour. The group shows the following colour wheel: In this so-called painters’ wheel the primary colours are red, yellow and blue and the secondary colours are orange, green and violet. It is argued that since six of the colours in the rainbow are primary or secondary colours in the colour wheel and indigo is not, then indigo has no right to be there. This is wrong on so many levels it is hard to know where to start. The first thing I would have to say is that this argument seems to ignore the difference between additive and subtractive mixing. Additive mixing – http://colourware.wordpress.com/2009/07/13/additive-colour-mixing/ - describes how light is mixed and the additive primaries are red, green and blue. The additive secondaries are cyan, magenta and yellow. Orange is not in sight – and yet surely if we are to make an argument for inclusion in the spectrum based on primaries (and/or secondaries) then it is the additive system that we should be using since the spectrum is emitted light. The optimal subtractive system primaries are cyan, magenta and yellow (with the secondaries being red, green and blue) though the artists’ colour wheel (which is like the painters’ wheel above) has red, blue and yellow as the primaries. In my opinion there is nothing special about the colours that we see in the spectrum. Indeed, orange is clearly a mixture of red and yellow and does not seem to me to be a particularly pure colour. I just do not think that arguments to exclude indigo from the spectrum based upon colour wheels or primary colours is valid. That said, I have already mentioned that many people believe that indigo cannot be seen in the spectrum as a separate colour; but this is a phenomenological observation not dogma. I am one of those who believe that indigo and violet cannot be distinguished in the spectrum and therefore I agree with the aims of the facebook group even if I do not agree with their arguments. The really interesting question is why we see six (or even seven) distinct colour bands in the spectrum when the wavelengths of the spectrum vary smoothly and continuously? I have postulated some possible reasons for this in an earlier post – http://colourware.wordpress.com/2009/07/20/colour-names-affect-consumer-buying/ - but it is far from a complete and convincing explanation. It may explain why we see distinct colours in the rainbow, but why six and why those six in particular. Comments on this would be very very welcome.

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Software Licensing Agreements in India- General Overview Allowing an individual or group to use a piece of software is Software licensing. Nearly all applications are licensed rather than sold. There are a variety of different types of software licenses. Some are based on the number machines on which the licensed program can run whereas others are based on the number of users that can use the program. Most personal computer software licenses allow you to run the program on only one machine and to make copies of the software only for backup purposes. Some licenses also allow you to run the program on different computers as long as you don't use the copies simultaneously. A software license (or software license in commonwealth usage) is a legal instrument governing the usage or redistribution of copyright protected software. 1.2 Genesis Of Software Licensing Agreement In the early day’s software development focused on the creation of customized software for mainframe computers and other computers. Contracts for this type of custom software were few, and involved two distinct parties whose lawyers could discuss all the terms of such agreement between them. This model changed when personal computers and their accompanying software became mass-market items and available off the shelf. In such market, the number of users increases by big numbers. The software programmer and the user could not face to face for the license negotiate terms. Thus the terms of such licenses had to be standardized and concise. The software license agreement needed to be presented to the customer in a fashion that would allow for mass distribution of software, yet would draw the customer's attention to the conditions under which the publisher offered to allow use of the software the standardization also arose because of the provisions of the Copyright Act and other Acts in USA. 1.3 Types Of Software Licenses Software licenses can generally be fit into the following categories: proprietary licenses, free software license, open source licenses. The features that distinguish them are significant in terms of the effect they have on the end-user's rights. (b) A free software license is a software license which grants recipients rights to modify and redistribute the software which would otherwise be prohibited by copyright law. A free software license grants, to the recipients, freedoms in the form of permissions to modify or distribute copyrighted work. (c) Open source software refers to any program whose source code is made available for use or modification by users and is made freely available. Open Source enables the users to view and modify the source code. Among the three types of licenses the Open source software license had a major hue and cry in the market i. The typical open source project contains contributions from many people. It is almost impossible to audit the entire code base for violations of previous license conditions. This creates many opportunities for contributors to introduce infringing code. ii. Some open source software projects, such as the Linux initiative, have one or more stewards who monitor code quality and track bugs. Other initiatives, however, are the product of hobbyists and do not enjoy the same code quality and rigorous testing protocol. iii. As mentioned above, some open-source licenses, such as the GPL, require licensees to provide royalty-free copies of their derivative works in source code form for others to use, modify and redistribute in accordance with the terms of the parent license agreement or in other words Copyleft licensing. 1.4 Factors Affecting Licensing Provisions Ø What type of software is being licensed? Ø What is the potential market for the software? Ø What are the potential risks in distributing the software? Ø How easy or difficult will it be to charge different users different prices? 1.5 Few Examples Of Software Licensing Policies By Major Vendors: i. MICROSOFT: Offers three forms of licensing · OEM license: For the PC manufacturer who bundles the OS with the PC. · Retail license: For off-the-shelf products. · Volume license: Where the spend is a minimum of Rs 5 lakh on a specific product However, it is Open Licensing which is more popular. In addition, the company introduced a new policy for businesses last year, i.e. the Software Assurance Programme. The programme received mixed responses from the industry, and some were against the idea of paying for software in advance. ii. ADOBE: Has three volume licensing programmes. Ø Transactional licensing programme: This is for organisations with less than 10 workstations. This programme is open to corporate, government, education and small business customers, and covers most Adobe products. Ø Contractual licensing programme: This is targeted at larger organisations which require the latest version of Abode’s software. By participating in the CLP they get the benefit of a large purchase discount, and have the option to spread license fees and thus expenditure over the duration of the agreement. Ø Site licensing programme: Simplifies deployment of Adobe Acrobat 5.0 throughout the organisation as it gives a single site-license serial number and reduces compliance risks too. 1.6 Typical Licensing Provision In The Licensing Agreement: Ø Use of the software on only a designated computer Ø Use of the software only at a designated physical location Ø Use of software only to process the licensee’s data Ø Prohibition on the use of software on any computer system that can be accesses that can be accessed by remote terminals Ø Prohibition on the use of software on a computer network Ø Prohibition on copying for all but adaptation and archival purposes Ø Prohibition on the reverse engineering of the object code Ø Prohibition on the modification of the software 1.7 Classification Of Software Licensing Agreements: There are various kinds of software licensing agreements but most commonly used agreements are · Click wrap agreements · Shrink wrap agreements · Browse wrap agreements · Network licensing agreements Ø Click wrap agreements First and foremost are the Click-wrap agreements. Click-wrap agreements are those whereby a party after going through the terms and conditions provided in the website or program has to typically indicate his assent to the same, by way of clicking on an "I Agree" icon or decline the same by clicking "I Disagree". These types of contracts are extensively used on the Internet, whether it be granting of a permission to access a site or downloading of software or selling something by way of a website. The question of the validity of Click-wrap agreements came for consideration for the first time in 1998 in the famous case of Hotmail Corporation v. Van $ Money Pie Inc, et al where the court for northern district of California indirectly upheld the validity of such licenses where it said "that the defendant is bound by the terms of the license as he clicked on the box containing "I agree" thereby indicating his assent to be bound”. This decision was followed and upheld in a catena of judgments like Groff v. America Online, Inc, Ø Shrink-wrap agreements Shrink-wrap agreements have derived their name from the "shrink-wrap" packaging that generally contains the CD Rom of Software’s. The terms and conditions of accessing the particular software are printed on the shrink-wrap cover of the CD and the purchaser after going through the same tears the cover to access the CD Rom. Sometimes additional terms are also imposed in such licenses which appear on the screen only when the CD is loaded to the computer The user always has the option of returning the software if the new terms are not to his liking for a full refund. The validity of the Shrink-wrap agreements first came up for consideration in the famous case of ProCd, Inc v. Zeidenburg where it was held "that the very fact that purchaser after reading the terms of the license featured outside the wrap license opens the cover coupled with the fact that he accepts the whole terms of the license that appears on the screen by a key stroke, constitutes an acceptance of the terms by conduct. The Step-Saver Case: In the seminal Step-Saver case, a software vendor made a number of sales to a value-added reseller (VAR). In the first transaction, the vendor sent the VAR a copy of the software to try out. The trial copy was in the vendor's standard packaging with shrink-wrap license terms. The court held that, in this first transaction, the shrink-wrap license terms formed part of the contract and therefore the warranty-disclaimer language was effective. Subsequent transactions between the vendor and the VAR involving the software, however, were made by telephone order, with no pre-sale mention of shrink-wrap license terms. The court held that in those transactions, the shrink-wrap license terms did not constitute conditions to the licensor's acceptance of the contract under UCC § 2.207(1), but instead were proposed additional terms to a sales contract under UCC § 2-207(b). Thus, the shrink-wrap license terms did not become part of the subsequent contracts, and therefore the warranty-disclaimer language was not given effect. Ø Browse wrap agreements: There are many contracts posted on internet websites that do not require any affirmative act or assent before the licensed use of the software. Specht v/s Netscape Communications Corporation: specht sued the Netscape for violation of privacy on the ground that Netscape allowed the downloading of the Specht software from its websites. On the Netscape site there was a DOWNLOAD button, whereby clicking it the visitor could initiate the download. Only if the visitor scrolled down the next screen there was license agreement. The visitor was not required to assent to this agreement. The court refused to enforce this browse wrap license finding it no assent to its terms. Ø Network licensing agreements: License agreements and related pricing must be consistent with current network environments. The proliferation of networks is causing licensing practices to evolve even faster to accommodate both users' and vendors' needs. Current primary network licenses are applicable for concurrent use, site, enterprise, and nodes. Concurrent use licenses authorize a specified number of users to access and execute licensed software at any time. Site licenses authorize use at a single site but are losing favor to enterprise licenses that cover all sites within a corporation because of more virtual computing environments. Node licenses are becoming less appropriate in the client/server environment, since the licensed software may be used only on a specified workstation which a user must log on to in order to access and execute the application. Measurement software ("license manager") is allowing vendors to be more flexible in licensing arrangements. This management software monitors and restricts the number of users or clients who may access and execute the application software at any one time. This is important as a user pays only for needed use and a vendor can monitor such use to protect intellectual property. Other innovative, use-related approaches have also been welcomed by users, such as currency-based licenses. Currency-based licensing provides a user with a specified monetary amount of software licenses, i.e., licenses for different business application software, as long as the total value in use at a given time is less than the preset limit. 1.8 Breach Of Software Licensing Agreement Breach of licensing agreements can be done in two ways: (a) Exceeding the scope of the licensed right: since a license is a grant of rights to the licensee to engage in a conduct which would be violation of the licensor’s intellectual property rights, any conduct of the licensee which exceeds the rights granted under the license will be both the breach of breach of the licensing agreement and one or more intellectual property right infringement. (b) Use of disabling code in the software : there have been instances where the software vendor has implanted the code in the software which would cause the software to cease working under certain circumstances- most often licensee’s failure to pay. The use of this mechanism has been disfavoured by the court. The remedies available for the breach of the software licensing agreements are the same as those of breach of any contract. 1.9 Legal Framework Of Software Licensing Agreements In India Software licensing agreements are basically dealt under three laws in India. They are copyright laws, contract law and Trade secret laws. • Copyright’s Law India’s copyright law is contemporary and adequate. Moreover the copyright law has been framed according to the changes required by TRIPS. 1. the doing of any act necessary to obtain information essential for operating inter-operability of an independently created computer programme with other programmes by a lawful possessor of a computer programme provided that such information is not otherwise readily available; 2. the observation, study or test of functioning of the computer programme in order to determine the ideas and principles which underline any elements of the programme while performing such acts necessary for the functions for which the computer programme was supplied; 3. The making of copies or adaptation of the computer programme from a personally legally obtained copy for non-commercial personal use; are not regarded as copyright infringement. · • Contract Law Breach of contract under section 75 can very well protect the violations under software licensing agreements. The violation of the conditions of license is however subject to interpretation and logic. The licensor however can protect such license by expressly providing the terms and conditions under the agreement relating to the rights and liabilities of the licensee and licensor himself. Only problem prevalent in the practical market is the “standard terms” of the license which the licensee often ignores while accepting the license before downloading the software. The Indian courts have a fractured opinion regarding these STANDARD TERMS. Some have favoured the vendors and some have favoured the licensee. • Trade Secret Law: There is no proper trade secret law in India but breach of confidentiality can very well be dealt with according to the Indian Contract Act. • Income Tax software licensing , income arising from allowing ‘right to use’ to Indian software buyers is actually sale of copyrighted article which does not involve transfer of copyright and such receipt is not royalty either under Sec 9(1)(vi) 1.10 Legal Framework Of Software Licensing Agreements In us In the United States, Section 117 of the Copyright Act gives the owner of a particular copy of software the explicit right to use the software with a computer, even if use of the software with a computer requires the making of incidental copies or adaptations (acts which could otherwise potentially constitute copyright infringement). Therefore, the owner of a copy of computer software is legally entitled to use that copy of software. Hence, if the end-user of software is the owner of the respective copy, then the end-user may legally use the software without a license from the software publisher. Accordingly, proprietary software licenses attempt to give software publishers more control over the way their software is used by keeping ownership of each copy of software with the software publisher. By doing so, Section 117 does not apply to the end-user and the software publisher may then compel the end-user to accept all of the terms of the license agreement, many of which may be more restrictive than copyright law alone. When considered in the context of mass-produced software sold at retail, there are significant problems with the proprietary form of software licenses. In the United States, the Uniform Commercial Code (UCC) regulates most commercial transactions including the sale of goods. Retail sales of software have been repeatedly deemed by courts in the United States to be a normal sale of goods within the meaning of the UCC. Accordingly, as with the sale of all types of goods, ownership of a copy of software transfers to the buyer in a retail transaction. Consequently, the end-user of the software is the owner of the copy and, pursuant to section 117 of the Copyright Act; a license is not technically required in order for the end-user to use the software with a computer. Before you install any software following is the process: ·Start the Installer ·Choose Whether to Install Automatically or Manually ·Review the License Agreement ·Specify Installation Directory ·Enter the File Installation Key ·Select the Products to Install · Specify Location of Symbolic Links ·Specify Location of License File · Begin the Installation ·Complete the Installation About Google Book Search - Book Search Blog - Information for Publishers - Provide Feedback - Google Home For the license to take legal effect, the licenser must be able to present proof that the presumed licensee has been willing to sign away the copy owner rights granted under copyright: The international copyright treaty, Article 4, equates computer programs with literary works. Thus, computer programs are automatically placed under copyright, which grants the copy owner normal rights use, and others fair use of the computer material. India very well recognizes the importance of the software licensing agreement. It is used in all sectors of Indian economy be it the finance sector, law, outsourcing, marketing. For proper enforceability of the Agreement there should be proper drafting of the agreement and there is a need of ROBUST LAW on the Licensing agreement to protect the interest of Ecommerce in India which is dependent on these soft wares. Shrink-wrap Agreements Single user/CPU License Site enterprise licenses C98-20064 (N.D. Ca, April 20, 1998) 47 U.S.P.Q. 2D (BNA) 1020, 1025(N.D.Cal 1998) File No C.A. No PC 97-0031 1998 WL 307001 (R.I.Superior Ct 1998) 86 F.3d 1447 (7th Cir. 1996) 150 F. Supp. 2d 585 (SDNY 2001) Michael D. Scott, “Scott on Information Technology law”, Vol. 2 (Volters Kluwer, 3rd edition) pg. 12-55 Michael D. Scott, “Scott on Information Technology law”, Vol. 2 (Volters Kluwer, 3rd edition) pg. 12-56 The author can be reached at: firstname.lastname@example.org

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I understand a little about eddy currents and synchrotron radiation; I believe I am correct in saying that they are examples of energy loss (essentially drag) when moving though a gradient of magnetic flux. But are there any materials/effects/things that cause drag when moving through a uniform magnetic field? In other words: say we have an object moving through an infinite, uniform magnetic field in a vacuum; what properties or components does the object need to have in order to eventually come to rest relative to the magnetic field? Are there several possibilities? Would it matter whether it was moving parallel/perpendicular to the field lines? Thanks for any input!

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To hit the golf ball further, maximize your swing speed at the correct point in the swing with this tip. Swing speed is measured as the speed that the club head travels through the golf ball. Many golfers believe that it is the speed of the swing action but this is not true. At the top end of professional performance, the PGA tour, the average speed of a driver club head travelling through the ball is 115 miles per hour. As strong as the professionals are, they are not strong enough to get their bodies moving at such speed. However, they do not have to as they can quite comfortably get the golf club to slingshot around their bodies and peak so that the maximum speed of the golf club is right where it needs to be - at the ball. The biggest factor in generating speed in the golf swing is the action of the hands through the ball. The hands control the golf club and control when the club accelerates during the swing. Top speed occurs when the club head overtakes the hands. When this occurs, the club is travelling much faster than the body ever can. It is the 'rolling' action of the hands that produces this movement. Just before impact with the golf ball in the downswing, the hands should begin to 'cross over'. For a right handed golfer this would mean that the right hand would roll over the left causing the forearms to cross over with the inside of the forearms almost touching each other. After impact with the ball, because the forearms have crossed, the right hand should be on top of the left hand. It is a very similar action to a tennis topspin shot. When performed correctly, the club peaks in speed right at the bottom of the swing through the impact area. Try this exercise to practice this hand action and achieve peak speed in the swing: Set up to the golf ball as normal and then turn the club around to hold the golf club by the shaft next to the club head. This will feel odd as the weight of the club is very different in this position with the grip end of the club being near the floor. Practice your swing until the club makes a 'whooshing' sound as the light grip end of the club whips through the air. Listen carefully and try to identify where the whooshing of the golf club occurs during the swing motion. Is it in the back of the swing before the ball when you first hear it or the front of the swing after the ball? You are aiming to hear the 'whoosh' at, or just in front of, the impact area where the ball would be. If it is heard before impact (too much in the right ear for right handed players), the hands are too active too soon and the peak speed of the swing is too early. If the sound is too far after the impact area, in the left ear for right handed golfers, the hands are too tight and the swing is peaking too late. Adjust the turning motion of the hands sooner or later to change when the 'whoosh' occurs. Once the timing is correct, turn the club around and feel the weight of the club head peak at the right time, instead of the 'whoosh', and attack that golf ball. Get the timing right with this exercise to gain easy distance. Maximize Swing Speed – Cross Over Through Impact Every golfer wants to maximize their swing speed. Swinging faster means more distance, and more distance is always a good thing. While adding distance to your game isn't automatically going to translate to lower scores, it certainly won't hurt your chances in getting the ball around in a minimal amount of strokes. The ability to hit long, powerful shots can help you reach par fives in two, reach long par fours in regulation, and handle the difficult long par threes that you are likely to find on tougher courses. Simply put, hitting the ball longer is a good thing – and learning how to cross over through impact can help you find that additional distance you desire. Crossing over through impact is basically another way of saying that you are releasing the club fully at the bottom of the swing. The release is a crucial part of the swing, yet it is difficult to teach because it happens to incredibly fast. Your release in a full swing happens in just the blink of an eye, so there really isn't time to think about how you are going to execute the movement. Since you don't have time to think about how you are going to release the club, the best thing you can do is position yourself for a successful release on the way down toward impact. As long as you have everything in position and under control on the way down, the release should largely take care of itself. So, if you would like to maximize your swing speed (and your distance) the goal is simple – create a swing that allows you to fully release the club head through impact each and every time. You don't want to have to force the release at the bottom, so it is important that the rest of your swing leading up to that point is promoting a good release. If you have parts of your swing that are causing problems later on during the downswing, you might not be able to release the club naturally, and your distance will suffer as a result. The swing needs to be a collective effort, with each part of the body doing its part to lead to a successful conclusion. If even one element of your swing is working against the release, the whole swing can come apart. In the content below, we are going to take a closer look at what you can do to promote a full release – or cross over – through the hitting area. Believe it or not, this process starts all the way back at address and continues until the 'moment of truth' arrives. If you are currently having trouble with the release in your golf swing, you will need to look through your entire process from start to finish in order to track down the underlying problem (or problems). Again, it should be emphasized that the release is really a result of the rest of the swing, rather than being its own action. Get everything else in your swing together and you might not need to worry about the release at all. All of the content below is based on a right handed golfer. If you happen to play left handed, please take a moment to reverse the directions as necessary. What Does It Mean to Cross Over through Impact? The term 'cross over' comes from the fact that your right hand is going to cross over top of your left hand when you release the club through the ball. This is really the heart of the release – when your right hand passes over your left, you will know the club head is turning down through the hitting area correctly. Many amateur golfers never reach this point in the swing, however, as they 'hold on' to the release when they get to the bottom of the swing (holding on, in golf terminology, simply means you are preventing the release from taking place). Usually amateur golfers will hold on to the swing at the bottom because something has gone wrong earlier on within their technique. The player can tell that there is going to be a problem with the shot if the club is released, so they hang on through impact and don't allow that release to occur. In the end, swing speed is lost due to the lack of a release, and the ball usually flies off target as well. There is no compromise or middle ground on this point - if you are going to reach your potential as a player in this game, you have to learn how to release the club correctly on each and every swing. If you aren't sure whether or not you are currently managing to release the club properly, one of the best ways to check is to simply watch your ball fly through the air. Are you capable of hitting a draw with your current swing? If so, you are almost certainly getting a good release through impact. Are you hitting a nicely controlled fade that starts out straight and turns a bit right as it flies? Again, this ball flight most likely indicates that you are succeeding with your release. So, what kind of shots signal trouble in the release portion of your swing? The following shots are all potential signs of trouble. - Short shots. Do you feel like you lack distance when compared to your playing partners? If you have similar physical capabilities as the others in your group (similar age, strength, etc.) and you are still hitting the ball significantly shorter than them, you might need to look at your release as a possible cause of the lacking power. Without a good cross over through impact, the club head will never reach its full speed potential, and the ball will always struggle to achieve a good distance. This is usually most noticeable with the driver, but it can actually be a problem with all of the clubs in your bag. Adding distance can do great things for your game, so make sure to look at the possibility of improving your release as a method of adding yards. - Pushed out to the right. This is another common problem experienced by players who are not releasing the club correctly. Without a good release, the club face is likely to remain open to the target line at impact, which will cause the ball to head out to the right immediately upon leaving the club. It is important to note, of course, that this is different from a slice. A slice is a shot that usually starts to the left of the target line and quickly curves back right – and while you can create a slice with a poor release, the push is another problem that can stem from this swing error as well. Pushing the ball to the right is somewhat of a 'sneaky' mistake, because the shot doesn't usually look all that bad in the air, until you realize just how far right of the target it is going. - Hitting the ball fat. Sometimes, a poor release won't just cause problems in your ball flight – it will cause problems in terms of getting the ball up off of the ground at all. Without the ability to cross your right hand over your left at impact, you may find that you are sticking the club into the turf before you ever get to the point of striking the ball. Hitting your shots cleanly is one of the main skills required of a quality golfer, and working on improving your release can get you closer to that ball striking goal. Positioning your body in such a way that you are able to cross over your hands through impact time and time again should be one of your top objectives in golf. Although mastering the release isn't going to completely solve all of your swing woes, it can certainly help you take a big step in the right direction. Once the release is in place within your swing, you can quickly move on to other parts of the game that will allow you to improve even further. Paving the Way As mentioned above, one of the best things you can do for your release is to get all of the other fundamentals in your swing in good working order. You need to lay a groundwork early in the swing for a good release – when you do so, the actual act of crossing over through impact will largely take care of itself. The contact that you make with the ball lasts for just a fraction of a second, which is much too fast for you to consciously think about how you are releasing the club. Some players try to think about the release, but they typically fail in the quest to strike the ball cleanly. You can avoid putting the pressure on yourself to time the release right simply by doing everything else correctly in your swing leading up to that point. With that concept in mind, the following list contains the key fundamentals that you should work on in your swing. Each of these points takes place prior to impact, and all of them are important to the final outcome of your shots. - Left shoulder behind the ball. If you are going to make a full release going through the shot, you first need to make a full turn going back. To do so, make sure your left shoulder is getting behind the ball when you reach the top of your swing (specifically with the longer clubs in the bag – your shorter swings might not reach this point, and that's okay). You shouldn't be moving your left shoulder back by sliding to the right, but rather by rotating in place while maintaining your balance nicely. At address, keep your chin up off of your chest and then turn your shoulder under the chin when the swing gets started. As long as you are able to make a good shoulder turn each time you hit a shot, you will be a big step closer to ensuring a full release at the bottom. - Hold the angle. This is perhaps the most important point of all that you need to understand when it comes to crossing over through impact. From the time you transition at the top of your swing up until the last moment before impact, you need to be 'holding the angle' of your downswing successfully. What does that mean? It means that you should have created an angle of at least 90* between your left arm and the shaft of the club during the backswing – and that angle needs to be maintained for as long as possible. The release is what will eventually eliminate that angle, creating tremendous speed at the same time. So, whenever you use up that angle, you are going to be maximizing your club head speed. Naturally then, you want to make sure that occurs at the moment that the club is tearing through the hitting area. A large majority of amateur golfers fail to hold this angle in the downswing, and they lose distance as a result. - Turn the lower body hard to the left. You have another job to do on the way down into the ball. In addition to holding on to that angle as long as you can, you also need to turn your lower body to the left aggressively all the way through impact. Rather than consciously thinking about the release itself, you should be thinking about this lower body rotation. If you can turn left hard through the shot, the club will almost have no choice but to release through impact. It is the combination of holding your angle and turning hard left in the downswing that can lead to impressive power. When you watch golf on TV and you see professional golfers hitting extremely long drives and high iron shots, you can be sure they have both of these fundamentals down pat. It can be difficult to focus on other parts of your swing when you feel like it is the release that really needs to be fixed. However, it is important that you trust the process and realize that learning these other fundamentals will improve your release by extension. The force that is created in the downswing when you rotate your lower body and lag the club is incredibly powerful, and it will cause you to release the club through impact correctly – even if you aren't really trying to do so. Stick to the plan of working hard on the other fundamentals in your game and rest assured that the release will get to where it needs to be soon enough. Maximum Speed Does Not Mean Maximum Effort In an effort to hit the ball as far as possible, many golfers make the mistake of swinging as hard as they can at every shot. Don't put yourself in that category. Yes, you want to max out your swing speed, but that needs to happen the right way, through the use of good fundamentals, excellent balance, and proper timing. You can't overpower the golf ball, and trying to do so will only lead to frustrating and disappointing results. This is another concept that is difficult for the average golfer to grasp. It seems like you should have to swing extra hard if you want to hit the ball extra far, but that just isn't how the game works. It is the rotation of your body that accelerates the club head on the way down toward the ball, and there is only so much you can do to add speed to your turn. When you think about power in golf, you should be thinking more about efficiency than anything else. If your swing is efficient in the way you direct your power into the ball, you will hit long shots – even if you don't feel like you are giving it your all. So what is the danger in trying to swing with 100% effort? Well, the biggest concern would be losing your balance. It is crucial to keep your balance at all times during the golf swing, as balance is essential for clean ball striking. Many golfers throughout the history of the game have allowed their balance to get off track as they try to swing harder and harder, and few (if any) of them wound up with positive results from that trade. When you lose balance, it is difficult to accurately locate the bottom of your swing, which is what you need to do if you want to catch the ball solidly in the middle of the face. Also, you may lose your footing if your balance gets off track, which can lead to even worse outcomes. Simply put, balance should always be prioritized ahead of making an aggressive swing, so keep yourself under control and focus on proper execution to achieve good distance. Do You Cross Over in the Short Game? All of the talk so far in the content above has related to releasing the club in the full swing. When hitting full shots, there is no doubt that you want to have your hands cross over through impact in order to achieve a full release and maximum swing speed. However, does the same hold true for the short game? Do you want to release the club through impact when playing shots from on or around the green? Well, that depends on the specific kinds of shots in question. When it comes to putting, the answer is definitively no. You do not want to release your hands through impact while putting, and you should certainly not have your right hand crossing over your left in any way. The putting stroke is a simple motion that is controlled by a rocking of the shoulders, and your hands and wrists should stay out of the action as much as possible. On long putts you might need to give your hands a bit a freedom in order to hit the ball hard enough to reach the hole, but you still aren't going to be making anything that would qualify as a full release. With chipping, however, it is a bit of a different story. From around the green, you are going to use a release that would fall somewhere between the release you use in your full swing, and the non-release you use while putting. On a long chip, the right hand is going to cross over the left slightly, but not to the same degree that it would when hitting a driver, for instance. More important than the exact amount of release you use, however, is the fact that your hands need to keep moving all the way through impact and into the finish. Many amateur golfers stop the club right at impact when chipping, and they run the risk of hitting the ball fat in the process. If you are going to chip consistently well, it is crucial that the club stays in motion all the way through the shot – no matter how much release you happen to use. The key thing to understand about the release is the fact that you don't want to be thinking about it when you are making a swing. If you can do a good job of getting the rest of your fundamentals in order earlier in the swing, you should be able to allow the clubs to release naturally at impact. Players who try to consciously think about crossing the right hand over the left usually fail in their efforts, so don't even go down that path with your swing. Focus on the other important keys in your swing, execute them correctly, and watch the release phase take care of itself.

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Bookmark this page - www.oecd.org/edu/eag2011 New material | Data | How to obtain this publication EAG2011 Navigator by country | Additional material | News releases Blogs | Country notes | Presentations | Webcast | Websites | Twitter feed Education Indicators in Focus - No: 5 How is the global talent pool changing? ISBN: 9789264114203 Publication: 13/9/2011 (click on the image to download the publication) Education at a Glance 2011: OECD Indicators Across OECD countries, governments are having to work with shrinking public budgets while designing policies to make education more effective and responsive to growing demand. The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators show who participates in education, how much is spent on it, and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example, student performance in key subjects and the impact of education on earnings and on adults’ chances of employment. The Excel™ spreadsheets used to create the tables and charts in this book are available via the StatLinks printed in this book. New material in this edition includes: - an analysis of tuition-fee reforms implemented since 1995; - indicators on the relationship between social background and learning outcomes; - indicators on school accountability in public and private schools; - an indicator on the fields of education chosen by students; - an indicator on labour market outcomes of students from vocational and academic programmes; - indicators on the scope of adult education and training; - indicators on student engagement in reading. Indicators are available below as .PDF files. In order to view the data in ExcelTM, open the .PDF file, and click on the statlinks directly beneath the individual charts and tables Chapter A - The Output of Educational Institutions and the Impact of Learning Chapter B - Financial and Human Resources Invested In Education Chapter C - Access to Education, Participation and Progression Chapter D - The Learning Environment and Organisation of Schools How to obtain this publication Readers can access the full version of Education at a Glance 2011: OECD Indicators choosing from the following options: EAG2011 navigator by country - This ExcelTM-based tool will allow you to view one country’s performance and compare it to that of other countries on a number of indicators published in Education at a Glance. 01/09/2011 - The 2011 edition of the OECD’s annual Education at a Glance will be published at 11.00 a.m. Paris time (09.00 GMT) on Tuesday 13 September 2011. Education at a Glance is the leading international compendium of comparable national statistics measuring the state of education worldwide. This year’s report includes indicators on the human and financial resources invested in education, on how education systems operate and evolve, and on the returns to educational investments. - Education: crisis reinforces importance of a good education, says OECD 13/09/2011 - People with university degrees have suffered far fewer job losses during the global economic crisis than those who left school without qualifications, according to the latest edition of the OECD’s annual Education at a Glance. Good education and skills are crucial to improving a person’s economic and social prospects. - Education pays Today’s launch of Education at a Glance 2011 gives us a good opportunity to take stock of where education is today and where it might be headed. And as the OECD celebrates its 50th anniversary this year, this is also good moment to reflect on how education has evolved over the past half-century - Salary costs per student One way to measure education performance is to look at the total cost of teachers’ salaries compared with the number of students being taught. According to the OECD’s Education at a Glance, Luxembourg has the highest salary cost in primary and secondary education, reflecting a combination of relatively high teachers’ salaries and smaller class size. The press conference taking place in Brussels for the launch of Education at a Glance 2011 will be webcast on September 13, starting at 11 am. (Brussels time).

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Venus and Jupiter have been dancing toward each other in the night sky for months, and they'll finally come together this week in a dazzling show for skywatchers. Beginning tonight (March 12), the two brightest planets in the sky will be so close together that you'll be able to block both of them out with a few fingers held at arm's length. The celestial action peaks Thursday (March 15), when Venus and Jupiter line up in what's known as a planetary conjunction. Venus-Jupiter conjunctions are fairly special events, occurring roughly every 13 months. And this one should be the best conjunction for several years to come for viewers in the Northern Hemisphere, experts say, because the two planets will be visible for so long in the evening sky. At mid-northern latitudes on Thursday, the pair should blaze bright over the western horizon for about four hours after sunset. Though Jupiter is about 11 times wider than the roughly Earth-size Venus, Venus shines much more brightly than the gas giant from our perspective — about eight times more brightly this week, in fact. [Video: Jupiter & Venus Loom Large] That's because Venus is much closer to us than Jupiter is. On average, Earth orbits 93 million miles (150 million kilometers) from the sun, a distance defined as 1 astronomical unit (AU). Venus zips around our star at about 0.72 AU, while Jupiter is found roughly 5.2 AU away from the sun. Through a telescope, Jupiter and Venus look very different. Jupiter's atmosphere displays many complex bands and swirls, including the famous gargantuan storm known as the Great Red Spot. Venus, on the other hand, presents only a bland, whitish deck of clouds. But beneath the clouds, the Venusian surface is anything but bland. The hellishly hot planet — which has an average surface temperature of roughly 860 degrees Fahrenheit (460 degrees Celsius) — harbors numerous craters, mountains and valleys. Venus and Jupiter will part ways after this week, each heading off toward a different patch of sky. Be sure to check back in with Venus in a few months; on June 5, the planet will cross the face of the sun from Earth's perspective, appearing as a tiny black dot against the face of our star. Such Venus transits occur fewer than two times per century, on average. After June 5, the next one will take place in 2117. If you snap an amazing photo of Venus and Jupiter, or any other skywatching target, and would like to share it for a possible story or image gallery, please contact SPACE.com senior writer Mike Wall at email@example.com.

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Response: 'It is Long Past Time to Meet the Needs of Students of Color' (This is the first post in a two-part series) This week's question is: What does culturally sustaining pedagogy look like in the classroom? This question, and the columns providing responses, comprise a special project being guest-hosted by Django Paris (Michigan State University) , PhD & Travis J. Bristol, PhD (Stanford Center For Opportunity Policy in Education). You can listen to a ten-minute conversation I had with Django on my BAM! Radio Show. You can also find a list of, and links to, previous shows here. You might also be interested in previous posts related to the topic: Strategies for Recruiting Teachers of Color (a three-part series guest-hosted by Travis J. Bristol, PhD & Terrenda White, PhD). The Teachers of Color 'Disappearance Crisis' (another three-part series including contributions from Gloria Ladson-Billings, Travis J. Bristol, and Terrenda Corisa White). Introduction From Django Paris: Django Paris is an associate professor of language and literacy in the Department of Teacher Education at Michigan State University. His teaching and research focus on understanding and sustaining languages, literacies, and literatures among youth of color in the context of demographic and social change. Paris is author of Language across Difference: Ethnicity, Communication, and Youth Identities in Changing Urban Schools and co-editor of Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities. Follow him on Twitter @django_paris: What a pleasure to learn with the dedicated educators who have shared snapshots of the ways culturally sustaining pedagogy (CSP) informs their teaching. A few years ago, I introduced CSP as teaching and learning that seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change. I was building off the foundational work of Gloria Ladson-Billings, work that continues to lead our visions of educational equity. CSP asks us to imagine and enact teaching and learning that forwards multiple ways with language, literacy, and culture against the backdrop of an educational system that continues to be centered largely on White, middle class, monolingual, cis-heteropatriarchal, and abliest norms of achievement. This centering on such narrow norms and outcomes continues despite the vast shifts in school demographics. In 1970, eighty percent of public school students were White, today just over fifty percent are students of color. Meanwhile, students of color, particularly African American, Latina/o, and Native students continue to be failed in large numbers and are vastly over represented in school discipline and push-out statistics, and the school-to-prison nexus of which they are a part. It is long past time that teaching begins to meet the needs of the new mainstream, students of color characterized by multilingualism, multiculturalism and the desire to strive toward equity in an unequal world. It is this project of educational equity for and with this new mainstream that the educators in this forum evidence through their enactments of CSP. As Charlene Mendoza, a teacher and school leader in Tucson, AZ writes "CSP challenges me to create democratic, pluralistic spaces for and with students." For Mendoza, this means a "pedagogy that acknowledges youth as full actualized human beings with knowledge, awareness, and resources..." For David Flores, a teacher of Black and Brown middle school students in San Francisco, engaging CSP begins by acknowledging that "Schooling has never served to value my students' culture and heritage, much less sustain it." To design an alternative, Flores prioritizes "healing, self-discovery, and a social justice based curriculum..." Matt Knielling, who teaches at a racially and linguistically diverse middle school in Massachusetts, engages with CSP "as a White teacher (remaining) cognizant of my classroom dynamics and the ways I inadvertently perpetuate oppressive systems." For Knielling, this has encouraged the mutually enriching study of culturally situated notions of respect with his students. Gabriella Corales, a high school teacher in Hayward, CA, shares her work teaching literature and language with youth of color where "we not only meet the demands of the Common Core... but we also sustain their linguistic and cultural diversity." These educators show us that, as high school teacher Lorena German in Austin, TX, writes, "CSP is not a teaching guide or a set of lesson plans. It's an approach to the craft of teaching." This approach moves beyond including the languages, literacies, and cultures of students only to encourage success on monolingual and monocultural outcomes. Teachers who engage CSP enact teaching across languages, literacies, and cultures to engender outcomes that sustain multilingual and multicultural abilities while extending what students (and teachers) know and are able to do. As German shares, "CSP allows me to be the inclusive, socially just K-16 teacher I never had." The educators in this forum show us how to be that teacher. Response From Charlene Mendoza Charlene Mendoza is a teacher leader at Arizona College Prep Academy (ACPA), a charter high school serving a diverse student population in Tucson, AZ. She is passionate about equity, voice, and choice in her teaching and as a Ph.D. student at the University of Arizona in Language, Reading & Culture. This connects her work with youth and teachers at ACPA and in the community to sound theory, research, and practice at the university level: Co-Creating Curriculum through Culturally Sustaining Pedagogy Culturally Sustaining Pedagogy (CSP) challenges me to create democratic, pluralistic spaces for and with students. As part of re-imagining our classroom as more dialogic, students engage in inquiry to explore, struggle with and perhaps overcome social injustice by creating understanding through the texts we encounter. A CSP inspired re-envisioning of a literary analysis essay in my AP English Literature and Composition class is one example. With the sound of pencils whishing and the pages of our mutually created diverse text sets flipping, thinking is palpable. Students identify and follow their tensions and connections provoked by literature, reader-response engagements, collaborative discussions and reflective writing. Through self-selected engagements like conflict maps, heart maps, and dialectic journals, students construct questions that inspire writing prompts that they answer in essays. Engagement skyrockets as students become curriculum-creators, not passive recipients of my curriculum. Students humanize themselves and peers as collaborators and scholars. By questioning texts, sorting those questions into thematic clusters and selecting a cluster to write about, students direct their own learning. Some students pursue inquiries into identity and its intersections, others explore "what makes a family: biology, love, responsibility, sacrifice?" Once students craft prompts, they mine the texts, engagements and collaborative discussions for evidence to support the theses they have constructed. Small groups grapple with questions like "Can someone do bad things but not be a bad person?" or "How did that character cope with having parents who were unreliable or absent?" or "Do children have agency in their own lives?" This focuses classroom activities on meaning making that flows from issues students choose to explore connecting the texts to their own lives and communities. Through the lens of inquiry, students have an embodied experience of the world through literature. Students become problem-posers who "develop their own power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation" (Freire). It's easy to imagine stereotypical English teachers as disconnected, uncaring, elitists more engaged in correcting grammar and teaching the "right" interpretation of canonized literature through a transmission model. In these classes, students are passive occupants in class waiting to be filled with knowledge supplied by the teacher. Our classroom, however, is filled with student voice and choice. We are acting upon and with each other to share, critique and create knowledge and meaning. This dialogic power-sharing space humanizes our mutual learning by supporting pedagogy that acknowledges youth as fully actualized human beings with knowledge, awareness and resources who are agents in their school lives directing explorations of text and writing in a scholarly and rigorous manner. Paris and Alim (2014) challenge teachers "to envision and enact pedagogies that are not filtered through a lens of contempt and pity but, rather, are centered on contending in complex ways with the rich and innovative linguistic, literary, and cultural practices of ...youth and communities of color." My re-imagining is a step in that direction. Response From Lorena Germán: Lorena Germán is a 12th year educator, born in Dominican Republic and raised in Massachusetts, now living and teaching young people in Austin, Texas. She earned her undergraduate degree in English from Emmanuel College and her Masters from the Bread Loaf School of English at Middlebury College. A National Council of Teachers of English Early Career Educator of Color Leadership Award recipient, Lorena strives to be the teacher she never had. Follow @nenagerma: Culturally Sustaining Pedagogy Across Two Different School Contexts Culturally Sustaining Pedagogy (CSP) is an effective strategy in any classroom setting. It looks different depending on the school context in which you teach. I've taught from a CSP framework in both an urban public school and a predominantly White independent school. I've had amazing results in both. In the urban public school where I taught, CSP looked like creating units that were centered on students' lived experiences and voices. One example was engaging a classroom of 10th graders by analyzing Spike Lee's "Do the Right Thing." Students were highly engaged and this was evident through their intellectual debates and products where they made direct connections to their communities. As an educator, I had to be prepared to engage students in challenging dialogue about police brutality, racism, and gentrification. Ultimately, the conversation led us to discuss educational inequality which is what we were experiencing together in the classroom. We spoke about aspects of their schooling that were unjust and attempted to find ways to navigate those circumstances. CSP, in the urban public school, meant that I had to become a student with them and intentionally guide the content to be inclusive of their extracurricular conversations and experiences. These activities led to writing that was critical of systems of inequality. It led to character-based analytical debates and discussion of such tropes in their own community. Standardized testing for the sake of appeasing some federal policy was not at the top of my priority list. At my current independent school, CSP looks like engaging in courageous conversations about the white gaze, feminism, slavery, gentrification, and soon to come: the politics of language. Students research and present on these concepts and we learn together as a class. We invite guest speakers and find ways to explore experiences different than our own. As a class, we have worked on stretching the boundaries of text, writing, and reading so that we can be more inclusive of other voices and cultures. Some examples of this include welcoming street art as a text, or reading a tattoo as text, or creating a street art inspired one-dimensional piece that was a visual representation of their original analytical essay. These activities have pushed students to think critically about their own experiences, others' experiences, and begun to shape them into considerate and culturally aware young people ready to participate meaningfully in society. CSP is not a teaching guide or a set of lesson plans. It's an approach to the craft of teaching. Often teachers want a 'strategy' or a concrete unit to reach their students. Being ourselves and engaging our students' lives as the content for analysis is CSP. CSP allows me to be the inclusive and socially just k-16 teacher I never had. And when I'm engaged and present, my students are engaged and learning. Response From David Flores David Flores is from northwest Pasadena, California, and received his education from UC Santa Barbara and UCLA. He has taught social studies and English for the past three years in underserved communities in both Los Angeles and the Bay Area. He is currently teaching within the Spanish Immersion program at James Lick Middle School in San Francisco where he also coaches flag football, soccer and serves as a mentor for Black and Brown youth on campus: Combating Schooling Trauma through a Pedagogy of Healing and Self-Discovery The words of Marcus Garvey fill the classroom community space with flames that engulf the perceptions and beliefs forced upon my students. "A people without the knowledge of their past history, origin and culture is like a tree without roots." Between the uniform checks, surveillance cameras in the hallways, "random" drug searches of Black and Brown youth, and disproportionate suspensions, the school my students walk into feels like nothing short of a prison. Schooling has never served to value my students' culture and heritage, much less sustain it. Our role as educators is to foster a pedagogical approach that will challenge a schooling system that has left underserved students filled with numbing feelings of inadequacy. My students react to their circumstances with submissiveness and resistance. Submissive to a system and people who claim to want success for them. Resistant to the manners in which the system and its agents seek to bring about their "success." School has led my students to suffer from constant identity crises, lurking around them as they seek to embody something that finally feels right. In my classroom, I replace punishments and systems seeking obedience with love, appreciation, and encouragement. Personal identities are re-envisioned through historical analysis of ancestry and lived experiences. Students are exposed to indigenous knowledge and thought while exploring the continuous impact of colonialism on the current state of white supremacy. Students engage in a critical, yearlong analysis of Systems of Oppression through the mediums of literature, music, art, and media. Quicker transitions and organizing learning around group worthy tasks has dramatically increased student engagement in the content as well as offering diverse learners a meaningful and inclusive learning experience. Throughout this year, I have witnessed how students have converted misguided resistance into an intentional effort to learn while disrupting an educational system that seeks to make them unaware of injustice and oppression. This has led my students and me to create a space that allows for healing through means such as community circles, meditation, self-reflection, and goal setting exercises. Although Culturally Sustaining Pedagogy is the ultimate goal, I envision learning through a Pedagogy of Healing and Self- Discovery, attempting to reverse and combat the trauma and injustices caused to underserved students within a repressive American schooling system. Implementing Pedagogy of Healing and Self-Discovery will offer students the opportunity to establish themselves as humans first: people with backgrounds, beliefs, and experiences that are valued above the characteristics and knowledge considered valuable by the dominant majority. By prioritizing healing, self-discovery, and a social justice based curriculum, schools can ensure that students come into culturally sustaining classrooms that empower rather than marginalize underserved students. It's Friday afternoon and I leave my students with the words of Gloria Anzaldua to consider as they head off into the world again. "I will no longer be made to feel ashamed of existing...I will overcome the tradition of silence." Response From Matt Knieling Matt Knieling studied secondary English education at Central Michigan University. He currently teaches 6th grade English Language Arts in western Massachusetts. Matt is particularly interested in culturally-sustaining and social justice pedagogy, restorative justice in schools, and language and literacy. He can be reached at [email protected]. Exploring & Sustaining Conceptions of "Respect" across Cultural Difference The word respect is nearly ubiquitous in schools, from codes of conduct to classroom rules. We expect that students respect their teachers, respect their peers, and respect the classroom. However, the concept of respect is rarely interrogated, and too often perpetuates dominant white, middle-class values, along with a power structure that frequently marginalizes students. Recognizing that respect is a culturally-constructed notion, I am working with my students to develop a more nuanced and culturally sustaining understanding of respect. This is particularly important because I teach in a very diverse school--racially, ethnically, linguistically, etc. Furthermore, as a white teacher in a diverse school, it is critically important that I remain cognizant of my classroom dynamics and the ways in which I inadvertently perpetuate oppressive systems. Working with my students to explore deeply and meaningfully how they understand respect--which not only brings in their voice, but allows me to disrupt the dominance of white, middle-class culture in schools--is one way that I am working to create a culturally sustaining classroom. Each morning begins with "crew," which is similar to homeroom, but focuses more on community-/relationship-building. My crew consists of 14 sixth grade students. Every morning, we eat breakfast together and participate in a mini-lesson. Because this space is designed for openness, dialogue, and community, I decided to use this space to explore, collectively, conceptions of respect among my students. We only recently started this thematic inquiry, but already, we are gaining valuable insights into the diverse ways in which we understand/experience respect. Rather than trying to define respect, my students and I are each writing and sharing stories related to respect. For instance, the first question I posed was: What was a time when you felt respected by a teacher? We all wrote for a few minutes, then some of us shared. Some students shared stories of teachers going out of their way to help them; some shared stories of teachers listening to them before jumping to conclusions; others shared stories of specific teaching styles (e.g. Explaining content more slowly). Just from this activity alone, we learned that respect means something very different to most of us. Based off my students' input, we will continue to explore these ideas, including times when we felt both respected and disrespected by a teacher or a peer. Though I am only just beginning to explore how our diverse backgrounds contribute to diverse understandings of respect, I am already learning so much and understanding the disconnects between the way teachers demand respect and the way students understand respect. It is my hope that through this process, I am able to build stronger relationships with my students, to allow all of my students--across cultural differences--to feel respected, and to sustain their own cultural backgrounds within my classroom, through my practices and interactions. Response From Gabriella Corales Gabriella Corales teaches 11th grade American Literature at Impact Academy in Hayward, California; she has taught there for 3 years, working with many first generation college students of color (like herself) and alongside many dedicated educators. She is originally from San Antonio, Texas. She completed her Bachelors in English and Communication Studies at Texas State University and her Masters in Education at Stanford University. Culturally Sustaining Pedagogy: Recognizing and Honoring every (Student) Tile within the (Classroom) Mosaic Honoring the diversity within our classrooms is necessary. Historically, our school system has committed cultural and linguistic genocide (e.g., Native American Boarding Schools, prohibition of Spanish in schools, etc.). However, rather than rejecting what is "different," we ought to create spaces and curriculum that embrace and sustain cultural and linguistic diversity. My students hail from some of the hardest working families. Many were born to immigrant parents or are immigrants themselves from Mexico, Peru, Vietnam, India, and Nigeria. They each represent unique cultures, religions, sexual orientations, and genders. Each student is a tile within the classroom mosaic. At the beginning of the year, we read Lorraine Hansberry's critically-acclaimed play "A Raisin in the Sun." In it, Hansberry sheds light on important social issues, while also capturing African American, working-class language. I play the original Broadway recording at the beginning so students can hear the characters' language variety and personality. Doing so not only sustains this particular language variety, but also communicates that ways of using language have value across the spoken English continuum. Moreover, the familiar language increases access and engagement. As students' fluency around reading and comprehension increases, we begin our analysis. Students learn about and apply Feminist, Marxist, and Critical Race Theory literary lenses to their reading. They first practice this with Disney lyrics, such as clips from Shrek for example. We discuss various forms of oppression (social, psychological, economical). They begin to analyze the portrayal and treatment of women, the working class, and historically oppressed groups in supplemental texts. Students identify the ways in which the characters reinforce or undermine oppression. Armed with this critical lens, we return to "A Raisin in the Sun" to undercover some of Hansberry's underlying themes. My favorite part of this unit is when students begin questioning, making connections, and saying, "I cannot look at [TV] the same! As I was watching, I realized that they portrayed [women] as...!" As educators, we can use texts that use variations of language and dialect and then get creative with how students analyze and discuss those texts. Moreover, we can create spaces for (Four Corners) discussion activities that encourage students to share their experiences as young people of color, women within patriarchal cultures, and immigrants, for example. We can also provide multiple text selections rather than focusing on one narrative/culture/dialect. During our Immigration unit, students chose one of seven books, representing various cultures (e.g., Nazario's "Enrique's Journey," Adichie's "Americanah," Tan's "Joy Luck Club"). During our interdisciplinary Civil Rights rhetoric unit, students chose one of six historical movements, analyzing its rhetoric and resistance strategies. These options allow students either to explore deeply a part of their identity and generate pride and passion or to learn about other cultures and generate compassion and understanding. Regardless of the text, language variety, or content, we can get students to think critically, identify an author's messages, formulate valid claims, and cite supportive evidence. In doing so, not only do we meet the demands of Common Core and cultivate our students' analytical thinking and writing skills, but we also sustain their linguistic and cultural diversity. Thanks to Django and Travis for guest-hosting this series, and to Charlene, Lorena, David, Matt and Gabriella for their contributions! Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post. Look for Part Two in a few days.

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Equality Act 2010 - Disability Discrimation Disability Discrimination Act Does the Disability Discrimination Act 1995 still exist? Yes, the Disability Discrimination Act 1995 still exists, and is still lawfal, it was added as part of the Equality Act in 2010. The Equality Act 2010 says that you must not be discriminated against because: - You have a disability. - Someone thinks you have a particular disability.This is known as discrimination by perception. - You are connected to someone with a disability. This is known as discrimination by association. In the Equality Act a disability means a physical or a mental condition which has a substantial and long-term impact on your ability to do normal day to day activities. You are also covered by the Act if you have a progressive condition like HIV, cancer and multiple sclerosis, even if you are currently able to carry out normal day to day activities. You are protected as soon as you are diagnosed with a progressive condition. You are also covered by the Act if you had a disability in the past. - For example, if you had a mental health condition in the past which lasted for over 12 months, but you have now recovered, you are still protected from discrimination because of that disability. The Act does not protect non-disabled people from discrimination. So it is not discrimination to treat a disabled person more favourably than someone who is not disabled or someone who does not have the same disability. - For example, if an employer decides to offer an apprenticeship to a disabled student. People who wanted to have the opportunity to be an apprentice but who are not disabled could not claim that they had been discriminated against. What is disability discrimination? This is when you are treated differently because of your disability in one of the situations that are covered by the Equality Act. The treatment could be a one-off action or as a result of a rule or policy. It doesn’t have to be intentional to be unlawful. Different types of disability discrimination There are six main types of disability discrimination. 1. Direct discrimination This happens when someone treats you worse than another person in a similar situation because of your disability. - For example, during an interview, a job applicant tells some employers that he has multiple sclerosis. The employers decides not to appoint him even though he’s the best candidate they have interviewed, because they assume he will need a lot of time off sick. 2. Indirect discrimination Indirect discrimination happens when an organisation has a particular policy or way of working that has a worse impact on people who share your disability compared to people who don’t. - For example, an employer requires all job applicants to use an online recruitment portal. The portal is not accessible for people with visual impairments and you cannot use screen reading software with it. Unless the employer offered alternative ways for job applicants to apply, this would be indirect discrimination. Indirect disability discrimination can be permitted if the organisation or employer is able to show that there is a good reason for the policy. This is known as objective justification. 3. Failure to make reasonable adjustments Under the Act employers and organisations have a responsibility to make sure that disabled people can access jobs, education and services as easily as non-disabled people. This is known as the ‘duty to make reasonable adjustments’. Disabled people can experience discrimination if the employer or organisation doesn’t make a reasonable adjustment. This is known as a ‘failure to make reasonable adjustments’. - For example, an employee with a mobility impairment needs a parking space close to the office. However, her employer only gives parking spaces to senior managers and refuses to give her a designated parking space. What is reasonable depends on a number of factors, including how big the organisation making the adjustment is. If an organisation already has a number of parking spaces it would be reasonable for them to designate one close to the entrance for the employee. 4. Discrimination arising from disability The Act also protects people from discrimination arising from disability. This protects you from being treated badly because of something connected to your disability, such as having an assistance dog or needing time off for medical appointments. This does not apply unless the person who discriminated against knew you had a disability or ought to have known. - For example, a private nursery refuses to give a place to a little boy because he is not toilet trained. His parents have told them that he isn’t toilet trained because he has Hirschsprung’s Disease, but they still refuse to give him a place. This is discrimination arising from the little boy’s disability. For example, in the workplace if an employer automatically excludes any employee with a high level of sickness absence from receiving a bonus. But if the organisation or employer can show that there is a good reason for the way they treat you, then it will not be discrimination arising from disability. For example, an airline pilot whose eyesight has deteriorated is no longer allowed to fly planes. This is known as objective justification. Harassment occurs when someone treats you in a way that makes you feel humiliated, offended or degraded. - For example, a disabled woman is regularly sworn at and called names by colleagues at work because of her disability. Harassment can never be justified. However, if an organisation or employer can show it did everything it could to prevent people who work for it from behaving like that, you will not be able to make a claim for harassment against it, although you could make a claim against the harasser. This is when you are treated badly because you have made a complaint of disability related discrimination under the Equality Act. It can also occur if you are supporting someone who has made a complaint of disability related discrimination. - For example, an employee has made a complaint of disability discrimination. The employer threatens to sack them unless they withdraw the complaint. What else does the Act protect me against? Being asked health questions designed to screen out disabled job applicants. The Act says that employers cannot ask job applicants about their health or disability until they have been offered a job unless certain exceptions apply. - For example, a job applicant fills in an application form which asks people to state whether they are taking any medication. Unless there is a good reason why the employer needs to know this information, then the question should not be asked. For more information on this please see the guidance on pre-employment health questions. Circumstances when being treated differently due to disability is lawful The Act has some exceptions that allow employers or organisations to discriminate because of disability. There is an exception called an occupational requirement which means that an employer can specify that someone needs to have a particular protected characteristic in order to do a job. However, the employer has to show that there is a genuine need for this. If you think you might have been treated unfairly and want further advice you can contact the Equality Advisory Support Service Freephone 0808 800 0082 Textphone 0808 800 0084 Or write to them at Freepost Equality Advisory Support Service FPN4431 The Equality and Human Rights Commission has also produced a range of legal guidance on the Equality Act which you can find on their website.

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AIRWAY HEIGHTS, Wash. – Northwest researchers are working to find the best ways to manage ventenata, a growing problem in several different areas of production. UI professor Tim Prather spoke about the grassy weed during the Spokane County Crop Improvement Association annual meeting in Airway Heights, Wash., near Spokane. Ventenata is impacting timothy hay, pastures and rangeland and Conservation Reserve Program lands. The weed reduces hay production, shortens stand lives, and, if found, excludes hay farmers from overseas contracts. The difference can be as high, reducing $258 a ton for overseas contracts to $70 per ton for hay with ventenata, Prather said. He estimated the total loss due to ventenata in the region is about $22 million per year. Ventenata occurs throughout the Pacific Northwest and is spreading, recently spotted in Twin Falls County in Idaho for the first time. It has a shiny appearance whether green or tan, and has seeds appearing similar to a miniature wild oat. There is a brown-purple band at the node near where the leaf comes away from the stem. There is also a long ligule Prather likens to “those annoying tags on the back of your shirt.” Ventenata is high in silica, and will cause swathers to shudder or stop as they move through the field. The silica deters feeding by large animals and insects, Prather said. Native to Africa, ventenata emerged as a problem in the Pacific Northwest during the mid 2000s. It has a low root depth, so it would not appear to be competitive, but has edged out weeds like cheatgrass or medusahead in some areas in northern Idaho and eastern Oregon. Researchers are considering treatments for high ventenata and low ventenata. Prather said phosphorus and potassium are lower in fields where there is high ventenata. Herbicide efficiency improves by roughly 10 percent after ventenata plants emerge in the fall, Prather said. Some herbicides act very slowly, with results occasionally occurring in late spring after fall applications, he said. Burning is more successful in low ventenata where there is more plant material, Prather said. As litter on a field builds, the better the weed survives, he said. Prather and other researchers are examining tactics to help on CRP lands. Researchers have found most ventenata seeds germinated right away, but seeds can survive for longer, roughly less than five years. “If you’re looking at pulling a hay field out and cropping it to something else for a while, you’ve got to do a very good job of control for a number of years in order to prevent this grass from coming back,” Prather said.

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Presentation on theme: "Muscles: Types, Fibres & Movement patterns"— Presentation transcript: 1 Muscles: Types, Fibres & Movement patterns Anatomy & physiologyMuscles: Types, Fibres & Movement patterns 2 Types of Skeletal Muscle: Within our skeletal muscle we actually have 2 types of muscle fibre called fast and slow twitch fibres, related to the speed in which they contract.Slow Fibres: Walk long distancesFast fibres: Chase our prey when neededBoth these fibre types go back to when we were HUNTERS and GATHERERS 3 Types of Skeletal muscle- Task… You will use all of the different types of muscle fibres during a game of football. However, some fibres are particularly associated with different sports.Type I fibres are typically employed in a warm up and at the beginning of exercise.Type IIa fibres can be used for moderate intensity exercise. They are also often used for low intensity aerobic activities when we are very fatigued and the Type I fibres are tired.Type IIb fibres are used in explosive, powerful, fast movements. They tire very quickly.In the space below give 5 sports that are primarily associated with each muscle fibre type.Then give at least 2 examples of a footballer using each type of muscle fibre on match day. 4 Type 1- Slow Twitch Fibres RED in colour, as they have a good blood supplyThey are suited to endurance work and are slow to fatigue- Due to having a dense network of blood vessels.They also contain many MITOCHONDRIA (Energy producing organelles within cells), making them more efficient at producing energy using OXYGEN (O2). 5 Type 2a and type 2b- Fast twitch Fibres They have a poor blood supply, meaning they are whiter in appearance and will fatigue quicker due to lack of OXYGEN (O2)Fast twitch fibres contract twice as quickly as slow twitch fibres and THICKER in size.Their FASTER, HARDER contractions make them suitable for producing fast and powerful contractions. E.G: Sprinting and Weightlifting 6 Type 2 (b)Type 2 (a)These fibres work when a person is working close to their maximum intensity. For example a 100m runner would use these type of fibres, or an Olympic lifter performing a fast lift.Work at slightly lower intensities, but higher than slow twitch fibres are capable of. For example a 400m runner would utilise Type 2A fibres. 7 Training effects for muscle fibres… Type 1 and Type 2b fibres will always retain their distinctive features… However Type 2a can take on characteristics of Type 1 and Type 2b depending on the training done (they do not change their fibre type).Postural muscles (muscles that keep us standing upright) like the muscles in the legs, back and abdominal areas will be predominantly SLOW TWITCH. As they produce low forces over a long period of time.The type of muscles found in the legs will determine whether you are more suited to sprinting or endurance running. Your athletic performances will be a good indicator of which.Bursztyn (1997): well trained middle- distance athletes will have 80% slow twitch fibres and well trained sprinters may have up to 75% fast twitch fibres 9 Understanding muscle action Muscles are attached to bones by tendons.The tendon at the non-moving (or fixed) end is known as the origin.The tendon at the moving end is known as the insertion.Muscles pull by contracting – they cannot push to produce the opposite movement.Muscles are arranged in antagonistic pairs.As one muscle contracts (shortens) its partner relaxes (lengthens). They swap actions to reverse the movement. 10 Muscular MovementTo cause movement, muscles must work across the joint.For example, the bicep works across the elbow joint causing flexion of the elbow (bending)When the muscle contracts it pulls on the bone, causing movement.The bones act like levers, and the joints are the fulcrum.The strength of the contraction depends on the amount of muscle fibres brought into use.This is known as muscular fibre recruitment. 11 Bicep & Tricep ActionThe biceps and triceps work together as an antagonistic pair to move the elbow joint.To flex the elbow, the biceps (the flexor) contracts and the triceps (the extensor) relaxes.To extend the elbow, the actions are reversed so that the triceps contracts and the biceps relaxes. 12 Quadriceps / Hamstring muscle action The quadriceps and hamstrings in the legs are another antagonistic pair. Can you answer the following questions?Which joint do they move?quadricepsWhat types of movement are produced?hamstringsWhich is the flexor and which is the extensor?Identify the origin and insertion of each muscle. 13 Antagonistic ActionEach muscle involved in the movement of a specific body part has a role:Agonist/Prime Mover Muscle: this is the muscle that coursesthe movement e.g the bicep causes the movement during a bicep curlAntagonist/Opposing Muscle: the opposing muscle must counter the action of the primer mover muscle to allow the action to take place e.g. the triceps must relax to allow for the biceps to contract during a bicep curl.Fixator Muscle: this muscle works to stabilise the joint at the origin of the prime mover muscle e.g. the trapezius contracts to stabilise the origin of the biceps during the bicep curl.Synergists: this muscle helps the prime mover to produce the desired movement by preventing any undesirable movements, during the upward phase of the bicep curl the brachialis muscle is the synergist. 14 Types of contractions There are 4 main types of contraction 1. Concentric Contraction: Most common contraction, it takes place when the ends of the muscle come closer together and the muscle shortens2. Eccentric Contraction: The muscle ends move further away from each other3. Isometric Contractions: A muscle exerts a force but does not change in length E.G. during a tug of war everyone is pulling the rope and your arm muscles are contracting to do this but your muscles are not shortening or lengthening. A rugby league example would be when both sides push in a scrum. 15 Isotonic Contractions: Eccentric andConcentriccontractionsVideo of an eccentric, concentric and isometric contractionConcentric- Contraction to push weight away from the bodyEccentric- Involves controlling the weight on it’s way down 16 Isometric contraction Where a muscle contracts, but does not change in lengthThe muscle is active in holding a static positionThis is easy to train, but soon leads to fatigue 17 Describe the function of the muscular system and the different fibre types (Type 1, Type 2a, Type 2b)Explain the function of the muscular system and the three different muscle fibre typesFibre types:Type 1Type 2aType 2b(Characteristics of both and Sports associated with each)D1 builds on M1, and requires learners to analyse the function of the muscular system and the different muscle fibre types.Practical examples should be provided where appropriate to support the analysisMovement:Antagonistic pairs (agonist, antagonist)FixatorSynergistTypes of contraction (isometric, concentric, eccentric, isokinetic)

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Height: 14.000 cm Gift of the British School of Archaeology in Egypt Room 64: Early Egypt Ivory figure of a woman with incised features Badarian culture, around 4000 BC, Predynastic period Perhaps a fertility figurine This type of figure is found in burials of both men and women of the Badarian culture (around 4000 BC), the earliest identifiable culture of the Predynastic period. This is a fine example and is one of the earliest known sculptures from Egypt. It is made from one of the lower canines of a hippopotamus, an animal that could still be found in Egypt at the time. Ivory and bone were used extensively from the Predynastic period onwards for small objects such as beads, needles and combs. The figure appears to be crudely made, but the carving is precise and the limbs are well formed and smoothly finished. The emphasis on the eyes, breasts, hips and pubic area are stylistic rather than due to poor execution. Similar figures, all of which focused on these areas, were made of clay, wood and stone. This suggests that the figures might have been linked with sexuality, rather than being dolls, as was once supposed. It now seems likely that these figures were linked with the rebirth and regeneration that the deceased hoped would transfer them to the Afterlife. So-called paddle dolls probably fulfilled the same function in the Middle Kingdom (2040-1750 BC). T.G.H. James and W.V. Davies, Egyptian sculpture (London, The British Museum Press, 1983) S. Quirke and A.J. Spencer, The British Museum book of anc (London, The British Museum Press, 1992) T. Phillips (ed.), Africa, the art of a continent (London, Royal Academy, 1995) A.J. Spencer, Early Egypt, The rise of civil (London, The British Museum Press, 1993)

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Respectful Educators - Capable Learners :Children's Rights and Early Education Author: NUTBROWN,C. (ED) Pub Date: 28/03/1996 Availability: In stock This text should help those working with, and for, young children to examine their role and appraise their practice. It should provide insights for students on initial training courses for work with children as well as those studying early years courses.

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The National Institute for Occupational Safety and Health (NIOSH), which is part of the Centers for Disease Control and Prevention (CDC), provides national leadership in the prevention of workplace illnesses and injuries. This organization focuses on industries and occupations, hazards, exposures, diseases, injuries, chemicals, safety, prevention, and emergency preparedness and response. The Agricultural Safety and Health Centers (Ag Centers) are the primary means by which NIOSH promotes agricultural safety and health for owners, managers, and workers. Established in 1990, the Ag Centers are responsible for conducting research activities, educational programs, and prevention projects that address priority areas in agricultural safety and health. Click here to learn more about the objectives for the Ag Centers. The 10 Ag Centers are located in various regions across the United States. They have similar objectives based on NIOSH protocols, but each Ag Center also focuses on specialty projects relative to their emphasis and/or geographical area. Contact the Ag Centers in your area to learn about their pilot grant programs and additional ways that you can partner with their organization. Listed below are the 10 Ag Centers with a brief description of their territory and primary areas of interest. Click on the Ag Center to be directed to its website. Location: University of Nebraska Medical Center – Provides services in a seven-state region. Primary focus: Reduction of injuries and illnesses in the agricultural community with specialized focus on agricultural injury surveillance, allergic and nonallergic asthma, hearing loss, sleep deprivation, education needs of diverse agricultural populations, promotion of AgriSafe and Certified Safe Farm programs for farmers and ranchers, and information dissemination through the National Ag Safety Database, electronic communication, and participation in agricultural meetings and events. Location: University of Iowa – Provides services and programs throughout the Midwest. Primary focus: Roadway crashes involving farm equipment, musculoskeletal disorders among agricultural workers, gas and dust exposure, epidemiological studies, and education and training to prevent occupational injury and illness among agricultural workers and their families. Special emphasis is placed on risk factor research, intervention, outreach, education, and translation activities. Location: Colorado State University – Provides services and programs throughout Montana, North Dakota, Utah, and Wyoming. Primary focus: Organic dust aerosols, respiratory disease, pesticides, engineering of tractor rollover protective structures (ROPS), and health needs of dairy farm workers. Location: National Farm Medicine Center, Wisconsin – National resource in the area of children and youth safety. Primary focus: Safety and prevention programming for children living, working, and visiting in agricultural or rural areas. Special projects include safe agricultural work guidelines for hired and family youth, creating safe play areas on farms, model rural child care programs, safety guidelines for agritourism operators, media guidelines, and the Childhood Agricultural Safety Network. Location: Bassett Healthcare, New York – Provides services and programs throughout the New England and Mid-Atlantic regions. Primary focus: Promotes agricultural safety and health research, education, and prevention activities with special projects focusing on social marketing of rollover protection, tractor retrofitting initiatives, confined space manure storage entry, musculoskeletal disorders, farm worker health, and injury surveillance. Location: University of Washington – Provides services and programs throughout Alaska, Idaho, Oregon, and Washington. Primary focus: Injury and illness prevention especially for hired laborers, migrant/seasonal workers, and children with a specialized focus on projects that emphasize pesticide exposure, cholinesterase, heat-related illnesses, injuries associated with new and emerging technologies, and ergonomics in the tree fruit industry. Location: University of Kentucky – Provides services and programs throughout Alabama, Florida, Georgia, Mississippi, North Carolina, Tennessee, South Carolina, Virginia, and West Virginia. Primary focus: Special populations, cost analysis of tractor and other types of farm-related injuries, and educational opportunities for public health professionals related to agricultural safety and health. Special projects focus on aquaculture safety, injury prevention programs, surveillance of poisonings, and agricultural education programs for nurses. Location: University of Florida Primary focus: Unique occupational safety and health challenges for persons working in agriculture, fishing, and forestry in the southern and coastal states of Florida, Georgia, Alabama, Mississippi, and North and South Carolina. Location: University of Texas Health Science Center – Provides services throughout Arkansas, Louisiana, New Mexico, and Oklahoma. Primary focus: Improving the safety and health of agricultural, forestry, and fishing workers through projects that build and leverage strategic partners. Special projects currently focus on poultry dust exposure, respirator use among poultry workers, neuromotor function and work injuries among Hispanic adolescents, social marketing with the Vietnamese shrimper community, and safety and assistive technology education for farmers and ranchers. Location: University of California, Davis Primary focus: Western agricultural health and safety issues including health among migrant and seasonal farm workers with an emphasis on ergonomics of labor-intensive crop work. Special projects focus on respiratory hazards, heat-related illnesses, ergonomics, pesticides, health for women and children, and dairy safety training. Location: University of Minnesota. Primary focus: Occupational hazards in pork production, zoonotic diseases in agricultural workers, and surveillance of disease and injury in the dairy industry.

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From the way that consumers shop, to the way that brands produce and distribute their apparel, the fashion industry has completely changed over the past decade. The digital age, along with the millennial consumers’ obsession with fast fashion, are both responsible for the complete revolution of the industry. While there have been a number of positive outcomes from these changes, (convenience to consumers and the success of retail stores such as Zara and H&M), the rise in the popularity of fast fashion has also had an extremely damaging effect on the environment. Last December, FORBES released an article that stated “The apparel industry accounts for 10% of global carbon emissions and remains the second largest industrial polluter, second only to oil.” As the damaging impact of fast fashion becomes more well-known, fashion companies are becoming more accountable for the output of their supply chains. Popular fast fashion chain, H&M, has emerged as a leader in the fashion industry when it comes to addressing and reducing its carbon footprint on the planet. H&M Goes Green H&M has taken a number of steps to combat the destructive practices of fashion supply chains. I will acknowledge, that as a person who has loved consuming fashion for as long as I can remember- through media, retailers, and even through my work- “sustainable” is not the adjective that would naturally come to mind when thinking about a desirable fashion brand. However, H&M has successfully done sustainable fashion. By addressing the role that its operational processes have played in the proliferation of climate change, H&M has made a conscious effort to reduce its amount of greenhouse gas emissions. Where H&M has been the most successful in achieving this reduction, is in its use of renewable electricity. In 2015, 78% of the electricity used in the retail giant’s stores, offices and warehouses, came from renewable sources, ultimately resulting in CO2 emissions dropping by 56%. The Issue with Manufacturing The real challenge for H&M comes, however, in resolving the emissions issue as it pertains to its actual production processes. Like so many other retailers, H&M relies heavily on third-party manufacturers, leaving little control to H&M for sustainability decisions. Partnering with Solidaridad, and the Natural Resources Defense Council (NRDC). Through these organizations, H&M has been able to implement cleaner production programs that encourage its manufacturers to set emission reduction targets via an incentives program. Additionally, H&M has dramatically improved its transportation practices so that the most efficient modes of transportation are utilized throughout the supply chain. The Value of Sustainability The high importance to which H&M holds climate change in its corporate practices can be seen implemented through its strategies from supply chain, up to its accounting department. In 2014, H&M started reporting its climate related corporate performance to investors through the Climate Change Reporting Framework. Although this framework was not required by regulation, H&M believed that investors should take into consideration the company’s strategy of managing climate change in order to determine its appropriate value. H&M recognized that the industry’s dependence on raw materials could prove troublesome for the future, considering the rate that climate change was making these materials harder and more expensive to acquire. H&M’s move to report its climate related corporate performance, is just another illustration of its view that its sustainable strategies, including that of acquiring sustainably sourced materials and using raw materials that do not contribute to deforestation, will be a future competitive advantage. The Power of the Consumer While the fashion industry has, for many years, been overlooked in the discussion of climate change, the fact of the matter is that every stage of a traditional apparel product’s life cycle – from sourcing the raw materials to its end use – has an impact on our planet. H&M’s relatively new sustainability processes are just the tip of the iceberg in delivering results that can make a real difference in our climate. In the $3 trillion fashion industry, the opportunity for change is immense. I would argue that H&M could double down on its education to consumers. While the corporation’s internal practices greatly impact the environment, H&M believes that 26% of the greenhouse gas emissions in a garment’s life cycle happens after the product is sold to the end consumer (the disposal of the clothes, as well as the maintenance of the clothes). In order to really move the needle in the reduction of greenhouse gases, customers need to play a more significant role. As customers continue to learn about the impact of fashion on the environment, they will increasingly demand more sustainable practices from their retailers. Additionally, they will be educated to do their part in protecting the environment through deliberate maintenance and recycling of their garments. (775) James Conca, Making Climate Change Fashionable – The Garment Industry Takes on Global Warming, FORBES, 3 Dec. 2015, H&M, H&M ACHIEVES POSITION OF LEADERSHIP FOR CLIMATE CHANGE ACTION, (2013), H&M Conscious Actions Sustainability Report 2015 http://about.hm.com/content/dam/hmgroup/groupsite/documents/en/CSR/reports/2015%20Sustainability%20report/HM_SustainabilityReport_2015_final_FullReport_en.pdf H&M Conscious Actions Sustainability Report 2015 H&M Conscious Actions Sustainability Report 2015 Mike Hower, H&M, Unilever Commit to Climate Change Disclosure as Matter of Fiduciary Duty, 30 Sep, 2014, H&M, Sustainably Sourced Materials, Tensie Whelan and Carly Fink, The Comprehensive Business Case for Sustainability, Harvard Business Review, 21 Oct, 2016,

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HOW IT GOT ITS NAME: From Coventry, in Warwickshire, England. The original Indian name wasWangumbaug, meaning bent or crooked pond. It was the first town in the colonies to be named Coventry. HISTORY: Settled in 1709 after land was bequeathed by Attanwanhood , son of Uncas and sachem ofthe Western Nehantics, to "gentlemen in Hartford." Granted town privileges and named in October 1711. MILL TOWN: From the early 19th century to the mid-20th century, Coventry was home to severalmills that churned out an array of products such as cotton and wool textiles, paper products likeboxes and writing paper, windmills, ammunition and bricks. The Boynton mill would become theleading manufacturer of bullets for the Union Army during the Civil War. PATRIOT SON: Coventry-born and Yale-educated Nathan Hale became a Revolutionary War herowhen he volunteered to cross enemy lines and spy on the British. He was caught and hanged in NewYork City on September 22, 1776, without a trial. He was 21. His famous last words were "I only regretthat I have but one life to lose for my country." He was named Connecticut's official State Hero in 1985. SOURCES: The Hartford Courant; connecticutsar.org; coventryct.org; ct.gov; Connecticut State Register and Manual.Copyright © 2014, Hartford Courant

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20 years ago, Grimley was surrounded by gravel pits. The gravel was desposited by meltwater from glaciers 200,000 years ago! Underneath Grimley there is gravel, concrete and fossils. The gravel is good for building roads and the concrete is good because it is hard not soft. If it were soft it would crumble like sand and not be good for the roads. There aren't many fossils in Grimley but a couple of fossils like mammoth’s teeth, woolly rhino, horse and deer bones have been found. Grimley part of the River Severn is good for fishing and 120,000 years ago dolphins would have been seen! Some of the fishing pools were dug by monks. There are lots of man-made lakes in Grimley because they landscaped the fields and turned them into pools. According to the Doomsday book Grimley was named Grimley in 1086 but in that time it was named Grimanleh meaning 'wood haunted by a ghost'. The first house was built before 1086. The school has not always been called Grimley and Holt, there used to be a school in Holt too so it was just Grimley. The school was built in 1858. Millions of years ago this school used to be gravel and the river eroded it. The road in Grimley has always been the same but the main road was fields. Grimley used to be much bigger and had twice as many people, hundreds of years ago Holt, Hallow and Wichenford all used to be Grimley.

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Inscrit le: 04 Avr 2016 |Posté le: Sam 8 Juil - 15:16 (2017) Sujet du message: Life In Kings Reshaping The Royal Story In The Hebrew Bib Follow the words with an expert Building on a lifetime of research and writing, A. Graeme Auld examines passages in Samuel, Kings, Chronicles, and Isaiah that recount the same stories or contain similar vocabulary. He advances his argument that Samuel and Kings were organic developments from a deftly crafted, prophetically interpreted, shared narrative he calls the Book of Two Houses—a work focused on the house of David and the house of Yahweh in Jerusalem. At the end of the study he reconstructs the synoptic material within Kings in Hebrew with an English translation. <li>aAcritique of the dominant approach to the narrative books in the Hebrew Bible</li> <li>A solid challenge to the widely accepted relationship between Deuteronomy, cultic centralization, and King Josiah’s reform</li> <li>Key evidence in the heated contemporary debate over the historical development of Biblical Hebrew</li> A. Graeme Auld is Professor emeritus of Hebrew Bible at Edinburgh University. He taught Hebrew Bible there from 1972 to 2007. His books, include Joshua, Moses and the Land (1980), Amos (1986), Kings without Privilege (1994), and I & II Samuel: A Commentary (2011).

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It’s not too late to protect yourself and your family from influenza. Influenza peaks during February and March in the United States. Now is the time to be vigilant in protecting against and preventing the spread, of flu. Washing your hands, staying home from work/school, and covering your cough can be incredible steps. BUT: The most effective way to prevent influenza is to get vaccinated. If you haven’t had a flu shot, get one this week. Your child can be immunized if over 6 months of age, and remember that many children under age 9 will need a second dose (booster shot). Read about how to determine if your child needs a second dose <—-here. 10 Things To Know About Influenza: - Influenza peaks in February and March in the United States. Look at the CDC data that reflects ongoing influenza activity - Vaccination is the best way to protect you, your family, and your community from the flu. - Children under age 5 are at higher risk from complications from the flu. Children under age 2 are at even higher risk. Children with asthma and with some underlying medical conditions are at high risk as well. - Pregnant women are at exceptionally high risk from influenza and complications from the infection due to changes in their immune, cardiac, and pulmonary (lungs) systems. While pregnant women make up only 1% of the US population, they accounted for 5% of the country’s deaths from H1N1 (Swine flu) in 2009. All pregnant women are recommended to get a flu shot. However we know that only about 30% of moms are immunized at the time of delivery. The bonus of protecting themselves? New research shows how vaccinating pregnant women protects babies. When moms protect themselves by getting flu shot, they also prevent spreading flu to their babies. Babies born to vaccinated moms have a lower risk of flu (and hospitalization) under 6 months of age when they are too young to get the flu vaccine. - The best way to protect a newborn baby from the flu is to have all caregivers (parents, grandparents, nannies) get the flu shot. - People can spread the flu to others before they even now they’re sick. People also spread the infection after they have had it; they can continue to spread flu for 5-7 days in mucus, sneezes, and cough. The best way to protect yourself is to get a flu shot, and second to that: wash you hands, cover your cough, and stay home from school or work when sick with fever and cold symptoms. - Each year 20,000 children under age 5 are hospitalized with flu or complications of the flu. 11 children died from influenza during the week of January 30-Feb 5th in the United states. - Although flu is reported as widespread in 37 states, nearly all areas have circulating flu right now. See the most recent CDC data on influenza around the country. - Overall flu vaccination rates are less than 50% for people under 65 years of age. To best protect our communities, vaccination coverage rates should be about 90%. We’re not there. Immunizing yourself and your family protects those who are too sick (or too young) to get the flu shot and are also at higher risk of complications. - Flu shots for children under age 3 do not have thimerosal. Nasal Flumist doesn’t have thimeroal. Read National Network for Immunization Information (NNii) page on mercury in vaccines. I don’t believe you need to find a thimerosal-free flu shot.

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Ad Astra has demonstrated 60% propulsion system efficiency (DC to jet power) at an Isp of 4800 seconds and an input power of 220 kW DC • The ratio of mass to power (alpha) of solar arrays and thrusters establishes the payload fraction achievable for SEP • Concentrator solar arrays are essential to achieving alpha values low enough for SEP to be attractive for unmanned Mars flights • In the near term (five years?), a combined array + thruster alpha of 20 kg/kW seems within reach, at power levels on the order of hundreds of kW • For this value of alpha, SEP payload fraction is comparable to that for nuclear thermal rocket propulsion, though with a transit time three times longer (27 months) • The estimated cost per kW for concentrating solar arrays ($500/watt) makes SEP an attractive enhancement for near-term Mars science missions, approximately doubling the Mars payload capability of existing launch vehicles, at the expense of longer flight time There was the design of the SAFE – 400 space fission reactor (Safe Affordable Fission Engine) It weighs 512 kg and can generate 100 Kilowatts of electrical power. Status of Nuclear power for space SAFE400 is a 400 kWt HPS producing 100 kWe to power a space vehicle using two Brayton power systems – gas turbines driven directly by the hot gas from the reactor. Heat exchanger outlet temperature is 880°C. The reactor has 127 identical heatpipe modules made of molybdenum, or niobium with 1% zirconium. Each has three fuel pins 1 cm diameter, nesting together into a compact hexagonal core 25 cm across. The fuel pins are 70 cm long (fueled length 56 cm), the total heatpipe length is 145 cm, extending 75 cm above the core, where they are coupled with the heat exchangers. The core with reflector has a 51 cm diameter. The mass of the core is about 512 kg and each heat exchanger is 72 kg. Brian Wang is a Futurist Thought Leader and a popular Science blogger with 1 million readers per month. His blog Nextbigfuture.com is ranked #1 Science News Blog. It covers many disruptive technology and trends including Space, Robotics, Artificial Intelligence, Medicine, Anti-aging Biotechnology, and Nanotechnology. Known for identifying cutting edge technologies, he is currently a Co-Founder of a startup and fundraiser for high potential early-stage companies. He is the Head of Research for Allocations for deep technology investments and an Angel Investor at Space Angels. A frequent speaker at corporations, he has been a TEDx speaker, a Singularity University speaker and guest at numerous interviews for radio and podcasts. He is open to public speaking and advising engagements.

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Natural cycles, particularly lunar, solar and cosmic cycles, are the occulted knowledge which has granted those who hold it extraordinary control over the minds of humankind. Foreknowledge of seasons, eclipses and cataclysms was perhaps the first form of mass mind control employed by both the church and the state. It began on May 12, 1921 when giant sunspot AR1842, crossing the sun during the declining phase of Solar Cycle 15, began to flare. One explosion after another hurled coronal mass ejections (CMEs) directly toward Earth. For the next 3 days, CMEs rocked Earth’s magnetic field. Scientists around the world were surprised when their magnetometers suddenly went offscale, pens in strip chart recorders pegged uselessly to the top of the paper. Then the fires began. Around 02:00 GMT on May 15th, a telegraph exchange in Sweden burst into flames. About an hour later, the same thing happened across the Atlantic in the village of Brewster, New York. Flames engulfed the switch-board at the Brewster station of the Central New England Railroad and quickly spread to destroy the whole building. That fire, along with another one about the same time in a railroad control tower near New York City’s Grand Central Station, is why the event is sometimes referred to as the “New York Railroad Superstorm.” What caused the fires? Electrical currents induced by geomagnetic activity surged through telephone and telegraph lines, heating them to the point of combustion. Strong currents disrupted telegraph systems in Australia, Brazil, Denmark, France, Japan, New Zealand, Norway, Sweden, the UK and USA. The Ottawa Journal reported that many long-distance telephone lines in New Brunswick were burned out by the storm. On some telegraph lines in the USA voltages spiked as high as 1000 V. Svensmark’s Cloud Mystery In 1997 Danish scientist Henrik Svensmark started presenting new research based on satellite, groundstation and ice-core sample data. Based on observations of cloud cover, solar fluctuations and levels of incoming cosmic radiation, Svensmark observed that solar activity and its cyclic attenuation of cosmic radiation was a significant driver of global cloud cover and climate. At different levels in the atmosphere (high >6.5 km, middle 6.5–3.2 km and low <3.2 km) the blue line shows variations in global cloud cover collated by the International Satellite Cloud Climatology Project. The red line is the record of monthly variations in cosmic-ray counts at the Huancayo station. While there is no match at the higher altitudes, a close correspondence between cosmic rays and clouds low in the atmosphere is plain to see. (Marsh and Svensmark 2000) Svensmark looked further back in time by examining ice-core climate records going back 600 million years. He observed an equally strong correlation between long-term cosmic radiation levels and global climate as our solar system passes through the four spiral arms of the Milky Way every 150 million years. We’re right on schedule for the next global ice-age. Four switches from warm “hothouse” to cold “icehouse” conditions during the Phanerozoic are shown in variations of several degrees K in tropical sea-surface temperatures (red curve). They correspond with four encounters with spiral arms of the Milky Way and the resulting increases in the cosmic-ray flux (blue curve, scale inverted). (After Shaviv and Veizer 2003) The Sun’s motion relative to the galaxy’s spiral arms over the past 200 million years is defined by changes in the angle ⌽. The most recent spiral-arm crossings ⌽1 and ⌽2 were at ~100° and ~25°. Climatic data show rhythmic cooling of the Earth whenever the Sun crossed the galactic midplane, where cosmic rays are locally most intense. From these geophysical data, the astrophysical data shown in table 1 can be inferred. (Svensmark 2006a) The reaction amongst the carbon-tax funded climate establishment was to dogmatically deny the validity of his findings. The Ministry of Truth had spoken. A few years later his research was confirmed through a number of experiments carried out at the CERN particle accellerator (even so, the lamestream media still report it as being unproven). With Svensmark’s recent discovery, and our current observation that the sun is at an historic extreme minimum, it would seem obvious that the earth is currently exposed to higer levels of cosmic radiation. This is confirmed by publicly available space weather monitoring data. In the following chart from the Moscow Neutron Monitor we can clearly see that cosmic radiation levels are at their highest level since recording began around 1955: The same can be seen in the records from the Sodankyla Geophysical Observatory going back to 1965: The upcoming solar maximum, expected to peak around 2025, is predicted to be one of the weakest on record: Historical precipitation and temperature data for some randomly selected cities around the world appears to demonstrate a further correlation with the unusually deep solar minimum of the past two years. 2019 and 2020 have shown record-breaking rainfall on the scale of 200%-500% above the average for the previous 8 years. Click on the thumbnails to view larger versions. Edit: 3rd August, 2021. This source data has been altered since I originally published this in March 2020. Rainfall data as published in March 2020 compared to August 2021: Increased cloud cover, lower temperatures, and a very real chance that a solar storm on the level of those described above could be on the cards sometime in the next few months, or years. What would the effects of a solar storm of that scale be today, in our ultraconnected, smart-gridded world? How would our unelected corporate dictators deal with it if they had forewarning of an imminent, possibly catastrophic, solar event? The chaos in crowded cities would be considerable in the event that global power and communications networks were suddenly disabled. There would be gridlock in the busy cities with millions of people stranded. What would the health effects of unprecedented cosmic ionizing radiation levels be? Could they possibly mimic the seemingly almost random symptoms of coronavirus? The potential acute and chronic health effects of space radiation, as with other ionizing radiation exposures, involve both direct damage to DNA, indirect effects due to generation of reactive oxygen species, and changes to the biochemistry of cells and tissues, which can alter gene transcription and the tissue microenvironment along with producing DNA mutations. – Wikipedia NASA has identified four significant health risks due to radiation that must be well understood to enable the development of effective countermeasures. The risks are described in the NASA Human Research Program, Human Research Roadmap, and include carcinogenesis, acute and late central nervous system risks, chronic and degenerative tissue risks, and acute radiation risks. NASA scientists are working to understand the molecular, cellular and tissue mechanisms of damage, which include DNA damage processing, oxidative damage, cell loss through apoptosis or necrosis, changes in the extra-cellular matrix, cytokine activation, inflammation, changes in plasticity, and micro-lesions (clusters of damaged cells along heavy ion tracks). – NASA The sun during the last solar maximum in September 2014 (top) compared to May 2020 (middle) and the last 3 days (bottom) as seen from the space-based Solar Dynamics Observatory. Space radiation exposures led to significant air space enlargement and dose-dependent decreased systemic oxygenation levels. These were associated with late mild lung inflammation and prominent cellular injury… Exposure to space radiation caused dose-dependent, pronounced late lung pathological sequelae consistent with alveolar simplification and cellular signaling of increased injury and decreased repair. The associated systemic hypoxemia suggested that this previously uncharacterized space radiation-associated lung injury was functionally significant. – American Journal of Physiology [cosmic] radiation-induced inflammatory pneumonitis has been observed to take about two to four months to develop, while fibrosis develops at around four to six months after irradiation. – Translational Lung Cancer Research Journal The Amercian Journal of Physiology study quoted above specifically listed central nervous system damage, oxidative stress, senescence, lung injury, inflammation, hypoxemia and cancer as a result of increased exposure to galactic cosmic rays. At least six of these seven outcomes have been associated with COVID-19 to date (cancer symptoms take longer to manifest). An excerpt from a paper published in The Lancet describing COVID-19 pathology: Studies have shown that some patients with coronavirus disease 2019 (COVID-19) and acute hypoxaemic respiratory failure have preserved lung compliance, suggesting that processes other than alveolar damage might be involved in hypoxaemia related to COVID-19 pneumonia. The typical imaging features of COVID-19 pneumonia, including peripheral ground-glass opacities with or without consolidation, are also non-specific and can be seen in many other diseases. There has been increasing attention on microvascular thrombi as a possible explanation for the severe hypoxaemia related to COVID-19.Treatment for acute respiratory failure in patients with COVID-19 is challenging in part because of little understanding of the underlying pathophysiology. Our findings are atypical for acute respiratory distress syndrome or thrombotic vascular disease and point to a possible central role* for previously underappreciated pulmonary vascular shunting. More detailed assessments of vascular and perfusion changes in patients with COVID-19 are urgently needed. – The Lancet Way back in 1985, NASA published a paper titled Using the information of cosmic rays to predict influence epidemic. The research was carried out at the Hubei Research Institute of Environmental Protection in Wuhan, China: A correlation between the incidence of influenza pandemics and increased cosmic ray activity is made. A correlation is also made between the occurrence of these pandemics and the appearance of bright novae, e.g., Nova Eta Car. Four indices based on increased cosmic ray activity and novae are proposed to predict future influenza pandemics and viral antigenic shifts. The Zika virus outbreak in 2015 posed a serious public health threat because of its association with congenital abnormalities. Research on the environmental factors underlying this outbreak epidemiology may provide useful insights into its occurrence. This study suggests that the localized lowering of the earth’s magnetic field intensity and a sudden increase of cosmic rays recorded in Mexico in 2015 were causally associated with the resurgence of the Zika virus outbreak in the Americas. Another 2006 Chinese study titled Searching of Main Cause Leading to Severe Influenza A Virus Mutations and Consequently to Influenza Pandemics/Epidemics found a significant relationship between solar cycles and pandemic/epidemic events, as summarised in this chart from the paper: Radiation & Vaccines Here’s how an RNA vaccine works: rather than injecting a pathogen’s antigen into your body, you instead give the body the genetic code needed to produce that antigen itself. When the antigens appear on the outside of your cells, your immune system attacks them—and learns how to defeat future intruders in the process. You essentially turn your body into its own vaccine manufacturing unit. – Bill Gates I wonder how DNA/RNA vaccines might behave in vivo whilst being exposed to unusually high levels of ionizing radiation? There has been some research done into producing vaccines which can either attenuate or amplify the effects of cosmic radiation, such as this paper published in 2007, and this one in 2014. We need to manufacture and distribute at least 7 billion doses of the vaccine. In order to stop the pandemic, we need to make the vaccine available to almost every person on the planet. We’ve never delivered something to every corner of the world before. – Bill Gates Pure speculation, but perhaps the “7 billion doses” of RNA vaccine being developed by the Bill & Melinda Gates Foundation (or through their funding) may perhaps be designed to interact with the currently elevated levels of incoming cosmic radiation and/or anticipated solar storms? Is the COVID-19 affliction perhaps related to fluctuations of the sun’s corona and the resultant variation in incoming cosmic radiation? Perhaps, like the farmer and his dog herding the sheep to shelter before the coming storm, the globalists and their obedient paid-off minions might decide that in order to avoid creating mass panic (by revealing the truth), they would rather create a cover story to essentially evacuate most of the cities and get the populations indoors until the storm has arrived. While we’re all safely stabled, they might as well give all the obedient animals their shots and tag them as well. The Ritual of Control This scenario also contextualizes the tone and content of Ricky Gervais’ restrospectively prescient opening speech at the January 2020 Golden Globe awards. Peppered with allusions to the end of days and uncomfortable truths about the Hollywood industry, it was almost as if Ricky was committing professional and literal suicide at the microphone – speaking as though the baubles of this world wouldn’t matter for much longer. Downright creepy. “From light comes darkness, and from darkness – light” – This line is from the only interesting moment in the 2016 movie “Warcraft“, produced by Legendary Pictures (creators of many other examples of billion-dollar grossing sorcery – 300 (both movies), Inception, Sucker Punch, the Batman franchise, Pacific Rim – to name a few). For the obvious reason that the sun is the energy source(ry) for all life on earth, the oldest known religious practices and beliefs, many of which persist today, deify the Sun. Human history is littered with sun symbolism and ritual. In occultism the Black Sun was associated with a black hole serving the center of power concentration. It was used by the Vril and some other secret societies for magic occult rituals almost a century before the Nazi Party made it a principal idea of their worldview. – Viking Workshop Whatever your personal beliefs around magic, the people directing our collective fate seem to take their sun worship and rituals pretty seriously, and the cosmic clock moves with relentless, predictable precision. This time has been anticipated and planned for for decades, perhaps even thousands of years. - Searching of Main Cause Leading to Severe Influenza A Virus Mutations and Consequently to Influenza Pandemics/Epidemics - The Independent – Earth’s magnetic field is mysteriously weakening, causing satellites and spacecraft to malfunction (2020-05-24) - The Sun “Has Gone Into Lockdown”, And This Strange Behavior Could Make Global Food Shortages Much Worse (2020-05-17) - Forbes – The Sun Is Asleep. Deep ‘Solar Minimum’ Feared As 2020 Sees Record-Setting 100-Day Slump (2020-05-12) - Journal of Climatology & Weather Forecasting – Electron Flux and Cosmic Ray Anomaly Before H1N1 Outbreak (PDF) - Journal of Astrobiology & Outreach – Sunspot Cycle Minima and Pandemics: The Case for Vigilance? (2017) PDF - Gates Foundation – A COVID-19 vaccine might be ready within 18 months. But what happens then? - National Academy press – The Space Radiation Environment and Its Effect on Electronics - NASA – Using the information of cosmic rays to predict influence epidemic (1985) - Cornell University – Mutagenesis and Background Neutron Radiation - Weakened magnetic field, cosmic rays and Zika virus outbreak (PDF) - MIT – Cosmic Rays, Neutrons And The Mutation Rate In Evolution - Daily Maverick – How the Sun Can Mess With Our Technology - Bill Gates Blog – The first modern pandemic - NASA – The Day the Sun Brought Darkness - Forbes – Flaremaggedon (2020-02-19)

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Chartres Cathedral is located south west of Paris. The building has four wings pointing directly North, South, East and West. Each wing represents the passage of time, from the past to the future. The front façade is located on the west wing. The west is where the sun sets and represents the apocalypse: "The Last Judgment". The combination of light and stained glass portrays the apocalypse as described in the bible. The north wing represents times past. There are images of the Virgin Mary and the prophets of the Old Testament. The south is the contemporary world. Jesus Christ is in the centre surrounded by stories from the New Testament. This is the renowned "Blue Virgin window". The mystical blue of the Madonna's tunic is known as Chartres Blue. Special devices support the high pointed arches of the ceilings and large windows. Flying buttresses are a unique feature of Gothic architecture. These reinforce the building from the outside. Such engineering made it possible for the structure to support high ceilings and huge windows. Here, the fall of Adam and Eve. The next sequence is the story of Noah's Ark. Noah receives a revelation from God and with his sons builds an ark. Animals gather around. 800 years of history has taken its toll. There are stains and damages to repair. Craftsmen in this workshop have been restoring stained glasses for the past two centuries. Each piece of glass is carefully removed and an old plan is used to match it with the original layout. Damaged glass is replaced with material close to the original. The Chartres Cathedral is a museum to stained glass. It is hoped that this extraordinary heritage will be protected long into the future. (World Heritage) LICENSING: for inquiries about licensing for this material, or requests for CD/DVD copies of it, please contact the publisher or the author directly. For further information refer to our FAQs 6 to 9

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Data from hedgerow management and biodiversity restoration experiments There are 3 datasets from a set of long running hedgerow experiments within this collection. The main dataset contains data on vegetation composition, flower counts, berry availability over winter, pollinators, invertebrates, and hedge structure and regrowth, and was collected between 2010 and 2016 although for one experiment there is data from 2005. There are two other datasets from Master's projects that focus on moth community data (in 2011) and plant community data from the basal area of the hedgerows (in 2016). The hedgerow experiments had two linked aims focused on management to maintain and restore the hedgerow resource under the agri-environment schemes: • to examine the effects of simple cutting management regimes promoted by Entry Level Stewardship (ELS) and Higher Level Stewardship (HLS) on the quality and quantity of wildlife habitat, and food resources in hedgerows; and • to identify, develop and test low-cost, practical options for hedgerow restoration and rejuvenation applicable at the large-scale under both ELS and HLS. There were 3 randomised plot experiments split over sites in Cambridgeshire, Oxfordshire, Buckinghamshire, Devon and Northamptonshire. The experiments were investigating the long-term effects of timing and frequency of cutting on resource provision for wildlife (experiment 1), the effect of timing, intensity and frequency of hedgerow cutting (experiment 2) and the effects of different rejuvenation techniques on hedgerows (experiment 3). The research was funded by Defra (project number BD2114: Effects of hedgerow management and restoration on biodiversity) and managed by the UK Centre for Ecology & Hydrology (UKCEH). This data collection contains these resources

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Everything you need to understand or teach About a Boy by Nick Hornby. About A Boy by Nick Hornby is a novel of coming of age at middle age. Will Freeman is a thirty-six year old man who lives off the royalties of a song that his father wrote nearly seventy years ago. Will is commitment-phobic, so when he meets a single mother and discovers that this type of woman is just as reluctant to commit as he, he makes up a two-year old son so he can join a single parents group. Through this group Will meets twelve year old Marcus, a child who is completely opposite of Will. Marcus pushes himself on Will, hoping at first that Will might marry his mother, but later realizing that Will has all the knowledge Marcus needs to help him survive middle school. Together, Will and Marcus will struggle through everyday life and somehow help one another mature. Marcus's mother has been depressed... About a Boy Lesson Plans contain 123 pages of teaching material, including:

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Stress is defined as any disturbance–extreme cold or heat, psychological stress, sleep deprivation, work overload, physical trauma, as well as toxic exposure-that can trigger the stress response. The body’s stress response system is comprised of the hypothalamic-pituitary-adrenal (HPA) axis. Prolonged stress triggers the HPA axis and consists of three stages: stage 1: alarm; stage 2: resistance; and stage 3: exhaustion. The initial, short-lived phase (the alarm phase) is the body’s normal fight-or-flight response to danger which is characterized by elevated cortisol levels. The next phase, the resistance phase, allows the body to continue buffering extended stress exposure, long after the initial fight-or-flight response has dissipated. Hormones released by the adrenals, such as cortisol and DHEA, help support the ‘resistance’ reaction. However, extended periods of stress not only burden the system, creating an imbalance in cortisol and DHEA production, but can result in mental and physical fatigue, nervous tension, irritability and poor memory-all of which are characteristic of stage 3. AdreneVive provides a unique blend of botanicals and nutrients that support the stress response, particularly promoting cortisol balance during the initial alarm phase. AdreneVive includes a blend of adaptogenic botanicals and nutrients specifically formulated to counteract the effects of daily stress and support healthy energy levels. AdreneVive provides a unique blend of "stress adapting botanicals" which help increase the body’s resistance to fatigue while helping to maintain balanced cortisol and DHEA levels. 2 capsules taken one to two times per day or as recommended by your health care professional. L-theanine is an amino acid found abundantly in green tea. L-theanine has been shown to quickly improve stress perception and resilience. The stress-buffering mechanisms of L-theanine have been connected to the ability of L-theanine to increase serotonin and dopamine production in the brain. L-theanine has also been shown to significantly increase alpha brain wave activity, which is critical for increasing attention as well as promoting a sense of relaxation. In a study using 16 healthy volunteers, electroencephalograph (EEG) readings of participants were recorded following the ingestion of 50 mg of L-theanine. The researchers found a greater increase in alpha brain wave activity versus placebo. L-theanine has also been shown to have a protective effect for nerve cells and reduces excitatory glutamate activity in the brain. Phosphatidylserine is a phospholipid that is found in high concentrations in the brain. In studies administering phosphatidylserine (50-800 mg) to subjects under stress (physical, emotional, mental, etc.), it has been found that phosphatidylserine reduces stress-induced excretion of cortisol. Administration of phosphatidylserine has also been studied in exercising subjects. It has been demonstrated that phosphatidylserine reduces the cortisol response to overtraining resulting in a reduction in perceived muscle soreness and improvement in athletic performance. Ashwagandha Root Extract Ashwagandha’s strong adaptogenic properties provide an array of benefits for individuals that have compromised health due to extreme stress exposure. Ashwagandha’s benefits include improving stress resilience, supporting immune response, regulating the sleep cycle, supporting healthy thyroid function and protecting against exhaustion of the nervous system. Ashwagandha has also been shown to be beneficial in supporting proper mood regulation and restoring a sense of calmness under stress. Rhodiola rosea Root Extract Rhodiola rosea has been categorized as an adaptogenic botanical due to its ability to increase resistance to a variety of stressors. Rhodiola has been studied extensively and is widely used in Eastern Europe and Asia to help support the nervous system, mood regulation, mental clarity, work performance and the sleep cycle. Within the central nervous system, Rhodiola has demonstrated an ability to preserve levels of neurotransmitters such as serotonin, dopamine and norepinephrine. In a randomized, double-blind, placebocontrolled study examining the effects of Rhodiola on fatigue and stress, 161 patients aged 19 to 21 years received Rhodiola twice daily resulting in a significant reduction in fatigue. An additional study using Rhodiola extract in students showed significant improvements in mental performance, greater mood stability, and improved sleep patterns. Eleuthero Root Extract Eleutherococcus senticosus has also been identified as a strong adaptogenic botanical and is widely used in China to improve general health, support memory and endurance. In addition to its ability to improve stress resilience and fight fatigue, Eleuthero has exhibited immune supporting effects. In a double-blind study, 45 healthy volunteers received Eleuthero or placebo for 30 days. A cognitive challenge test was given to assess stress response, along with heart rate. Unlike placebo, subjects receiving Eleuthero demonstrated a 40% reduction in heart rate in response to the stressor. Eleuthero has also been shown to improve performance in runners. In a study on performance athletes, Eleuthero extract (2 or 4 mL) given 30 minutes prior to a race significantly reduced race time (48.7 minutes) compared to the control group (52.6 minutes). Skullcap Root Extract† Native to China and parts of Russia, Skullcap root (Scutellaria baicalensis) has been used in traditional Chinese medicine for its immune supporting properties. S. baicalensis has flavanoids which provide numerous protective effects including antioxidant activity and protection against pathogens. Skullcap root has also been shown to balance inflammatory compounds and protect against free radicals that cause lipid oxidation.

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– Electronic devices are used in many aspects of our lives, and all of these items need power sources to help them run. In many cases, batteries serve as those important power sources and contain chemicals that release electrons to provide the energy needed for a wide variety of devices to operate. Batteries can only store a certain amount of energy, and eventually, can supply no more power to devices. Nothing is worse than reaching for a battery-operated device only to find that it won't work because its batteries are drained. By stocking up on batteries, you can ensure that you never have to go without a device due to a dead power supply. Battery-operated devices come in all different shapes and sizes, and the amount of power they require to operate can vary greatly from device to device. As a result, manufacturers produce many different standard sizes of batteries (AA for example) to ensure that there is something to suit every device. Standards have been developed to make shopping for batteries as easy as possible. Each battery type is assigned a letter or number based on its size, how many power cells it contains and how much power it can produce. Before purchasing batteries, you'll need to check what size of battery your particular device requires. Also, find out how many of the batteries are required for operation, as a device can run on one, two or several batteries at once. READ MORE ABOUT BATTERIES & POWER SOURCES » In addition to standard batteries, there are a variety of specialty batteries designed for certain types of items, and you can find many of these products at drugstore.com. We carry small batteries made to power watches, so that you can keep timepieces running without having to visit a jeweler for a replacement. You'll also find batteries for medical devices like hearing aids. Like standard batteries, watch and hearing aid and medical batteries come in set sizes, making it important that you verify which type you need before you make your purchase. At drugstore.com, we make finding batteries as simple as possible. We have all of the batteries that we carry displayed on this page for quick and easy shopping. In addition, we have departments for all of the most common battery sizes and types, so that you can refine your search with ease. If you tend to prefer batteries from one particular brand, you can find them just as quickly with the links shown at the left. Along with our wide selection of batteries, we also have recharging devices. These include rechargeable battery systems as well as USB chargers to help you keep items like smart phones, tablet computers and MP3 players fully charged and at the ready. Stock up on batteries today to avoid being without and get a great deal on the power supplies you need to keep your devices running smoothly by shopping drugstore.com. Also, if you're purchasing a gift that requires batteries, buy a package to give along with your present, so that the lucky recipient of your gift can begin to use their new item right away! BACK TO TOP » Reliable Everyday Power Mercury Free Ships in Easy to Open "Frustration Free Package" Store Your Batteries in the Easy to Open Package Get dependable, long lasting power from CopperTop batteries ...

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In its journey of almost 6,500 kilometres from the Tibetan Plateau to the East China Sea, the Yangtze River takes on many hues. At its source in Qinghai province, where it is fed by the meltwater of the Geladandong glacier, it is icy blue. By the time it passes through the deep gorges of Yunnan, it has turned a deep grey-green. But when it reaches the southwestern city of Chongqing, the current is usually a silty brown. Not last week, though, when it flowed a rich, terracotta red. The government vowed the vivid colouring came from natural causes, after heavy rains in the neighbouring province of Sichuan washed large amounts of iron-rich sediment into the Yangtze’s waters. But not all Chongqing residents were convinced. Their scepticism was exacerbated when the city cut off the water supply to the Banan district without giving an explanation. “Why don’t we have any water? What is it they are not telling us,” asked one Banan resident on Sina Weibo. “I’ll believe the water is safe when I see an official drinking a glass,” said another resident from Chongqing. Others took it as a sign from the heavens that Bo Xilai, the former Party secretary of Chongqing, was about to make a comeback (see this week’s Talking Point for more on the detained politician). “The river wants to sing red. Bo will return,” joshed one netizen, in reference to Bo’s introduction of public singing of Mao-era revolutionary songs. Another wit even suggested that a group of New Leftists (see WiC145) had dyed the river red in a show of support for Bo. But Chongqing isn’t alone in suddenly discovering its waterway has turned an odd colour. In July this year a stretch of the Quxi River in Wenzhou turned milky white after a leak from a local latex plant. And the Pearl River often takes on a deeper shade of indigo as it passes through Xintang, a jeans manufacturing hub in the southern province of Guangdong. As one weibo user pointed out, at least you know something is up when a river bubbles up into a bright shade of pink or flows on by with a deep streak of canary yellow. More dangerous is when the water looks a normal colour, but nevertheless poses a risk to human health. According to government statistics, 40% of China’s rivers are “seriously polluted” even at the best of times, with half of the group deemed too toxic for human contact. Worse still, 55% of China’s ground water reserves – relied on heavily to provide drinking water – are classified as “poor” or “very poor”. And it’s not as if China has much water to waste: water resources per capita work out at around a quarter of the global average, according to the World Bank. Meanwhile Chinese authorities have struggled to reduce the volume of industrial effluent going into the country’s river networks. One of the worst accidents happened in 2005, when benzene and nitrobenzene spilled into the Songhua River – the water supply to the northern city of Harbin had to be cut off for four days. On a more positive note, local authorities seem to be under clearer instructions to be more transparent with the public about contamination – as was the case after a large cadmium discharge into the Liu River in the southern province of Guangxi earlier this year. It wasn’t always so. On the Songhua in 2005, it was only when residents of the Russian town of Khabarovsk began to report heavy pollution to the river – known as the Amur in Russia – that the Chinese authorities acknowledged the scale of the disaster. So natural or not, the reddening of the Yangtze is a reminder of the seriousness of China’s water problems. Indeed, many environmentalists have suggested that the steady degradation of this vital natural resource is going to prove one of the stiffest challenges to China’s hopes of achieving years of future economic growth. © ChinTell Ltd. All rights reserved. Exclusively sponsored by HSBC. The Week in China website and the weekly magazine publications are owned and maintained by ChinTell Limited, Hong Kong. Neither HSBC nor any member of the HSBC group of companies ("HSBC") endorses the contents and/or is involved in selecting, creating or editing the contents of the Week in China website or the Week in China magazine. The views expressed in these publications are solely the views of ChinTell Limited and do not necessarily reflect the views or investment ideas of HSBC. No responsibility will therefore be assumed by HSBC for the contents of these publications or for the errors or omissions therein.

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Stereotypes - Teaching Backgrounder Generally, stereotypes are less real, more perfect, (or imperfect) and more predictable than their real-life counterparts. A typical male stereotype, for example, is of a “real man” who is adventurous, masterful, intelligent, and unshakable. Such sex-role stereotypes are intended to present viewers with a character they can easily recognize and relate to. Their danger, however, is that, if seen often, they can affect the way a viewer perceives men in general. Male stereotyping can narrow one’s notion of what men can be and do; it can affect women’s and children’s expectations of men; it can even shape men’s and boys’ own views of themselves and of how they should behave. While commercial television has improved in its portrayal of females, many of the women featured on TV continue to be depicted as someone’s wife (apron-clad) or girlfriend (barely-clad). Television children are generally cast in gender-related roles - the girls playing with dolls while the boys play at sports - and all are “cutesy” and talk as though they were insightful adults. Similarly, the characterization of mothers-in-law, the elderly, gays, police officers, and truck drivers tends toward the stereotypical. Culture and class stereotypes are also prevalent in television. Traditionally, blacks were portrayed as either happy-go-lucky servants or dangerous criminals, and while these stereotypes linger, we are now seeing what might be described as upright, intelligent, middle-class black characters. Similarly, North American native peoples are now being portrayed as something other than buckskin-wearing teepee dwellers. Too often, however, minorities are portrayed stereotypically and almost never as powerful or rich as the white majority. Because stereotyping can lead children to form false impressions of various societal groups, it is important that students recognize stereotypes and understand the role they play in television’s portrayal of life. To become television-wise, then, students must tune in to the ways television treats people, recognize how they themselves relate to TV characters, and understand how these characters can influence their ideas about the real people in their communities. Source: TVOntario, Let’s Play TV: Resource Kit For Television Literacy, © 1995.

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What's important, really In short, I’ve got some feedback asking how do you know what’s important? Our focus should go on what is important, how do you define what’s important? It’s when everything is over than we look back and see what was really important. To be future oriented means to be able to decide what we’ll be the most thankful for in the future. Decisions are choices between alternatives that are most of the time are imperfect, possibly wrong, not enjoyable, hard to justify. When results or consequence are not clear, deciding is close to guessing. Important is then defined on the long run not in our day to day. When one day, a smart decision, a radical move produce an impactful positive change in our life, we may trace it’s origins in the fog of our day to day actions. So for me, important is what remains when the confusion end. We’re never sure what might remain, here what I like to reflect on/ to do: - Start with the end in mind. When the project is over, what’s the outcome you want from it? what will people remember? - Imagine in details: the project is over and it has failed. What would I do differently starting now? - Make a better decision: ask at least one person who is not agree with you. They often see what we don’t. - Copy the people you want to look like. They might have faced the problems you will. - Don’t feel guilty when today was not as good as expected. Tomorrow do better. Hope that’s helpful. Let me know how do you know what is important, I’m really interested. More? Subscribe to the newsletter

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Mention “Pearl Harbor” to any American, and they will probably think immediately of ships. The December 7th, 1941, Japanese attack on the United States Pacific Fleet moored at Pearl Harbor, in the territory of Hawai’i, was one of the darkest days in the history of the American Navy. The USS Arizona, wracked by a violent explosion after an armor-piercing bomb hit her forward magazine, sunk quickly into the sapphire waters off Ford Island. The USS Utah and USS Oklahoma were also lost. Other massive battleships were sunk, although most of the ships which went to the bottom on December 7th were later raised and put back into service. All in all, Pearl Harbor belongs, in American memory, to the Navy. It was a maritime disaster, and its story has been told as such for more than 70 years. Often forgotten, however, is that aviation played a central role in the events of December 7th. Apart from a handful of small submarines, which launched mostly unsuccessful torpedo attacks on US ships, nearly all of the firepower deployed by Japan on that day came from the air. Two sorties of Japanese planes, totaling 350 aircraft in all, took off from Admiral Chuichi Nagumo’s carrier fleet some 275 miles off the northwest coast of Oahu early in the morning on Dec. 7th. Although their main targets were the ships of the US Pacific Fleet, the Japanese pilots also launched attacks against American planes at Oahu’s Hickam Airfield and elsewhere, destroying nearly every American aircraft on the island. Fewer than a dozen American planes made it into the air, scrambled to meet the Japanese attack. American pilots managed to take down a few Japanese planes—a small percentage of the airborne flotilla, to be sure, but the air-to-air battle over Oahu is an important, and often overlooked, part of the events of that day. Pacific Aviation Museum in Oahu One Pearl Harbor institution, the Pacific Aviation Museum, is dedicated to keeping the memory of the air war over Oahu alive. Perhaps more significant, the Pacific Aviation Museum is going beyond Pearl Harbor, fleshing out the history of the attack with stories from other islands while also going outside the temporal confines of December 1941 to relocate aviation at the center of the Pacific War. In piecing together these forgotten artifacts of the past, the Pacific Aviation Museum, like the Pearl Harbor museum complex, is also looking into the future, bringing long-dismissed Japanese perspectives into the Pearl Harbor narrative while reaching out to the growing numbers of visitors from Japan. During a recent visit to the Aviation Museum, JAPAN Forward sat down with Ken DeHoff, the museum director and himself a veteran of combat aviation. A helicopter pilot wounded during the Vietnam War, DeHoff instinctually sees military history through the lens of avionics. DeHoff’s guided tour of Pearl Harbor includes brief stops at vistas overlooking the ruined hulks of the USS Arizona and USS Utah, as well as at the memorial to the USS Oklahoma, but his main focus is on how the attack played out from the air. For example, DeHoff pointed out a several-dozen-yard-long streak of pockmarked concrete on Ford Island, reeling off the kind of airplane and the caliber of cannon that fired the bullets which notched the strip of ground in an undulating row of small craters and pits. And when outlining the Pearl Harbor attack overall, the sinking of the US Pacific Fleet is almost secondary to the ways in which the Japanese planes negotiated the Wai’anae and Ko’olau Mountains sheltering Pearl Harbor, sweeping in from both east and west over the foothills before taking up attack positions low over the water and the land. It turns out that seeing Pearl Harbor from the perspective of the sky instead of the sea can open up surprising new angles to the story of the day that brought the United States into the world’s deadliest war. The First Japanese Prisoner of War For instance, the Aviation Museum’s most controversial exhibit is perhaps the rusted, skeletal wreckage of an A6M Zero fighter piloted by Shigenori Nishikaichi, who took off from the Japanese aircraft carrier Hiryu at approximately 8 a.m. on December 7th. Part of the second wave of the attack, Nishikaichi descended on Kaneohe and Bellows before taking a defensive round in the fuel tank. Unable to complete his mission or even to return to the Hiryu, Nishikaichi decided to ditch his Zero on the tiny island of Niihau, at the northwest tip of the eight main Hawaiian islands. Having survived the forced landing, Nishikaichi, aided by a few Japanese immigrants on Niihau, took local Hawaiians hostage while attempting to use his damaged radio to communicate with the Japanese naval command. Eventually, Nishikaichi was overpowered and killed by local Niihauans Benehakaka Kanahele and his wife, Kealoha. Benehakaka received the Purple Heart for his actions that day, while the treachery of a tiny number of trusted Japanese residents—one of whom committed suicide when Nishikaichi’s daring escape attempt failed—contributed significantly to distrust of all Japanese and Japanese-Americans in Hawai’i after the Pearl Harbor attacks. Also, in a measure of how much the naval history of Pearl Harbor has tended to overshadow the aviation side of the story, it is worth noting that the first Japanese prisoner taken in the Pacific War was not the crew member of one of the miniature submarines captured at Pearl Harbor, as is often reported, but, in fact, Shigenori Nishikaichi. Jason Morgan is an assistant professor at Reitaku University in Chiba, Japan. He holds a PhD in Japanese legal history from the University of Wisconsin, and an MA in Asian Studies (China focus) from the University of Hawai’i. He has translated works by Mizoguchi Yuzo, Tanizaki Jun’ichiro, and Muro Saisei. In 2014-2015, Morgan was a Fulbright scholar researching Japanese law at Waseda University in Tokyo. His book, Why do Americans Look Down on Japan?, was published with Wani Books in 2016.

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How to use the Excel CODE function? Few of us enjoy doing math, but Excel’s CODE function can make life a lot easier. This function takes a character and returns the corresponding number according to the ASCII table. In other words, it translates text into numbers. This can be useful when you need to format data or find specific characters in a string of text. Let’s take a look at how the CODE function works and some practical applications for it. Have you ever needed to calculate something in Excel but didn’t know how? CODE is here to help! This function lets you write code within Excel to calculate whatever you need. With CODE, the possibilities are endless! Check out this tutorial to get started. How to use the Excel CF The CODE function is very simple to use. All you need is a character or string of text, and the CODE function will return the corresponding number. For example, if we wanted to find the code for the letter “A”, we would use the following formula: This would return 65, which is the code for “A” in the ASCII table. You can also use CODE to find codes for multiple characters. For example, if we wanted to find the code for “Hello”, we would use the following formula: This would return 72, 101, 108, 108, 111. Each number corresponds to a character in the string “Hello”. CODE is a great way to format data. For example, let’s say you have a list of phone numbers and you want to format them all with dashes. You could use CODE to find the code for the dash character and then insert that character into your phone numbers using the CHAR function. The CODE function is also helpful when you want to find a specific character in a string of text. For example, let’s say you have a list of names and want to find all the names that start with “A”. You could use CODE to find the code for “A”, and then use the FIND function to search for that code in your list of names. These are just a few ways to use CODE in Excel. Try experimenting with this function to see what else you can come up with! How do I assign a code to data in Excel? You can use the CODE function to assign a code to data in Excel. This function takes a value as an argument and returns a numeric code for that value. The CODE function is useful for assigning codes to data so that you can easily track and categorize it. To use the CODE function, enter the value you want to code into a cell. Then, enter the CODE function into another cell. The CODE function will return a numeric code for the value you entered. You can then use this code to track and categorize your data. For example, if you have a list of countries in one column and you want to assign a code to each country, you can use the CODE function. Enter the countries into one column and then enter the CODE function into another column. The CODE function will return a numeric code for each country. You can then use these codes to track and categorize your data. The CODE function is a built-in function in Excel that is categorized as a String Function. It can be used as a worksheet function (WS) in Excel. As a worksheet function, the CODE function can be entered as part of a formula in a cell of a worksheet. Excel CF Syntax The syntax for the CODE function in Excel is: CODE( value ) value – The value that you want to code. In conclusion, the CODE function is a useful tool for assigning codes to data so that you can easily track and categorize it. Thank you for reading! Hello, I’m Cansu, a professional dedicated to creating Excel tutorials, specifically catering to the needs of B2B professionals. With a passion for data analysis and a deep understanding of Microsoft Excel, I have built a reputation for providing comprehensive and user-friendly tutorials that empower businesses to harness the full potential of this powerful software. I have always been fascinated by the intricate world of numbers and the ability of Excel to transform raw data into meaningful insights. Throughout my career, I have honed my data manipulation, visualization, and automation skills, enabling me to streamline complex processes and drive efficiency in various industries. As a B2B specialist, I recognize the unique challenges that professionals face when managing and analyzing large volumes of data. With this understanding, I create tutorials tailored to businesses’ specific needs, offering practical solutions to enhance productivity, improve decision-making, and optimize workflows. My tutorials cover various topics, including advanced formulas and functions, data modeling, pivot tables, macros, and data visualization techniques. I strive to explain complex concepts in a clear and accessible manner, ensuring that even those with limited Excel experience can grasp the concepts and apply them effectively in their work. In addition to my tutorial work, I actively engage with the Excel community through workshops, webinars, and online forums. I believe in the power of knowledge sharing and collaborative learning, and I am committed to helping professionals unlock their full potential by mastering Excel. With a strong track record of success and a growing community of satisfied learners, I continue to expand my repertoire of Excel tutorials, keeping up with the latest advancements and features in the software. I aim to empower businesses with the skills and tools they need to thrive in today’s data-driven world. Suppose you are a B2B professional looking to enhance your Excel skills or a business seeking to improve data management practices. In that case, I invite you to join me on this journey of exploration and mastery. Let’s unlock the true potential of Excel together!

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Ann Arbor, Michigan - An international team of engineers and biologists will gain unprecedented insights into how birds fly so efficiently and then turn that knowledge to building unmanned aircraft with shapeshifting wings. These planes should be lighter, faster and dramatically more maneuverable than today's stiff-winged aircraft. Recently awarded a $6 million grant from the Air Force Office of Scientific Research, the researchers will first produce the most detailed analysis of bird flight ever made for an aerospace engineering project. The project is headed by Daniel Inman, professor of aerospace engineering at the University of Michigan, with researchers at Stanford and the UCLA leading parts of the effort. While modern, rigid-wing airplanes use drag-inducing flaps and slats for control, birds manipulate individual feathers or clusters of feathers on their wings, creating surfaces that control flight without wasting energy. "With new materials, advanced sensing and control techniques, and inventive methods for observing birds in flight, our team will begin to bring avian efficiency and agility to aircraft," Inman said. Better efficiency will make battery-powered unmanned aircraft more practical, whereas many now rely on fossil fuels. The team will also explore whether their new wings and tail could work on small, crewed aircraft. Rather than burdening small birds with sensors to measure airflow, pressure and other forces, David Lentink, an assistant professor of mechanical engineering at Stanford University, has developed a system that measures pressure disturbances in the air around the bird. "It is really exciting that we can now finally study bird flight with an engineering eye," said Lentink, who is also a biologist. "The time-resolved forces on the wings, in combination with 3D wing shape measurements at 1,000 frames per second, are key to deciphering how birds change shape to control the aerodynamic force they generate." Other biologists on the project will mount cameras on the backs of large species such as eagles. These will provide close-up views of the wings as the birds take off, glide, maneuver and land. A third group will explore how wing muscles work together to manipulate the shape of the wing. The engineers will investigate a variety of avenues toward producing morphing wings for aircraft. They'll test materials that alter wing shape in response to stimuli such as temperature changes or electric current. The researchers believe they can assemble structures resembling the bone and muscle in birds wings through 3D printing. To regulate the shapes of the wings, another group of engineers will program the control computer using techniques that mimic neurons in the brain and develop sensors that can be distributed through the wing like nerves. These will report airflow and pressure data back to the computer—information that birds instinctively collect and use in flight. "A biological neural network can process signals at a speed comparable to a supercomputer while weighing only one millionth as much and consuming one millionth the power," said Yong Chen, professor of mechanical and aerospace engineering at the UCLA. Chen's brain-like circuits will be able to quickly and efficiently process information from the sensors, using it to choose the best wing shapes to maneuver the aircraft. The engineering team includes Darren Hartl, research assistant professor in aerospace engineering at Texas A&M, who will develop components for changing the wing shape using shape memory alloys. Inman and Henry Sodano, associate professor of aerospace engineering at U-M, will explore new materials and ways to structure the wings. Fu-Kuo Chang, professor of aeronautics and astronautics at Stanford, will build distributed sensing systems for the wings, working closely with Chen. Douglas Altshuler, an associate professor of zoology at the University of British Columbia in Canada, will study tactile feedback in birds and work with Lentink on the analysis of bird flight. Richard Bomphrey, a reader in biomechanics at the Royal Veterinary College in the U.K., will use cameras to investigate how birds alter the shapes of their wings to control flight. Graham Taylor, professor of mathematical biology at Oxford University, will provide data that he previously collected on bird flight.

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My first-ever Vipassana meditation was in Amsterdam. Sitting on a little pillow, our teacher told us that the key to Vipassana meditation is to observe your own thoughts without attachment. In the following weeks, I invited several friends to those Vipassana sessions. After 90 minutes of meditation, we’d go for a drink and wonder: what happens to your brain when you meditate? In his TED-talk, Mathieu Ricard answers this question. He shows pictures of Buddhist monks lying inside big fMRI machines. The monks are subjects in a research study to understand the influence of meditation on the structure of the brain. The research showed that the brain structure changes through meditation: monks show more neural activity when they look at images that raise our sense of empathy. After seeing this image, I wondered if a Buddhist monk would agree to use a technology that instantly creates the effect of meditation, without the many years of practice it typically takes to create a truly tranquil mind. In the last month, I learned that the first signs of such a technology exist. Called transcranial Direct Current Stimulation (tDCS); it’s so simple that you can build a setup for less than $50. I first learned about tDCS in The Economist’s Technology Quarterly, and by listening to a fascinating podcast by Radiolab. In the episode, a journalist for New Scientist explains how her performance in a military simulation game improved from sub-standard to perfect, simply by running a bit of electricity through her brain. (She participated in a military training simulation; her goal was to survive a danger situation in Afghanistan. Without tDCS, she shot 3 out of 20; with tDCS, she hit all targets.) When she performed the exercise without the brain stimulation, she felt extremely stressed; when she used tDCS, time seemed to slow down, decisions were much simpler, and, at the end of the game, the journalist asked the supervisor why they had skipped the hard part of the simulation. Effectively, tDCS creates an effect that meditation can create too: it brings you into a state of focus—letting go of doubts, worries, and peripheral thoughts. What could this mean for our future? Will baseball-caps provide electric shocks to our brain to keep us in a constant state of “flow”? Is it possible to keep the brain in a constant high; or would our neural cells set the electric current as the new normal, requiring a higher power-flow? If technology can create a focused mind, would a monk use it, or would using it fail to complete the deeper goal of non-attachment? (After I listened to this episode, I ordered a tDCS device myself. I’m very curious to see what it does.)

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As the populations awareness of the detrimental effects of secondhand smoke became clear, country-wide action was implemented to reduce the risks, such as a ban on smoking in public buildings which was made active from 1 July 2007. With more smokers looking to give up their bad habit, recent years have seen the world-wide sensation that is vaping come into force. An NHS-recommended product to help stop smoking, these fun-flavoured cigarette alternatives are giving reformed smokers the nicotine hits they crave without the carcinogens. Unlike traditional cigarettes, e-cigarettes are not banned in public places. Although some workplaces have prohibited their use, this is not a legal requirement. This means that those jumping on the vaping bandwagon are free to fulfill their craving anywhere, anytime. For many non-smokers getting the wafts of cotton-candy, strawberry and vanilla flavoured fumes, this raises the question of the effects of breathing in vaping fumes second hand, and whether they are in any way harmful. Disclaimer: SmokShop is not medically qualified to provide advice about the health risks and benefits of vaping. Please consult a doctor or trusted medical resource for more information. What is e-cigarette vapour? The cloud of smoke left behind by vapers is technically aerosol which, like any fume, disperses through the air. This means that anyone close enough will most likely see, smell and even taste the cloud of vapour. The vapour produced by e-cigarettes is created by the heating of the e-liquid cartridge within the vaping pen. Unlike the combustion of traditional cigarettes to create smoke, e-cigarette vapour doesn’t produce any harmful tar or carbon monoxide. What’s in e-cigarette vapour? If the harmful carcinogens found in traditional cigarettes aren’t found in e-cigarettes, then what is in the vapour that they produce? - Propylene glycol Propylene glycol and glycerin are the base components of all e-cigarettes. The nicotine, flavourings and any other chemicals that particular vape cartridges contain will depend on the flavour and brand. Is secondhand e-cigarette vapour harmful? The answer to this question is a grey area. Not because the results are inconclusive, but because vaping is such a new trend. The long-term effects of inhaling second hand vapour from e-cigarettes can’t be known for another 10 years or so, however a lot of research has been carried out into the instant effects of vapour inhalation. No evidential threat to bystanders The environmental exposure of vamping has been measured, with no evidence of lasting impact. This is because very low levels of fumes are expelled during vaping, which is not enough to have a lasting impact. This is helped by the fact that the vapour expelled is not considered harmful to the same extent as traditional cigarette smoke and 93.8% of the inhaled nicotine is retained by the user. What’s more, the amount of smoke expelled by these cigarettes is much less than those which combust as vape pens do not leave a trail, only producing fumes when actively used. The next steps There’s no hard evidence to say that second hand vaping fumes are harmful. But vapers should be respectful of non-smokers and those who take issue nonetheless. Vapours should always be thoughtful of those who object to breathing in vaping fumes, making an effort not to encroach with their fumes. What’s more, avoiding vaping around those with asthma is advised, due to the evidence that some brands and flavours can irritate sufferers airways. Vapers should also be considerate when in the vicinity of children and babies. There’s currently no second hand vapour studies which categorically prove e-cigarettes are safe for children and babies, who have a smaller lung capacity than adults.

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- Definition of Daylight Savings Time (DST) - Purpose of DST - Brief history of DST II. The Concept Behind Daylight Savings Time - Energy conservation benefits - Impact on agriculture and businesses - Health benefits and challenges III. How Daylight Savings Time Works - Clock adjustments and time changes - Regional differences in observing DST - Exceptions and countries that do not observe DST IV. The Controversy Surrounding Daylight Savings Time - Arguments for abolishing DST - Arguments for keeping DST - Legislation and debates on DST V. Daylight Savings Time Around the World - Different start and end dates in various countries - Cultural differences and celebrations related to DST VI. Tips for Adjusting to Daylight Savings Time - Healthy sleep habits - Managing jet lag and sleep disruptions - Utilizing natural light exposure VII. Impact of Daylight Savings Time on Technology - Adjustments in digital devices and software - Challenges faced by international businesses - Role of smart technology in adapting to DST changes VIII. Fun Facts and Trivia about Daylight Savings Time - Unusual practices related to DST - Historical anecdotes and trivia - DST in popular culture (movies, books, songs) - Recap of key points - Emphasizing the importance of DST awareness - Encouraging readers to embrace the extra hour of daylight Daylight Savings Time (DST) is a practice where clocks are set forward by one hour during warmer months to extend evening daylight. The concept, although simple, has a profound impact on various aspects of our lives and society. Let’s delve deeper into this fascinating phenomenon and explore its significance around the world. The Concept Behind Daylight Savings Time DST was originally introduced to make better use of natural daylight during evenings and reduce the need for artificial lighting. By adjusting the clocks forward in spring, we make the most of longer daylight hours. This not only conserves energy but also provides numerous benefits to different sectors. How Daylight Savings Time Works The process of changing clocks forward and backward can sometimes be confusing, especially considering that not all countries observe DST. While most regions adjust their clocks, there are exceptions and variations. For example, some countries and territories do not observe DST at all, leading to interesting time zone dynamics. The Controversy Surrounding Daylight Savings Time The debate over the relevance and necessity of DST continues to spark discussions worldwide. Advocates argue that DST saves energy, supports businesses, and promotes outdoor activities. On the contrary, opponents claim that the practice disrupts sleep patterns, affects health, and doesn’t necessarily result in significant energy savings. Daylight Savings Time Around the World Different countries have varied start and end dates for DST, leading to a patchwork of time changes across the globe. This diversity showcases the adaptability of societies to changing daylight patterns and reflects regional preferences. Tips for Adjusting to Daylight Savings Time Adjusting to the time change can be challenging, especially for individuals with sensitive sleep routines. Implementing healthy sleep habits, managing exposure to natural light, and adopting relaxation techniques can help mitigate the effects of DST on sleep patterns. Impact of Daylight Savings Time on Technology In our digital age, adjusting to DST involves more than just changing wall clocks. Smartphones, computers, and software systems must adapt to the time changes seamlessly, ensuring smooth communication and coordination across international borders. The role of technology in this adaptation process is crucial. Fun Facts and Trivia about Daylight Savings Time Did you know that some regions adjust their clocks by fractions of an hour instead of the usual one-hour increments? Additionally, DST has inspired creative works in literature, movies, and music, highlighting its influence on popular culture. Exploring these fascinating tidbits adds depth to our understanding of DST. In conclusion, Daylight Savings Time remains a topic of interest and debate globally. As we embrace the extra hour of sunshine, it’s essential to consider the various aspects of DST, from its historical origins to its impact on modern technology. Being aware of the changes around us not only helps us adjust but also fosters a deeper appreciation for the complexities of timekeeping in our interconnected world. FAQs about Daylight Savings Time Q1: Why do some countries not observe Daylight Savings Time? A1: Countries have different reasons, including climate considerations, cultural norms, and legislative decisions, for not observing DST. Q2: Does Daylight Savings Time have any effect on health? A2: Yes, the time change can affect sleep patterns and circadian rhythms, leading to temporary disruptions in health and well-being. Q3: How does technology adapt to Daylight Savings Time changes? A3: Technology, including software and digital devices, often updates automatically based on predefined rules, ensuring seamless transitions during DST changes. Q4: Are there any health benefits associated with Daylight Savings Time? A4: Some studies suggest that DST can positively impact mental health and reduce seasonal depression due to increased exposure to natural light in the evenings. Q5: What can individuals do to minimize the impact of DST on their sleep? A5: Maintaining a consistent sleep schedule, limiting caffeine and screen time before bed, and creating a relaxing bedtime routine can help mitigate sleep disturbances during DST transitions.

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It is very important that you give your puppy clear, easily distinguishable puppy training commands. If you don’t use such commands correctly, your puppy may become insecure, unsettled, and anxious during training. Just as important is to make sure that you always use the same training commands. For instance when calling your puppy, a clear “here” should be used consistently rather than interchanging with “come here”, “come to me” or “come here now”. Let’s now look at which commands you should use when training your puppy… Basic Puppy Training Commands When you start puppy training the basic commands consist of: - Here – to call your puppy - Sit – to train your puppy to sit - Down – to get your puppy to lie down - Stay – to teach your puppy to remain sitting or lying down, while you move away - Fetch – to teach your puppy to bring an item to you These commands form part of the basic obedience training of each puppy and you can freely add to them later once your puppy has mastered them. How to Use Puppy Training Commands Despite what we humans often make ourselves believe, your puppy doesn’t understand English. You, therefore, need to know that the manner, in which the command is expressed, rather than the word by itself, will have a huge influence on the reaction of your puppy. You can use level, pitch, calmness, or excitement in your voice to give your puppy a clearer idea of what you want from him. For instance, your puppy will definitely come to you quicker and more eagerly when your “here” command is expressed in an excited, cheerful manner and at a higher pitch. This is way easier to get your puppy’s attention than if you were calling him in a bored, disinterested, or even irritated voice. Similarly for the “fetch” command. Here you also want your puppy to get excited and run after the article you have thrown for him. On the other hand, a command intended to calm rather than activate your puppy such as “sit”, “down” or “stay” you should say in a deep, soothing voice at the same time extending the word – say “siiiit”, “dooown” or “staaay”. When using commands to train your puppy, the most important thing you must remember is to genuinely praise your puppy when he’s reacted correctly to the command. In the beginning, you should even praise him if he’s only partially completed the required action. Praise your puppy even for small steps in the right direction. This makes learning much easier for him. Without praise, no learning, and no success! Your puppy will register your joy and will be even more willing to offer the same action the next time around. So in short… …when teaching your puppy to react to commands, remember to give clear and consistent puppy training commands. Vary your voice to communicate your intention and remember to praise him.

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January 1, 2006 By Banfu T. Burnside, Collegian Health Editor Have you ever had a cold sore? If so, you might have Herpes! Herpes is an incurable viral infection that is often sexually transmitted. The symptoms include skin lesions and blisters, however the infected often show no outward symptoms at all. Just don't let the clear skin fool you. An asymptomatic individual can still shed infectious virions, leading to a serious case of dong-rot. There are two common versions of Herpes Simplex; HSV-1 is more common in the facial region, while HSV-2 typically affects the "naughty bits." However, it is entirely possible for both virii to thrive in any location, and a rather unscientific study suggests that dong-to-mouth transmission is on the rise. The fun doesn't stop there, because either of the two Herpes Simplex viruses can lead to a neurological disorder called Herpes Simplex Encephalitis. That disorder is seventy percent fatal in untreated subjects. Dr. Alan Sharper, a microbiologist and leading researcher on the evolution of the Herpes virus adds, "Herpes is a bitch." When asked for preventive measures, Dr. Sharper offered the following: "Don't touch shit. You've got no idea who has the herpes, so avoid skin to skin contact at all costs with any human beings." Dr. Sharper also takes issue with the way many Americans approach treatment. His parting advice: "That chapstick stuff is no cure for herpes, baby. You can't just slather your mug with Blistex and pretend your face isn't a veritable STD Jamboree."

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The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality APE programs. Kubler‑Ross, E. (1993). On death and dying. New York: Collier Books. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders: DSM‑lV. (4th ed.). Washington, DC: American Psychiatric Association. Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of APE teachers, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and apply principles of motor learning during the planning and teaching of physical education to students with disabilities. Ayres, J. A. (1983). Sensory Integration and the child. Los Angeles, CA: Western Psychological Services. Schmidt, R. A. (199 1). Motor learning & performance: From principles to practice. Champaign, IL: Human Kinetics. Magill, R. A. (1993). Motor learning: Concepts and applications. (4th ed.). Madison, WE Brown and Benchmark. As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations. Adrian, M. J. & Cooper, J. M. (1989). The biomechanics of human movement. Madison, WI: Brown and Benchmark. Finnic, N. R. (1976). Handling the young cerebral palsy child at home. New York: Dutton. Rasch, P.J. (1989). Kinesiology and applied anatomy. Philadelphia, PA: Lea & Febiger. This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards. Baumgartner, T.A., & Jackson, A.S. (1995). Measurement for evaluation in physical education and exercise science, (5th ed.) Dubuque, IA: Wm. C. Brown. Horvat, M., & Kalakian, K. (1996). Assessment in adapted physical education and therapeutic recreation. Dubuque, IA: Brown & Benchmark. Safrit, M.J., & Wood, T. (1995). Introduction to measurement in physical education and exercise science, (3rd ed.). St. Louis: Mosby. This standard traces facts regarding legal and philosophical factors involved in current day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in their lives. Major components of each law that related to education and physical activity are emphasized. The review of history and philosophy related to special and general education is also covered in this area. Standard 6 refers to information based on the disability areas identified in the Individuals with Disabilities Education Act (IDEA) found within school age population. Material is categorically organized in order to present the information in a systematic matter. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have. American College of Sports Medicine (1997). Exercise management for persons with chronic diseases and disabilities. Champaign, IL: Human Kinetics. Bleck, E. E., & Nagel, D. A. (1982). Physically handicapped children: A medical atlas for teachers (2nd edition). New York: Grune and Stratton. Goldberg, B. (Ed.). (1996). Sports and exercise for children with chronic health conditions. Champaign, IL: Human Kinetics. Miller, P.D. (1995). Fitness programming and physical disability. Champaign, IL: Human Kinetics. As you are planning to teach physical education to students with disabilities, you should recognize that certain Curriculum Theory and Development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by APE teachers. As you have no doubt discovered Curriculum Theory and Development is more then writing unit and lesson plans. Nowhere does this come into play more than when you are planning a program for a student with disability. Melograno, V. (1985). Designing the physical education curriculum: A self‑directed approach. (2nd ed.). Dubuque, IA: Kendall/Hunt Publishers. Davis, W. E., & Burton, A. W. (1992). Ecological task analysis: Translating movement behavior theory into practice. Adapted Physical Activity Quarterly, 8(2), 154‑177. This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities. Brickell B. et al (1994). Designing assessments: Applications for physical education. Willow Street, PA: Pennsylvania State AHPERD, P.E.‑L.I.F.E. Project. Hensley, L.D., Morrow, J.R., & East, W.B. (1990). "Practical measurement to solve practical problems," Journal of Physical Education, Recreation and Dance, 61(3): 42‑44. Herman, J., Aschbacker, P., & Winters, L.(1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Instructional design and planning must be developed before an APE teacher can provide services to meet legal mandates, educational goals and most importantly the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science and curriculum theory and development are applied to this standard in order to successfully design and plan programs of physical education. A major part of any APE position is teaching. In this standard many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science, are applied to this standard in order to effectively provide quality physical education to individuals with disabilities. Cooper, J.O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Columbus, OH: Merrill Publishing. French, R., & Henderson, H. (1993). Creative approaches to managing student behavior (2nd ed.). Park City, UT: Family Development Resources. Lavay, B. W., French, R., & Henderson, H. (1997). Positive behavior management strategies for physical educators. Champaign, IL: Human Kinetics. Mosston, M., &Ashworth, S. (1994). Teaching physical education (4th ed, NewYork: Macmillan. Rink, J. E. (1993). Teaching physical education for learning (2nd ed.). St. Louis: Mosby. Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed. Mountain View, CA: Mayfield Publishing. As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies an adapted physical educator should know related to consultation and staff development. Program evaluation is a process of which student assessment is only a part. It involves evaluation of the entire range of educational services. Few physical educators are formally trained for program evaluation, as national standards for programs have only recently become available. Therefore, any program evaluation that has been conducted is typically specific to the school or district, or limited to a small range of parameters such as number of students scoring at a certain level of a physical fitness test. Adapted physical education programs or outcomes for students with disabilities are almost never considered in this process. Marzano, R., Pickering, D. & McTighe, J. (1993). Assessing student outcomes. Alexandria, VA: Association for Supervision and Curriculum Development. National Association for Sport and Physical Education. (1995). Moving into the future: National Standards for Physical Education. St. Louis: Mosby. Stiggins, R., Conklin, N., & Bridgeford, M. (1986). "Classroom assessment: A key to effective education," Educational Measurement: Issues and Practice. 5(2): 5‑17. The goal of this standard is to focus on APE teachers remaining current in their field. A variety of opportunities for professional development are available. Course work at a local college or university is just one avenue. APE teachers can take advantage of workshops, seminars and presentations at conferences, conventions or in service training. Distance learning opportunities are also becoming abundant. A fundamental premise of the Adapted Physical Education National Standards Project is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices. In recent years, the role of the professional in APE has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the APE teacher effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities. Dunn, J. M., Moorehouse, J. W., & Fredericks, H. D. (1986). Physical education for the severely handicapped: A systematic approach to data‑based gymnasium. Austin, TX Pro Ed. Fiornini, J., Stanton, K., & Reid, G. (1996). Understanding parents and families of children with disabilities: Considerations for adapted physical activity. Palaestra, 12(2), 16‑23 Rosenkoetter, S.E., Hains, A.H., & Fowler, S.A. (1994). Bridging early services for childrer with special needs and their families: A practical guide for transition planning. Baltimore MD: Brookes. Do you want to know more? Check out APENS Study Guide For further information, call toll free (888) APENS-Exam or (607) 753-4969

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With the distribution of the coronavirus disease (COVID-19) vaccine continuing through the month of January, experts have become increasingly concerned about the impact of vaccine hoarding across the globe. The global health consequences and moral implications of wealthy countries hoarding vaccines could be quite serious, said Richard Marlink, director of the Rutgers Global Health Institute. “We’re in a situation where countries are planning on taking care of their own citizens and that means the rich countries are able to go ahead and purchase the promise of vaccines from the supply line,” Marlink said. Many countries have opted to prioritize their own citizens, but he said this approach overlooks the fact that viruses travel around the world without discrimination. “The consequences of hoarding vaccines or just not being part of the solution of making them accessible to all populations worldwide is that the COVID-19 virus continues to spread, and that means replicate,” Marlink said. Allowing the virus to replicate will not only result in additional deaths, Marlink said, but also it increases the chances for the virus to mutate, which could create new, potentially worse strains that the vaccine may not protect against. “If we allow the virus to continue to spread in other countries and just say ‘Well, we have our vaccines here in the U.S. and we’re under control here,’ that won’t solve the problem with the new strains of the virus that appear,” Marlink said. If vaccine hoarding is not controlled, developing countries will likely suffer the worst, he said. “The developing world will be on schedule to not get vaccines for at least a year or two after everybody else gets them in the developed world,” he said. Marlink said global vaccine initiatives like Gavi, the Vaccine Alliance created by the World Health Organization (WHO), and a consortium of other companies and foundations, could help address disparities in vaccine access. “(Companies) have started to contribute to the … COVAX mechanism for international innovative financing of how to obtain and distribute vaccines for developing countries,” he said. COVAX is an initiative to ensure rapid and equitable access to COVID-19 vaccines for all countries, regardless of income level, according to WHO. As of December 2020, approximately 2 billion doses of COVID-19 vaccine candidates would be accessed by COVAX on behalf of 190 participating economies. International pressure for wealthy countries to actively take part in programs like COVAX could help solve the problem of vaccine hoarding, he said. “If we can solve this problem, it’ll help us solve other international problems like the next pandemic,” Marlink said.

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Solving the standard costing problem august, 2003 standard cost accounting presents a problem for lean companies its measurements motivate behaviors that. Industries where job costing is generally job costing: meaning, advantages and limitations control of cost unless it is used with standard costing. Management by exception the standard costing is an example of management by exception by studying the variances, management’s attention. Costing methods paper baldomero garza, carrie davis tsao, chelse monnier, elizabeth sanchez, lea dague, acc/561 november 26, 2012. Actual, normal, and standard costing b a 521 should a job in january be costed at the same amount as a job in july if so, does this lead to e cient resource allocation. Read and download standard costing examples solution free ebooks in pdf format english regents essay answers big. Question: write a report on the utilisation of standard costing system as a measurement tool of productivity and quality discuss the effects of standard costing. Activity-based costing ( abc ) summary the business environment in the 1990s is markedly different from that of the past when conventional cost. Standard costing and variance analysis 2 topic gateway series about topic gateways topic gateways are intended as a refresher or introduction to topics of interest. Southern industries uses a standard costing system the following information pertains to the overhead costs for production of their product for the month of october. Coyote loco is a manufacturer of salsa the follow historical collection pattern for its credit sales are as follows:70% collected in month of sale15.” cost accoubting information system of nestle input measurement basis standard costing nestle is we will write a custom essay sample on inventory and nestle. Standard costing standard costing is a key element of performance management with a particular emphasis on budgeting and variance analysis the uses of standard costs. Absorption costing 3 direct costing 4 marginal costing 5 standard costing 6 top 6 types of costing systems | cost accounting essay on computers. Normal costing is a fast and fairly accurate way to calculate production costs this lesson will present the formula for normal costing and. Only the following questions are to be answereda) if the materials price variance was $3,960 unfavorable, what was the standard materials price per poundb) if the. Marginal and absorption costing marginal and absorption costing are two different approaches to dealing with fixed production overheads and whether or not they are. 11 responses to “standard cost versus actual cost: which is below is a short summary of where i see standard costing versus actual costing in a manufacturing. Standard costing practical questions and answers 2018 district spelling bee pronouncer guide business studies essay examples grade. News news magazine because they’re too expensive—costing more than twice as much as the standard that’s why the standard of care is gradually moving. Traditional cost management vs lean cost management traditional cost management vs target costing is a feed-forward cost management technique that. We have been providing custom writing services for over 7 years we guarantee you 100% confidence, plagiarism free and high quality essays on a 24/7 basis.Download

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Earlier today, the Nuclear Energy Institute released a five-minute video explaining the comprehensive and tailored response strategy that it is implementing across the industry to enhance nuclear plant safety in the face of extreme natural events. To produce the high-definition video, NEI acquired first-of-its kind footage of the deployment of new emergency response equipment at U.S. nuclear energy facilities. The video also features animation and interviews with industry leaders and technical staff discussing nuclear plant safety. The diverse and flexible (“FLEX”) response strategy developed by industry addresses the major challenges encountered at the Fukushima Daiichi power station following the March 11, 2011, earthquake and tsunami: the loss of power to maintain effective reactor fuel cooling. Additional on-site portable equipment is being acquired to help ensure that every U.S. nuclear energy facility can respond safely to extreme events, no matter what the cause. The equipment ranges from diesel-driven pumps and electric generators to ventilation fans, hoses, fittings, cables and satellite communications gear. It also includes support materials for emergency responders. For additional information concerning how the American nuclear energy is applying lessons learned from Fukushima, please visit the Fukushima response section of NEI.org.

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Railroad buffs track history of lines running through area Mining interests were the primary reason the Santa Fe Prescott and Phoenix Railway owners built the line through Central Arizona. "Mining died out pretty quickly. But the ranchers found that the railroad was good for livestock transportation," said Stephen Tucker, member of the Central Arizona Model Railroad Club. Tucker and three other members presented a fascinating history of central Arizona railroad lines this past Tuesday at the Prescott Valley Civic Center, using a PowerPoint program full of photographs and maps. Even today, Tucker said, 120 trains, some a mile long or more, travel each day on the main line, the former Atlantic and Pacific Railway built along the 35th parallel, that goes through Flagstaff. The connection between Ash Fork and Prescott was the Peavine, although that name commonly referred to several places between Ash Fork and Skull Valley. In addition to technical data on locomotives and other train information, Tucker provided background history on the life and times of railroad companies, engineers and owners. Thomas Bullock, for instance, began the Santa Fe, Prescott and Phoenix Railway. "By any measure, the SFP&P was a failure. Thomas Bullock had never built a railroad before," Tucker said. He added that Bullock was born to a poor family and came to Arizona from California, walking most of the way. Bullock worked hard, invested in many businesses, and by 1899 he was worth $4 million. "He is often portrayed as a villain, but he bought houses for people who helped him as a young man," Tucker said in Bullock's defense. One of Bullock's downfalls was that he didn't keep to a timetable. He also bought used Civil War-era engines, and he had no turntable at Prescott, which meant that trains heading back north had to back up all the way to Seligman. He also laid track near Willow Lake on silt, which the rains soon damaged or destroyed. Tucker included in his slide show old photographs taken during construction of the tracks and trestles. He supplemented these with present day, same-location photographs. He also offered maps and locations at different times in the development of several railroad lines that traveled through current Prescott Valley, Dewey-Humboldt, Prescott, Chino Valley and Paulden areas. Part of those railroads makes up the Peavine and Iron King walking trails today. It took two years to get the Prescott-Phoenix connection built that went over the Sierra Prieta Divide out Iron Springs Road. "In fact, Skyline Drive is built on the rise, the ridgeline that you see behind Thumb Butte," Tucker said. "There was a 4 percent grade that meant the locomotive had to double its horsepower to pull half the load," he said, adding that the downhill portion was more dangerous than going uphill. Some of the trestles built for the railroad still stand. The railroad company would send engineers out to build bridges and trestles ahead of the workers laying track, he said. Over time, workers filled in some trestle foundations with rocks and gravel, strengthening it even more. "The Granite Creek trestle is the largest on the Peavine," Tucker said. Another trestle still standing can be found near Larry Caldwell Drive in the middle of a gravel company. Today about 90 percent of the Peavine track no longer exists, Tucker said. The Rails to Trails project follows a section of the railroad next to Watson Lake and through Granite Dells, Point of Rocks or Entro, different names during different timeframes for the same place. Also speaking at Tuesday's presentation were Bob Lanning, Dave Martin and Ray Marinaccio. Lanning talked about the United Verde and Pacific narrow gauge railroads around Jerome; Martin and Marinaccio talked about the Prescott and Eastern Railway that ran through Prescott Valley, Dewey, Humboldt, Mayer and Crown King. The Central Arizona Model Railroad Club plans to offer this program, or segments of it, again to the public at varying venues. For more information, call Robert Campbell at 775-5733.

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ERIC Number: ED193020 Record Type: RIE Publication Date: 1979-Jun Reference Count: 0 Keeping a Marine Aquarium - A Manual. Presented is advice on how to set up and maintain a saltwater aquarium, and a discussion on everything from algae growth to constructing an underground filter to hatch brine shrimp. Information on which tropical and temperate animals are appropriate for marine aquaria and how to collect them is also included. (Author/SB) Descriptors: Class Activities, Culturing Techniques, Field Trips, Fisheries, Laboratory Procedures, Maintenance, Marine Biology, Oceanography, Science Education, Zoology Sea Grant Information, College of Marine Studies, University of Delaware, Newark, DE 19711 ($2.50). Publication Type: Guides - General Education Level: N/A Authoring Institution: Delaware Univ., Newark. Coll. of Marine Studies. Note: Contains colored photographs which may not reproduce well.

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16. You are not to traffic in slander among your kinspeople. 17. You are not to hate your brother in your heart; 18. You are not to take-vengeance, you are not to retain-anger against the sons of your kinspeople— Your Torah Navigator 1. This translator, is translating verse 18 in a literal way. Usually, we translate it as "Love your neighbor" by saying "Be loving to your neighbor" does the meaning change at all? 2. If the verses that precede the last line "be-loving to your neighbor..." come to define what being loving is, what would be the Torah's definition of "loving". Is this compatible with your understanding of being loving? 3. According to your understanding of what being loving is, do you think it is possible to fulfill this commandment? We are now going to look at two medieval commentators who grapple with this verse. Maimonides (popularly known by the acronym RaMBaM) and Nachmanides (also known by his acronym RaMBaN) are two of the most renowned medieval commentators. They also have two very different worldviews. Maimonides is considered by most to be a rationalist while Nachmanides is a Kabbalist, one who engages in mystical speculation. Often, Nachmanides openly disputes Maimonides' explanations in the Torah. Now, read these two commentaries carefully and see how they understand what the verse means? How does it differ with what we have understood until now? Do they differ from each other? If so, how? Maimonides Hilchot Deot: Laws of Counsel It is a mitzvah for every human to love each and everyone from Israel as he loves his own body. As it is written, "be-loving to your neighbor (as one) like yourself", therefore one must sing his praises, and show concern for his financial well-being, as he would for his own well-being and as he would for his own honor. Anyone who aggrandizes himself at the expense of another person has no portion in the world to come. Nachmanides on "Be Loving to Your Neighbor" The reason behind, "be-loving to your neighbor (as one) like yourself" is in fact an exaggeration for no human's heart can accept loving one's fellow as one loves one's own soul, and furthermore Rabbi Akiva already learned that "your life comes before the life of your friend." It means that it is a mitzvah to love one's friend through all the good things that he loves himself, and it is possible that since the verse says "to your neighbor" (instead of merely stating "loving one's neighbor like yourself") The verse is comparing this love to the commandment to love the sojourner (Leviticus 19:34 where it says that yu should be-loving to him as yourself) i.e., to make the love of both comparable in his mind. For sometimes one loves his neighbor with the things that are known to enhance his material happiness, but not with wisdom, and qualities that are similar to it. If, however, he loves him and wishes him well with everything he desires. And that his beloved friend should be blessed with happiness, property, honor, knowledge and wisdom, while not comparing himself to his friend, by wishing in his heart that he himself should be more than his friend in all that is good. For there should not be this kind of petty jealousy, as the verse commands, "like one does for one's self", and thus he should not make limits to his love. Thus it says of Jonathan (regarding David) "He loved him as he loved his soul." (I Samuel 20:17) How? Because he had removed the attribute of jealousy from his heart, and thus the following verse promises , "And you will rule over Israel." EXTRA INTESITY, FOR THOSE WHO HAVE TIME SECTION II: LOVING PEOPLE AS A MODEL FOR LOVING GOD; GOD THE PARENT OR GOD THE FRIEND? Your Talmud Navigator The following source is one that may be well known to many of you. It's usually quoted to approve of Hillel's indulgence of the gentile and the wisdom of this approach. For a moment, however, let us take Hillel's words seriously and try to understand what he means Babylonian Talmud, Shabbat 31a Once there was a gentile who came before Shammai, and said to him: "Convert me on the condition that you teach me the whole Torah while I stand on one foot. Shammai pushed him aside with the measuring stick he was holding. The same fellow came before Hillel, and Hillel converted him, saying: That which is despicable to you, do not do to your fellow, this is the whole Torah, and the rest is commentary, go and learn it." Your Talmud Navigator 1. What does Hillel mean that the whole Torah is: "That which is despicable to you, do not do to your fellow…"? Isn't there more to the Torah than that? 2. Why does he phrase his statement in the negative, why not say, Whatever you like, do unto others? Now that you have pondered these questions, take a look at Rashi, the premiere medieval commentator on the Talmud. Rashi quotes a verse from the Biblical book of Proverbs to prove that the word "fellow" can also refer to God. Rashi's Commentary on this Talmudic passage "That which is despicable to you do not do": ""Your fellow and your fathers fellow you should not abandon" (Proverbs 27:10) The verse in Proverbs as well as this statement of Hillel is referring to the Holy One, so do not abandon His words, for you find it despicable when your friend abandons your words. Or another explanation is that it is referring specifically to your friend and Hillel enjoins him not to rob, steal, commit adultery and other mitzvot that are similar." Your Rashi Navigator 1. Why does Rashi feel the need to show that "fellow" can mean God? What's bothering him? 2. Usually, when two explanations are offered, it means there is something unsatisfactory about both of them, why does Rashi offer two explanations here? 3. Is Rashi assuming that Hillel is referring to the commandment, "Be loving to your fellow…"? A Later Commentator Uses the Previous Passages to Show How Loving God and Loving Each Other are Related The following commentator's work appeared several hundred years after Maimonides and Nachmanides. Rabbi Horowitz was a renowned Kabbalist and his most prominent work the Covenant's Two Scrolls wielded tremendous influence over Jewish law and Jewish thought. In the following excerpt, he comments on "being loving to one's neighbor…" and equates it with loving God. He uses an interpretive device which is akin to gematria (numerology which equates Hebrew words that have the same numerical equivalent). Here, he finds it significant that the Ten Commandments contain six hundred and twenty letters. He then notes that the hebrew word for crown also contains the numerical equivalent of 620… Rabbi Isaiah Halevy Horowitz known as the SHeLaH (the acronym for his book, Shnei Luchot Habrit, The Covenant's Two Tablets) on "Be loving to your neighbor" It is written, "And you shall love the Lord your God" and it is also written, "be-loving to your neighbor (as one) like yourself". See how these two loves are connected and are united by His own unity, may He be blessed. Similarly, we finish the morning prayer preceding the shema with, "He who chooses His people Israel with love, and in the evening prayer, "He who loves His people Israel." And then we say the shema, the statement of God's oneness, and immediately following it is, "And you shall love the Lord your God. The ten commandments also end with the Hebrew words, "Asher lereyecha" or "that is your neighbors". See that others have already noted that the ten commandments contains 620 letters which is the numerical equivalent of the word keter, the crown of Torah; Six hundred and thirteen of the letters symbolize the 613 commandments in the Torah, for each letter embodies one of the commandments…The commentator and author of the Tzionii has rendered the clearest explanation for the seven remaining letters. He says they are the last seven letters of the ten commandments A-SHeR LeReyE-CHa. This is the leg upon which the whole Torah stands i.e. the six hundred and thirteen commandments. Just as the Talmudic passage in the tractate of Shabbat says that Hillel taught the proselyte the whole Torah on one leg which was, "That which is despicable to you, do not do to your fellow, this is the whole Torah, and the rest is commentary, go and learn it." Rashi explains the passage: That which is despicable to you, do not do to your fellow, "Your fellow and your fathers fellow you should not abandon" (Proverbs 27:10) The verse in Proverbs as well as this statement of Hillel is referring to the Holy One, so do not abandon His words, for you find it despicable when your friend abandons your words. Or another explanation is that it is referring specifically to your friend and Hillel enjoins him not to rob, steal, commit adultery and other mitzvot that are similar." This is Rashi's explanation. In truth one who reads carefully will find that most of the commandments depend on loving one's friend as one's self. The Mitzvahs of Tzedaka, tithing, leaving the gleanings of the field, good faith in business, the prohibition against taking interest, and many others. Similarly, all the qualities of mercy, forgiveness, forbearance, compassion, giving one the benefit of the doubt, not standing idly by the blood of your kinsman, distancing one's self from gossip and slander, distancing one's self from frivolous clowning, jealousy, hatred, or, checking ones anger, and not seeking honors as well as thousands of other qualities all hinge on whether a person truly is loving of ones friend as himself. Even that which has nothing to do with his friend like the prohibitions against eating forbidden foods, leavened bread on Passover, anyone who loved his neighbor would fulfill these commandments even moreso. For if he loves his friend as he loves himself how much more would he love the Holy One who is compassionate without expectation, a true compassion for He is the Master of the world and everything is in His hand, may He be blessed. See, "Being loving to your neighbor" is what causes "Being loving to God… Sources: Rabbi Avi Weinstein, Director, Hillel's Joseph Meyerhoff Center for Jewish Learning. Reprinted with permission.

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Taking your children camping can be one of the most rewarding experiences. You get to share with them your love of nature and all the beauty that surrounds us. You also have a prime opportunity to express to them just how important it is to care for this fragile planet that we have been gifted with, which can impact them for a lifetime. No matter what their age, children learn from what you teach them, and more importantly, your actions. By taking your children camping and showing them the importance of leaving the wilderness as it was when you arrived you are giving them crucial lessons for the future. This not only shows them the value in caring for the space that you use, but the importance of taking care of the planet as a whole. If you approach this as a fun activity kids are most likely to catch on and even want to take the lead. Chances are they may even correct you from time to time. The beginning steps is to reinforce that you should never leave any trash behind, no matter where you might be. This can be as simple as asking them to pick up a food wrapper they left behind on the trail. After doing so you can explain to them in terms they understand just how long it takes for that wrapper to become part of the Earth again and the harm that it could do to animals that come across it. As they age you can get even more in depth with your explanations. For young children you might say that it takes a very long time for something to decompose, or that it might hurt the animal, but when they are older you can explain specific time frames and the real harm it can cause. Being a responsible camper is important at any age. Sharing your love for nature and the planet will carry with them into adulthood. It is an important lesson that they will be glad you taught them.

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Pratipad: The governing deity of this day is Lord Brahma, who is god of all types of auspicious and religious ceremonies. Dvitiya: The ruler of this day is Vidhata and the day is good for laying of foundations for buildings and the other things of permanent nature. Tritiya:Vishnu is the lord of this Tithi and the day is good for cutting of one's hair and nails and shavings. Chaturthi :The death god Yama is the ruler of fourth lunar day. The day is favorable for destruction of the enemies, removal of hindrances and acts of battle. Panchami : The Moon himself rules the Tithi, and is believed that administering medicine, purging of poisons and surgery becomes successful. Shashthi :Kartikeya is the ruler of this Tithi and this is good for enthronements, meeting new friends, festivities and enjoyment. Saptami : This Tithi is governed by Indra. One may begin a journey by conveyances and deal with other things of movable nature. Ashtami : Vasus preside over the day which is good for taking up arms, building defense and fortification. Navami : Serpent rules this Tithi, which is suitable for killing enemies and act of violence and destruction. Dashami : The Tithi is ruled by Dharma and is auspicious for acts of virtue, religious functions, spiritual practices and other pious activities. Ekadasi :Ekadasi has special significance in Hinduism and Jainism and is observed for fasting. Rudra is the ruler of this day. Fasting, devotional activities and remembrance of supreme Lord are done in this Tithi. Dvadasi : Sun rules the Tithi, which is worthy of religious ceremonies, lightening the sacred fire and performance of one's duties. Trayodasi : Cupid is the ruler of this day, which is favorable for making friendship, attaining sensual pleasures and festivities. Chaturdasi : Goddess Kali presides over this day and the tithi is worthy of administering poison and calling up spirits and elementals. Amavasya and Purnima : The Vasve -Devas rule the New moon day or Amavasya and suitable for the performance of Austerity. (Last Updated on : 28-01-2009) |More Articles in Panchangam (28)|

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Panel discussion: indicators for sustainable water resources in Georgia Newcomb, P. J. MetadataShow full item record Sustainability has been defined many ways, but most definitions include a vision of the future in which human activities maintain or improve the health of our social, economic, and ecological systems. The health of these systems can be monitored using appropriate indicators in ways that are similar to how individuals and health care providers monitor human health using measures such as oral temperature or blood pressure. However, just as no single measure is sufficient to judge the comprehensive health of an individual, a system as complex as Georgia’s water resources will require a collection of indicators – some agreeing but others probably conflicting, some that are local in scope but others that span across a region, and some that are easy to measure but others that are difficult to quantify. Sorting through this complexity, and developing consensus on a set of measures and how to interpret them is a difficult but important challenge. This panel discussion will address (1) the role of indicators in resource management, (2) previous work done in Georgia to develop indicators, and (3) the process that Georgia’s citizens, policy makers, businesses, and farmers need to engage in to develop a suite of indicators to help ensure sustainable water resources in Georgia.

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A pointer is a reference to a location in memory, and we can assign this pointer to a variable. As an analogy, think of a book's table of contents. When you look up a topic, it points to the page that actually contains the content. With computers, it is easiest to picture a pointer and the object it references in memory as 2 separate entities. When we assign the object to a variable, the variable becomes a pointer to this object's location in memory. We can read or update values on the object through the pointer, and we can set the variable to a new value and it will simply no longer reference the underlying object. I highly recommend the video because it makes it much easier to grasp what's going on. Let's take a deeper look by creating 3 objects and assigning them to variables: Our programming language will create these 3 objects in memory, and the variables we assign them to will reference/point to these memory addresses. When we set the parent object's parent.c1 = child1 attribute, we're not creating any new objects or variables. What happens is that c1 points to the same memory slot that child1 points to. If we were to modify the object's data through one of our variables that is referencing it, the change would be recognized in both since they are referencing the item in memory. If we delete a reference or reassign the variable to a new value, this will make no changes to the underlying object in memory. It has just changed the location where the variable looks for an object in memory. If we remove all the references to an object in memory, it will no longer be accessible or used by our program. Our programming language will see memory that was previously allocated is no longer needed and will clear the memory slots it was using. In higher-level programming languages, this entire process is handled for us. Our runtime will allocate the memory when variables are created and then free the memory (garbage collect it) when there is no longer a variable referencing that location. In some languages like C++ you need to manually clear the memory yourself to free it up. This requires more effort from the developer, but it allows your code to be finely-tuned and optimized to your exact needs. Table of Contents

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Mobile Phones to Diagnose Appendicitis! - Hits: 2593 Radiologists can diagnose acute appendicitis from a remote location with the use of a mobile phone equipped with special software. “The goal is to improve the speed and accuracy of medical diagnoses, as well as to improve communications among different consulting physicians,” physician in Neuroradiology at Johns Hopkins University Asim F Choudhri, who led the study said. “When we can make these determinations earlier, the appropriate surgical teams and equipment can be assembled before the surgeon even has the chance to examine the patient,” he added. Appendicitis, or inflammation and infection of the appendix, is a medical emergency requiring surgical removal of the organ. Undiagnosed or left untreated, the inflamed appendix will rupture, causing toxins to spill into the abdominal cavity and potentially causing a life–threatening infection. Appendicitis can occur at any age but is most common in people between the ages of 10 and 30, according to the National Institute of Health. Typically, a patient arriving at the emergency room with suspected appendicitis will undergo computed tomography (CT) and a physical examination. If a radiologist is not immediately available to interpret the CT images or if consultation with a specialist is needed, diagnosis is delayed, increasing the risk of rupture. Transmitting the images over a mobile device allows for instant consultation and diagnosis from a remote location. It can also aid in surgical planning. “This new technology can expedite diagnosis and, therefore, treatment,” Choudhri said, reports IANS. “The scans can be read in full resolution with very little panning, and the software allows the reader to zoom and adjust the contrast and brightness of the image,” Choudhri said. “The radiologist is evaluating actual raw image data, not snapshot,” he said. 30 November 2009

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Baptism is commanded for all who believe in Jesus (Matthew 28:19; Acts 2:38) and it naturally followed after conversion (Acts 2:37; Acts 10:47; Acts 16:33). But what does it mean? What is baptism? Christian Disciples are baptized into Christ (Romans 6:3), and into the name of the Father, Son and Holy Spirit. This is to show a total identification with Jesus Christ, whereby Christian Disciples are baptized into His body (1 Corinthians 12:13) and His death (Romans 6:1-6). Our old inherent sinful natures are seen as buried with Christ and we are raised to live a new life with a new nature! Baptism is also a public testimony that Christian Disciples have entered into God’s blessings. Who should be baptized? There are two main schools of thought over who should be baptized. Firstly there is “Believers baptism”, which is for all who confess faith in Christ and is mentioned frequently in the New Testament (Matthew 28:19; Acts 2:41). This was by full immersion, usually in a river or other public place. Secondly, there is what is called in some parts of the church as “Christening” or “Infant baptism”. This practice and teaching was also passed down by the Apostles and was current by the time of the early church Fathers, Origen and Tertullian. The basis for Infant Baptism lies in the Old Testament, where the sign of the covenant between God and His people was circumcision of the male babies. Baptism can be thought of as the equivalent in the New Testament and therefore applicable to infants (Colossians 2:6-12). Suffice to say, that God has used proponents of both opinions! If you have not been baptized and would call yourself a Christian, then go and ask your church leader about how you can undergo this vital part of Christian life. You can now purchase our Partakers books! Please do click or tap here to visit our Amazon site!

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The first purpose of this experiment was to determine which brand of AA battery lasted the longest. My second purpose was to determine whether rechargeable batteries would last longer than disposable batteries. I became interested in this idea when I went on a field trip that focused a lot on electricity. I thought it was very interesting so I took this time to study more about batteries and electricity. The information gained from this experiment could help consumers everywhere so they know which brand of batteries is best to buy. My first hypothesis was that Duracell would produce electrical output the longest. My second hypothesis was that the disposable batteries would last longer than the rechargeable batteries. I based my first hypothesis on the fact that alkaline batteries provide charge longer than nickel cadmium batteries and nickel-metal hydride batteries are like nickel cadmium batteries, and Rayovac and Eveready are nickel-metal hydride batteries. Alkaline cells last longer than carbon-zinc cells and Energizer has carbon in it so that leads me to believe that Duracell will lasts longer than Energizer and any other battery being tested. I based my second hypothesis from http://www. sciencenet. org. “How Rechargeable Batteries Work. ” It said, “Normal cells are actually distorted and largely destroyed in the process of making electricity. ” That led me to believe that disposable batteries would lasts longer than the rechargeable batteries. The constants in this study were: The first manipulated variable was the brand of AA battery. The second manipulated variable was whether the battery was rechargeable or disposable. The responding variable was the time the battery provided current. To measure the responding variable I timed how long the battery provided current to the electronic clock. Creating the Battery Tester: 1. Solder one of the 60 cm wires to the wire already attached to the positive end of the battery holder. 13. Set the clock at 12:00 exactly. The first purpose of this experiment was to determine which brand of AA batteries would produce electrical output the longest. The second purpose of this experiment was to determine if disposable batteries lasts longer than rechargeable. The results of the experiment were that Eveready produced electrical output the longest at an average of about 193 minutes. Rayovac then lasted the second longest with an average of 146 minutes. Duracell lasted the third longest at an average of 101 minutes, and Energizer finished last with an average of 91 minutes. My first hypothesis was that Duracell would produce electrical output the longest. The results indicate that my first hypothesis should be rejected because Duracell discharged the third longest, while Eveready discharged the longest. My second hypothesis was that disposable batteries would lasts longer than rechargeable batteries would. The results indicate that my second hypothesis should also be rejected. I thought disposable batteries would discharge longer than rechargeable batteries, but the rechargeable batteries lasted longer. Because of the results of this experiment, I wonder if the temperature would affect the battery’s output. I also wonder if the voltage of the light bulbs (load) would affect the burn time of the battery. My findings should be useful to consumers around the world because now they know which brand of AA battery would last the longest. If I were to conduct this project again I would do more trials and repeat my experiment again to see if my results were similar. The last things I’d do are using more battery brands of each type of battery and use higher voltage light bulbs. I would like to thank the following people for helping make my project possible: Top of page

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Deadly white-nose syndrome still unchecked By Summit Voice Hoping to prevent the westward spread of a deadly bat disease, the U.S. Forest Service last week extended a general closure for caves on national forest lands in the Rocky Mountain region (Colorado, Wyoming, South Dakota, Nebraska and Kansas) for another year. The agency tweaked the closure slightly to rovide exemptions to active members of the National Speleological Society and Cave Research Foundation for activities consistent with national agreements with both organizations. “Our priority is to protect bat species and habitat from the westward spread of WNS, a deadly disease that has killed 5.5 million bats since 2006,” said Daniel Jirón, regional forester, U.S. Forest Service, Rocky Mountain Region. “The fungus has not yet been detected within the five-state Rocky Mountain Region and we are taking an aggressive approach to minimizing the risk of humans inadvertently introducing the fungus into our caves and abandoned mines,” Jiron said. “The Forest Service values the expertise of the caving community and views them as stewards of important cave resources and habitat,” he added, explaining the exemptions. The agreement with caving organizations allow for education, inventory, research, monitoring, protection, restoration and other activities necessary to conserve cave resources. Access will not be granted to caves during the winter hibernation season, when bats are most susceptible to exposure. There are about 30,000 abandoned mines and hundreds of caves on National Forest System lands throughout the Rocky Mountain Region. Caves on National Forest lands in the region support about 21 species of bats; 15 of which are hibernating bats. Once a colony is infected, it spreads rapidly and can kill over 90 percent of bats within the cave in just two years. Scientists are certain transmission of WNS is occurring bat-to-bat and cave-to-bat. Scientists also suspect transmission of WNS may be facilitated by human activity in caves where bats hibernate, because of the geographically discontinuous spread of the fungus. People may be transporting fungal spores from cave to cave, as fungal spores have been detected on gear exposed to affected sites. WNS is named for a white fungus that appears on the faces, ears, wings, and feet of hibernating bats. The disease causes bats to come out of hibernation severely underweight, often starving before the insects on which they feed emerge in the spring. Conservation advocates said the Forest Service policy will help protect western bats. “In just six short years, white-nose syndrome has spread across most of the eastern United States and wiped out as many as 7 million bats,” said Mollie Matteson, a bat advocate with the Center for Biological Diversity. “This cave closure is the minimum needed to try and prevent further spread of a horrible epidemic.” The disease first appeared in upstate New York in a cave connected to a popular tourist cave. To date, white-nose syndrome has spread to 19 states and four Canadian provinces. The fungus that causes the disease has been detected on bats as far west as eastern Iowa and western Oklahoma. Bats and people are capable of transporting the fungus, which is believed to have originated in Europe. But unlike bats, humans are able to transport the fungus long distances. Biologists fear the bat malady will leapfrog into the western United States, where many more new bat species may be susceptible to the disease. “If cavers are following the strict decontamination procedures against the fungus, and they are doing specific work to assist in furthering understanding of bats, the policy could be helpful,” said Matteson. “But if there is poor enforcement of the closure and exemptions, it could lead to abuse and increase the risk that white-nose syndrome will make a disastrous leap into the West.” In the western United States, an emergency cave closure has been put in place only in the Rocky Mountain Region of the Forest Service. On other federal lands in the West, including virtually all lands under the jurisdiction of the Bureau of Land Management, as well as the other regions of the Forest Service, most caves and other bat roosts and hibernation sites remain open to unlimited human access. The U.S. Fish and Wildlife Service ended public access to all caves on its wildlife refuges in 2011, and the National Park Service has tightened public access to caves in parks. ”Cave closures are needed throughout the West,” said Matteson. “The loss of millions of bats is a terrible tragedy that has real consequences for people who depend on them to keep insect pests in check.” Filed under: biodiversity, Colorado, endangered species, Environment, US Forest Service Tagged: | bats, cave closures, Center for Biological Diversity, conservation, Rocky Mountain regions, U.S. Forest Service, white-nose syndrome

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Water Plants & Water Gardening Water plants offer a variety of beautiful plants for ponds and containers. Choose a combination of plants with different colors, textures, blooms, and foliage for contrast and interest. Types of Water Plants Water plants consist of two types called marginals and floaters. Marginal plants aren’t truly aquatic, but consistently need very moist soil. They generally do well in shallow water along the border of a pond or in anywhere in the garden where the soil stays moist. Floaters float at the water’s surface, and do well anywhere in a pond or container. Below is a list of water plants usually carried at America’s Best Flowers. |Acorus calamus||Sweet Flag| |Anemopsis canadensis||Bear Root| |Caltha palustris||Marsh Marigold| |Equisetum hyemale||Horsetail Rush| |Iris||Japanese & Louisiana Iris| |Juncus effusus 'Spiralis'||Corkscrew Rush| |Mimulus ringens||Lavender Musk| |Nymphaea||Hardy Water Lily| |Oryza sativa||Red Rice| |Pontederia cordata||Purple Pickerel Rush| |Ruellia brittoniana||Dwarf Bells| |Ruellia elegans||Wild Petunia| |Rumex sanguineus||Red Water Dock| |Salvinia oblongifolia||Jumbo Salvinia (floater)| |Scirpus tabernaemontani 'Zebrinus'||Zebra Rush| |Sisyrinchium angustifolium||Blue-eyed Grass| |Zantedeschia aethiopica||Common Calla| Many people don’t realize that you don’t need a large pond to grow and enjoy water plants. Water plants can be grown in a container, which can be as simple as filling a non-draining container with water and placing plants in it. Marginal plants are planted by placing the entire container at the level that the plant needs, by propping it up, with something like bricks, in the container, and floaters are placed anywhere in the container. Any container that holds water can be used, even small containers only big enough for a few plants, and the plants can be treated as annuals. Pre-made containers are available at America’s Best Flowers which are ready to go. Simply water occasionally to keep water at appropriate level based on the individual plant needs. Most water plants prefer full sun, though some prefer some shade. Algae can cause the water to become green, but adding floaters shades the water, which can help prevent algal growth. If water gets really green, use a hose to run water into the container and help flush out algae. If there’s enough room, goldfish can be added. They feed on the roots of plants and insects, including mosquito larvae, so they usually don’t need to be fed. Plus, their waste is natural plant fertilizer. Over winter, fish can be brought indoors and fed fish food until spring. Generally, pond plants don’t need much fertilizer. Adding a fertilizer pellet called Pondtabbs to the soil of marginal plants at planting is usually sufficient, though isn’t necessary if fish are present. Always read and follow label instructions. Mosquitoes deposit eggs into standing water and their larvae develop below the surface. Fish will eat the larvae, but if fish aren’t present, use Mosquito Dunks to kill larvae before they become adults. The active ingredient of Mosquito Dunks is a naturally occurring bacterium called Bacillus thuringiensis, which is a safer alternative to traditional pesticides for organic gardening. Always read and follow label instructions.

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Crypto Coins have a reputation for being a good investment, but they are not always the safest investments available to us humans. It’s no secret that if a hacker takes control of your computer, or if you are hacked, your coins can be stolen. Cryptocurrency experts have come up with a clever way to protect your coins from this kind of attack. Read more: Read more about this topic. A new study has been published in the International Journal of Cryptoscience, and it has a very simple explanation. The researchers, who have a PhD in Computer Science, have been working with a number of cryptos and have been analyzing the amount of blockchain data that is available to cryptos users. It turns out that a very small amount of information has been kept on a large number of cryptocurrency users, and this data can be used to make a number-crunching tool to help protect users from the next attack. This study is the first to examine the privacy implications of this information, and the researchers believe that this kind. It seems to be an incredibly simple and efficient way to defend against a wide range of attacks. The study’s author, Alexey Zhivkov, is an associate professor of Computer Science at the University of California, Berkeley. He says that this method will help users avoid certain types of attacks by being able to track how their transactions are being performed, which makes it possible to quickly see which coins have been stolen and how much of the money has been lost. This is an important improvement, as it allows users to avoid having to invest in specialized tools to help them avoid these kinds of attacks that have been widely reported in recent months. According to Zhivov, the research team has also been able to create a simple and powerful tool that can be easily used by cryptos enthusiasts. For the researchers, this tool is called an ‘intercept’ because it allows you to quickly detect whether your transaction is being performed in the correct order or whether the data is being stored incorrectly. This tool is a powerful tool for tracking the blockchain and it is a good example of how cryptocurrencies are currently being used. The tool can be found here: https://github.com/cryptocurrencies/wallet-blockchain-intercept This tool can also be used by users to verify the integrity of their wallet transactions, and is one of the tools most frequently used by cryptocurrency users. This allows users with very limited budgets to do this, so they can make more informed decisions about their investments. Users can also check for their wallets to ensure that their coins are safe. Another very useful application of this tool can then be to track the activity of specific cryptocurrencies. For example, if a user spends more than a certain amount of bitcoins, this information can help them to see if they are making transactions in a specific way or not. In addition, users can also send the same amount of coins to multiple people, as well as track the amount sent from one user to another. For users with limited budgets, this type of analysis can be extremely valuable. For instance, if the user spends $1,000, this would show them that they have made transactions in the right order, but that they may have lost some money. Users with less budgets can use this tool to track which coins they have spent and how many they have lost. The research team hopes that this tool will help cryptosians to make better decisions, and to make more secure investments. The authors say that their tool can provide a lot of information to cryptographers and cryptos experts about the security of their investments, and can provide information about how much information is being kept on the blockchain, as opposed to a centralized database like Bitcoin. This could be particularly useful to crypto-currency users who are using large amounts of computing power, because it will help them better understand how their investments are being used and how to best use their computing power to protect themselves.

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An international research team discovered that the ‘super-rotation’ of Venus is maintained near the equator by atmospheric tidal waves formed by solar heating on the planet’s dayside and cooling on the planet’s nightside. Venus’s solid surface rotates slowly, once every 243 days, but its thick atmosphere circles the planet in only four days. To overcome friction with the surface, this phenomenon, known as super-rotation, requires a continuous input of angular momentum from an unknown source. Images from the Akatsuki spacecraft reveal what causes Venus’s atmosphere to rotate at a much faster rate than the planet itself. The thick atmosphere of Venus rotates 60 times faster than the surface, a phenomenon known as super-rotation. An international research team led by Takeshi Horinouchi of Hokkaido University has revealed that this ‘super-rotation’ is maintained near the equator by atmospheric tidal waves formed from solar heating on the planet’s dayside and cooling on its nightside. Closer to the poles, however, atmospheric turbulence and other kinds of waves have a more pronounced effect. The study was published online in Science. Our research could help us better understand atmospheric systems on tidally-locked exoplanets with one side always facing the central stars, similar to Venus’s very long solar day. Findings uncovered the factors that sustain the super-rotation while proposing a dual circulation system that effectively transports heat across the globe.Takeshi Horinouchi Venus rotates very slowly, taking 243 Earth days to complete one rotation around its axis. Despite its slow rotation, Venus’ atmosphere rotates westward 60 times faster than the planet itself. This super-rotation accelerates with altitude, taking only four Earth days to circle the entire planet to the top of the cloud cover. The planet’s fast-moving atmosphere transports heat from the dayside to the night side, reducing temperature differences between the two hemispheres. “However, since the super-rotation was discovered in the 1960s, the mechanism behind its formation and maintenance has remained a long-standing secret,” says Horinouchi. Horinouchi and his colleagues from the Institute of Space and Astronautical Science (ISAS, JAXA) and other institutes developed a new, highly precise method to track clouds and derive wind velocities from images provided by ultraviolet and infrared cameras on the Akatsuki spacecraft, which began its orbit of Venus in December 2015. This allowed them to estimate the contributions of atmospheric waves and turbulence to the super-rotation. The group first noticed that the temperature differences between low and high latitudes are so small that they cannot be explained without a cross-latitude circulation. “Because such circulation should change the wind distribution and weaken the super-rotation peak, it also implies that there is another mechanism that reinforces and maintains the observed wind distribution,” Horinouchi said. Further investigation revealed that the thermal tide – an atmospheric wave caused by the difference in solar heating between the day and night – provides the acceleration at low latitudes. Earlier studies proposed that atmospheric turbulence and waves other than the thermal tide may provide acceleration. However, the current study showed that they work oppositely to weakly decelerate the super-rotation at low latitudes, even though they play an important role at mid-to-high latitudes. It has a mean temperature of 462°C. This is due to the high concentration of carbon dioxide in Venus’ atmosphere, which creates an intense greenhouse effect. Heat is trapped in the atmosphere like a blanket, causing the planet’s temperature to be much higher than its proximity to the Sun would suggest. The sulphuric acid clouds in Venus’ atmosphere make it reflective and shiny, obscuring our view of its surface. Its brightness makes it visible even during the day if the sky is clear and you know where to look. Their findings uncovered the factors that sustain the super-rotation while proposing a dual circulation system that effectively transports heat across the globe: the meridional circulation, which slowly transports heat to the poles, and the super-rotation, which rapidly transports heat to the planet’s nightside. “Our research could help us better understand atmospheric systems on tidally-locked exoplanets with one side always facing the central stars, similar to Venus’s very long solar day,” Horinouchi added.

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WHAT IT IS With New York City just above and Philadelphia to the south, it’s easy to forget New Jersey is rich in wildlife, which lives in largely untraveled forest grounds. And although that wildlife can come from among the state’s towering trees, it often needs help … desperately, according to Antler Ridge Wildlife Sanctuary . Licensed by the state to care for fawns, raccoons, skunks, opossums, squirrels, rabbits, woodchucks and other small mammals; The Sanctuary, a 120-acre preserved farm, in Warren County, is a 501(c)(3) nonprofit organization — entirely supported by public donations and volunteers. Purchased by Jim and Kelly Simonetti in 2000, the farm began under the Farmland Preservation program. With opportunity to grow, and no worries of being over-developed, due to the preservation restrictions, much land has been restored to its original farm fields, said Kelly Simonetti. WHAT IT DOES "Our mission is to provide care and treatment to sick, injured or orphaned wild animals so they can be rehabilitated back to their wild state, and be returned to the wild," she said. Under the guidance of several groups, such as the Audubon society, tree farm stewardship and Ridge and Valley Conservancy, The Sanctuary educates the public to care for the ecosystem by inviting any lost or injured animals. More than 200 incoming animals are received every year, with costs of treatment at about $75.00 a month per animal. WHAT IT NEEDS However, despite the group’s strong efforts at continual growth and daily attempts at animal welfare, donations are still heavily needed, with The Sanctuary accepting only public donations or grants. It is staffed by experienced volunteers who care for animals seven days a week, year round, and provide valuable resources to the community. As a sanctuary for orphaned and injured wildlife, Antler Ridge Wildlife Sanctuary asks for any assistance as it continues to restore healthy wildlife into New Jersey. HOW TO GET INVOLVED Anyone interested in joining Antler Ridge Wildlife Sanctuary’s efforts can volunteer by filling out a volunteer application online and attending one of the organization’s volunteer orientations offered throughout the year. See http://www.antler-ridge.com/how_volunteer.html.

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Pronunciation: (brOOd), [key] 1. a number of young produced or hatched at one time; a family of offspring or young. 2. a breed, species, group, or kind: The museum exhibited a brood of monumental sculptures. 1. to sit upon (eggs) to hatch, as a bird; incubate. 2. (of a bird) to warm, protect, or cover (young) with the wings or body. 3. to think or worry persistently or moodily about; ponder: He brooded the problem. 1. to sit upon eggs to be hatched, as a bird. 2. to dwell on a subject or to meditate with morbid persistence (usually fol. by over or on). 3. brood above or over, to cover, loom, or seem to fill the atmosphere or scene: The haunted house on the hill brooded above the village. kept for breeding: a brood hen. Random House Unabridged Dictionary, Copyright © 1997, by Random House, Inc., on Infoplease.

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|Publications Meetings The Profession Membership Programs Math Samplings Policy & Advocacy In the News About the AMS| This month's topics: A team of physicists and chemists at Nottingham reports, in the November 14 2008 Science, "a random tiling formed in a two-dimensional molecular network of p- terphenyl-3,5,3'5'-tetracarboxylic acid [TPTC] adsorbed on graphite." In the TPTC monolayer constructed by the team (led by the physicist Peter Beton and the chemist Neil Champness), the molecules only link in two ways, in a parallel or in an "arrowhead" configuration where the two backbones form a 60-degree angle. As a consequence each of the backbones is lined up along one of three global axes. Substituting a 60-120-degree rhombus for each of the molecules gives a planar tiling. The scanning electron micrograph of a TCPM molecular network and its interpretation as a rhombic tiling. Size of molecules about 12 Å = 1.2 nm. Image courtesy of Peter Beton. Such a tiling presents itself (in 2 ways!) as the surface in perspective of a 3-dimensional array of cubes. (In their illustrations the authors enhance the optical effect by coloring each rhombus according to its orientation.) But there are exceptions: "topological defects" the authors observed where three neighboring rhombi enclose a triangle. A "topological defect" in the molecular layer: three rhombi border a triangle. Image courtesy of Peter Beton. Besides creating "impossible" configurations of cubes these defects are energetically unstable; the authors recorded a defect migrating across the surface by swapping places with adjacent rhombi. Two steps in the migration of that defect across the surface. Image adapted from Science. "Antipredator behavior is vital for most animals and calls for accurate timing and swift motion." This is the beginning of "Cockroaches Keep Predators Guessing by Using Preferred Escape Trajectories" in Current Biology for November 25, 2008. The authors (Paolo Domenici, David Booth, Jonathan Blagburn and Jonathan Bacon) "demonstrate that individual cockroaches (Periplaneta americana, a much-studied model prey species), keep each escape unpredictable by running along one of a set of preferred trajectories at fixed angles from the direction of the threatening stimulus." The roach reacts to a puff of air (grey arrow) by running away (black arrow: escape trajectory), but at an unpredictable angle from the direction of the puff. Images from Current Biology, used with permission. The authors report that statistically, each individual roach has a favored set of escape angles, roughly at 0, 30, and 60 degrees from the line of the puff. 93 escape trajectories for each of two different specimens; data from left-handed and right-handed experiments are aggregated as if they were all on the right. As the authors remark, "The neural mechanism for generating these multiple ETs is completely unknown." This work was picked up in the New York Times science section on November 18 2008. When all plausible plot lines have been exhausted, whatever remains, however absurd, will be shown on television. Take the Fringe. A recent episode ("The Equation") involves using "an intricate pattern of flashing lights intended to create a suggestible state of hypnosis" to further the evil quest for a mysterious and powerful formula (seems to involve 8πε/c2); the bad guys drive an astrophysicist crazy trying to extract it from his brain; then they kidnap a child obsessed with composing a tune he can't finish. The good guys finally catch on: "Ben's piece is the equivalent of Dashell's mathematical formula! Curious minds often converge on the same idea. Newton and Leibniz without knowing each other independently invented calculus." And "Music is a mathematical language; chords have numerical values; the notes, quarter-notes, eighths, sixteenths, they're all just fractions, variables." Final dialogue between bad guys: "Seems crazy that some numbers can make a machine like this work." "Look around your home, your office, your kitchen. Numbers make everything work." Comments: Email Webmaster

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Private detectives and investigators perform computer searches when researching a crime or conducting a background. What Private Detectives and Investigators Do Private detectives and investigators find facts and analyze information about legal, financial, and personal matters. They offer many services, including verifying people's backgrounds, tracing missing persons,investigating computer crimes, and protecting celebrities. Work Environment Private detectives and investigators work in a number of environments, depending on the case on which they are working. Some spend more time in their offices conducting Computer searches and making phone calls, while others spend more time in the field conducting interviews and performing surveillance. How to Become a Private Detective or Investigator. Private detectives and investigators usually have some college education. However, many jobs do not have formal education requirements; and private detectives and investigators learn on the job. Previous experience in investigative work can be beneficial. Private detectives and investigators need a license in most states. Mytake > we need this type of work in Tanganyika.

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This Sunday is Mother’s Day, a day to reflect upon the important role that mothers play in our lives and the values that they teach us. This Mother’s Day, the League of Women Voters is celebrating the crucial ways in which women and mothers help empower millions to participate in our democracy. The League was founded in 1920 upon the basis that every voice matters in our democracy, and that women deserve equal access to the ballot box. The commitment and dedication of the League’s founding mothers forever altered American history, helping pave the way for increased access to the vote for all Americans – women and men, young and old, rich and poor alike. Nearly 100 years after the League was formed, mothers continue to play an essential role in our political system, including by teaching their loved ones about the importance of voting and helping to raise engaged and active citizens. Today, American women consistently vote at higher rates than men. In fact, more women than men have made it to the polls in every presidential election since 1964! This Mother’s Day, the League recognizes not only the power of women’s voices at the ballot box, but also the power of women to inspire those around them – including their children, friends and families – to vote. Committed to fostering an informed public, the League volunteers across the country—many of them mothers – are working to organize and educate others on the importance of elections and the central issues facing our communities. Across the country, women are often at the forefront of speaking out against discriminatory voter ID laws, organizing rallies to protect voting rights and registering new voters in efforts to ensure that all voters can participate in our democracy. Voting is the key to having all voices heard, and mothers are helping lead the way. Together with the mothers across this nation, we’re Making Democracy Work®.

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Re: [Histonet] normal solutions question It is the number of replaceable hydrogen atoms. The charge of one hydrogen atom is +1. So multiply the number of replaceable hydrogen atoms by (+1). In hydrochloric acid, the formula is HCl. There is 1 H, so it is 1 x (+1), so the valence is 1. In sulfuric acid, the formula is H2SO4. (Sorry, can't make my email do subnumbers.). There are 2 replaceable H, so it is 2 x (+1), so the valence It gets confusing if you are trying to make a normal solution, and the chemical does not have replaceable hydrogen atoms, but does have a positively charged atom. Or if you have a polyatom (atoms that always stay together, like hydroxide (OH) or phosphate (PO4) or carbonate (CO3) or sulfate (SO4)). If the hydrogen is in the polyatom is NOT counted as a replaceable atom. So you have to count the number of positive charges of the non-polyatom. Aluminum hydroxide is Al(OH)3. There is one aluminum atom, with a +3 charge. There are 3 hydroxide (OH), with a charge of -1 each. The hydrogen in the hydroxide is not replaceable. It is "stuck" in the hydroxide. You have to look at the "replaceable" positive charges. So there is 1 Al with a +3 charge, so that is 1 x (+3) = valence of 3. You need to know the charge of the positive atom (from the periodic table or other chemical table) and multiply it by the number of positive atoms in that compound. CaO is 1 calcium x (+2) = 2 valence. K2CO3 is 2 potassium atoms x (+1) = 2 valence. To make this even worse, if you are making a normal solution by diluting a liquid (solute such as HCl or H2SO4) into the water (solvent), the formula becomes even more complicated, as you have to include the concentration (c) of the solute as well as the specific gravity (sp). Both of these figures are usually obtained off the label of the bottle or from the MSDS. (Water has a specific gravity of 1. If the solution is heavier/thicker than water, the sp will be slightly larger than 1.0. If the solution is lighter/runnier than water, the sp will be less than 1.0.) And HCl and H2SO4, for example, are not pure acid. HCl is about a 33-37% solution when it is concentrate, with a specific gravity of about 1.1. If anyone wants the formula of normality for liquids, I'll post that tonight. I have it at work, and don't remember off the top of my head, and have to leave early for work because of the 7 inches of snow that hit us Peggy A. Wenk, HTL(ASCP)SLS William Beaumont Hospital Royal Oak, MI 48073 ----- Original Message ----- Sent: Wednesday, January 14, 2004 2:53 PM Subject: [Histonet] normal solutions question > Thank You guys for all the responses i have received...but im still STUCK > don't understand how to come up with the positive valence, or number of > dissociable or replaceable hydrogen ions.....this is the number that i > molar weight with to get the normal weight....every problem i have worked > seem to be dividing by 2 and that doesn't make since to me. > Histonet mailing list Histonet mailing list << Previous Message | Next Message >>

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By Ken Zurski In 1909, British explorer and Antarctic specialist Earnest Shackleton became the first person to come as close to the South Pole as any human had possibly done. The goal of course was to reach the elusive Pole, but turning back shy by only 100 miles was an accomplishment worthy of another try at least. The fact that no one died in the expedition was even better. Shackleton had christened the ship he chose and the journey that followed by a term that reflected the mission’s quest for great resolve and discovery. He named it Nimrod. Yes, the Nimrod Expedition, despite its insinuation, was not a mission for dummies. That’s because the word “nimrod” at the time represented something very different than it does today. Back then, strength and courage was at the word’s bent. A nimrod was held in high regard. The name demanded respect, not jeers. Shackleton’s hand picked ship, Nimrod, lived up to its moniker too, a reference to Nimrod, the biblical figure and “mighty hunter before the Lord” from the Book of Genesis. Nimrod was an older boat and needed work, but Shackleton had little recourse with limited funds. He would eventually praise the small schooner as “sturdy” and “reliable.” Even before Shackleton’s journey, the term Nimrod was being used to promote other noteworthy ventures. Financier and cutthroat ship builder Cornelius Vanderbilt named a steamboat Nimrod to compete with other commuter boats on New York’s Hudson River. It had to be built stronger and faster than others, Vanderbilt instructed. No doubt the naming of the ship reflected this too. In 1899, composer Edward Elgar wrote a symphonic piece that had 14 variations each written for or about a personal acquaintance. The ninth variation was titled Nimrod. “An amusing piece,” Elgar said referring to his friend and subject, August Johannes Jagear, a music publisher and accomplished violinist. Rather than a slight, however, it was a compliment. Jäger in German meant “hunter.” In 1940, however, everything about the word changed. During a cartoon short titled “A Wild Hare,” a wise-cracking rabbit named Bugs Bunny called his nemesis Elmer Fudd a “poor little nimrod,” a sarcastic reference to Fudd’s skills as a hunter. Bugs was mocking Fudd’s foolhardy abilities which kept the rabbit, Fudd’s prey, out of his cross hairs, so to speak. Most children didn’t get the reference to Nimrod in biblical terms and the sarcasm went way over their heads. So the word became synonymous with a bumbling fool, like Fudd’s character . At least that’s the story. Today, as we examine the word’s usage more closely, a nimrod may have been the implication, but certainly not the description of Shackleton and his Antarctic crew. Those who wished to board the Nimrod, some might say, were playing a fools game. After all who was crazy enough to go? Shackleton didn’t hide the discomforts and dangers of the mission when he advertised for a team of men and warned of a “hazardous journey” with “low, wages, bitter cold, long hours of complete darkness.” If they made it back, which was “doubtful,” Shackleton expressed, “honor and recognition” would await them upon return. Basically, only Nimrod-types need apply, he suggested. Good thing Bugs Bunny wasn’t around to discourage it.

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Here is some information about formatting lyrics for performance. Often, we put some special characters at the start and possibly at the end of a line of lyrics, to help the audience distinguish between what we intend to be “sung” lines versus “spoken” lines. A “sung“ line might look like this: ~• Over the hills and far away •~ ♫ Over the hills and far away One question that comes up is … how do we get those funny symbols into the text? The usual way is by using alt codes. Here is one of many websites that show the alt codes that you can use to enter those symbols. How to use alt codes Follow these steps to enter a symbol using an alt code: - Press the Num Lock key so that it is toggled on. - Press and hold down the left or right ALT key - Type the alt code on the numpad (the numeric keypad of your computer keyboard) - Release the ALT key When you release the alt key, the symbol should appear. Using symbols that don't have alt codes There are some symbols that you might want to use as lyric formatting characters which you cannot type in using an alt code. For example, one symbol that we use a lot is the white diamond (or "lozenge") character ◊. If you can't type a character using an alt code, you'll have to find that character someplace (like here!) and copy and paste it. Symbols in the chat window versus symbols in chat bubbles Here is one thing that you may want to consider when choosing a particular symbol to format your lyrics: sometimes symbols appear differently in chat bubbles than in the chat window. In particular, some symbols that appear as intended in chat bubbles may appear as a ‘?’ character in the chat window; the ‘?’ means that the font used to display the characters in the chat window doesn’t have that particular symbol, so it shows a ‘?’ character instead. The reason that you might care about how the symbols look in the chat window is that, of course, some people may not have chat bubbles turned on, so that the chat window is all they see, and many people find that having a ‘?’ character in front of each line of lyrics looks kind of odd :) A tool to help format lyrics

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The Purpose of an Annotated Bibliography Literally, an annotated bibliography is a formal list of sources (hence the word “bibliography”) on a particular research topic that includes descriptive information about each source (this is what the word “annotated” means). An annotated bibliography contains two basic types of information: - The first type is a formal documentation entry for each source a person collects, following a professional style for documenting and citing sources such as APA or MLA. The documentation entry that goes into an annotated bibliography is the same thing that goes on the a list of sources (e.g. a References or Works Cited page) in an academic paper. - The second type is an annotation, which, again, is provided for each source a person collects. Usually, each annotation includes a brief summary of the source. But often, it will also offer some other information, such as details about credibility of the source and an assessment of the source’s usefulness. Khazan, Olga. “The Simple Psychological Trick to Political Persuasion.” The Atlantic, 1 Feb. persuasion/515181/. Accessed 13 Feb. 2017. In this article for The Atlantic, an internationally renown monthly magazine that publishes articles on social and cultural issues, staff writer Olga Khazan applies the concept of “moral frames” to explain why voters often seem recalcitrantly fixed in their political views. “Moral frames,” are patterns of thinking about and understanding ethical issues. Conservatives and liberals tend to hold different moral frames and find political arguments more persuasive if they appeal to the moral frames that they hold. For instance, since conservatives highly value patriotism, they are more likely to be persuaded by a political argument aligning a certain political view with being patriotic. This article provides some insights on how political activism can be done in a more productive and persuasive way. An annotated bibliography will contain several entries like the one above, all based on sources found related to a specific research subject. Why Write an Annotated Bibliography? The above gives you some perspective on what goes in an annotated bibliography. But you might also wonder, “What is an annotated bibliography for? What good is it?” The annotated bibliography is an academic genre, a specific kind of composition that is written for academic audiences, with specific content and a form that is meaningful for those academic audiences. It’s also a kind of writing you usually only see written by people in higher education, especially by professors/scholars and students. When professors or scholars write annotated bibliographies, they often are doing so as a service to other people in their profession. Since scholars and professors are in jobs where they do intense amounts of research on all sorts of topics, they will often produce annotated bibliographies on the topics they have researched and share those annotated bibliographies with others in the profession. This helps save other professors and scholars the time and energy of having to research these topics from scratch if they intend to conduct research related to that topic or if they just want to be more informed about that topic. For instance, the following link takes you to the Bedford Bibliography of Research in Online Writing Instruction, in which a variety of contributors documented and annotated over 370 scholarly articles on the topic of online writing instruction published in the last 25 years. When teachers ask students to write annotated bibliographies, though, they are doing it for different reasons: - Having students write an annotated bibliography is an efficient way to make sure that a student has done sufficient research on a topic they are going to write about. If a professor receives an annotated bibliography from a student, she can quickly scan the bibliography, check the number of sources the student collected, and see if there are any sources listed that might lack credibility or might not provide the information the student actually needs. - Also, an annotated bibliography helps a professor ascertain whether the student has actually read the sources. It would be relatively easy for a student to collect a list of sources or a pile of articles and show them to the professor. But to write an annotation on each one, the student actually has to read them. - Finally, an annotated bibliography helps to show a professor whether a student has understood and appropriately evaluated each of the sources, which are critical skills for doing effective research. Why Should I Write an Annotated Bibliography? You should write the annotated bibliography for a variety of reasons: - It helps you evaluate the credibility and authority of your sources so that you can use the highest quality sources in your writing - To understand and be fully informed about a topic before making judgments and writing about it - To distinguish between your views and biases on a topic and what the research actually shows - To assess what research you’ve got so that you can figure out whether you need to go out and find more. Evaluating Credibility and Being Better Informed To write about any subject matter, a person needs to be informed about it. But in school, students all too often jump into the writing of their papers before they’ve done research. Then, only after writing whatever it is they can come up with on their own do they eventually add in some stuff from sources they were told to find, merely using those sources to prove or back up what they already wrote. The result of this is that some students write some really weak essays. They are weak because they begin writing the essay before they even knew very much about their topic. Moreover, they may only look at sources that convey perspectives they already agree with, never bothering to form a fresh perspective by listening to the voices coming from all sides of an issue. In short, the ideas and opinions they express in their essays end up being uninformed and uneducated. By writing an annotated bibliography, you are taking time to select sources on their own merits, assessing their relevance and credibility on your topic, before you attempt to make use of them. Moreover, research should be used by students to become more genuinely knowledgeable about the subject matter they research. Not until one is more knowledgeable about their topic should they begin to develop a thesis, a perspective, on that topic to write about. Thus, writing an annotated bibliography is a way to ensure that you have become sufficiently knowledgeable about your topic before you try to write about it; it is a way to make sure you are writing from a stance of expertise on the subject matter, which is a much more authoritative and persuasive stance from which to write. Distinguishing Between Our Own Opinion and Sources of Knowledge Other times, students might do their research first, but they never take the time to separate their views and perspectives from those of the sources they are writing about. They may, then, confuse what ideas and information came from other sources and what came from their own experiences. As a result of this, students may distort what the original sources say or, worse, use information from other sources without giving proper credit to those sources (both of these things, if intentional, constitute acts of plagiarism! So you can see how serious this could be). By writing an annotation on each source, you grow to understand each source on its own terms, taking stock of and judging what useful information and ideas it provides, and distinguishing the ideas, information, and perspectives expressed in those sources from those of your own. All this helps you to use those sources better and to properly give credit to the ideas, information, and perspectives that are not your own. It also helps you assess what information you may be missing so that you can go out and find more information if you need it.

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No. I think by your second-last sentence you mean '...the symbols agreed by the International Phonetic Association are designed to represent the sounds of all languages'. But those few symbols, with added diacritics, can represent a few thousand 'ideal' sounds. The human buccal tract is capable of producing an unlimited number. Look up 'allophones'. English speakers represent the phonemes of English by producing various allophones. That process can be called 'English phonetics'. I'm not sure what the first sentence means, but there is nothing wrong with the phrase 'English phonetics and phonology'.

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12345 once i caught a fish alive activities Once I Caught A Fish Alive Nursery Rhyme Freebie! Each lesson plan is set up for 60-90 minutes of teaching time and is mapped out especially for TODDLERS: AGES 1-3 YRS OLD. Discover our best-selling eBook, with over 2,000 copies sold. Hints and Tips: There are hand motions that allow children to participate during the … Included in this download are colorful posters, black and white activities and so much more! The tale of a person who catches a fish, a crab and an eel and then subsequently releases them because each successive animal continues to bite their hand, '1,2,3,4,5 Once I caught A Fish Alive' is one of the most enduringly fun and well known fish nursery rhymes. Follow. HooplaKidz Franҫais. Report. Designed for young children ages 3-5 with autism and/or intellectual delays, 12345 Once I Caught A Fish Alive is a nine page adapted book (tenwith cover) that comes in a printable .pdf file. Regardez populaire anglais comptine12345 Once I Caught A Fish Alive en français par HooplaKidz Français\r \r pour plus de comptines similaires cliquez ici \r \r Pour plus de chansons pour enfants , des chansons, des comptines et phonétique … It contains a shared reading activity for the poem for each day of the week. Which finger did it bite? Catch the fish and then use the pictogram to count how many of each fish you caught. Saved from bbc.co.uk. You spend hours of your precious time each week creating amazing lesson plans with engaging themes and activities your kids will love. It's rhyme time again. This book would be a great introduction to nursery rhymes for your young students. Lyrics for 12345 Once I Caught A Fish Alive by Sugar Kane Music. Note: Children under 2 will benefit greatly from singing, using puppets, stuffed animals, and/or finger plays with nursery rhymes. Click here and SAVE 20% by buying ALL of my other Nursery Rhyme Resources in 1 Bundle! Once I caught a fish alive. ★ ★ ★ ★ ★❶ Click the follow me button at the top of the page to receive new product information, sensati, This Nursery Rhyme activity packet is the perfect addition to your nursery rhyme unit, language arts center or sub tub. So many of our young stude, Engage your pre-k, kindergarten, 1st grade and ESL students with the nursery rhyme of Once I Caught a Fish Alive rhyme and rhythm of the poem is a perfect for teaching new vocabulary, phonics and sight words. The nursery rhyme will help students with one-to-one correlation and retells too! 12345 Once I Caught a Fish Alive | Comptines Pour Enfants | Apprendre Les Chiffres | Learn Frenchfr. This little finger on the right. Because it bit my finger so Which finger did it bite? I Caught a Fish Alive | Rhyme 'I Caught A Fish Alive' Music Lesson Plan Step 1 Tell students, "Today we will be learning a Mother Goose rhyme and then adding percussion instruments to the rhyme." Johnson Apple iBook, 【Before-Between-After】| Distance Learning | Boom cards, French Distance Learning, Francophone French Speaking Countries Video Clips, Francophone Countries, French Speaking Countries, Maps, Videos, Flags Bundle. FREE ‘1 2 3 4 5 Once I Caught A Fish Alive’ Nursery Rhyme Early Years/Preschool/EY (EYFS) activities/resources/displays. An animated version of the popular children's nursery rhyme '1, 2, 3, 4, 5, Once I caught a fish alive' with lyrics. Six, seven, eight, nine, ten Then I let it go again. Each lesson plan is set up for 60-90 minutes of teaching time and is mapped out especially for KINDERS AGES 5-6. Nursery Rhyme - 1,2,3,4,5 Once I caught a fish aliveOne two three four five is the first nursery rhyme many children learn to count to. Kids will have fun singing, counting and ordering numbers as they catch the fish. 6-11 year olds. Hints and Tips: There are hand motions that allow children to participate during the … Large (2 page) song chart. It encourages little ones to count their fingers from 1 – 10 , while it also has the lovely imaginative actions of catching a wriggly fish from a pond. You're a dedicated teacher who is committed to making learning FUN for your students while supporting their individual levels of growth and development. Cart. )Each Bible unit includes FIVE easy to follow, 60-90 min, "Once I Caught a Fish Alive" illustrated nursery rhyme books and sequencing cards. Try putting the finished pictures up on display, or send them home for the parents. Once I caught a fish alive Six, seven, eight, nine, ten Then I let it go again Why did you let it go? Summary: In this lesson, students use the 1,2,3,4,5… Once I caught a fish alive story on CD to begin learning 1-1 correspondence and directional words. your own Pins on Pinterest Practise your multiplication skills. Visit fish activities and crafts for ideas and suggestions. Most Convincing Reincarnation Cases, The O-ring Store, Eagle Property Management Tenant Portal, How To Win Plague Inc, Angles Of A Star, Bulletin Board System In 2020, Good Words To Describe A Storm At Sea, Suffix -ment Words,

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For what it’s worth, where learning happens is as important as how it happens. For a young learner to receive the best possible learning experience, it is essential that every aspect of the learning process is taken into consideration. As stakeholders of learning, teachers, parents, and the communities supporting young learners all play a vital role in shaping their future and nurturing them to become healthy, challenged, engaged, supported, and safe. Programs designed empower and enable learning professionals, everyone from teachers and administrators to school staff, are integral to the well-being of every young learner, and any effort at improving the support they provide to learners benefits the whole school as a community. Holistic education pertains to the total development of a learner’s intellectual, social, physical, emotional, artistic, and creative capacities, shaping them into responsible individuals, whole persons who understand their role in helping build the nation forward and face the challenges of an ever-changing world. As a philosophy, holistic learning involves helping a young learner find meaning and purpose in life through connections, from the classroom to the community, with nature, with society at large. With guiding values like compassion and peace, holistic education brings forward a shared passion for learning that aims to uplift everyone and help transform the experience of education into something that one can cherish for a lifetime. This is done by implementing fresh strategies that help emphasize hands-on experiences, letting young learners learn by doing and challenge their capacity for critical thinking and develop their problem-solving skills. Setups that enhance learning from group work and encourage social interaction to collaborate on solutions are intentionally designed. With this approach, both understanding and action are prioritized over rote knowledge, hence facilitating and emphasizing cooperation rather than mere competition. This also means that throughout the learning process, the assessment and evaluation of a young learner’s progress is dynamic, and every aspect of the curriculum designed to help create life-long learners. With the campaign for progressive education through the Whole Child initiative, holistic child development has become one of the primary goals of schools. With this kind of learning philosophy, young learners are provided with personalized support, safe and secure environments, sound health, and learning opportunities tailored for their unique, individual skills and talents. Through this approach, both the traditional academic aspects of learning and the non-traditional side are nurtured, enhanced, and supported. This means that not only learning professionals are involved in creating a holistic learning environment, everyone is: parents, industries, and local communities. All play an important role in ensuring that every child grows up to become a Whole Child, supported, equipped, and ready to face the challenges of the 21st century. The effort to create a holistic learning environment is marked by several features. This transition is characterized from a predisposition towards academic achievement at the fore to a more dynamic perspective of learning as something that prioritizes and nurtures a person’s character for long-term development and success. By connecting and communicating with education professionals and linking them with families, community members and policy-making bodies, supporters of this effort for the Whole Child such as REX Book Store aim to help every person involved see the true value of holistic education. With enough effort, young learners will feel supported by the school and by everyone in the learning community, giving way to their personal development and growth. This means that if we are to continue nurturing the Filipino learner today, it is also important to provide professional development services to help schools, teachers, parents, and administrators address today’s challenges in education and enable them to transform and achieve more in a shifting horizon of education. Enabling every educator to be able to create and innovate solutions that will help nurture every Filipino learner and bring our nation’s education forward. By hosting conferences and symposiums to help educators learn about new tools, techniques, and learning pedagogies they can use to provide holistic education to learners at every level, REX helps support the continuous professional development of the Filipino educator. With exclusive seminars and workshops designed from results-oriented and research-based learning programs, REX helps educators learn more about specialized topics that are relevant to their professional practice. At REX, we hope to transform these humble efforts with helping Filipino educators into a realization of the Whole Child initiative as a sustainable and productive campaign that will help build a globally competitive nation from the seeds of a fruitful collaboration between all stakeholders of education. Read here to learn more about how we help engage and enable learning professionals in supporting students: http://www.rexpublishing.com.ph/whole-child-initiative/supported/

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|Scrambled Words Puzzle()| Scramble words puzzle. Here is an 11-word scrambled letters puzzle to challenge students' brains and their understanding of constellations. Students unjumble the letters using problem solving strategies and knowledge of word structure, letter patterns and sequences. Puzzles suitable to homeschooling environments and students in late elementary grades 5,6,7 classroom. An additional extension activity might include putting the words in alphabetical order. Support vocabulary building with our multiple categorized printable puzzles.

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Journal of Experimental Social Psychology 48 (2012) 752–756 Contents lists available at SciVerse ScienceDirect Journal of Experimental Social Psychology journal homepage: www.elsevier.com/locate/jesp Report The name-pronunciation effect: Why people like Mr. Smith more than Mr. Colquhoun Simon M. Laham a,⁎, Peter Koval a, b, Adam L. Alter c a b c University of Melbourne, Australia University of Leuven, Belgium New York University, USA a r t i c l e i n f o Article history: Received 12 June 2011 Revised 10 November 2011 Available online 9 December 2011 Keywords: Name pronunciation effect Fluency Impression formation a b s t r a c t Names are rich sources of information. They can signal gender, ethnicity, or class; they may connote personality characteristics ranging from warmth and cheerfulness to morality. But names also differ in a much more fundamental way: some are simply easier to pronounce than others. Five studies provide evidence for the name-pronunciation effect: easy-to-pronounce names (and their bearers) are judged more positively than difficult-to-pronounce names. Studies 1–3 demonstrate that people form more positive impressions of easy-to-pronounce names than of difficult-to-pronounce names. Study 4 finds this effect generalizable to ingroup targets. Study 5 highlights an important real-world implication of the name-pronunciation effect: people with easier-to-pronounce surnames occupy higher status positions in law firms. These effects obtain independent of name length, unusualness, typicality, foreignness, and orthographic regularity. This work demonstrates the potency of processing fluency in the information rich context of impression formation. © 2011 Elsevier Inc. All rights reserved. Introduction Names carry a lot of information. They can be diagnostic of social categories such as race, ethnicity, gender, and class (Kasof, 1993); they can influence impression formation on a range of attributes including success, warmth, morality, popularity, cheerfulness, and masculinity–femininity (e.g., Mehrabian, 2001; Mehrabian & Piercy, 1993). Importantly, such name connotations matter: first name characteristics predict income and educational attainment (Aura & Hess, 2004); a person with an African American-sounding name is less likely to get a call-back for a job interview than a person with a Whitesounding name (Bertrand & Mullainathan, 2004); boys with girls' names are more likely to be suspended from school (Figlio, 2007); and name popularity is negatively associated with juvenile delinquency (Kalist & Lee, 2009). Such effects are typically explained by the fact that names activate a reservoir of semantic information, which then informs judgment. Etaugh, Bridges, Cummings-Hill, and Cohen (1999), for example, found that women who take their husband's surname are judged to be less agentic and more communal than those who retain their own names. A name activates a rich set of semantic information – from connotations of the bearer's age, to intellectual competence, race, ethnicity, social class (Kasof, 1993) – which impacts impression formation and evaluation. ⁎ Corresponding author at: Psychological Sciences, University of Melbourne, Parkville, VIC, 3010, Australia. E-mail address: [email protected] (S.M. Laham). 0022-1031/$ – see front matter © 2011 Elsevier Inc. All rights reserved. doi:10.1016/j.jesp.2011.12.002 We argue, however, that there is a more basic route from name to evaluation; a route that has been neglected in the study of impression formation. Names vary in the ease with which they are pronounced. Drawing on work in processing fluency, the current paper explored the name-pronunciation effect: that easy-to-pronounce names (and the bearers of those names) are judged more positively than difficult-to-pronounce names. This prediction stems from research on processing fluency –— the subjective experience of ease or difficulty associated with a cognitive process (see Alter & Oppenheimer, 2009 for a review). According to the hedonic marking hypothesis, processing fluency automatically elicits a positive affective state which is attributed to the stimulus under judgment (Winkielman, Schwarz, Fazendeiro, & Reber, 2003). As a consequence, easy-to-process stimuli – be they Chinese ideographs, pictures of furniture, or collections of dots – are evaluated more positively than difficult-to-process stimuli (see Schwarz, 2004; Winkielman et al., 2003, for reviews). One relatively understudied instance of processing fluency is phonological fluency, which is a function of how easy it is to pronounce a word (Alter & Oppenheimer, 2009). Some research shows that phonologically fluent stocks are expected to perform better (Alter & Oppenheimer, 2006), that easy-to-pronounce words are defined more concretely than difficult-to-pronounce words (Alter & Oppenheimer, 2008), and that drugs with easy-to-read names are deemed less risky (Song & Schwarz, 2009). No work, however, has considered the consequences of name pronunciation for impression formation. Drawing on the hedonic marking hypothesis, we hypothesized a name-pronunciation effect: that easy-to-pronounce names S.M. Laham et al. / Journal of Experimental Social Psychology 48 (2012) 752–756 753 (and their bearers) will be judged more positively than difficult-topronounce names. Although it may seem a straightforward extrapolation from the hedonic marking hypothesis, it is not apparent that name pronunciation ease will influence impression formation. Because we often make judgments about others in information-rich environments (in which ample information besides name fluency may be available), pronunciation ease may contribute little. Indeed, Winkielman et al. (2003) and Reber, Schwarz, and Winkielman (2004) have speculated that processing fluency may exert limited influence when people have access to other information relevant to judgment. Given the diversity of information that people's names carry, as well as the variety of other information sources often available, it is not obvious that pronunciation experiences will have any impact on impression formation. Thus, across five studies we investigated the name-pronunciation effect and its consequences in a range of contexts, from relatively information-poor through to information-rich laboratory conditions, as well as in the real-world context of law firm hierarchies. participants whose responses were uncorrelated (r b .10) with average ratings on each dimension (n=1, liking dimension) (Tausch et al., 2007) and then computed reliability estimates for each dimension (fluency, n=11, α=.96; unusualness, n = 12, α = .88; liking, n = 11, α = .74). We next calculated mean ratings, averaged across reliable judges, for each name, yielding fluency, unusualness, and liking ratings for each of the 50 surnames. As predicted, fluency was positively correlated with liking, r(50) = .76, p b .001, indicating that easier-to-pronounce names were liked more. When liking ratings were regressed onto fluency and the covariates, fluency predicted liking, β = .25, t(45) = 1.98, p = .05, as did unusualness, β = −.69, t(45)= −6.55, p b .001, however, name length, β = .07, t(45) = .77, p = .44, and log bigram frequency, β = .12, t(45)=1.51, p=.14, did not. Consistent with the hypothesis, pronunciation ease predicted name liking and this effect was not reducible to name unusualness, name length, or orthographic regularity. Study 1 Having established the name-pronunciation effect in tightly controlled but rather impoverished conditions, in Study 2 we tested whether the effect would obtain in a more meaningful context: voting behavior. Thus, in Study 2, we considered whether name pronunciation ease would influence voting preferences for candidates in a mock ballot. Importantly, this study also used a different sample (Anglo-Australians) and three different name-nationalities in order to generalize across participant populations and targets. In Study 1, we sought to demonstrate the name-pronunciation effect by showing that names that are easy to pronounce are liked more than names that are difficult to pronounce. We controlled for name unusualness, as unusual names are often perceived as less desirable (Busse & Seraydarian, 1978; Mehrabian, 1992; West & Shults, 1976) and may, on average, be more difficult-to-pronounce. We also controlled for word length and orthographic regularity. Orthographic regularity (operationalized as bigram frequency) has been related to the ease with which people process linguistic stimuli (e.g., Dominowski & Duncan, 1964; Mayzner & Tresselt, 1959). As orthography and phonology are tightly intertwined, a strong test of a pronunciation-based account (which draws on phonological fluency) would have to rule out orthographic regularity as an alternative explanation. Method Thirty-five students (19 females, 16 males) participated in the study. All participants identified as being of Asian ethnicity, had been in Australia for no longer than 5 years (M = 2.19, SD = 1.43) and fell in the age range 18 to 52 (M = 22.00, SD = 5.80). Using intuitions about pronunciation ease, the researchers selected twenty-five ‘easy-to-pronounce’ (fluent) and 25 ‘difficult-topronounce’ (disfluent) surnames of five different nationalities from an online directory of names (Monk, 1997). Five fluent and five disfluent surnames were selected from each nationality (see Appendix). Participants were randomly assigned to rate all 50 surnames on one of the following dimensions: fluency (“how easy to pronounce are the following surnames?” 1 = very difficult, 7 = very easy); unusualness (“how unusual are the following surnames?” 1 = not at all, 7 = very unusual); or liking (“how much do you like the following surnames?” 1 = not at all, 7 = very much). Thus, all surnames were rated on each of these three dimensions by an independent group of 11 or 12 participants. We also coded word length and bigram frequency (using MC Word; Medler & Binder, 2005). Results As stimulus selection was based on researchers' intuitions about fluency (and not on an empirically-grounded a priori classification as fluent or disfluent), we adopted a correlational approach in this study. Following an analysis strategy used in related research (e.g., Alter & Darley, 2009; Tausch, Kenworthy, & Hewstone, 2007) we treated items (i.e., surnames) rather than participants as units of analysis. To establish the reliabilities of each rating dimension, we first excluded Study 2 Method Thirty-five undergraduate students (27 females, 7 males, 1 unspecified) ranging in age from 17 to 22 years (M = 18.38, SD = 0.95) participated in this study, which was presented as an investigation of voting behavior. A short introduction informed participants that people often cast votes based on very minimal information about candidates. Following this introduction, 12 surnames were presented in a mock electoral ballot, and participants were asked to rank all twelve candidates in order of preference. Six easy-to-pronounce surnames and six difficult-to-pronounce surnames were used as stimuli (selected based on ratings from Study 1). In order to increase generalizability across targets, these were sampled from three national groups (see Appendix). The easy and difficult to pronounce names did not differ in terms of average word length (Measy = 8.00, SDeasy = 2.00 vs. Mdifficult = 9.50, SDdifficult = 3.21), t(10) = −.97, p = .35, or orthographic regularity (i.e., average log bigram frequency; Measy = 4.21, SDeasy = .09 vs. Mdifficult = 3.78, SDdifficult = .97), t(10) = 1.07, p = .31. After the ranking task, participants rated the twelve surnames on fluency, as in Study 1. Results As a manipulation check, we analyzed participants' fluency ratings of the surnames using a repeated-measures t-test, which revealed that the fluent names (M = 6.14, SD = 0.78) were rated as significantly easier to pronounce than the disfluent names (M = 2.65, SD = 1.13), t(34) = 18.80, p b .001, η 2p = .91. Importantly, people ranked fluent surnames significantly higher (M = 5.35, SD = 1.17) than disfluent surnames (M = 7.65, SD = 1.17), t(34) = − 5.8, p b .001, η 2p = .50, indicating a preference for candidates with easy-to-pronounce names. Study 3 In Study 2, although the ballot format provided a contextual frame for name evaluation, namely voting, it still utilized name characteristics as the only source of information upon which judgments could be 754 S.M. Laham et al. / Journal of Experimental Social Psychology 48 (2012) 752–756 based. In Study 3 we tested the robustness of the name-pronunciation effect in a richer context, by embedding target names in mocknewspaper articles containing ample decision-relevant information about election candidates. Method Participants were seventy-four undergraduate students (55 females, 19 males) ranging in age from 17 to 55 years (M = 21.08, SD = 5.01). Most were Australian-born (93.24%) and identified as being of European ethnicity (75.7%); the remainder identified as Asian (13.5%) or of other ethnicities (10.8%). No participants reported Greek or Polish heritage (see below). Participants read a mock newspaper article that presented a male candidate running for an upcoming local council election. The article provided general information about the candidate, including his family background and previous career, and also outlined one of his policies. The candidate's surname varied according to a 2 (name fluency: easy vs. difficult) × 2 (name nationality: Greek vs. Polish) between participants design. All other information was held constant across conditions (including the first name and gender of the candidate). The surnames used in the experiment were selected on the basis of two pilot studies in which different participants rated Greek and Polish surnames on fluency, unusualness (using the same items as in Study 1), and typicality (“How typically Greek/Polish are the following surnames?” 1 = not at all; 7 = very much so). The surnames were chosen so that the easy (Lazaridis and Paradowska) and difficult (Vougiouklakis and Leszczynska) names differed significantly on fluency within each nationality, but not on unusualness or typicality. After reading the newspaper article, participants rated the degree to which they thought the target was a good candidate for the local council position (1 = not at all; 7 = very much so). Finally, participants rated the target's surname on ease-ofpronunciation. Results As a manipulation check we subjected fluency ratings of the candidates' surnames to a 2 (nationality: Greek vs. Polish)× 2 (fluency: fluent vs. disfluent) analysis of variance (ANOVA). This revealed a significant main effect of fluency, F(1, 70) = 93.47, p b .001, η 2p = .57, indicating that participants in the fluent conditions (M = 4.66, SD= 1.51) rated the candidate's surname as significantly easier to pronounce than those in the disfluent conditions (M = 1.85, SD= 0.90). No other effects were significant. Participants' candidate evaluations were submitted to a 2 (nationality: Greek vs. Polish) × 2 (fluency: fluent vs. disfluent) ANOVA. This revealed the expected, significant main effect of fluency, F(1, 70) = 11.364, p = .001, η 2p = .14: participants in the fluent conditions (M = 5.23, SD = 0.73) evaluated the candidate as better suited for the position of local councilor than did those in the disfluent conditions (M = 4.62, SD = 0.85). No other effects were significant. Consistent with this finding, participants' ratings of the candidate's surname on linguistic fluency were positively related to their evaluation of the candidate, r(74) = .38, p = .001. experimentally manipulating the group-status of names and examining whether the name-pronunciation effect held for the very same names when presented as belonging to either ingroup or outgroup targets. Method Participants were 55 undergraduate students (36 females, 19 males) ranging in age from 18 to 35 years (M = 19.56, SD = 3.14), who were either Australian-born (92.7%) or had lived in Australia for more than 15 years (M = 19.37, SD = 3.04). All were citizens or permanent residents of Australia. We used the same approach as in Study 1: independent samples of 13–14 participants rated a list of names on a single item. The stimuli comprised 40 names of Anglo-Celtic origin varying in pronunciation ease (as judged by researchers' intuitions) drawn from Monk's (1997) online directory of names (see Appendix). Participants were randomly assigned to rate the 40 surnames, printed in a random order, on either fluency or liking using the same items and response scales as in Study 1. Importantly, participants completed the ratings in either the ‘in-group condition’ or ‘out-group condition’, in which the 40 surnames were presented as belonging to Australian versus American citizens, respectively. To ensure that participants had encoded the apparent group identity of the names, they were subsequently asked to identify the national group from which the names were sampled. All participants did so correctly. We also coded name length and orthographic regularity (bigram frequency), as in Study 1, and considered these as covariates. Results We first excluded participants whose judgments were uncorrelated (r b .10) with average ratings within each dimension (n = 1, ingroup liking; n = 1, outgroup liking dimension) (Tausch et al., 2007). We then computed reliability estimates for each dimension (ingroup fluency: n = 13, α = .96; ingroup liking: n = 13, α = .83; outgroup fluency n = 14, α = .97; outgroup liking n = 13, α = .83). All subsequent analyses were conducted using the data from these 53 reliable judges. As in Study 1, linguistic fluency was significantly correlated with liking in the outgroup condition, r(40) = .81, p b .001, indicating that easier-to-pronounce out-group surnames were evaluated more positively. The same relationship emerged for the ingroup condition, r(40) = .81, p b .001. A test comparing the magnitude of the correlations between fluency and liking in the in-group and out-group conditions using Steiger's (1980) method revealed that, not surprisingly, there was no significant difference between them, Z2⁎ = − 0.02, p = .98. When name-length and log bigram frequency were entered as covariates into simultaneous regressions predicting liking from fluency, fluency was the only significant predictor, both for ingroup (β = .88, t(36) = 7.25, p b .001) and outgroup (β = .80, t(36) = 6.10, p b .001). Study 5 Study 4 Studies 1–3 examined the name-pronunciation effect for outgroup names. However, it is not clear whether this effect is restricted to outgroup targets. Given that people typically have more information about ingroups than outgroups (Linville, Fischer, & Salovey, 1989; Park & Rothbart, 1982; Quattrone, 1986), and that they may be more motivated to consider all judgment-relevant content when making ingroup judgments (Allport, 1954; Linville et al., 1989), it is possible that fluency effects may be weaker for ingroup than for outgroup judgments. We tested this proposition in Study 4 by Studies 1–4 demonstrated the name-pronunciation effect in a range of laboratory settings. In Study 5 we examined the relationship between pronunciation fluency and evaluation in a naturalistic environment. Some work on name characteristics and political judgments (e.g., O'Sullivan, Chen, Mohapatra, Sigelman, & Lewis, 1988) shows that subtle name effects may actually disappear in contexts in which other relevant information is available (e.g., political party affiliation). We thus thought it important to demonstrate the robustness of the name-pronunciation effect in a naturalistic context rich in decision-relevant information. Specifically, we examined whether S.M. Laham et al. / Journal of Experimental Social Psychology 48 (2012) 752–756 American lawyers with fluent rather than disfluent names tend to occupy superior positions within law firm hierarchies. Method We began by compiling a list of 500 lawyers' first and last names using law firm websites. To sample randomly but widely, we extracted 50 names from each of 10 firms that varied in size from the largest U.S. firm to the 178th largest firm (determined using the website: http://www.ilrg.com/nlj250). The names varied in length, and the list of names within each firm included names beginning with each letter of the alphabet. We also extracted several covariates, including each lawyer's graduation year, law school ranking (according to the U.S. News and World Report), the average associate's salary at the firm, and the critical dependent measure: the lawyer's position in the firm hierarchy (coded such that associates were assigned the lowest value and partners the highest). Having collected the names and data, a separate pool of undergraduate students at a large U.S. university rated one of three subsets of 167 names on one of two dimensions: fluency (the independent measure; from 1 = very easy to pronounce to 5 = very difficult to pronounce); and foreignness (binary: Anglo-American vs. foreign names). Each name was rated at least twice on each dimension, and both the fluency (α = .78) and foreignness (α = .79) ratings were reliable. Results A regression analysis suggested that lawyers with more easily pronounceable names occupied superior positions within their firm hierarchy, β = .12, t (498) = 2.69, p = .008. The effect was independent of firm size, firm ranking, or mean associate salary. We sought to eliminate one potential alternative explanation for the effect. Given the relatively recent institution of diversity policies in law firms, it seemed plausible that lawyers with Anglo-American names would occupy higher positions in the hierarchy merely because they had been employed, on average, for longer than lawyers with foreign names. Indeed, not surprisingly, lawyers who had been employed for longer occupied superior positions, β = .73, t (498) = 23.45, p b .0001. To eliminate this concern, we examined the relationship between name fluency and position in the hierarchy separately among lawyers with Anglo-American names and foreign names. Consistent with our suggestion that this relationship is driven by fluency, rather than foreignness per se, we found that lawyers with more pronounceable names occupied superior positions in their company hierarchies regardless of whether we confined our analysis to AngloAmerican names only, β = .24, t (99) = 2.43, p b .02, or foreign names only β = .13, t (397) = 2.59, p = .01. General discussion Five studies demonstrated the name-pronunciation effect: easyto-pronounce names (and the people who bear them) are evaluated more positively than difficult-to-pronounce names. This effect obtained across various samples (Australian and Asian), various outgroups, as well as for ingroup targets, various analysis strategies (item vs. participant as unit of analysis) and in contexts ranging from rather impoverished name ratings to more contextualized political judgments and even status in the workplace. The effect is independent of name length (Studies 1, 2, and 4), orthographic regularity (Studies 1, 2, and 4), unusualness (Studies 1 and 3), name typicality (Study 3), and name foreignness (Study 5). This research contributes to the processing fluency literature in extending the effects of fluency into the domain of impression formation. This is an important extension as it demonstrates the robustness of fluency effects in potentially information-rich contexts. Impression 755 formation depends on a variety of cues, many of which are indicated by names (e.g., ethnicity and gender). The fact that name pronunciation impacts liking and other evaluative measures so strongly and consistently in such contexts is an important demonstration, given theorising about the limits of fluency effects in information rich environments (e.g., Reber et al., 2004; Winkielman et al., 2003). The research also contributes to work on name characteristics and their relation to evaluation and impression formation. It also potentially provides a more parsimonious explanation of a variety of extant name-characteristic effects. Factors such as conventionality of spelling (Mehrabian & Piercy, 1993) and unusualness (Busse & Seraydarian, 1978; Mehrabian, 1992; West & Shults, 1976) have been shown to influence positivity ratings. To the extent that unconventionally-spelled and unusual names are also difficult to pronounce, these effects may be explained at least partially by pronunciation ease. This remains a question for future research. The current work also highlights an important methodological consideration. In research that uses names as indicators of social category membership (e.g., resume research; Bertrand & Mullainathan, 2004; Booth, Leigh, & Varganova, 2010; and see Kasof, 1993), care must be taken to equate stimuli on pronunciation ease. If one wants to infer that social category information per se accounts for an effect, it is important rule out the possibility that category indicators (such as names) differ on processing fluency. Finally, it is important to note the generalizability of the name pronunciation effect across samples and targets and, perhaps most importantly, to a naturalistic context. The practical consequences of such effects could be numerous and significant and thus warrant future research. In classroom contexts, for example, preferences for students with easy-to-pronounce names may result in selective treatment, engendering self-fulfilling prophecy effects often detrimental to educational and social outcomes (Rosenthal & Jacobson, 1992). Although processing fluency has been considered an important factor in many judgment contexts, the current research constitutes the first demonstration of the potency of processing ease in impression formation and the range of consequences that processing fluency has on how we evaluate others. Supplementary materials related to this article can be found online at doi:10.1016/j.jesp.2011.12.002. References Allport, G. W. (1954). The nature of prejudice. Oxford: Addison-Wesley. Alter, A. L., & Darley, J. M. (2009). When the association between appearance and outcome contaminates social judgment: A bidirectional model linking group homogeneity and collective treatment. Journal of Personality and Social Psychology, 97, 776–795. Alter, A. L., & Oppenheimer, D. M. (2006). Predicting short-term stock fluctuations by using processing fluency. Proceedings of the National Academy of Sciences, 103, 9369–9372. Alter, A. L., & Oppenheimer, D. M. (2008). Effects of fluency on psychological distance and mental construal (or why New York is a large city, but New York is a civilized jungle). Psychological Science, 19, 161–167. Alter, A. L., & Oppenheimer, D. M. (2009). Uniting the tribes of fluency to form a metacognitive nation. Personality and Social Psychology Review, 13, 219–235. Aura, S., & Hess, G. D. (2004). What's in a name? CESifo Working Paper Series No. 1190. Retrieved 12 February, 2010, from http://ideas.repec.org/p/ces/ceswps/_1190.html Bertrand, M., & Mullainathan, S. (2004). Are Emily and Greg more employable than Lakisha and Jamal? A field experiment on labor market discrimination. American Economic Review, 94, 991–1013. Booth, A. L., Leigh, A., & Varganova, E. (2010). Does racial and ethnic discrimination vary across minority groups? Evidence from a field experiment. Retrieved 15 June 2010 from Institute for the Study of Labor (IZA) Discussion Paper Series (No. 4947). http://ftp.iza.org/dp4947.pdf Busse, T. V., & Seraydarian, L. (1978). Frequency and desirability of first names. Journal of Social Psychology, 104, 143–144. Dominowski, R. L., & Duncan, C. P. (1964). Anagram solving as a function of bigram frequency. Journal of Verbal Learning and Verbal Behavior, 3, 321–325. Etaugh, C. E., Bridges, J. S., Cummings-Hill, M., & Cohen, J. (1999). Names can never hurt me? The effects of surname use on perceptions of married women. Psychology of Women Quarterly, 23, 819–823. 756 S.M. Laham et al. / Journal of Experimental Social Psychology 48 (2012) 752–756 Figlio, D. (2007). Boys named sue: Disruptive children and their peers. Education Finance and Policy, 2, 376–394. Kalist, D. E., & Lee, D. Y. (2009). First names and crime: Does unpopularity spell trouble? Social Science Quarterly, 90, 39–49. Kasof, J. (1993). Sex bias in the naming of stimulus persons. Psychological Bulletin, 113, 140–163. Linville, P. W., Fischer, G. W., & Salovey, P. (1989). Perceived distributions of the characteristics of ingroup and outgroup members: Empirical evidence and a computer simulation. Journal of Personality and Social Psychology, 57, 165–188. Mayzner, M., & Tresselt, M. E. (1959). Anagram solutions times: A function of transition probabilities. Journal of Psychology: Interdisciplinary and Applied, 47, 117–125. Medler, D. A., & Binder, J. R. (2005). MCWord: An on-line orthographic database of the English language. http://www.neuro.mcw.edu/mcword/ Mehrabian, A. (1992). Interrelationships among name desirability, name uniqueness, emotion characteristics connoted by names, and temperament. Journal of Applied Social Psychology, 22, 1797–1808. Mehrabian, A. (2001). Characteristics attributed to individuals on the basis of their first names. Genetic, Social, and General Psychology Monographs, 127, 59–88. Mehrabian, A., & Piercy, M. (1993). Positive or negative connotations of unconventionally and conventionally spelled names. Journal of Social Psychology, 133, 445–451. Monk, K. (1997). Dictionary of names. Retrieved 18 November 2009 from. http:// www.gaminggeeks.org/Resources/KateMonk/ O'Sullivan, C., Chen, A., Mohapatra, S., Sigelman, L., & Lewis, E. (1988). Voting in ignorance: The politics of smooth-sounding names. Journal of Applied Social Psychology, 18, 1094–1106. Park, B., & Rothbart, M. (1982). Perception of out-group homogeneity and levels of social categorization: Memory for the subordinate attributes of in-group and outgroup members. Journal of Personality and Social Psychology, 42, 1051–1068. Quattrone, G. A. (1986). On the perception of a group's variability. In S. Worchel, & W. Austin (Eds.), The psychology of intergroup relations, Vol. 2. (pp. 25–48)Chicago: Nelson-Hall. Reber, R., Schwarz, N., & Winkielman, P. (2004). Processing fluency and aesthetic pleasure: Is beauty in the perceiver's processing experience? Personality and Social Psychology Review, 8, 364–382. Rosenthal, R., & Jacobson, L. (1992). Pygmalion in the classroom: Expanded edition. New York: Irvington. Schwarz, N. (2004). Metacognitive experiences in consumer judgment and decision making. Journal of Consumer Psychology, 14, 332–348. Song, H., & Schwarz, N. (2009). If it's difficult to pronounce, it must be risky: Fluency, familiarity, and risk perception. Psychological Science, 20, 135–138. Steiger, J. H. (1980). Tests for comparing elements of a correlation matrix. Psychological Bulletin, 87, 245–251. Tausch, N., Kenworthy, J. B., & Hewstone, M. (2007). The confirmability and disconfirmability of trait concepts revisited: Does content matter? Journal of Personality and Social Psychology, 92, 542–556. West, S. G., & Shults, T. (1976). Liking for common and uncommon first names. Personality & Social Psychology Bulletin, 2, 299–302. Winkielman, P., Schwarz, N., Fazendeiro, T., & Reber, R. (2003). The hedonic marking of processing fluency: Implications for evaluative judgment. In J. Musch, & K. C. Klauer (Eds.), The psychology of evaluation: Affective processes in cognition and emotion (pp. 189–217). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. © Copyright 2018

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A Day with a Difference An app designed to help your child learn the comparatives. A beautifully illustrated story with engaging games throughout so your child may interact and help the characters Mr Big and Mr Small with a few small/big problems they encounter in ‘A Day with a Difference’. The app will teach your child the following: - Bigger and smaller - More and less - Same and different - Longer and shorter The story is narrated throughout but the sound may be muted to allow your child to read for themselves. Once the story is complete any game can be re-played without the requirement to complete the story each time. Parents can also configure a test by selecting how many questions they wish their child to answer and the criteria for success. A special game is also provided which can be played either as a single player or multi-player, testing the child’s ability to use and recognise the comparatives they have learnt. Jack and the Land of Colours is a magical, educational interactive story that teaches children the colours : Red, Green, Yellow, Blue, Orange, Pink, Purple and Brown! Counting with Dinosaurs is for young children 3 to 5 who are learning to recognise numbers and to count up to 10. This interactive story will help your child to recognise and name the following: Triangle, Square, Rectangle, Circle, Star, Diamond, Semi-circle and Heart.

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In 2013, Seoul Mayor Park Won-soon made the decision to call for the release of illegally captured dolphins from the Seoul Zoo.The dolphins had been caught unlawfully from the waters surrounding Jeju Island in South Korea. They had spent years in captivity, languishing in the terrible conditions at Pacificland Aquarium and the Seoul Zoo. As Ric put it, “These three dolphins lived in the wild very successfully for about ten years before they were abducted by aliens and forced into a life of show business inside a building.” Working with the Korean Animal Welfare Association (KAWA), Ric provided consulting services in line with the Dolphin Release Protocol to assist the Korean crew with preparing Jedol, Sampal and Chunsan for release to their native waters. In May 2013, the dolphins were transferred back to the sea. A repurposed fish farm was used as a temporary sea pen, as the dolphins were weaned off of dead fish and retrained to catch live ones for themselves in preparation to survive on their own at sea. One of the biggest lies being told by the likes of SeaWorld and others in the dolphin abusement industry is that dolphins in captivity can never be released back into the wild. -Ric O’Barry The efforts proved an enormous success; Sampal actually decided the sea pen was too confining and escaped through a hole in the net early in June. Jedol and Chunsan were released after a few months in July 2013. In April 2014, Jedol and Sampal were observed in the waters off Jeju Island, each being positively identified by freeze brands that had been applied to their dorsal fins during the rehabilitation phase. The good news continued two years later, when in April of 2016 a team from the Dolphin Research Group of Jeju University/Ewha Womans University confirmed that Sampal has successfully given birth, noting that strict criteria proved the pair to be mother and calf. Not to be outdone, Chunsam was also spotted with her own calf several months later in the region. These births and repeat sightings strongly demonstrate that not only is rehabilitation and release a viable option for certain captive dolphins, but that those who return to their natural home can thrive and flourish. Additionally, after 20 years of captivity, two additional male Indo-Pacific bottlenose dolphins, Geumdeung and Daepo, held at Seoul Grand Park in Seoul, were successfully released to their native waters around Jeju Island in July 2017.

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https://www.dolphinproject.com/campaigns/dolphin-sanctuary-project/readaption-vs-release/release-case-south-korea/

s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323588053.38/warc/CC-MAIN-20211027022823-20211027052823-00180.warc.gz

en

Flint in Minecraft has always been pretty lacking. Theres almost no other use to them besides flint and steel, and arrows for your bow. Even though those two are fairly useful, they only have one use. Other than that, theres absolutely no other use for them, which is kind of saddening. Thankfully, theres a mod that fixes this, and its called the FlintCraft mod. The FlintCraft mod is a mod that makes it so flint has several more uses. Some examples include sharpened flint tools, sharpened flint swords, and tempered flint armor. In order to craft sharpened flint, all you need to do is make a right triangle in the crafting table with normal flint. This should yield 2 pieces of sharpened flint. Once you acquire the sharpened flint, you can either make sharpened tools, or a sharpened flint sword. Sharpened flint tools are just as powerful as diamond, cut as fast as gold, but have a very low durability. Sharpened flint swords are the same, in that they are just as powerful as a diamond sword, but also have very low durability. Tempered flint can be made by placing normal flint into the furnace. With tempered flint, you can make tempered armor, which is better than iron, but worse than diamond, in both terms of protection and durability. This is useful for those times where you find a large amount of flint, and would rather make something else as opposed to flint and steel and bows and arrows- basically, you want to create a more defensive item that utilizes flint. All in all, this mod is pretty nice, and is recommended for anyone who would like to give flint more uses, or would just like to have really powerful tools and armor at a lower cost.

<urn:uuid:c7bccb96-aacc-4d03-bab9-ce499a02e501>

CC-MAIN-2017-22

https://minecraftmodding.net/minecraft-mods/flintcraft-mod/

s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463608877.60/warc/CC-MAIN-20170527075209-20170527095209-00226.warc.gz

en