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The National Academy of Sciences publishes important syntheses of research on many topics. These reports are usually developed by a panel of experts who review research, summarize the findings (often of hundreds of studies), and develop recommendations based on those findings. The Board on Children, Youth, and Families provides a list of these reviews. Two reports that are especially relevant to the early childhood field are Neurons to Neighborhoods: The Science of Early Childhood Development; and Eager to Learn: Educating Our Preschoolers. Each report may be browsed and searched on the National Academy Press Web site; the books may also be printed but very slowly; copies may also be ordered on line or are available in libraries. (typically available only by purchase or in college and university libraries). Handbooks are scholarly resources; each chapter often provides an excellent overview of research on a major topic, with extensive reference lists. Chapter authors are regarded as experts in their fields. Well-known handbooks include

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World AIDS Day: December 1, 2012 World AIDS Day on 1 December brings together people from around the world to raise awareness about HIV/AIDS and demonstrate international solidarity in the face of the pandemic. The day is an opportunity for public and private partners to spread awareness about the status of the pandemic and encourage progress in HIV/AIDS prevention, treatment and care in high prevalence countries and around the world. The 2012 theme is: “Working Together for an AIDS-free Generation.” In commemoration of World AIDS Day, a new Vital Signs report from the Centers for Disease Control and Prevention (CDC) looks at the alarming impact of HIV on youth (ages 13-24) and underscores the importance of HIV prevention, testing and treatment for youth. Read the report: HIV Among Youth in the US. AIDSinfo joins people and organizations worldwide in observing World AIDS Day. The AIDSinfo and infoSIDA (Spanish version) Web sites (as services of the US Department of Health and Human Services and managed by the National Library of Medicine) offer federally-approved information on HIV research and treatment, including medical practice guidelines and treatment and prevention research studies, to health care providers, researchers, people affected by HIV/AIDS, and the general public. Looking for more ways take action around World AIDS Day? Here are a few simple, powerful, and engaging ways: - Join the Facing AIDS Initiative: http://facing.aids.gov/ - Locate HIV Testing and Other HIV Services: http://aids.gov/locator/ - Posters and Tools: http://1.usa.gov/eibPZG - Tweet Official hashtag #WAD2012

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Zoology and genetics are required courses for biology majors, and genetics is required in the programs of several courses in health areas, such as Medicine, Nursing, Dentistry, Psychology and others. Both subjects are usually structured around the theme of the theory of evolution. Also, the majority of the textbooks used in the teaching of these two courses have an evolutionary orientation. However, a careful examination of the scientific basis of these disciplines shows that the evolutionary framework doesn´t fit with a lot of their fundamental aspects. Some of these topics even constitute strong evidence in favor of intelligent design. The objective of this paper is to analyze these topics to see why they provide good evidence that is consistent with a creation model for the origin of life. Issues in Zoology The science of Zoology deals with the study of animal life. The whole study of Zoology is now structured around the theory of evolution, according to which all the present animals would have developed from unicellular common ancestors (protozoa). The present animal taxonomy (classification) is based on phylogeny, i. e., the evolutionary history of a group. Problems in the animal fossil record If all animals developed from common ancestors, ideally, one expects to find several series of links connecting different groups of organisms. However, that is not what we find in the fossil record (Brand, 1997, p.141). Darwin recognized that the fossil record did not show much evidence for connecting links. He thought that as more fossil collecting was done over time, these links would be found. In his book “Origin of species” he says: “Lastly, looking not to any one time, but to all time, if my theory be true, numberless intermediate varieties, linking most closely all the species of the same group together, must assuredly have existed; but the very process of natural selection constantly tends, as has been so often remarked, to exterminate the parent forms and the intermediate links. Consequently evidence of their former existence could be found only amongst fossil remains, which are preserved in an extremely imperfect and intermittent record” (Darwin, p. 179). “Nature may almost be said to have guarded against the frequent discovery of her transitional or linking forms” (Darwin, p. 292). “Geological research (…) has done scarcely anything in breaking down the distinction between species, by connecting them together by numerous, fine, intermediate varieties; and this not having been effected, is probably the gravest and most obvious of all the many objections which may be urged against my views” (Darwin, p. 299). In the 130 years since Darwin's prediction, many fossils have been collected. This improved database still suggests that, for most animals, the fossil record does not contain connecting links between types (Brand, 1997, p. 143). One of the most important fossil gaps is the one between the microorganisms, such as blue-green algae and bacteria, that are found in Precambrian strata, and the abundant and complex invertebrate sea life of the Cambrian period, as well as the strange Ediacaran fossils of the Precambrian (Morris, 1995, p. 81). Almost all of the phyla of invertebrate animals that have a fossil record occur in the early Cambrian: protozoa, sponges, cnidarians, mollusks, brachiopods, annelids, arthropods and echinoderms. The only major absent phylum is the Bryozoa, which appears in the Ordovician (McAllester, 1971, p. 70). If evolution had really occurred, we should find in Precambrian rocks the evolutionary ancestors of all these animals. According to Axelrod (1958), the high degree of organization of the Cambrian animals clearly indicates that a long evolutionary period preceded their emergence in the fossil record. However, an examination of the Precambrian rocks for precursors of Cambrian fossils indicates they are not found anywhere. The majority of the fossils found in the Precambrian rocks are fossil microorganisms. Only in the top of the Precambrian some multicelular fossils are found. Among them are the Ediacaran fauna, including cnidarians, annelids and arthropods. They are multi-celled animals, but they are not considered ancestral to the Cambrian animals (Gould, 1989; Seilacher, 1984). They are a unique, extinct assemblage of animals with no clear ties to other groups (Brand, p. 143, 1997). If we find fossils of bacteria and blue-green algae in the Precambrian, certainly we should find fossils of the ancestors' of the Cambrian animals. If microorganisms evolved into metazoans, it seems likely that transitional forms should have been found but they have not. The sudden appearance of the major phyla in the Cambrian has been called the “Cambrian explosion”. Recently the estimated time over which the explosion took place has been revised downward from fifty million to ten million years ¾ a blink of the eyes in geological terms. The shorter time estimate has forced sensationalist writers to seek new superlatives, a favorite being the “Biological Big Bang” (Behe, 1996, p. 27). Gould has argued that the fast rate of emergence for new life forms demands a mechanism other than natural selection for its explanation (Beardsley, 1992). Futuyama (1992, p. 343) says that the fast origin of the animal phyla, which happened in the 100 million years between the Ediacaran fauna and the Burgess Shale fauna (Cambrian), has been considered one of the biggest problems of evolution. The theory of separate creation of each group explains the evidence better than the theory of a single ancestor. Wise (1994) also considers the Cambrian explosion a challenge to explain without informed intervention (creationism). Interventionist theory proposes that the Cambrian explosion is not a record of the first appearance of life, but the first burials during a catastrophe, the Genesis Flood (Brand, 1997, p. 172). Another serious problem of the fossil record that has not been explained by evolutionists is that most animal groups appear abruptly in the fossil record. There is no evidence that there were transitional forms among these groups. This is well recognized today by science. Brand (1997, p. 173) calls attention to phylogenetic trees that are in many texts and popular books. Some of them show which parts are supported by fossil evidence and which parts are hypothetical. Such trees show that the evolutionary connections between virtually all phyla and almost all classes are only theoretical. Charles Darwin believed the intermediates would be found. However, most of the thousand of fossils that are found fall within the existing groups. As more fossils are found it becomes clearer that gaps between major groups of organisms are real and sequences of intermediates are not likely to be found. This evidence has caused evolutionary theorists to look for new ways to explain the evolution of major groups consistent with the reality of the lack of fossil intermediates. Considering the invertebrate animals, the lack of fossil links is very clear, because almost all the invertebrate animal phyla appear in the Cambrian. Particularly interesting is the phylum Echinodermata. Ruppert & Barnes (1994, p. 988) say the origin of the echinoderms and the phylogenetic relationships of its subgroups continue to be unresolved and the subject of much speculation. Storer et al (1991, p. 547) in their book Zoologia Geral, a frequently used textbook, say that the echinoderms are an old group of animals with an abundant fossil record since the Cambrian. However, the fossils don't indicate origin or relationships of this phylum. The phylum Echinodermata is considered the ancestor of the phylum Chordata. These two phyla are the only deuterostome phyla and they also share other characteristics, i. e., the presence of similar larvae and endoskeletons. It would be expected then that the phylum Echinodermata should appear much higher in the fossil record than the other invertebrate phyla, but this is not what is seen in the fossil record. The transition between echinoderms and chordates is also a great mystery in evolutionary Zoology. Zoologists admit the absence of any intermediate forms in the fossil record. Only a few types of chordate remains has been found in Cambrian rocks (Repetski, 1978). More chordates appear higher in the fossil record and are identified as the ostracoderm fish in the Ordovician and Silurian. Evolutionists suppose that the first chordates probably had soft bodies, without hard skeleton elements to be preserved. Storer et al (1991, p. 567) places the problem in the following way: “If chordate ancestry consist of such small and soft types, the chance of finding any conclusive fossil record is remote. So we remain in the unsatisfactory position of being capable of demonstrating a certain relationship on an embryological level, however without conclusive evidences in the fossil forms or in the intermediate forms. Maybe this theory [of the origin of the chordates from the echinoderms] is correct, but it cannot be proven”. Alfred Romer (1966, p. 15) made the following comment many years ago: “In sediments at the top of the Silurian and the beginning of the Devonian, numerous vertebrates similar to fish of several species are present, and it is obvious that a long evolutionary history took place before this time. However, regarding this history, we are almost entirely ignorant”. But now we know that both Echinodermata and Chordata phyla occur in the Cambrian and this provides little time for the proposed evolution. The origin of the insects is also a great enigma for the evolutionists. Insects exist in abundant number and fantastic variety, but there are no fossil indications of their development from any ancestral specie. Insects that appear in the fossil record are very similar to modern insects. In many cases, however, they are much larger; but their form is not very different from that of modern insects (Morris, 1995, p. 86). Storer comments: “The sudden emergence of insects with wings in the rocks of the Carboniferous is a spectacular aspect of the fossil record. Several theories have been proposed to explain the origin of insect wings” (Storer et al, 1991, p.505). Perhaps the authors should have used the word “strange” in place of “spectacular”. Flying organisms fall into four main groups: insects, pterosaurs, birds and bats. Flying is a highly specialized function requiring many features besides wings. One would naturally expect the gradual evolution of flight to leave some evidence in the fossil record. But when fossil insects first appear in the geologic column, flying is fully developed (as discussed above). The flying pterosaurs, birds, and bats also show up suddenly as fully functional flying organisms. The anatomical changes needed to develop flight, including transformations in bone, musculature, feathers, respiration, and nervous system, would take a long time, and the organisms undergoing such changes would surely leave some fossil record of intermediate stages. The feather of the bird supposedly evolved from the scales of some ancestral reptile. Would not the extended process of creating feathers, with its highly specialized structures, from reptile scales by undirected evolution, including unsuccessful lines of development, have made some record in the rocks? Thus far, none is apparent (Roth, 1998, p. 185). The paleontologist David B. Kitts admitted: “Despite the bright promise that paleontology provides a means of ‘seeing’ evolution, it has presented some nasty difficulties for evolutionists the most notorious of which is the presence of ‘gaps’ in the fossil record. Evolution requires intermediate forms between species and paleontology does not provide them”. Stephen Jay Gould echoes the same: “The extreme rarity of transitional forms in the fossil record persists as the trade secret of paleontology. The evolutionary trees that adorn our textbooks have data only at the tips and nodes of their branches; the rest is inference, however reasonable, not the evidence of fossils” (Roth, 1998, p. 183). In spite of the existence of some exceptions to the absence of transition links that were not discussed here, it can be observed that the general picture presented in the fossil record favors creation model. In this model, God created separately the groups of animals, as described in the book of Genesis. Problems on origin of complex structures in animals Zoology textbooks express as a fact the changes that must have happened for the appearance of an animal group starting from another ancestral group. It is interesting that they do not discuss the mechanisms by which such changes could have happened and the probabilities of their occurrence. The description given by Storer et al (1991, p. 469) of the arachnid’s origin can be used as an example: “The fossil record includes aquatic scorpions from the Silurian. The transition to a terrestrial existence probably happened early in the geological history (...). As a result of this transition to a terrestrial existence certain modifications in the anatomy and physiology of the group occurred. One of the modifications was in the reproductive system to avoid the loss of water. Fecundation became internal and the eggs are protected against desiccation by their deposition in humid cavities in the soil, by the retention in the female (viviparity) or by the presence of an external wrapper. Free-swimming larval forms are not possible anymore and the larval stages occur inside the egg (...). Other adaptations include the development of a more impermeable exo-skeleton to reduce water loss and the transformation of the original foliaceous gills to foliaceous lungs or to a tracheal system of aerial breathing”. Words such as “become”, “development”, “transformation”, cause students to think that all these changes are very simple and happened easily. Causative factors are not mentioned nor are quantitative details of how these new structures could really have appeared given. Zoology textbooks are full of examples like this. The vertebrate eye is a very complex organ and for two centuries it has been the focus of discussion as to whether such a complex structure could result from evolution, or whether it would require intelligent design. Roth (1998, p.101) gives a very good synopsis of the human eye functions and complexities. According to Brand (1977, p. 169) “Octopuses have eyes that rival the vertebrate eyes for complexity. Vertebrates and octopuses obviously did not get their eyes from a common ancestor with complex eyes. Could the processes of genetic changes have brought about the evolution of either or both of these eyes from an ancestor that did not have complex eyes? One can find animals with eyes of many different levels of complexity and line them up in a sequence of increasing complexity. The question remains: Do we actually have evidence that they could and did arise by evolution, or is that an untested assumption?” On the other hand, creation provides a good explanation for the complex eyes of vertebrates and octopuses. Arthropods are animals that have a unique kind of eye called a compound eye. The trilobites, arthropods found in the beginning of the Cambrian, already possessed this complex kind of eye. Chadwick (1999) describes the trilobite’s eyes in the following way: “The axis of the individual ommatidia were constructed of single crystals of calcite with the optical axis of the crystal coincident with the optical axis of the eye element. That presents an unusual problem for the trilobite, since a simple thick spherical lens of calcite could not have resolved the light into an image. The trilobite optical element is a compound lens composed of two lenses of differing refractive indices joined along a Huygens surface. In order for such an eye to correctly focus light on the receptors it would have to have exactly this shape of lens”. The most amazing fact is that a so complex eye was present in one of the first animals to appear in the fossil record. In the book “Darwin's Black Box”, Behe goes beyond the eye morphology and shows that, even in animals that possess the simplest kinds of eyes, i.e. the light sensitive spots of jellyfish, vision is an extremely complex biochemical process. The evolution of such a complex system cannot be explained yet (Behe, 1996, p. 22). Creation seems a better explanation. Behe (1996, p. 39) considers the origin of irreducibly complex systems by mutation and natural selection impossible. A irreducibly complex system is a single system composed by several well-matched, interacting parts contributing to its basic function, wherein the removal of any one of the parts causes the system to effectively cease functioning. An irreducibly complexity system cannot be produced gradually (that is, by continuously improving the initial function, which continues to work by the same mechanism) by slight, successive modifications of a precursor system, because any precursor to an irreducibly complex system that is missing a part is by definition nonfunctional. The same author (Behe, 1996, p.72) analyzes the structure and functioning of flagella and cilia, locomotory structures present in bacteria and also in protozoa, which are considered ancestral to all the animal phyla. Flagella and cilia are also present in several kinds of cells in multicelular animals. An exhausting biochemical analysis shows that the cilium contains more than two hundred kinds of different proteins and its complexity is much greater than was thought. The bacterial flagellum needs more than 40 proteins to work, and the exact roles of most of the proteins are unknown. The author considers the two systems as irreducibly complex and he reflects that the probability of gradually assembling these systems is virtually nil. Behe (1996, p. 67) makes an exhaustive review of scientific papers, searching for research that tries to explain cilium and flagellum evolution. After all, as he says, “considering the frequent declaration that evolution theory is the base of modern biology, one should expect to find the evolution of cilium and flagellum to be the theme of a great amount of works in the professional literature”. However, only two works about cilium evolution are found and neither of them discusses crucial quantitative details or the possible problems that would cause any mechanical device such as a cilium to be useless. In the two works there are just verbal descriptions that characterize evolutionary biology. The lack of quantitative details ¾ calculations or well-informed estimates ¾ makes the whole description completely useless for explaining cilium evolution. Considering the flagellum, “Once again the evolutionary literature is totally missing: no scientist has ever published a model to account for the gradual evolution of this extraordinary molecular machine [the flagellum]” (Behe, 1996, pag.72). Some people say that the first animals in the Cambrian are primitive. But does the evidence indicate these earliest fossils were more primitive in the sense of being more crudely constructed or simpler? No. For example, trilobites are unique animals found only in the Paleozoic, but they have compound eyes, complex legs and other features showing they are like arthropods of today. Evolution theory recognizes that the first fossils in these phyla already had the basic body plan that the same phyla have today. The term "primitive" in the evolution theory does not mean crude ¾ it just refers to animals or structures that appear early in the fossil record (Brand, 1997, p.173). Complexity is better explained as the result of creation than evolution. Issues in Genetics Genetics can be defined as the study of heredity mechanisms, by which characteristics are passed from generation to generation. It can also be defined as the study of the genes. In the last few years many discoveries in the field of molecular genetics have been made. Some of these discoveries will be presented here and analyzed to verify whether or not they support the theory of evolution (that assumes an abiogenic origin of life) or intelligent design (creation). DNA replication is the copying of the information into a new molecule of DNA. It is a very complex process, carried out by a multi-enzyme complex often called the replication apparatus or the replisome, which involves several proteins and enzymes. For example, DNA replication in Escherichia coli requires at least three dozen different gene products. Some of them are: - DNA polymerase catalyses the covalent addition of nucleotides to preexisting DNA chains. In Escherichia coli, there are three different DNA polymerases (I, II and III). DNA polymerase I has three activities located in different parts of the molecule. DNA polymerase III is involved, together with DNA polymerase I, in replicating the DNA. The total complex of DNA polymerase III, also called holoenzyme, has at least 20 polypeptidic subunits, although the catalytic core is composed of only three subunits. - Primases are a kind of RNA polymerase responsible for primer synthesis. Primase activity requires the formation of a complex of primase and at least six other proteins; this complex is called the primosome. - DNA ligase closes the spaces in the DNA molecule during the replication. The short sections of replicated DNA (Okazaki fragments) are covalently linked together by DNA ligase. - DNA helicases are involved in catalyzing the unwinding of the DNA double helices before replication. - DNA topoisomerases catalyze the formation of negative supercoils in DNA. They are essential for replication and are believed to play a key role in the unwinding process. - DNA single-strand binding proteins bind tightly to single-strand regions of DNA produced by the action of the helicases and help stabilize the extended single-strand templates needed for polymerization (Griffiths et al, 2000, p. 253; Gardner, 1991, p. 119). We should not forget that in all organisms, even in the simplest bacteria, the genetic material (genes) is DNA and this DNA should replicate every time that the cell divides, using all the proteins described above and many others. How did a replication system as complex as this appear? Science doesn't have the answers. Structure of eucaryotic chromosomes Most eucaryotes contain many times the amount of DNA that prokaryotes have, but this DNA is packaged in several chromosomes. Each chromosome is composed of a single DNA molecule. Every somatic cell in the human body has a complement of 46 chromosomes. All the DNA of a single human cell would extend to nearly two meters if the DNA molecules from all 46 chromosomes were placed end to end. This DNA is housed in a nucleus with a diameter of about 10 micrometers. So, the length of DNA in the nucleus of a single human cell is 200,000 times the radius of the nucleus. How can the cell cope? The DNA must be organized in a very precise way to allow the cell to have access to the needed genes and at the same time to allow the DNA to be duplicated, and precisely divided to the daughter cells during cell division. This process is facilitated at the most basic level by the association of DNA with a class of proteins called histones. There are five types of histones: H1, H2a, H2b, H3 and H4. Four types of histones, H2a, H2b, H3, and H4 with the help of some associated proteins form a very stable octamer containing two copies of each molecule. Because all of the histones are positively charged to enable them to interact with the negatively charged DNA, the assembly of the octamer requires the aid of several special scaffolding proteins. One and a half turns of the DNA molecule (about 140 base pairs) are then wrapped around each histone core to form a nucleosome. The nucleosomes are associated into larger structures by the binding of H1 histone. These structures, called solenoids, consist of an array of six nucleosomes in a flattened helix, further shortening the whole structure. These helical solenoids are then themselves coiled in a complex arrangement that is anchored to the backbone of the chromosome itself. The chromosome backbone is composed of a large number of very heterogeneous proteins called nonhistone proteins. One of these is the topoisomerase II that is also involved in DNA replication. The resultant structure has accomplished the unfathomable: condensed a molecule of DNA of 10 cm long into a structure 50,000 times smaller (Chadwick, 1999; Gardner, 1991, p. 133). Chromosomes with the complex structure presented above are already present in protozoa, which are considered ancestors of all the animal phyla. There is no evidence they evolved from simpler molecules, and creation is the best explanation for their origin. From the rediscovery of Mendel's Laws in 1900 until the 1940s, the question of how genes determine an organism's phenotype remained a mystery. Today we understand that virtually all phenotypic characteristics of an organism are governed by the activities of particular proteins. Even the simplest cells contain hundreds of different proteins. Genes determine phenotypes by dictating the synthesis of proteins. This process is a very complex one and includes two key steps. First, the information in DNA is copied into RNA in the process called transcription. Second, the RNA molecules direct the stepwise assembly of amino acids in the process of translation (Anderson, 1997, p. 164). The discovery of the genetic code has shown how the combinations of four different kinds of the nucleotide bases in code units of three bases each on the DNA chain can dictate the order of any of the 20 different kinds of amino acids that form a protein (Roth, 1998, p. 137). The “evolution” of the genetic code is a problem that is very difficult to solve. How could an organism survive having a under-developed genetic code that codified correct amino acids as well as wrong ones? How many inactive, useful enzymes would be produced, wasting valuable cell energy? (Sharp, 1978). Another problem of the genetic code is analyzed by evolutionary scientists (Freeland & Hurst, 1998). Statistical and biochemical studies of the genetic code have found evidence of nonrandom patterns in the distribution of codon assignment. It has, for example, been shown that the code is very well structured to minimize the effects of point mutations or mistranslation: erroneous codons are either synonymous or code for an amino acid with chemical properties very similar to those of the one that would have been present had the error not occurred. Codons specifying amino acids that share the same biochemical synthetic pathway tend to have the same first base. The authors conclude that the code is very efficient at minimizing the effects of errors, and this is probably the result of selection between alternative codes, with selection favoring those that minimize the errors on fitness. But could natural selection produce such a precise code? In a sample of one million random variants generated by the authors, using a computer program, only one variant code was found to be of greater efficiency under the criteria used. It seems much more likely that the genetic code was designed. Early investigators had good reason for thinking that information is not transferred directly from DNA to protein. In a eukaryotic cell, DNA is found in the nucleus, whereas protein is known to be synthesized in the cytoplasm. An intermediate, RNA, is needed. Transcription is the process whereby the information present in DNA molecules is copied into RNA molecules. Chadwick (1999) describes the process as follows. "Prior to the development of the tools and resource of the last twenty years, the process of transcription was considered to be fairly straightforward. The cell required a new protein, the RNA polymerase (the enzyme required to make an RNA copy) located the correct gene, and produced a copy in the form of messenger RNA (mRNA). However, careful study of the process of messenger formation in eucaryotic cells has revealed unexpected levels of complexity. How does the cell know which of the million or so genes present in eucaryotic organisms are needed? How does it locate the right genes? How does it know precisely where to begin copying? The answer to these and other questions have come in the unraveling of a system of almost unfathomable intricacy referred to as the RNA Polymerase Complex". The RNA Polymerase in E. coli is a complex, multimeric enzyme. It is composed of five distinct polypeptides. In eucaryotes, there are three different RNA polymerases I, II, and III. Translation is the process during which the genetic information (which is stored in the sequence of nucleotides in an mRNA molecule) is translated, following the dictation of the genetic code, into the sequence of amino acids in the polypeptide. The translation process is too intrincated to be described here. We are just going to mention the necessary components for translation in a cell, which are: - Messenger RNA - one for each gene - Transfer RNA – from 40 to 60 different kinds - Aminoacyl tRNA synthetazes - twenty different kinds - Initiation factors IF1, IF2 and IF3 - Elongation factors EF-Tu, EF-Ts and EF-G - Release factors RF1, RF2 and RF3 Just to illustrate the complexity of this process, Chadwick (1999) explained a little about the ribosome: "The translation process in all living systems (even in bacteria) requires the presence of a ribosome, a complex of proteins and ribosomal RNA (rRNA) involved in the manufacture of proteins. No viable mechanism has yet been proposed to make specific proteins in the absence of a ribosome, yet ribosomes themselves are made of more than 50 separate specific proteins, and several very complex molecules of rRNA. How might it be possible to reproducibly manufacture proteins in the absence of a ribosome? There does not appear to be an alternative. The only known mechanism for protein synthesis in the cell is a factory, itself made out of protein. Where could it originate if there were no mechanism for protein synthesis? This is an unresolved conundrum". One should not forget that each one of the 50 types of proteins and the several rRNA types that form the ribosome are synthesized from genes in DNA. The process involved in DNA replication, mRNA formation and protein synthesis, the three most fundamental processes that any cell must perform in order to be considered alive, are extremely complex, even at the level at which we now understand them (Chadwick, 1999). Lots of different genes, proteins and enzymes are involved in this process. How could they evolve by chance? How could the first cell acquire all this information? According to Gibson (1993) information stored in the DNA specifies the structure of the proteins. Without this information, the proteins would not be produced. But the information to produce the proteins cannot be used unless numerous proteins are present to help translate the information. This raises a “chicken and egg” problem. Which came first, the DNA or the proteins? Without the DNA, there would be no proteins. Without the proteins, there would be no DNA. How can such a system begin? Both DNA and proteins must be present simultaneously, along with many other kinds of molecules, in order for life to exist. Such a system cannot evolve piece by piece. It must appear as an entire unit. It seems that a Creator is required to explain the origin of life. There is no plausible alternative. Regulation of gene expression The process of manufacturing proteins from the information of the genes is complex and highly regulated (Roth, 1998, p.137). The adaptability of bacteria depends on their ability to "turn on" and "turn off" the expression of specific sets of genes in response to the specific demands of the environmental milieu. The expression of particular genes is "turned on" when the products of these genes are needed for growth in a given environment. Their expression is "turned off" when their products are no longer needed for growth in the existing milieu (Gardner, 1991, p. 391). Researchers have discovered a number of gene control mechanisms, some repressing the gene, others activating it. Some genes have more than one control mechanism. The "lac operon" system, discovered in E. coli, has become a classic example of a gene control system. It regulates the production of three enzymes employed in the metabolism of the sugar lactose. The three enzymes are coded next to each other on the DNA chain. Preceding the codes are four special regions of coded DNA necessary for regulating and producing the enzymes as needed (Roth, 1998, p. 137). Gene expression in eucaryotes is more complex and regulated at several stages, including transcription, translation, mRNA processing, and mRNA degradation. Molecular biology shows that genes are organized in complex interacting systems, including some feedback mechanisms that would be difficult to develop by a gradual random evolutionary process because of a lack of survival value until the system is fully functional (Roth, 1998, p.137). If it's difficult to explain the origin of a single new gene, what about the simultaneous origin of a regulatory gene to regulate it? How could the gene function before the evolution of its regulatory gene? Mutations can be defined as sudden, heritable changes in the genetic material. They can be caused by chemicals or radiation. Mutations can be classified in two types: - Genic mutations: changes in nucleotides of individual genes. - Chromosomic mutation: changes in chromosome structure or number, also called chromosomal aberration. According to the theory of evolution, all new genes or new information ultimately arose by mutation and recombination. Mutations occur randomly and most are deleterious and lower the organism fitness or adaptation to its environment. New combinations of the genetic material are formed during sexual reproduction. Natural selection eliminates the deleterious mutations and preserves the available combinations that are best adapted in the organism's environment (Brand, 1997, p. 191). Mutation phenomenon is a very important component of the evolutionary model. This model needs to presuppose some mechanism that produces the ascending complexity that characterizes the model in its wider dimension. Mutation is supposedly this mechanism. According to the theory of evolution, mutation and natural selection are the main evolutionary factors. However, some experimental facts about mutations should be considered: - Mutations happen by chance; they are not directed. There is no way to control mutations in order to produce any specific characteristic. Natural selection needs to use whatever appears. - Mutations are rare. The frequency of most mutations in higher organisms is one in ten thousand to one in a million per gene per generation. - Most mutations are deleterious. Chromosomal aberrations usually have quite drastic effects on the individuals that have them. With regard to numeric aberrations, the phenotype alterations produced by the addition or subtraction of one chromosome (aneuploidy) are so drastic that these aberrations are of no importance in evolution. Polyploidy is very rare in animals, but in vegetables it can produce new species. Structural chromosomal aberrations can also have quite serious effects. Small deletions generally decrease the organism’s viability. Duplications are more common and less harmful than deletions. According to some authors, duplications are a way of introducing new genes in a population. These new genes could mutate without causing great damage to the organism, because the non-mutated gene can synthesize the indispensable enzymes (Carvalho, 1987, p. 404). Most of the thousands of already studied genic mutations are deleterious and recessive. It's highly improbable that a mutation could be constructive. Random changes in any complex integrated system will usually upset the system. The fact that mutations are usually either neutral or harmful contradicts the view that mutation is a mechanism for the advancement of a species (Webster, 1995, p. 12). Even though most mutations make the organism less efficient and are thus disadvantageous, there is the possibility of developing new desirable traits through selection of desirable mutations, mainly in plants. Barley mutants, for example, have been obtained that provide increased yield, resistance to smut, stiff straw, increased protein content, and hull-less seeds (Gardner, 1991, p. 314). These mutations are selected by changing the environment to favor them, not by guiding the mutation to fit the environment. Some mutations are neutral; in other words, they don't reduce the species survival. For a species to become more complex requires more than simply a mutation in a gene; it requires new genes. It is true that mutations generate new variation by altering existing genes or introducing new alleles. But that doesn't demonstrate that the same process can produce structural genes that did not exist before or alter them systematically to the point where they acquire a new function. Even if a new gene could be produced, simply adding a new gene would not work. Genes do not work in isolation. Rather, an organism's set of genes work together to produce the organism. A new gene must work properly with all the other genes in order for the organism to survive. Furthermore, several new genes would be required in order to produce a new structure and a more complex organism. Such a process would have to produce additional genes to recognize and regulate the functioning of the new structural genes and repeat the process for all the new genes needed to code for some new structure or body plan that previously did not exist. In addition, each new gene would have to operate at the right time in development for the new structure to develop correctly. It does not seem reasonable to expect even one new gene to appear by chance, much less several highly coordinated genes working together to produce a new structure (Brand, 1997, p. 171; Webster, 1995, p. 13). Creationism predicts that mutation and natural selection are not able to produce an increase in complexity by generating new genes and consequently, new structures and new organisms. They are able only to change animals within the constraints of their original genetic potential and to slow down the slide toward oblivion, which would occur if the accumulations of harmful mutations were not held in check. Natural selection acts as a brake to eliminate many individuals weakened by mutations and thus slows down the destructive forces that can come from mutation (Brand, 1997, p. 197). We’ve given here just a small sampling of the thousands of examples that could be given about complex structures in animals and about the intricacy of gene expression. What is the best explanation for these examples? Behe concludes that: “To a person that doesn’t feel obliged to restrict his search to unintelligent causes, the straightforward conclusion is that many of these systems were designed. They were designed not by the laws of nature, not by chance and necessity; rather, they were planned. The designer knew what the systems would look like when they were completed, then took steps to bring the systems about. Life on earth at its most fundamental level, in its most critical components, is the product of intelligent activity” (Behe, 1996, p. 193). Gibson (1993) also concludes that it is credible to believe in special creation by an intelligent Creator. He does not mean to imply that every aspect of biblical creationism is supported by science because there are some aspects of nature that remain unexplained. However, there is no alternative theory that explains all the data. According to Paul in Romans, nature is clearly designed, but not all are open to recognize the Designer. Nature can be properly understand only in the light of God’s special revelation in the Scriptures (White, p. 257). Genetics and Zoology professors have the opportunity to explain to their students the evidences of God's creative power in nature. Unfortunately, the available textbooks have an evolutionary orientation and don’t help in the integration of faith and learning. So, what can be done? In Zoology textbooks, in the beginning of the presentation of each animal phylum, a small description of the evolution of each group is given. The professor can use this section as a platform for discussion of the lack of fossil evidence for the evolution. Also, when describing the morphological structures of each phylum, s/he can present or illustrate the design evidence. When teaching Genetics, many evidences of intelligent design can be shown in the complex genetic systems present in all living organisms. ANDERSON, P. & GANETZKY, B. An electronic companion to genetics workbook. New York, Cogito Learning Media, 1997. AXELROD, D. I. Early Cambrian marine fauna. Science, 128:7, 1958. Beardsley, t. Weird wonders: was the Cambrian explosion a big bang or a whimper? Scientific American, June 1992, p 30 – 31. BEHE, M. J. Darwin’s black box. New York, The Free Press, 1996. BRAND, L. Faith, reason and earth history. Berrien Springs, Andrews University Press, 1997. CARVALHO, H. C. Fundamentos de genética e evolução. 3th ed. Rio de Janeiro, Livraria Atheneu, 1987. CHADWICK, A. Os trilobitas: um enigma de complexidade. Folha criacionista, 61: 3 – 11 1999. DARWIN, C. The origin of species. Oxford Text Archive, Oxford University Computing Services, firstname.lastname@example.org ELDREDGE, N. Reinventing Darwin. Nova York, Wiley, 1995, p. 95. FREELAND, S. J. & HURST, L. D. The genetic code is one in a million. Journal of molecular evolution, 47: 238-248, 1998. FUTUYAMA, D. J. Biologia evolutiva. 2nd ed. Ribeirão Preto, Sociedade Brasileira de Genética, 1993. GARDNER, E. J., SIMMONS, M. J. & SNUSTAD, D. P. Principles of genetics. 8th ed. New York, John Wiley & Sons, 1991. GIBSON, L. J. A Christian approach to Biology. Christ in the classroom, 11: 247-254, 1993. GOULD, S. J. Wonderful life. New York, W. W. Norton,1989. GRIFFITHS, A. J. F., MILLER, J. H., SUZUKI, D. T., LEWONTIN, R. C. & GELBART, W. M. An introduction to genetic analysis. 7th ed. New York, W. H. Freeman, 2000. McAlester, A. L. História geológica da vida. São Paulo, Editora Edgard Blücher, 1971. MORRIS, H. M. O enigma das origens: a resposta. Belo Horizonte, Editora Origens, 1995. REPETSKI, J. E. A fish from the Upper Cambrian of North America. Science, 200: 529-531, 1978. ROMER, A. S. Vertebrate paleontology. Chicago, University of Chicago Press, 1966. ROTH, A. Origins: linking science and scripture. Hagerstown, Review and Herald Publishing Association, 1998. RUPPERT, E. E. & BARNES, R. D. Invertebrate zoology. 6th ed. Fort Worth, Saunders College Publishing, 1994. SEILACHER, A. Late Precambrian metazoa: preservational or real extinctions? In H. D. Holland and A. F. Trendall, eds. Patterns of change in earth evolution (p. 159-168). Berlin, Springer-Verlag, 1984. SHARP, D. G. Interdependência na síntese de macromoléculas: evidências de planejamento. Folha criacionista, 19: 47-62, 1978. STORER, T. I., USINGER, R. L., STEBBINS. R. C. & NYBAKKEN, J. W. Zoologia geral. 6th ed. São Paulo, Companhia Editora Nacional, 1991. WEBSTER, C. L. A scientist's perspective on creation and the flood. Loma Linda, Geoscience Research Intitute, 1995. WISE, K. The origin of life’s major groups. In J. P. Moreland, ed., The creation hypothesis (p. 211-234). Downers Grove, IL, InterVarsity Press, 1994. WHITE, E. G. Testemonies. Vol 8.

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Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Stage fright or performance anxiety refers to an anxiety, fear or persistent phobia related to performance in front of an audience or camera. This form of anxiety can precede or accompany participation in any activity involving public self-presentation. Often the term "stage fright" is conflated with glossophobia, a broader fear of speaking in public. Performance anxiety is also observed in sportspeople. In the latter case it is interpreted as a fear to underperform (in view of the actual public or implied publicity). Quite often stage fright arises in a mere anticipation of a performance, often long time ahead. It has numerous manifestations: fluttering or pounding heart, tremor in hands and legs, diarrhea, facial nerve tics, dry mouth. Stage fright may be observed in ordinary people, beginning artists, as well as in accomplished ones. Causes and solutionsEdit Anxiety causes negative effects of the performance quality in many different situations: examinations, job interviews, athletic performance, and sex. In the 1980s, Barrell, Medeiros, Barrell and Price conducted an experiment on performance anxiety, employing the methods self-observing, self-reporting and self-discovering. This way, five causal elements were found to be present in the experience of performance anxiety: (1) I perceive or imagine the presence of significant others who are able to judge me. One possible solution to performance anxiety could be that of reducing the significance of the other person(s). While experiencing performance anxiety, we often invest the others with imagined power, especially in their ability to affect us through their evaluation of our performance. Ways to reduce this imagined power is to increase the sense of one’s own power, to perceive the vulnerability of others and to accept oneself. (2) I consider the possibility of my visible failure at a task. Another possible solution to performance anxiety would be to eliminate the imagination of negative possibilities. A negative outcome is always possible, but that does not justify worrying about it before it occurs. Focusing one’s attention on the present, rather than the future, is much more productive. A way to do this is monitoring our own performance. (3) I feel a need to do well to avoid failure. A third solution to performance anxiety is holding the performance in perspective by seeing its outcome as insignificant in relation to the totality of one’s life. By realizing that nothing catastrophic is likely to occur, the need to avoid failure may decrease and switch to a more positive goal. An example of a positive goal would be to provide others with pleasure. Furthermore, it is helpful to focus on the process, the moment-to-moment experience, rather than the results of a performance. Additionally, it is important to concentrate on the enjoyable aspect of the process. (4) I feel uncertain as to whether I will do well. Uncertainty plays a major role in experiencing anxiety. It could be helpful to keep in mind that one cannot control other’s reactions or judgments, but only one’s own performance. (5) I focus on my own behavior and appearance. An important component of performance anxiety is an acute awareness of one’s own behavior and/or appearance. When experiencing performance anxiety, one focuses one’s attention on the visible appearance of the performance. A possible way of reducing performance anxiety would be to increase one’s awareness of others, without considering them as judges. In summary, optimal strategies of coping with performance anxiety include “focusing on process rather than results, the moment of experience rather than the future, positive approach goals rather than negative avoidance goals, and self-acceptance rather than self doubt”. Cognitive Behaviour Therapy can be helpful. References & BibliographyEdit - ↑ 1.0 1.1 Barrell, J. J., Medeiros, D., Barrell, J. E., & Price, D. (1985). The Causes and Treatment of Performance Anxiety: An Experimental Approach. Journal of Humanistic Psychology, 25 (2), 106-122. - ↑ Better Playing Through Chemistry by Blair Tindall, New York Times, October 17, 2004. (Discussing the use of beta-blockers among professional musicians) - Jackson, J.M, and Latane, B. (1981) All alone in front of all those people: stage fright as a function of number and type of co-performers and audience, Journal of Personality and Social Psychology 40: 73-85. |This page uses Creative Commons Licensed content from Wikipedia (view authors).|

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Every single day brings us new technology advances. This one is about disk storage. Seagate, the hard-drive vendor, just said that storage densities a thousand times higher than densities available today would be available in the next five to ten years. Hard-drive maker Seagate said it has overcome a significant challenge in magnetic memory with a new technology capable of achieving far beyond today's storage densities -- up to as great as 50 terabits per square inch. Currently, the highest storage densities hover around 50 gigabits per square inch, but Seagate said its heat-assisted magnetic recording (HAMR) could break through the so-called superparamagnetic limit -- a memory boundary based on data bits so small they become magnetically unstable. By heating the memory medium with a laser-generated beam at the precise spot where data bits are being recorded, HAMR dramatically increases density -- and substantially improves the outlook for magnetic recording, according to Seagate. Now, let's come to one of my all-time favorite comparisons. While the technology was originally expected to accommodate one terabit of data per square inch -- which Paulsen called "extremely high compared to today's standards," Seagate researchers now believe they can store as much as 50 terabits per square inch -- equivalent to the entire printed contents of the Library of Congress -- on a single disk drive for a notebook computer. If I got one dollar -- or one euro -- for every article or press release mentioning the Library of Congress, I certainly would not be rich, but I'm sure I could travel around the world for free. I don't know if Seagate's claims are real. You can also check their press release here. Anyway, having 20 terabytes of disk space on my laptop sure sounds like a good idea. But what about bandwidth or data access time? Imagine a backup of such a humongous disk at today's speeds? It would take months. Source: Jay Lyman, NewsFactor Network, August 28, 2002

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The development of steam engines during the industrial revolution went hand-in-hand with formulation of one of the most powerful laws of physics. The second law of thermodynamics provides insight into everything from the workings of refrigeration systems and such oddities as black holes to why time only runs forward. The second law is frequently misunderstood, ignored or misstated to obscure its meaning. Consequently, countless would-be inventors have expended energy in fruitless attempts to build perpetual-motion machines, which the second law demonstrates is not possible. The second law has many implications that have led to its being stated in a number of ways. Some formulations are rigorous and make reference to an unfamiliar quantity, while others are more pragmatic. Ultimately, they are all equivalent. One formulation states that, in a closed system, entropy always increases. Entropy is a thermodynamic parameter, like heat and temperature, which is necessary to characterize the thermal properties of a system. First, one must understand that the thermal energy of a physical object is simply the sum of all the energy of motion, or kinetic energy, of the atoms that make it up. As temperature increases the atoms of a solid vibrate more vigorously. In gases, atoms or molecules fly about at ever higher speeds. Most things have structure of some kind. Crystals are examples of very regularly shaped objects. The outward appearance of crystals is the result of their atoms being arranged in a repeating lattice. Imagine an ice cube in a warm room that is otherwise isolated from outside influences. Water ice is crystalline, but, over time, its structure disintegrates. That is, it melts and becomes a liquid. Water molecules in a liquid state attract one another sufficiently to give the liquid self-adhesion. As a result, though it is less structured than ice, a drop of water takes on a structure tending toward a spherical shape. Liquid water proceeds to evaporate, becoming a gas. In this phase, water and air molecules behave independently of one another, flying about randomly, colliding and ricocheting off each other. Eventually, all structure disappears. With the passage of time, water molecules have gone from being in a regular, rigid structure, to a loose aggregation in a liquid, to whizzing about freely in a gaseous form. Ordered states have yielded to progressively more disordered states. At the start, thermal energy in the room was partitioned. The ice cube, air and walls were at different temperatures. Eventually, everything is at the same temperature. The thermal energy is now dispersed. Individual atoms or molecules have a range of kinetic energies, but, on average, one region has no more thermal energy than another. Entropy is a measure of the extent to which a system moves from distinctly identifiable regions, that is, displays patterns, to uniformity. It is a measure of the loss of structure or increase in disorder. Steam engines do work by exploiting temperature differences between reservoirs. A fire boils water in a chamber (hot reservoir). The resulting steam expands, applying pressure and doing work on a piston that drives a mechanism. Steam, with its residual heat, is vented to the surroundings (cold reservoir) at the end of each cycle. The efficiency of the engine depends on how much heat is available to do work versus heat lost to the surroundings. Losses include those due to friction between the moving mechanical parts. If the engine were to become a closed system, that is, it was left alone and isolated, the engine's fire would burn out and it would cease functioning. Eventually, like the ice cube example, the entire system attains a uniform temperature. The complex molecules making up its fuel have broken, apart leaving ashes. To maintain operation the system needs to remain open. A supply of new fuel and the dissipation of lost heat are needed to maintain the temperature difference between the reservoirs. Suppose an engine in a closed system is used to build a structure. Looking narrowly at a structure built from raw materials one would say order increased, and entropy decreased. However, this is but a small corner of a larger system. More broadly, taking into account losses in chemical structure of the fuel and lost partitioning of heat reservoirs, the system, as a whole, increased in entropy. Structure can be built in a closed system. But, to the extent you create order in one location, you create more disorder elsewhere. Entropy can decrease locally, but only at the expense of a larger increase on a broader scale. The second law was stated more succinctly, without explicit reference to the concept of entropy, by Lord Kelvin in the mid-19th century: No process is possible in which the sole result is the absorption of heat from a reservoir and its complete conversion into work. In any system there are always energy losses that cannot be used to do work. As a result, you can't build something that does work and at the same time reenergizes the reservoir it draws upon to do that work. Perpetual motion machines are impossible. Though our solar system approximates a closed system, the Earth does not. Many structures on Earth exist because the planet is an open system. Weather patterns and all of life owe their existence to the Sun providing a continuous supply of radiant (electromagnetic) energy to the planet. To the extent structure arises on Earth as a result of solar radiation, larger amounts of disorder are created in the Sun. The Sun will eventually burn out, leaving the equivalent of a heap of ash. When that occurs, the Earth will truly be a closed system. The structures the Sun's energy makes possible on Earth will then disintegrate. The second law is very profound. I have made frequent references to how, in a closed system, a property called entropy increases with the passage of time. This arises because of irreversible processes that take place in the physical world. The second law affirms that events run forward, not backwards in time. Without work being done a pile of sand on the beach won't spontaneously reassemble itself as a sand castle and liquid water won't spontaneously crystallize as ice. The second law is said to demonstrate the arrow of time, which only fires in one direction: forward. Steve Luckstead is a medical physicist in the radiation oncology department at St. Mary Medical Center. He can be reached at firstname.lastname@example.org.

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Computing (FOLDOC) dictionary Jump to user comments philosophy A sentence which asserts its own falsity, e.g. "This sentence is false" or "I am lying". These paradoxical assertions are meaningless in the sense that there is nothing in the world which could serve to either support or refute them. Philosophers, of course, have a great deal more to say on the subject. ["The Liar: an Essay on Truth and Circularity", Jon Barwise and John Etchemendy, Oxford University Press (1987). ISBN 0-19-505944-1 (PBK), Library of Congress BC199.P2B37].

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Click the picture above to see a larger version Show birthplace location |Previous||(Alphabetically)||Next||Biographies index | |Version for printing| Friedrich Hartogs was known as Fritz to his friends and colleagues, and in fact even wrote mathematics papers under the name Fritz Hartogs. His parents were Elise Feist and Gustav Hartogs, who was a businessman. Despite being born in Brussels, Hartogs' family were German Jews and he was brought up in Frankfurt am Main in Germany. He attended the Realgymnasium Wöhlerschule in Frankfurt, graduating from the high school in the spring of 1892, a few weeks before his eighteenth birthday. At this time the standard university career for German students involved moving between different institutions and Hartogs followed this route. First he spent a semester at the Technical College at Hanover, followed by a semester at the Technical College in Berlin. He then matriculated at the University of Berlin where he was taught mathematics by, among others, Georg Frobenius, Lazarus Fuchs and Hermann Schwarz, and he attended physics lectures by Max Planck. In 1900, while still a student at the University of Berlin, Hartogs married in Hamburg; the couple had four children. Following his studies at the University of Berlin, he then went to the University of Munich where he attended courses by Ferdinand von Lindemann and Alfred Pringsheim. It was in 1901 that Pringsheim became a full professor at Munich and he became Hartogs's thesis advisor. Hartogs submitted his thesis Beiträge zur elementaren Theorie der Potenzreihen und der eindeutigen analytischen Funktionen zweier Veränderlichen (Contributions to the elementary theory of power series and single valued analytic functions of two variables) to the Ludwig-Maximilians-Universität Munich in 1903 and was awarded his doctorate with distinction in July of that year. He continued to work towards habilitating at Munich which he did two years later after writing the paper Zur Theorie der analytischen Funktionen mehrerer unabhängiger Veränderlichen, insbesondere über die Darstellung derselben durch Reihen, welche nach Potenzen einer Veränderlichen fortschreiten (On the theory of analytic functions of several independent variables, in particular on their representation by series, which continue according to powers of one variable). The 90-page paper was published in Mathematische Annalen in 1906. Following the acceptance of his habilitation thesis, Hartogs became a privatdozent at the University of Munich. In session 1909-10 he taught Abraham Fraenkel who, years later, wrote in his memoirs that Hartogs was by nature a consistently shy and a rather anxious person. Perhaps for this reason he was only promoted slowly when the outstanding quality of his research would suggest that he might have risen more rapidly through his profession. He became an extraordinary professor in 1912, then ten years later was offered a full professorship at the University of Frankfurt. This chair had become vacant when Arthur Schönflies retired after eight years of service. Hartogs was indeed a very cautious person and he turned down the offer of this chair because, in the difficult financial climate of the time with hyperinflation gripping Germany, he did not feel confident that a privately owned institution, which the University of Frankfurt was, offered the security that he required to support his wife and four children. In a letter explaining his decision he wrote :- ... [since] the professors of the University of Frankfurt legally have no claims on the state, but only have claims on the University of Frankfurt, ... it seemed to me that under the current uncertain internal and foreign policy relationships, which threaten to worsen daily, this decision was by no means worry-free, and as a head of household, I would feel guilty if I were to let the great advantages of by the position offered in Frankfurt blind me to the issue of material safeguards affecting my family ... At Frankfurt, Hartogs had several outstanding colleagues. Oskar Perron was appointed to a professorship in 1922, Constantin Carathéodory was appointed in 1924 to fill the chair left vacant when Ferdinand von Lindemann retired, and Heinrich Tietze was appointed in 1925. These three professors all made representations to the university arguing that Hartogs be appointed to a full professorship and in 1927, five years after turning down the full professorship at Frankfurt, he had at last reached the top of his profession. Like all Jewish academics, after the Nazi Party came to power in 1933 Hartogs' life became increasingly difficult. Hitler came to power on 30 January 1933 and on 1 April, so-called 'Boycott Day', Jewish shops were boycotted and Jewish professors and lecturers were not allowed to enter the university. On 7 April the Nazis passed the law which, under clause three, ordered the retirement of civil servants who were not of Aryan descent, with exemptions for participants in World War I and pre-war officials. Hartogs had held an appointment before World War I which qualified him as a civil servant so at this stage he retained his professorship. An attempt by the students at the University of Munich to unseat him was not successful as the Bavarian Secretary of Cultural Affairs upheld the conditions of the law and retained Hartogs. This little victory for Hartogs was only temporary, however. On 15 September 1935, at a convention in Nürnberg, two measures were approved by the Nazi Party which removed rights from Jews. The consequences for Hartogs were swift for, on 22 October, he was forced to retire from his professorship. At first he was able to retain contacts with colleagues and visited the university on a number of occasions. This came to an end when residents of the block of flats where he lived reported to the authorities that he was being visited by German colleagues. To continue with their visits would have meant that his colleagues would suffer severe consequences, so Hartogs became completely isolated. On 10 November 1938, so called 'Kristallnacht', the Nazi gangs attacked Jews and Jewish property. The police were told not to arrest the attackers but rather to arrest the Jews who were being attacked. Around 30,000 Jewish men were arrested and taken to concentration camps. Hartogs was one of those arrested and he was taken to the Dachau concentration camp. After being held for several weeks during which he was appallingly treated he was released. Hartogs had always done his utmost to protect his family as we have already seen with his decision not to accept the chair at Frankfurt in 1922. He realised in 1933 that his house in the Grosshesselohe, in Munich, could be seized by the authorities so he had made it over to his wife at this time. Hartogs' wife was a Aryan so he hoped that this would ensure that their home was safe. It became clear after the Nürnberg laws of 1935 that this was not sufficient to protect the house since his wife, through marriage to a Jew, would have been liable to having the home confiscated and being sent to a concentration camp. In 1941 the Nazis introduced the compulsory yellow star badge that identified the wearer as a Jew causing Hartogs further distress. It was in 1941 that Hartogs and his wife were given advice by a lawyer that in order to protect Hartogs' wife she should divorce him. This was a painful process for Hartogs and the process was deliberately drawn out to be as lengthy as possible. In early 1943 the divorce was finalised but Hartogs continued to live in his wife's house and the authorities turned a blind eye. The indignity and humiliation that Hartogs had suffered for ten years finally became too much for him and in August 1943 he took his own life by taking an overdose of barbiturates. Hartogs is best known for his results on the representation of analytic functions of several variables by means of power series. In particular 'Hartogs' Theorem', which he included in his habilitation thesis and the resulting major 1906 paper, concerns the removability of compact singularities for holomorphic functions in n > 1 complex variables. Daniele Struppa writes in :- When Hartogs originally proved this result, the mathematical community regarded it as one of the most striking facts of the theory of several complex variables, and even now Hartogs' discovery is still regarded as a quite basic reason for the differences between analysis in C and analysis in Cn, and its many possible generalizations have since intrigued many mathematicians. One special case of Hartogs' Theorem is known as 'Hartogs' Ball Theorem' which shows that any holomorphic function on an annular region of complex space of dimension greater than 1 can be extended to the disk containing that annulus. In there is a brief description of further contributions by Hartogs:- Likewise, his name lives on in the Hartogs figure, which represents the simplest example of a region which is not a domain of holomorphy, and in Hartogs domains (convergence ranges for certain series). He further proved the important fact that a function of several complex variables is holomorphic if it is holomorphic in each variable separately; this result is particularly striking because the corresponding statement for real variables is totally false. Through his contributions to several complex variables, Hartogs became the founding father of the theory of complex analysis in several variables. We end this biography by giving a few examples of Hartogs' publications: Über neuere Untersuchungen auf dem Gebiete der analytischen Funktionen mehrerer Variablen (1907); Über die aus den singulären Stellen einer analytischen Funktion mehrerer Veränderlichen bestehenden Gebilde (1909); Über die Bedingungen, unter welchen eine analytische Funktion mehrerer Veränderlichen sich wie eine rationale verhält (1911); Über das Problem der Wohlordnung (1915); Beweis des Jordanschen Kurvensatzes (1925); Über die Grenzfunktionen beschränkter Folgen von analytischen Funktionen (1928); (with A Rosenthal) Über Folgen analytischer Funktionen (1928); (with A Rosenthal) Über Folgen analytischer Funktionen (1931); Zur Darstellung und Erweiterung der Baireschen Funktionen (1937); and Bemerkung zu meiner Arbeit über Bairesche Funktionen (1937). Article by: J J O'Connor and E F Robertson List of References (5 books/articles)| |Mathematicians born in the same country| Other Web sites |Previous||(Alphabetically)||Next||Biographies index | |History Topics || Societies, honours, etc.||Famous curves | |Time lines||Birthplace maps||Chronology||Search Form | |Glossary index||Quotations index||Poster index | |Mathematicians of the day||Anniversaries for the year| JOC/EFR © April 2009 | School of Mathematics and Statistics| University of St Andrews, Scotland The URL of this page is:|

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An Exact Value for Avogadro's Number Untangling this constant from Le Gran K could provide a new definition of the gram Avogadro's number, N A , is the fundamental physical constant that links the macroscopic physical world of objects that we can see and feel with the submicroscopic, invisible world of atoms. In theory, N A specifies the exact number of atoms in a palm-sized specimen of a physical element such as carbon or silicon. The name honors the Italian mathematical physicist Amedeo Avogadro (1776-1856), who proposed that equal volumes of all gases at the same temperature and pressure contain the same number of molecules. Long after Avogadro's death, the concept of the mole was introduced, and it was experimentally observed that one mole (the molecular weight in grams) of any substance contains the same number of molecules. This number is Avogadro's number, although he knew nothing of moles or the eponymous number itself. Today, Avogadro's number is formally defined to be the number of carbon-12 atoms in 12 grams of unbound carbon-12 in its rest-energy electronic state. The current state of the art estimates the value of N A , not based on experiments using carbon-12, but by using x-ray diffraction in crystal silicon lattices in the shape of a sphere or by a watt-balance method. According to the National Institute of Standards and Technology (NIST), the current accepted value for N A is: N A = (6.0221415 ± 0.0000010) × 1023 This definition of N A and the current experiments to estimate it, however, both rely on the precise definition of a gram. Originally the mass of one cubic centimeter of water at exactly 3.98 degrees Celsius and atmospheric pressure, for the past 117 years the definition of one gram has been one-thousandth of the mass of "Le Gran K," a single precious platinum-iridium cylinder stored in a vault in Sèvres, France. The problem is that the mass of Le Gran K is known to be unstable in time. Periodic cleanings and calibration measurements result in abrasion of platinum-iridium and accretion of cleaning chemicals. These changes cannot be measured exactly, simply because there is no "perfect" reference against which to measure them—Le Gran K is always exactly one kilogram, by definition. It is estimated that Le Gran K may have changed about 50 micrograms—that is, roughly by about 150 quadrillion (1.5 × 1017) atoms—since it was constructed. This implies that by current measurement conventions, the mass of a single atom of carbon-12 is changing in time, whereas modern theory postulates that it remain constant. » Post Comment

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Fox News, USA Today, and a number of other major media outlets reported this week on news from Maryland where dozens of parents were notified by a district court that either they vaccinate their children or go to jail. The media reports have caused a lot of confusion around the U.S. among parents who have chosen not to vaccinate their children for certain illnesses based on concerns about possible negative impacts from the vaccines themselves. While the mainstream medical community claims vaccines are safe and effective, some people blame immunizations for a rise in autism and other medical problems. In actuality, there are no federal laws requiring vaccinations. Providing schools with vaccine exemption forms for your child is all that is required by federal law. If you have thoroughly researched the vaccine issue and have decided one or more vaccines may not be right for your children, follow this link to a website where you can download exemption forms for your state or country. http://www.vaclib.org/exemption.htm Up to this point, we've focused on the most basic features of your living space: those elements designed to keep you protected from the elements and comfortable. The places where we live, though, are more than shelter: they're also a reflection of ourselves. Now that you're in the process of greening your life, you'll want to choose furnishings, wall coverings, window treatments and other items that mirror your commitment to living well while living green. You'll want to think about (and ask about) the following elements when choosing home decor: Materials: Decor items often include a range of materials: wood, cloth, and metal are among the most common, In each case, find out what you can about: The source of these materials (i.e., Is the wood from a sustainably managed forest? Is cloth made from eco-friendly fibers like organic cotton, hemp, or bamboo. The amount of reused recycled materials (reclaimed wood from a variety of sources is very popular), and the amount of material that can be reused or recycled. Durability: Quite simply, are the items made to last? Are they things that you could resell or give away, rather than throw away, if you decided you wanted to go for a different look? Chemicals: What kinds of finishes and treatments are used on the materials? Will they offgas toxic fumes into the air in your home? Your Action for Today: Go Browsing for Green Furnishings and Decorative Items Most American's use more energy for space heating than anything else, and if you've got air leaks in your house, that means energy and money are leaking out with that heat. When making choices about repairs and upgrades to make your home more energy-efficient, start off by looking for leaks. Some leaks you'll be able to feel easily. Others may require a few tricks. Try dampening your hand when feeling for leaks. Or, use the following method to increase the flow of air: First, close all exterior doors, windows, and fireplace flues. Turn off all combustion appliances such as gas burning furnaces and water heaters. Then turn on all exhaust fans (generally located in the kitchen and bathrooms) or use a large window fan to suck the air out of the rooms. You may also want to burn incense while doing this: the smoke will float to spots where air is moving. You'll also want to check your home's exterior for leak points, such as: All exterior corners Where siding and chimneys meet Areas where the foundation and the bottom of exterior brick or siding meet. Of course, you don't want to seal your house so tightly that you create an unhealthy situation from indoor air pollution or "backdraft" from fuel-burning appliances (stoves, furnaces, etc.). According to EERE: When sealing any home, you must always be aware of the danger of indoor air pollution and combustion appliance "backdrafts." Backdrafting is when the various combustion appliances and exhaust fans in the home compete for air. An exhaust fan may pull the combustion gases back into the living space. This can obviously create a very dangerous and unhealthy situation in the home. In homes where a fuel is burned (i.e., natural gas, fuel oil, propane, or wood) for heating, be certain the appliance has an adequate air supply. Generally, one square inch of vent opening is required for each 1,000 Btu of appliance input heat. When in doubt, contact your local utility company, energy professional, or ventilation contractor. Leak-hunting isn't just for homeowners or house renters: apartments can have leaks, too. If you rent, you'll probably want to report any leaks to your landlord. Your Action for Today: Go Hunting for Leaks Using the methods and information above, go looking for leaks in your home. When you find them, you'll want to seal or fill them with the proper material: caulk or weather stripping will work in most cases. Record your activities in your Green Journal. And keep in mind that you may want to call in a professional for some leaks and repairs. Since the first day of the e-course, we've discussed ways to lower your energy usage. Most of that involves turning things off or down. But, did you know that some appliances and electronics still use electricity when they're turned off? That's right: there are probably "energy vampires" in your home, and, according to a 2000 study by the Lawrence Berkeley National Laboratory, they may account for up to 10% of your electricity use (source). The Federal Energy Management Program provides several clues to identifying potential home power suckers: An external power supply (i.e., cell phone chargers, inkjet printers). A remote control (i.e., TVs, VCRs, ceiling fans, audio equipment). A continuous digital display (i.e., clothes washers, microwaves, VCRs). A rechargeable battery (i.e., cordless telephones, battery charger). These products continue to use standby power even after the battery is fully charged. While efforts to regulate power-guzzling by electronics in standby mode are underway at both the state and federal levels, you don't have to wait for new rules or laws to lower the amount of standby power used in your home. You can take a number of actions to drive stakes through the hearts of the vampires in your home! Your Action for Today: Go Vampire Hunting! Take a look at the list above, and decide which of these items you can unplug when not in use. That kills the vampire effect immediately! If you must be absolutely certain, buy or borrow a Kill-o-Watt or another home wattage meter. These devices will tell you which electronics are drawing the most power. Look for the ENERGY STAR label when buying new electronics, and then check that the product meets the recommended low standby power level (generally 1 watt or less). New "smart" power strips regulate the flow of electricity to electronics when they're in standby mode. Tomorrow: Keep your vehicle maintained for efficiency If we're living a pretty typical contemporary existence, we've got stuff: lots of it. Of course, we probably also want more stuff. While thinking about the impact of our buying habits, and even reducing our purchases, can be an important part of living a greener life, let's face it: we need things, and, sometimes, we just want things. Living like a monk or nun isn't the goal of a green life; living abundantly while minimizing our impact on the environment is. So, what if, instead of going out a buying new stuff, we leveraged the value of things we already have? In other words: why not trade what we don't want for things we do? It sounds kind of old fashioned - we all remember learning about bartering systems in school - but trading and swapping is back in style. All you need is an internet connection and things you don't want, and you're in business. Freecycle is one of the most established swapping sites: it works on a localized model, and people simply offer things up that they want to people who do. Gigiot is a newer site that claims to eliminate some of the challenges of Freecycle. And Switch Planet allows a user to "offset" the price s/he doesn't pay for items received from others by donating to selected charities. We've covered twoof these three of these services on the Green Options blog; there are dozens of others that are more specialized by item type or location. Regardless of which service you use, you'll lighten your environmental impact by "recycling" your own items, and "shopping" for quality goods that might otherwise be thrown away. Your Action for Today: Go Swapping! Start digging around in these services - you might come across a book, a CD or DVD, a piece of furniture, a yard tool, etc., that you can't live without. And when you're looking at the stuff that's accumulated in your basement, attic, garage, study, don't haul it to the trash can or dumpster: if it's in good shape, list it. It may be just the thing another swapper can't live without. As always, record what you find and do in your Green Journal. Tomorrow: Add some green food to your shopping list. Days until an investigation was ordered into the Pearl Harbour attack: 9 Days until an investigation was ordered into the Kennedy assassination: 7 Days until an investigation was ordered into the Challenger disaster: 7 Number of days until an investigation was ordered into the sinking of the Titanic: 6 Number of days until an investigation was ordered into the 9/11 attacks: 411* Amount of money allocated for the 1986 Challenger disaster investigation: $75 million Amount of money allocated for the 2004 Columbia disaster investigation: $50 million Amount of money allocated for Clinton-Lewinsky investigation: $40 million Amount of money allocated for the 9/11 Commission: $14 million * ____ * The911 Commission did not investigate who committed the crimes of 911. Instead it assumed Osama bin Laden and Al Quaida committed them and focused on why the U.S. was so unprepared. There has never been an investigation into who committed the crimes of 911. When Rolling Stone magazine announced its first "green issue" (devoted to global warming, and on newsstands this week), it joined magazines as diverse as Vanity Fair, Elle, and Good Housekeeping, which have each jumped on the sustainability bandwagon and published a "green" issue within the past year. Unfortunately, like many other "green" issues published recently, Rolling Stone declined to print on recycled paper, though the magazine did take a step in the right direction, by selecting a paper mill that works to make its production processes carbon neutral. When the New York Times began researching whether this step makes Rolling Stone truly green, the reporter called Co-op America. Our PAPER Project director, Frank Locantore, pointed out that "all the evidence shows that the greatest benefits come from using recycled paper," and urged Rolling Stone to go greener. In defending its no-recycled-paper decision, one Rolling Stone editor told the New York Times, "we're publishing some of the world's greatest photographers and artists," and the print quality on recycled paper does not do them justice. "What we're trying to do is what we can do. We can't put out the magazine we put out on recycled paper." The fact is, Rolling Stone's editor is mistaken. Co-op America's "magazine heroes list" reads like a who's who of beautifully designed and executed magazines all currently printed on recycled paper, such as Fast Company, Mother Jones, Ranger Rick, and Adbusters. Check out our sample letter to magazines, and consider sending Rolling Stone a polite nudge to consider how well some of their peers are doing on recycled paper. Invite them to contact our PAPER Project at firstname.lastname@example.org for help finding quality eco-friendly paper that meets their needs. The sun in the North is a temporary guestWho brings with him much warmth and light when he comesFor a few precious months every year he keepsUs company through night and day He makes the trees green, he makes flowers bloomHe makes the birds sing, and The largest genocide in human history happened where? Most people would answer Germany, and the Actually though, the largest genocide happened in the USA, with the native American Indians, with estimates of 19 million to 100 millio... Radiation Study; Tokyo Hayno, R.S., et al of Adults and Children 7 to 20 Months After the Fukushima NPP Accident as Measured by Extensive Surveys, Proc. Jpn.... accumulates in water supplies after nuclear bioconcentrates in fish that live in fresh water and salt water. Runoff of fresh water from land which has been contaminated ends up contaminating oceans, and 66 Atomic Bombs were exploded on the Bikini Island Atolls. Hundreds of islanders were removed from the islands, but not from harms way. One hydrogen bomb exploded near the islands, and the children played with the dust from the bomb, as it "Under our current law, a suspected terrorist on the FBI's No-Fly List can't board an airplane -- but they can still legally purchase guns and This loophole, known Germany added more solar panels in one month, than the US did in ONE YEAR. Nearly 1/3 of Germany power output is handled by bottoms up solar energy during the middle of the day. The transition to a 100% renewable energy nation is in process. T... According to the Old Testament, which defines all of the 'rules' of traditional marriage, the above examples are all of the ways that couples can

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Diabetes Mortality Data Trends for 2000-2008 DS 10-10001 Race/Ethnic Group Differences Diabetes affects race/ethnic groups differently, and the rank of diabetes as a leading cause of death varied among groups. In 2008, diabetes was the: • Fourth leading cause of death among Asians, Blacks, and Pacific Islanders. • Fifth leading cause of death among Hispanics. • Sixth leading cause of death for Two or More Races. • Seventh leading cause of death among American Indians. • Eighth leading cause of death for Whites. The chart below displays age-adjusted death rates by race/ethnicity for the years 2000 to 2008. The diabetes age-adjusted death rate was consistently higher for Blacks than all other race/ethnic groups. Whites and Asians had the lowest age-adjusted death rates for diabetes over the period, while the rates for American Indians and Hispanics were in the middle. Between 2000 and 2008, the age-adjusted diabetes death rates ranged from 22.0 to 37.1 for American Indians, 16.6 to 19.0 for Asians, 44.1 to 49.9 for Blacks, 30.1 to 36.5 for Hispanics, and 16.7 to 18.6 for Whites. Hispanics were the only race/ethnic group that exhibited a statistically significant trend during the period, a slight downward trend. Annual diabetes age-adjusted death rates are shown in Table 3 (PDF). Rates for Pacific Islanders and Two or More Races were unreliable during one or more years in the study, so their rates are not discussed here. However, the rates are displayed in Table 3 (PDF). There were differences in the average age of diabetes death among race/ethnic groups. For example, Pacific Islanders died an average of more than 10 years earlier from diabetes than Asians. The average age of death due to diabetes between 2000 and 2008 was: • 64.6 years for Pacific Islanders. • 65.1 years for Two or More Races. • 67.1 years for American Indians. • 68.2 years for Blacks. • 69.6 years for Hispanics. • 73.8 years for Whites. • 74.7 years for Asians. More than half of diabetes deaths between 2000 and 2008 occurred to persons over age 65 in all race/ethnic groups. However, the percentage of deaths that occurred to people under age 65 varied by race/ethnicity, and some groups experienced more deaths at younger ages than other groups. Specifically, the proportion of diabetes deaths before age 65 was: • More than 40 percent among Pacific Islanders and Two or More Races. • Between 30 and 40 percent among American Indians, Blacks, and Hispanics. • Less than 30 percent among Asians and Whites. The chart below shows the age distribution of diabetes deaths by race/ethnicity. The risk of dying from diabetes increases with age. Age-specific death rates for all race/ethnic groups were higher in older age groups. Annual age-specific diabetes death rates by race/ethnic group are displayed in Table 2a (PDF). During the period, the actual risk of dying per 100,000 population, or crude death rate, ranged for race/ethnic/groups were as follows: • American Indians, 18.9 to 29.4 • Asians, 12.0 to 16.6 • Blacks, 31.5 to 38.6 • Hispanics, 13.1 to 15.7 • Whites, 21.7 to 24.2 Pacific Islanders and Two or More Races had unreliable crude death rates during one or more years of the study period and, therefore, are not included above. Annual diabetes crude death rates by race/ethnic group are displayed in Table 2a (PDF) under the “All Ages” column. See the Technical Notes for information about rate calculation and trend analysis.

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Understanding Cells to Understand Disease Understanding the molecular mechanisms and processes in living cells has been critical in understanding the basis for many diseases including those of genetic origin (e.g., DNA mutations leading to cancer), those caused by pathogens such as viruses (e.g., flu, HIV, and polio), and bacteria (e.g., cholera, meningitis, and MRSA). By studying disease at the molecular level, researchers are seeking out therapies that can alleviate symptoms and even cure disease. Critical to understanding the molecular basis of such diseases is the availability of high quality biospecimens to drive discovery efforts of researchers. In this regard, Coriell currently manages approximately 900,000 units of DNA prepared from both apparently healthy and diseased individuals. In the last 15 years, Coriell has distributed more than 250,000 DNA samples worldwide. In addition to providing quality genetic biomaterial, Coriell offers many preparative and diagnostic molecular biology services – all subject to extensive quality controls – for scientists to utilize in an effort to further ongoing research. Coriell's Molecular Biology laboratory is a state-of-the-art facility utilizing robotics and liquid handling instruments for high throughput extraction and QC analysis. The lab uses three QIAGEN AUTOPURE instruments for automated DNA extractions from blood and lymphoblastoid cells. DNA undergoes rigorous quality assessment via spectrophotometry and gel electrophoresis. Microsatellite analysis using the ABI 3730 Capillary Sequencer is routinely performed on all extractions to verify sample origin. The Molecular Biology lab uses two Tecan Freedom EVO® liquid handling robots for the preparation of both custom-designed and catalog 96-well plates. In addition to DNA extraction, the laboratory offers RNA extraction services from blood, cells, and tissues. - DNA Isolation: Microgram to milligram quantities of high molecular weight DNA isolated from whole blood, cell lines, and tissue biopsies suitable for molecular biology applications; custom preparation of DNAs in 96-well format - RNA Isolation: Total RNA and miRNA from a variety of cell lines and tissues verified for quality by analysis on the Agilent 2100 Bioanalyzer - Whole Genome Amplification (WGA): High fidelity amplification of DNA from limited amounts of fresh or frozen genomic materials (e.g., from mouthwash samples) - Gender Analysis: Gender analysis based on the detection of sex chromosome specific alleles using fluorescent PCR - Verification of family pedigrees: Genotyping with highly polymorphic microsatellite markers using multiplex fluorescent PCR - SNP Analysis using TaqMan or the BeadXpress Reader from Illumina® - Cell Line Authentication: Microsatellite analysis of cell line DNA by fluorescent PCR and comparison to established standards - Mycoplasma testing by the ABI MycoSEQ™ Real Time PCR assay - Controlled-access to samples and associated data - Redundant backup generators for all storage facilities - ISO9001:2008 certified What is Molecular Biology? Molecular biology explores cells, their characteristics, parts, and chemical processes, and pays special attention to how molecules control a cell’s activities and growth. [ Learn More › ] Working with Coriell As you pursue your basic or discovery research questions, Coriell’s Molecular Biology Group can help to design the best custom service using our technologies and expertise. [ Learn More › ] Cell Lines & DNA Giving to Coriell As a non-profit institute, Coriell is fortunate to be engaged in several federally-funded awards. However, we rely on private philanthropy for our more cutting-edge, independent research. Thank you for supporting science!

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When hopeful teachers are in college taking education courses, they are often sent out to observe teachers in the classroom. This is a good idea. Aspiring teachers, like all other aspiring professionals, need to visit classrooms and get a true picture of what it is like to teach children. Until you have seen firsthand what it is like to work in a certain job or profession you cannot be absolutely sure that the choice is right for you. Therefore I would encourage those majoring in any field to investigate and observe first. Observing teachers in the classroom can also help college students to decide which grade level they feel would best match their personality. College students need to observe young children in the classroom as well as middle and older age group children. The college student can then make an educated decision on which area to specialize. While all of this observing goes on before the student finishes his or her degree, little observation takes place after the student graduates and gets a job. I think that this needs some changing. After a teacher receives a teaching job and jumps into the world of educators, there is still much to be learned. New teachers can benefit greatly by watching others who teach at the same level. During their first year of teaching, every new teacher should be given the opportunity to visit the classrooms of other teachers in the building who are teaching at the same grade level. The teachers should also be allowed to visit teachers in other schools. While most schools have plans set up for the same grade level teachers to collaborate and plan together, few schools set up times when these new teachers can visit other classrooms. Visiting and observing after you have your feet in water and recognize which issues you are struggling with can be very helpful to all teachers. More Articles for New Teachers

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The 'Duke' blueberry bush (Vaccinium 'Duke') is an early ripening variety that will grow to a height of 4 to 6 feet tall. 'Duke' blueberry bushes produce white flowers in May and berries that ripen in June. Because of its year-round interesting foliage it can be grown as an ornamental shrub or as hedging. 'Duke' blueberry bushes are hardy to U.S. Department of Agriculture plant hardiness zones 5 to 8. Select a location for your 'Duke' blueberry bushes that receives all-day sun with well-drained soil. Blueberry plants need lots of water so you may want to plant close to your water source. Remove all weeds from the planting site. When the soil is dry enough to work, rototill to a depth of 12 inches, breaking up clumps until the soil is light and airy. Test the pH level of your soil. Use a garden-center kit or send a soil sample to your local cooperative extension service for testing. All blueberries require acidic soil. According to the Missouri Botanical Garden's Kemper Center for Home Gardening, 'Duke' needs soil with a pH between 4.8 and 5.2 to thrive. Add any soil amendments recommended by the pH test. Dig a hole that is 1 foot deep and 2 1/2 feet wide. Space the planting holes 2 feet apart. Place half of the removed soil into a wheelbarrow and mix in an equal amount of moist peat moss. Remove the 'Duke' blueberry bush from its pot and use your fingers to loosen the outside of the root ball. Place the root ball into the hole and add or remove soil so that the bush will be planted 2 inches higher than it had been growing. Cover the roots with the amended soil in the wheelbarrow and add more of the gardening soil to completely fill the hole. Water the 'Duke' blueberry bush until the water puddles around the base of the plant and keep the soil moist at all times. Pour a 3-inch layer of peat moss around the base of the bush and spread it completely around the plant.

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Photo courtesy of Konrad Schmidt Troutperch - Commonname Percopsis omiscomaycus - Scientific name Family - Percopsidae ( troutperches) Status : S2, G5 IDENTIFICATION: The troutperch has a large, scaleless head and a large eye. It is called a troutperch because it has an adipose fin like a trout and spines in its fins like a perch. Its body is a transparent yellow-olive to silvery color, and has rows of dark spots along the back and along the upper and middle sides. The troutperch can grow to be as long as 7.75 inches (200 mm). SIMILAR SPECIES FOUND IN SOUTH DAKOTA: There are no species similar in South Dakota. HABITS AND HABITAT: Troutperch are found in small to large rivers and in lakes usually over sand bottoms. Trout-perch typically eat a variety of small aquatic animals including small aquatic insects such as water fleas, and tiny clams known as fingernail clams. Large adults will occasionally go for a small minnow or darter when the opportunity presents itself. Troutperch spawn from May to August and females produce several clutches of eggs during this time. Troutperch spawn over sand and gravel areas of lakes and tributaries. Young hatch in about 5 to 8 days, dependant upon temperature. DISTRIBUTION: Distribution Map Troutperch are widespread throughout most of Canada, below the Artic Circle and east of the Rocky Mountains, and the eastern United States as far south as West Virginia. Troutperch are also found in some lakes in Alaska. Troutperch are common in lakes throughout its range, but rare otherwise. In South Dakota troutperch have been found in the Big Sioux River above and below Sioux Falls in Brookings, Moody, Minnehaha, and Lincoln Counties. They also occur in Split Rock Creek in Minnehaha County. Farther north in the upper Big Sioux River watershed, the troutperch is found in Lake Kampeska and Pelican Lake, in Codington County. CAUSES OF CONCERN AND CONSERVATION MEASURES: The troutperch is unique to the Big Sioux River Basin in South Dakota. Land use activities that result in erosion and sedimentation are of concern because these activities can cause the sand and gravel bottoms where this fish lives and reproduces to be covered with silt.

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A Conversation with Physicist Y.C. Chen A technological breakthrough in imaging that has applications in early diagnosis of eye ailments was the fruit of a recent collaboration between Professor Y.C. Chen, a laser specialist who is chairman of the Hunter Physics Department, and Dr. Ronald H. Silverman, then of the Weill Cornell Medical College Ophthalmology Department. Silverman, a specialist in ultrasound imaging of the eye who is now at Columbia, was exploring the possibilities of combining ultrasound with light to improve image resolution; Chen wanted to apply his laser knowledge to the biomedical field. Together, the two invented a device that creates a detailed image of the eye, perhaps 20 times better than the images available with ultrasound alone - allowing doctors to see early signs of macular degeneration, tumors, oxygen shortages, and other danger signals. The collaboration was a result of Hunter's partnership in the consortium of institutions headed by Weill Cornell Medical College in the Clinical and Translational Science Center (CTSC). Established in 2008 with the aid of a $49 million grant from the National Institutes of Health, the center will translate research advances made in labs into new clinical methods used at the bedside. The men hope to have a workable device in five years. How does the photoacoustic imaging process work? The way ultrasound works, you direct an ultrasound pulse at a tissue. It is reflected, and from the delay of the echo, you know where the reflection is taking place. A computer processes the data and constructs the image. Ultrasound is well developed: it can penetrate where light cannot. But ultrasound has a limitation: the smallest thing you can see is about the size of a human hair. Doctors need to see much smaller things such as microvasculature and the optic nerve, and ultrasound cannot reveal enough details. What we came up with uses a technique called photoacoustics. We generate ultrasound by light: we direct a focused laser pulse toward the tissue. When the tissue absorbs the light, it warms up, expands and generates an ultrasound pulse. The laser beams can be focused better than the ultrasound. This way, we improved the resolution at least 20 times. With photoacoustic imaging, not only can you tell fine details, you can also tell what kind of tissue it is. Could you say a few words about the collaboration? The sciences in the 21st century will be driven by interdisciplinary research. The CTSC supports interdisciplinary and cross-institutional research. I have limited knowledge about the human body and ultrasound, while my collaborator needs my laser technology to help break the limitations of his technology. The collaboration not only solves the problem that brought us together, but also opens up many new ideas and opportunities. What else could your technique be used for? Dermatology. It's good for anything that is a few millimeters deep - or else for the eye, because it's transparent. We are also working to shrink the device so it may be used to examine places that can be reached by an endoscope. What's next in your lab? We are developing techniques that will let us focus the laser beam through a non-transparent medium. It is like seeing through ground glass. Among the people in my lab are two students who just graduated with their doctoral degrees, Fanting Kong and Liping Liu. How did you come to Hunter? I used to work in industry, but quite often, in industry, if something doesn't work in six months, then you will be asked to change direction. It is hard to do research if management has only six months of patience. So I came to academics, which allows me to set my own direction. What do you like about Hunter? Hunter is very supportive. We have a very good academic program and smart students. And we offer very personal attention to students. In physics, we pretty much know every student, and my students helped in this project. We have a very close bond, and it's very enjoyable to see students starting productive careers. Also, New York City, of course, can't be beat. Is this technique patented, and do you have other patents? We submitted an "invention disclosure" through Cornell. I have nine patents, mostly from industry - various mini-lasers, some already commercial products, because a large part of my work in the past involved shrinking lasers from a bulky benchtop model to a little millimeter-sized chip without compromising performance. What is your favorite thing about teaching? Teaching physics makes me understand physics better. You think about the problem more and from different angles, and you understand it much better. What are your pastimes outside of work? Hiking. I have hiked parts of the Appalachian Trail. Wherever I go - to a conference, for example - I find the nearest place to hike, maybe a mountain, out in nature. Also, I like photography. What's your favorite electronic device, and what does that tell us about you? I have a Sony e-reader. It's wonderful. I can read both English and Chinese on it. There are thousands of years of Chinese literature without copyright. And I have every book of Thomas Friedman's on my e-reader. What would your students be surprised to learn about you? I cook very well. I like Italian cooking more than Chinese cooking, especially seafood. Cooking is great, especially now that you can find any recipe online. But when you do it once or twice, then you have your own recipe. It's mixed, blending flavors.

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TAKEN FROM MERCOLA.COM) Aspartame is the technical name for the brand names NutraSweet, Equal, Spoonful, and Equal-Measure. It was discovered by accident in 1965 a chemist of G.D. Searle Company, James Schlatter, was testing an anti-ulcer drug. Aspartame is essentially the bi product of a genetically modified e-coli strain. Aspartame was approved for dry goods in 1981 and for carbonated beverages in 1983. It was originally approved for dry goods on July 26, 1974, but objections filed by neuroscience researcher Dr John W. Olney and Consumer attorney James Turner in August 1974 as well as investigations of G.D. Searle's research practices caused the U.S. Food and Drug Administration (FDA) to put approval of aspartame on hold (December 5, 1974). In 1985, Monsanto purchased G.D. Searle and made Searle Pharmaceuticals and The NutraSweet Company separate subsidiaries. Aspartame accounts for over 75 percent of the adverse reactions to food additives reported to the FDA. Many of these reactions are very serious including seizures and death. A few of the 90 different documented symptoms listed in the report as being caused by aspartame include: Headaches/migraines, dizziness, seizures, nausea, numbness, muscle spasms, weight gain, rashes, depression, fatigue, irritability, tachycardia, insomnia, vision problems, hearing loss, heart palpitations, breathing difficulties, anxiety attacks, slurred speech, loss of taste, tinnitus, vertigo, memory loss, and joint pain. According to researchers and physicians studying the adverse effects of aspartame, the following chronic illnesses can be triggered or worsened by ingesting of aspartame: Brain tumors, multiple sclerosis, epilepsy, chronic fatigue syndrome, parkinson's disease, alzheimer's, mental retardation, lymphoma, birth defects, fibromyalgia, and diabetes. Aspartame is made up of three chemicals: aspartic acid, phenylalanine, and methanol. The book "Prescription for Nutritional Healing," by James and Phyllis Balch, lists aspartame under the category of "chemical poison." As you shall see, that is exactly what it is. This petition is in the process of being shown to Medway MP, Helen Crouch. Should this pass surgery, it will be put infront of the House of Commons, in April. Protect yourselves and your families and sign the petition today. (No Sponsor Information) Help spread the word about this petition. Copy the code below and paste it into your website or blog to help promote this petition. The views expressed in this petition are solely those of the petition's sponsor and do not in any way reflect the views of iPetitions. iPetitions is solely a provider of technical services to the petition sponsor and cannot be held liable for any damages or injury or other harm arising from this petition. In the event no adequate sponsor is named, iPetitions will consider the individual account holder with which the petition was created as the lawful sponsor.

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WORLD TIDES© and WORLD CURRENTS© are MATLAB GUI programs for the analysis and prediction of tides... |19 Jun 2009||MATLAB Central Team|| WORLD TIDES© and WORLD CURRENTS© are MATLAB GUI programs for the analysis and prediction of tides and tidal currents in coastal oceans and estuaries. Up to 35 tidal constituents may be selected using a harmonic reduction in variance procedure similar to multiple regression analysis to obtain a customized set of tidal harmonic constants. Predictions can then be made at water level or water current stations that have these constants in any region of the world. Although the programs were written with oceanographers and ocean engineers in mind who often work in areas with a paucity of reliable field data, files up to one year in length may be analyzed. Companion programs ‘coopsR6m’ and ‘coopsVhr’ permit downloading of recent and historical data from more than 240 active water level stations in the continental U.S., Alaska and Hawaii using SOAP web services provided by the U.S. National Oceanographic and Atmospheric Administration (NOAA). WORLD TIDES can now perform storm tide analysis of the data and determine extratidal water levels using Highest Astronomical Tide (HAT) and Lowest Astronomical Tide (LAT), datums determined by the program.

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Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole. Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages. Do not use for reproduction, copying, pasting, or reading; exclusively for search engines. OCR for page 127 Appendix B Reference Paper OCR for page 128 This page in the original is blank. OCR for page 129 Improving Student Learning in Science Through Discipline-Based Education Research Lillian C. McDermott Department of Physics, University of Washington INTRODUCTION I would like to thank the Council of Scientific Society Presidents for the 2000 Award for Achievement in Educational Research. The accomplishments recognized by this honor are the result of many contributions by faculty, postdocs, graduate students, K–12 teachers, and undergraduates in the Physics Education Group at the University of Washington. Perhaps my “most seminal research achievement” has been to demonstrate, in the context of physics, the value of discipline-based education research. This type of research differs from traditional education research in that the emphasis is not on educational theory or methodology in the general sense but rather on student understanding of science content. For both intellectual and practical reasons, discipline-based education research must be conducted by science faculty within science departments. I shall present some evidence that this is an effective approach for improving student learning (K–20). The emphasis here will be on introductory university students and K–12 teachers. CONTEXT FOR RESEARCH A brief description of the Physics Education Group can set a context for our research. Our group is an entity within the Physics Department in the same sense that there are groups in other subfields of physics. The courses in the department provide the primary environment for our investigations. Most of our work involves two populations: undergraduates in the introductory calculus-based course and prospective and practicing K–12 teachers who are taking special courses designed to OCR for page 130 prepare them to teach physics and physical science by inquiry. Our investigations also include students in engineering and in advanced undergraduate and graduate physics courses. As part of our research on how to improve student learning in physics, we try to identify specific difficulties that students encounter in the study of various topics. The results are used to design instructional materials that target these difficulties and help guide students through the reasoning required to overcome them and to develop a coherent conceptual framework. Assessment of effectiveness with students is an integral part of the iterative process through which the Physics Education Group develops curriculum. To ensure applicability beyond our own university, our materials are also tested at pilot sites (e.g., Georgetown, Harvard, Illinois, Maryland, Purdue). Our two major curriculum projects are Physics by Inquiry (McDermott, Shaffer, and Rosenquist, 1996) and Tutorials in Introductory Physics (McDermott, Shaffer, and the Physics Education Group, 1998). The development of both is guided by research. The first is a self-contained, laboratory-based curriculum for the preparation of K–12 teachers; the second is a supplementary curriculum that can be used in conjunction with any standard text. PERSPECTIVE ON TEACHING AS A SCIENCE The perspective that teaching is a science, as well as an art, motivates our work. Considered as a science, teaching is an appropriate field for scholarly inquiry by scientists. This view is in marked contrast to that held by many science faculty. A more traditional view was expressed in 1933 in the first article in the first journal published by the American Association of Physics Teachers (AAPT). In “Physics is Physics,” F.K. Richtmyer (Cornell University) argued that teaching is an art and not a science. He quoted R.A. Millikan (California Institute of Technology) in characterizing science as comprising “a body of factual knowledge accepted as correct by all workers in the field.” Richtmyer went on to say: “Without a reasonable foundation of accepted fact, no subject can lay claim to the appellation ‘science.’ If this definition of a science be accepted—and it seems to me very sound—then I believe that one must admit that in no sense can teaching be considered a science.” Although this is a somewhat limited definition of science, I would like to challenge the implication that it is not possible to build “a reasonable foundation of accepted fact” for the teaching of physics (and, by extension, other OCR for page 131 sciences). For example, we have found that most people encounter many of the same conceptual and reasoning difficulties in learning a given body of material. These difficulties can be identified, analyzed, and effectively addressed through an iterative process of research, curriculum development, and instruction. Both the learning difficulties of students and effective means for addressing them are often generalizable beyond a particular course, instructor, or institution. If one documents intellectual outcomes for student learning, teaching can be treated as a science. If the criteria for success are clearly stated and the results are reproducible, findings from research can contribute to “a reasonable foundation of accepted fact.” This foundation is represented by a rapidly growing research base. The personal qualities and style of an instructor contribute to the aspect of teaching that can be viewed as an art (a benefit confined to the instructor’s class). However, when student learning is used as the criterion (as distinct from student enthusiasm), we have found that effective teaching is not as tightly linked as is often assumed either to self-assessment of learning by students or to their evaluation of the course or instructor. FOCUS ON THE STUDENT AS A LEARNER The focus of our research is on the student as a learner, rather than on the instructor as a teacher. We try to determine the intellectual state of the student throughout the process of instruction. To the degree possible, we try to follow the procedures and rules of evidence of an experimental science. We conduct our investigations in a systematic manner and record our procedures so that they can be replicated. We use two general methods: individual demonstration interviews (which allow deep probing into the nature of student difficulties) and written tests (which provide information on prevalence). Continuous pre-testing and post-testing enable us to judge the effectiveness of instruction. Although experienced instructors know there is a gap between what they say and what students learn, most do not recognize how large the gap can be. The usual means of evaluation in physics courses—the ability to solve standard quantitative problems—is not adequate as a criterion for a functional understanding and unfortunately reinforces the perception of physics as a collection of facts and formulas. Success on numerical problems does not provide adequate feedback for improving instruction. Questions that require OCR for page 132 qualitative reasoning and verbal explanations are essential. Our investigations have shown that on certain types of qualitative questions, student performance in physics is essentially the same: before and after standard instruction by lecture and textbook, in algebra-based and calculus-based courses, whether or not there is a standard laboratory, whether or not demonstrations are used, whether classes are large or small, and regardless of the proficiency of the instructor as a lecturer. The situation has been the same in introductory mechanics, electricity, magnetism, waves, optics, and thermodynamics. We have also found that advanced students often have difficulty with qualitative questions on introductory physics, as well as on topics such as special relativity and quantum mechanics. There is by now ample evidence that teaching by telling is ineffective for most students. They must be intellectually active to develop a functional understanding. The instructor of a course determines the emphasis, motivates students, and can promote a view of science as a human endeavor. However, he or she cannot do the thinking for the students. They must do it for themselves. Some are reluctant to do so; others do not know how. SCIENCE COURSES FOR INTRODUCTORY STUDENTS Introductory science courses should help students construct basic concepts, integrate them into a coherent conceptual framework, and develop the reasoning ability necessary to apply them in situations not explicitly memorized. Significant progress toward these goals is not usually made in a traditional course. In particular, scientific reasoning skills must be expressly cultivated. Physics instructors present lectures that include detailed derivations, lucid explanations, and suitable demonstrations. However, they often proceed from where they are now and do not remember where they were (or think they were) as students. They frequently think of students as younger versions of themselves. This approach is not well matched to an introductory class since fewer than 5 percent of the students will major in physics. (The percentages in chemistry and biology are a little higher.) Meaningful learning requires active mental engagement. The challenge, especially in large courses, is how to achieve the necessary degree of intellectual involvement. Much of our research has been directed toward responding to that challenge in ways that are effective not only at our own university but in other instructional OCR for page 133 settings as well. We are developing Tutorials in Introductory Physics to engage students actively in learning physics. SCIENCE COURSES FOR K–12 TEACHERS Science departments have a major responsibility for the education of K–12 teachers, both prospective and practicing. Many science faculty assume that this is a role solely for education faculty. In fact, the only place that the subject matter preparation of teachers can occur is in science courses. The study of educational psychology and methodology cannot help teachers develop the depth of understanding of science content that they need in order to teach effectively. The national effort to improve K–12 science education will not succeed without the direct involvement of science faculty. The courses offered by most science departments do not provide adequate preparation for K–12 teachers. Descriptive courses are useless for preparing elementary and middle school teachers to help students learn basic concepts and reasoning skills. High school teachers are not adequately prepared by mainstream courses, including the sequence for majors. For example, the traditional introductory physics course and (to an even greater extent) upper division physics courses emphasize mathematical formalism. The breadth of topics covered allows little time for acquiring a sound grasp of the underlying concepts. In addition to deficiencies in subject matter preparation, traditional science courses have another major shortcoming. Teachers tend to teach as they were taught. If taught through lectures, they are likely to teach that way. Moreover, this type of instruction is unlikely to lead to an understanding of the nature of science and thus does not help prepare teachers to teach science as a process of inquiry. Teachers need to learn (or relearn) science in a way that is consistent with how they are expected to teach. For more than 25 years, our group has provided that opportunity through special physics courses for prospective and practicing K–12 teachers. These classes have provided an environment for research on the preparation needed for teaching physics and physical science by inquiry. The results have guided the development of Physics by Inquiry. RESEARCH AS A GUIDE FOR CURRICULUM DEVELOPMENT: AN EXAMPLE Research guides the development of all curricula. The topics in Tutorials in OCR for page 134 Introductory Physics respond to the questions: Is the standard presentation in textbook and lecture adequate to develop a functional understanding? If not, what can be done? The illustrative example below is discussed more fully in two published articles (Wosilait et al., 1998; Heron and McDermott, 1998.) In teaching geometrical optics, most instructors begin with the premise that university students have a functional understanding of the rectilinear propagation of light. Virtually all students can state that “light travels in straight lines” and many can elaborate that “light travels outward from every point on an object in straight lines.” To determine whether students can apply these concepts in a simple situation, we designed a written question. Pretest Students were asked to predict the image formed on a screen by various light sources located in front of a small aperture in a mask. This question has been given as a pretest to thousands of introductory physics students and to more than 100 teaching assistants in our physics Ph.D. program. The question is called a “pretest” because it usually precedes the tutorial that we developed to address the difficulties that the responses of students revealed. (The question is actually a post-test in that students have already had the relevant material in their university course or K– 12 education.) One part of the question involves a long-filament bulb, a mask with a small triangular hole (~ 1 cm), and a screen. (See Figure B-1.) For a correct response, students must recognize that light travels in straight lines and that a line source can be treated as a series of point sources. The image can be found by treating each point on the bulb as a point source that produces a triangular image on the screen. Since the points are closely spaced, the images overlap substantially. The result is a vertical rectangle terminating at the top in a triangle. Although the amount of prior instruction varied, the results did not. (See Table B-1.) Only about 20 percent of the students answered correctly, either before or after instruction. About 70 precent predicted that the image would be triangular. In this and many other instances, we have found that certain conceptual difficulties are not overcome by traditional instruction. Persistent difficulties must be explicitly addressed. Tutorial The emphasis in the tutorials is on constructing concepts, developing reasoning ability, and relating physics formalism to the real world, not on solving standard quantitative problems. The tutorials are intended for use in a OCR for page 135 FIGURE B-1 Pretest. (a) Students were asked to sketch what they would see on the screen. (b) Correct answer. SOURCE: Wosilait et al. (1998) and Heron and McDermott (1998). Reprinted with permission of the American Association of Physics Teachers and Optical Society of America. small section of about 24 students, in which groups of three or four work together. The structure in these 50-minute sessions is provided by worksheets that guide students through a series of exercises and simple experiments by asking questions. With results from questions like the one described above as a guide, we designed a tutorial entitled Light and Shadow. The tutorial begins by having students predict the images formed by point and line sources with apertures of various sizes and shapes. After making predictions and explaining their reasoning to one another, the students observe what actually happens and try to resolve any discrepancies with their predictions. They are then asked to predict and explain up-down and left-right inversions of images formed by asymmetric sources. These and other exercises help students recognize how the shape and relative size of the source and aperture and the distances involved affect the image. Systematic monitoring in the classroom helped us improve the tutorial. One exercise that was added had a pronounced effect on student understanding of the geometric model for light. The students are asked to predict what they would see on the screen when a frosted light bulb is placed in front of a mask with a triangular hole. Many are surprised to see the inverted image of the bulb. Eventually, they realize that the entire bulb can be OCR for page 136 TABLE B-1 Results from Pretest and Posttest Questions Administered in Introductory Physics Courses and Graduate Teaching Seminars Introductory course Pretests (before tutorial) (N ˜ 1215) Posttests (after tutorial) (N ˜ 360) Graduate seminar Pretests (before tutorial) (N ˜ 110) Correct or nearly correct 20% 80% 65% Incorrect: image mimics shape of hole in mask 70% 10% 30% SOURCE: Wosilait et al. (1998) and Heron and McDermott (1998). Reprinted with permission of the American Association of Physics Teachers and Optical Society of America. considered as a collection of point sources. The students recognize that superposition of the images from the continuum of point sources produces an image that closely resembles the extended source, but is affected by the shape of the aperture. They also note that whether a light source can be treated as a point or extended source depends on a variety of factors. Posttest Throughout the development of the tutorial, assessment played a critical role. In Figure B-2 is one of several posttest questions that we administered on examinations to about 360 students in several introductory courses. The percentage of correct or nearly correct responses was 80 percent, an increase from 20 percent on the pretest. Only 10 percent drew images the same shape as the aperture, in sharp contrast to the 70 percent who made this error on the pretest. (See Table B-1.) The teaching assistants and postdocs who lead the tutorial sessions participate in a weekly graduate teaching seminar in which they work through the pretests and tutorials. About 65 percent have given a correct, or nearly correct, response for the question described above. This result is consistent with our experience that advanced study may not increase student understanding of basic topics. We consider the pretest performance of graduate students to be a reasonable post-test goal for introductory students. As shown in Table B-1, the latter demonstrate a better functional understanding than the graduate students had initially had. OCR for page 137 FIGURE B-2 Posttest question: (a) Students were asked to sketch what they would see on the screen. (b) Correct answer. SOURCE: Wosilait et al. (1998) and Heron and McDermott (1998). Reprinted with permission of the American Association of Physics Teachers and Optical Society of America. COMMENTARY It is tempting for instructors to think that the rectilinear propagation of light is such a simple concept that only a brief discussion of the topic is needed. Evidence to the contrary comes not only from our own research but from the experience of colleagues in our department. Recently, instructors of an honors section and a regular section of the calculus-based course used other approaches to teach this concept. Their students did not work through the tutorial. In the honors section, the instructor demonstrated the image that is formed when light from an object passes through a pinhole. He asked questions to guide the students in explaining what they saw. He assigned homework based on equipment similar to that used in the tutorial. Only about 30 percent of the students responded correctly on the homework. The instructor then distributed solutions. In the regular section, the instructor did not lecture on the propagation of light through an aperture. However, he assigned homework problems that were similar to the instructional sequence in the tutorial. Prompt feedback was given in the form of written solutions. Questions similar to the posttest question in Figure B-2 were posed on midterm examinations in both classes. Only 45 percent of the students in the honors section and 35 percent in the OCR for page 138 regular section gave correct, or nearly correct, responses. Although the time they spent on this material in lecture and on homework was not monitored, we do not believe that this factor alone could account for the large difference in posttest performance between these students and those who had worked through the tutorial. (See Table B-1.) It has been our experience that if instruction does not engage students in confronting and resolving their underlying conceptual and reasoning difficulties, they do not develop the ability to do the reasoning necessary to apply concepts to problems that cannot be solved by memorized formulas. We attribute the success of students who worked through the tutorial to the detailed knowledge of student difficulties that informed its development. The tutorials are a means of engaging students intellectually within the constraints of large, rapidly paced courses. More can be achieved if students can go through similar material more slowly and thoroughly. Teachers who have worked through the development of a ray model for light in Physics by Inquiry can deal successfully with more complicated combinations of light sources and apertures. Research in physics education has shown that the development of a qualitative understanding greatly improves student performance on conceptual problems. Moreover, we and others have found that time spent in this way does not detract from (and often improves) proficiency in solving standard problems. Therefore, increasing the emphasis on qualitative reasoning can help set a higher (yet realistic) standard for student learning. CONCLUSION A major goal of a science course that is likely to be terminal in the discipline is to help students recognize whether or not they understand the basic concepts. In Physics by Inquiry, and to a lesser extent in Tutorials in Introductory Physics, we try to help students learn to answer and to ask the kinds of questions that are necessary to assess and improve their understanding. This ability is critical for all students, but especially for those who plan to teach. Learning to reflect on one’s own thinking transcends the learning of physics or any other science. Our group has demonstrated that, in the context of physics, discipline-based education research can help improve student learning. Recently, there has been a steady increase in the number of physicists who are pursuing this type of research. The results are reported at professional meetings and in articles in refereed journals that are readily acces- OCR for page 139 sible to physics faculty (McDermott and Redish, 1999). Thus, colleagues who are not involved in education research have a rich resource from which to draw in developing print and computer-based instructional materials. Our experience indicates that it is difficult to develop effective curriculum that yields consistent positive results. Therefore, unless faculty can devote a long-term effort to the development and refinement of their own instructional materials, they should take advantage of already existing curriculum that has been carefully designed and thoroughly assessed. Without a research base on student learning, we lack the knowledge necessary to make cumulative progress in improving instruction. There is a need in all the sciences for research on the intellectual development of students as they progress through a given body of material. Investigations of this type demand a depth of understanding that ordinarily is found only among specialists in a field. Therefore, such research must be conducted by science faculty in the context of courses offered by science departments. The American Physical Society has issued a statement in support of research in physics education as a scholarly activity by faculty in physics departments. By taking similar action, other scientific societies could help strengthen efforts to improve student learning in their disciplines. REFERENCES Heron, P.R.L., and McDermott, L.C. (1998). Bridging the gap between teaching and learning in geometrical optics: The role of research. Optics & Photonics News, 9(9), 30–36. McDermott, L.C., and Redish, E.F. (1999). Resource Letter: PER-1: Physics Education Research. American Journal of Physics, 67(9), 755. McDermott, L.C., Shaffer, P.S., and the Physics Education Group. (1998). Tutorials in introductory physics. Upper Saddle River, NJ: Prentice-Hall. McDermott, L.C., Shaffer, P.S., and Rosenquist, M.L. (1996). Physics by inquiry (Vols. I-II). New York: Wiley. Wosilait, K., Heron, P.R.L., Shaffer, P.S., and McDermott, L.C. (1998). Development and assessment of a research-based tutorial on light and shadow. American Journal of Physics, 66(10), 906–913. ACKNOWLEDGMENTS Special thanks are due to the current faculty in the Physics Education Group: Paula R.L. Heron, Peter S. Shaffer, and Stamatis Vokos. In addition to past and present members of our group, I want to express my appreciation to the past and present leadership of the Physics Department and the University of Washington. I would like to recognize the early intellectual influence of Arnold B. Arons and the contributions by our physics colleagues here and elsewhere. I am also grateful to the National Science Foundation for enabling our group to do the research for which this CSSP Award is being given. Representative terms from entire chapter:

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Volunteer for NIAID-funded clinical studies related to transplantation on ClinicalTrials.gov. Humans have long realized the possibilities unleashed by transplantation of organs and tissue. As early as the 6th Century BC, the Indian surgeon Sushruta described how to reconstruct disfiguring facial wounds by transplanting skin and cartilage from one place on the body to another. Below is a list of significant events in the development of transplantation as a viable clinical procedure that occurred over the past century. Read about Noble Prize winners who have contributed to our knowledge of organ transplantation. Karl Landsteiner discovers human blood groups. Alexis Carrel develops techniques for suturing blood vessels together; later, he is the first to describe transplant rejection. First successful human corneal transplant performed by Eduard Zirm. Major steps in skin transplantation occurred during World War I, e.g., the tubed pedicle graft. Peter Gorer and George Snell, at The Jackson Laboratory, discover histocompatibility antigens in mice. Major advances in reconstructive surgical techniques during World War II. Peter Medawar, Rupert Billingham, and Leslie Brent publish their seminal paper, “Actively Acquired Tolerance of Foreign Cells.” First successful kidney transplant performed, between identical twins, by Joseph Murray. First successful bone marrow transplant performed in recipient twin with leukemia, by Donnall Thomas. The recipient twin was treated with total body irradiation before the transplant; the procedures resulted in complete remission of leukemia. George Hitchings and Gertrude Elion develop the immunosuppressive drug azathioprine. Discovery of the first HLA antigen by Jean Dausset. First successful reimplantation—reattachment of severed limb, resulting in limited function and feeling—performed by a surgical team led by Ronald Malt. First successful pancreas transplant performed by William Kelly and Richard Lillehei. First successful heart transplant performed by Christiaan Barnard. First successful liver transplant performed by Thomas Starzl. First bone marrow transplant using related donor for treatment of a noncancerous condition (severe combined immunodeficiency syndrome). Cyclosporin, a metabolite of the fungus Tolypocladium inflatum, is recognized to have immunosuppressive properties. First bone marrow transplant using an unrelated donor. The recipient was a child with severe combined immunodeficiency syndrome. After the seventh bone marrow infusion, hematologic function normalized. First successful heart/lung transplant performed by Bruce Reitz. First successful lung transplant performed by Joel Cooper. Cyclosporin (Sandimmune) approved for prevention of transplant rejection. Tacrolimus (Prograf) approved for prevention of transplant rejection— has immunosuppressive properties very similar to cyclosporin but is 10 to 100 times more potent on a per gram basis. Mycophenolate (CellCept) approved for the prevention of transplant rejection. Daclizumab (Zenapax) approved for preventing transplant rejection. First successful cord blood stem cell transplant from an unrelated donor to a child with sickle cell anemia. First successful transplants of pancreatic islets using the Edmonton Protocol, by James Shapiro. The transplant recipients had complications of Type I diabetes that could not be managed with insulin injections. First living donor pancreatic islet transplant from a 56-year-old woman to her 27-year-old diabetic daughter. The transplanted cells began producing insulin within minutes. First successful partial face transplant. back to top Last Updated July 17, 2008

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July 20, 1998 GAINESVILLE ---Chemists at the University of Florida are perfecting ways to take industrial waste and turn it into new medical compounds that have the potential to significantly reduce the cost of some prescription drugs. The chemists use bacteria that occurs naturally in soil to transform harmful chemicals like benzene, found in oil and oil products, into useful compounds that can be turned into drugs. "We can transform environmentally unfriendly chemicals into something friendly and useful," said David Gonzalez, a chemistry research assistant at UF. In a process known as ?Green Chemistry,' chemists feed the chemical or industrial waste to the bacteria Pseudomonas putida in the lab. The bacteria consumes the waste, leaving behind valuable compounds. The process reduces environmentally unfriendly and costly wastes that might otherwise end up in the soil. The bacteria was discovered in the 1960s at the University of Illinois, with research continuing at the University of Texas and the University of Iowa. At UF, chemist Tomas Hudlicky has worked with chemical applications for this process since the late 1980s and leads the research. "You actually have to pay to get rid of the waste," Hudlicky said. "But if you convert the waste into something with a high value attached to it ... then you're actually making money on the waste product itself." Gonzalez said some drugs extracted from plants can only be obtained in small amounts. Green Chemistry methods allow pharmaceutical companies to prepare the drugs in a laboratory as well as preserve the environment, he said. In most cases, synthetic drugs are preferable to natural drugs because quality control is better and they have a more predictable response among patients, said Randy Hatton, co-director of the Drug Information and Pharmacy Resource Center at UF College of Pharmacy. Writer: Kristen Vecellio, email@example.com Source: David Gonzalez, (352) 392-1190, firstname.lastname@example.org Other social bookmarking and sharing tools: The above story is reprinted from materials provided by University Of Florida. Note: Materials may be edited for content and length. For further information, please contact the source cited above. Note: If no author is given, the source is cited instead.

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Running one of the world's largest telescopes Submitted by sis on 05 August 2006 In the past, the life of an astronomer may have been one of quiet nights spent peering through a telescope eyepiece. At the start of the 21st century, however, astronomy is an exciting, international endeavour. Modern astronomical research encompasses the greatest distances and masses, and the most extreme conditions, to be found in the universe. Not everyone who is involved with astronomy is necessarily an astronomer, however. Research-class telescopes are the state of the art. Their advanced detectors are cryogenically cooled to temperatures close to absolute zero, the telescope systems use the latest optical techniques, and the whole structure is a complex feat of engineering. Sophisticated computer systems are needed to handle the flow of data. To support this technology, a modern observatory also employs engineers, technicians, computer specialists, and a host of support staff. Let's take a look at a day in the life of the Very Large Telescope (VLT), operated in Chile by ESO . You'll see how people with many different skills work together to keep the telescopes running throughout the year. Observations with research-class telescopes are in such high demand that every night is precious, and every day is filled with activity. A view of the telescope platform at sunset, as seen from the Residencia The VLT is situated on Cerro Paranal in Chile, a 2635-metre-high mountain in the Atacama Desert, thought to be the driest place on earth. There are parts of this region where no rain has ever been recorded. The high-altitude site and extreme dryness make excellent conditions for astronomical observations. We begin our day at the VLT in the afternoon, before the sun begins to set. In the Paranal Residencia, the team who will operate the telescope tonight get ready for work. The excellent astronomical conditions at Paranal come at a price. In this forbidding desert environment, virtually nothing can grow outside. The humidity can be as low as 10%, there are intense ultraviolet rays from the sun, and the high altitude can leave people short of breath. The nearest town is two hours away, so there is a small paramedic clinic at the base camp. Living in this extremely isolated place feels like visiting another planet. From the Residencia, the visiting astronomer and the night-time astronomer drive the four kilometres along a specially constructed, paved road to the telescope platform. Here, on the flat summit region of Cerro Paranal, are the telescopes of the world's most powerful optical and infrared observatory. The astronomers prepare the computer systems for their night's observations, and then step out onto the platform to enjoy the Chilean sunset. A 'Star Trail', which also runs between the Residencia and the summit, is a popular recreational walking route for VLT staff and visitors. One of the most important measures of a telescope is its size - specifically, its diameter. This governs both the amount of light it can collect (to see fainter objects) and the angular resolution it can measure (to see more detail in objects). The individual unit telescopes, with their 8.2-metre mirrors, are already among the largest visible-light telescopes on the planet. Their size means they can detect objects billions of times fainter than those visible with the naked eye. With its adaptive optics systems, which remove much of the blurring effect of the earth's atmosphere, the VLT's vision is sharp enough to allow someone, theoretically, to read a newspaper headline at a distance of over 10 kilometres. The light from the unit telescopes can also be combined with that from the auxiliary telescopes, using a technique called interferometry, to give the effect of a single telescope as large as the entire array of individual telescopes. This allows the combined system, known as the VLT interferometer, to behave like a telescope with a diameter of up to 200 metres. With this angular resolution, the VLT interferometer could theoretically see an astronaut on the surface of the moon. Just before sunset, the astronomers are joined by the telescope and instrument operator (TIO). These highly skilled technicians handle the actual operation of the telescope and instruments. As part of their role is to look after the telescope and the observers, it is perhaps no coincidence that 'tio' is Spanish for 'uncle'. The TIO and the ESO astronomers usually live in Santiago or Antofagasta, but come to Paranal for duty shifts. The journey takes about two hours by aeroplane followed by another two hours in a bus, over a partially unpaved road. ESO astronomers spend part of their time performing duties at the telescopes, and part pursuing their own astronomical research. The visiting astronomer, on the other hand, could have come from anywhere in the world. Although most applications come from the ESO member nations, researchers from any institution worldwide can apply to use the telescopes. This is a competitive process, as the VLT is significantly oversubscribed - the amount of time requested is three or four times more than is actually available. About half the observing time at the VLT is allocated to projects with visiting astronomers, and about half to 'service observing', where the TIO and ESO astronomer make observations on behalf of researchers who therefore do not need to leave their home institutions. Now that the sun has set on Cerro Paranal, observations can begin. The giant building has already been opened, allowing the telescope to look out into the night sky. The visiting astronomer does not control the telescope directly, leaving that to the TIO. The visiting astronomer need only describe the observations he or she wants to make. Although the excellent atmospheric conditions at Paranal are one of the reasons why the site was chosen, one cannot always rely on the weather. Sometimes it is not good enough for the planned observations, and the astronomer gets 'weathered out'. If this happens, then they may be able to switch to one of their backup projects or to one of the stock of 'service observing' projects. Throughout the night, the team may make long observations of a few astronomical objects, or they may move from target to target, always trying to make the best possible use of the time and weather conditions. But all nights must come to an end, and as the sun rises over Cerro Paranal, the observations are completed. The TIO puts the giant telescope into standby position, closes the building, and the TIO and astronomers return to the Residencia to rest and sleep. The VLT stands empty on the mountain for a short time, until a different group of workers arrives. The day crew of engineers and technicians, joined by daytime duty astronomers, are responsible for telescope maintenance. The engineers typically live in Antofagasta, but may work shifts of one week at the VLT, and one week off. They could be working to fix problems that occurred during the night, or to upgrade the facilities. Some work is done at the VLT itself, but there are also laboratories and workshops in the base camp, near the Residencia. When the sun starts to set, the day crew make radio contact with the TIO, who is driving back up to the summit. They prepare the telescope hardware, and open up the building again, ready for the arrival of the TIO and astronomers. Once the telescope is handed over, and perhaps after watching the sunset, the day crew drive back to the Residencia. As one day comes to an end, a new night of discovery begins. This article describes how scientists and engineers work at a modern telescope and would serve to inform teachers about what astronomers actually do at these telescopes. The article is of special interest to physics teachers, although those teaching general scientific subjects may also be interested. The diary style makes it very readable even for those who are not familiar with astronomy. Although this article does not contain any direct teaching materials, science teachers and their students may find it interesting to hear about scientists at work. Although this article gives a rather idealistic picture of astronomers' lives at the Very Large Telescope (VLT), it also raises all sorts of questions and awakens interest in the subject.

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Our Universe has seen a lot of famous people who have contributed to the development of all nations. Moreover, thanks to such people as, for instance, Thomas Hobbes, the entire world has benefited. All in all, Thomas Hobbes has made a contribution to the development of political science, philosophy, history, ethics, and theology (Thomas Hobbes 1). First of all, it is worth mentioning that he is considered to be an English philosopher of the 17th century. In 1651, he wrote a very famous book “Leviathan”that laid the foundation for political science for not only Great Britain but also other countries of Europe (Thomas Hobbes 1). Although Hobbes wrote a lot of books and treaties, including “Human Nature”, “De Corpero Politico”, “Mediations First Philosophy of Descartes”, and other ones, his book “Leviathan” or “The Matter, Form, and Power of a Commonwealth, Ecclesiastical and Civil” has drawn the attention of not only politicians but also ordinary people several centuries already. Moreover, the English Civil War of 1642 inspired Hobbes to write such a theoretical book about the connection of actions taken by the civil government with the political instability in a country due to war (Thomas Hobbes 2). Hobbes believed that a state was a monster (Leviathan) that was populated by many people. Additionally, in this book Hobbes was the first to investigate the Social contract theory (Thomas Hobbes 2). In his opinion, wars were not inherent to people: “the passions that incline men to peace are fear of death, desire of such things as are necessary to commodious living, and a hope by their industry to obtain them” (Thomas Hobbes 2). Furthermore, Hobbes leveled criticism against specific religious theories, as well as stated that a state had to be granted powers in respect of faith (Thomas Hobbes 3). As the English Civil War left an impression on Hobbes, he considered that in order to prevent such riots, a central authority has be keep everything under strict control. Besides, in 1666, there was published a treatise “De principiis et ratiocinatione geometrarum” in which he tried to oppose the thoughts of professors in the filed of geometry. All in all, Hobbes made a significant contribution to the development of science. “Thomas Hobbes”. Wikipedia. 2007. 23 May 2007. “Thomas Hobbes (1588-1679). Moral and Political Philosophy”. The Internet Encyclopedia of Philosophy. 2006. 23 May 2007.

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Why the other sovereigns (Jean I and Joséphine-Charlotte of Luxembourg) don't use to sign their names with "R", "GD" or "P"? I also know HM Queen Elizabeth II of Great-Britain used to sogn "Elizabeth R". "R" stands for the latin word Rex(king) or Regina(queen). FOr example, in Latin, The queen of England's name is Elizabetha Regina Secunda. Using the latin has come down from early times and now is just shortened with the "R". (btw: Charles will be Carolinus Rex Tertio, if he chooses the name Charles). As far as the other heads of state, I guess that using the latin form just isn't a practice that has evolved over the years, and sometimes there is not that good of a latin translation for "archduke", etc. I'm sure that it depends on the tradition of each country. Mandatory Credit: Photo By PAUL BROWN / REX FEATURES SIGNATURE OF QUEEN SILVIA IN THE MEMORIAL BOOK SERVICE OF THANKS GIVING CELEBRATING 350 YEARS OF PEACE AND FRIENDSHIP BETWEEN THE UNITED KINGDOM AND SWEDEN AT THE SWEDISH CHURCH, LONDON, BRITAIN - 28 APR 2004 EXCLUSIVE 451205/PAB

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NORMAN, Okla. (AP) - Tests to determine if bone fragments found on a remote South Pacific island are the remains of Amelia Earhart are inconclusive, researchers announced Wednesday, dashing hopes they might help explain what happened to the famed aviator who disappeared in 1937 while trying to fly around the world. Scientists at the University of Oklahoma attempted to detect human DNA from three bone fragments recovered last year by The International Group for Historic Aircraft Recovery, a group of aviation enthusiasts in Delaware that found the pieces of bone while on an expedition to Nikumaroro Island, about 1,800 miles south of Hawaii. The group has uncovered several artifacts, including some old makeup and glass bottles from the 1930s that suggest Earhart and navigator Fred Noonan may have died as castaways on the island, said Ric Gillespie, director of the group. "We knew this would be a tough job to get DNA from stuff that had laid around for 70 years," Gillespie said in a phone interview. "The woman's been missing for 74 years. We've been looking for her for 23 years. We have learned patience." Researchers at OU said about one-half gram of bone material remains that could be tested later. "For posterity, we have decided to preserve this remaining bone," Cecil Lewis, the director of OU's Molecular Anthropology Laboratory, wrote in his report. "There is reason for optimism that someday in the near future, less destructive and more sensitive genomic methods will be able to resolve the bone's origin. For now, the question of whether the bone is human must remain unanswered." Lewis, who planned a news conference Thursday to elaborate on his findings, said tests are ongoing on clumps of material resembling soil or feces that also were recovered at the site. In 1940, just three years after Earhart disappeared, a British overseer on the island recovered a partial human skeleton and several artifacts at what appeared to be a former campsite, Gillespie said. The bones later vanished, but Gillespie said the findings support their theory that Earhart was able to land on a reef surrounding the remote island and send distress signals that were picked up by distant ships. "There's a tremendous story of a castaway here who was catching various things," Gillespie said. "We just don't know for sure who the castaway was." Earhart was declared dead in 1939.

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- n. (noun) A woman whose hair is disheveled, and hanging about her face; a slattern. - n. (noun) A hot-tempered, unjustifiably angry woman, usually stereotyped as a red-haired Irish woman (used largely by Anglo-Saxons by due cause of nationalistic and racial tensions). 'Blowsabella' may come from Blousalinda, 'the country girl in Gay's pastoral poem, The Shepherd's Week (1714).' 'Blowze' is slang for 'a ruddy, fat-faced wench; a blowzy woman.' “By and by, indeed, a leisurely Blowsabella of a serving maid lays a coarse, clean cloth and some knives and forks in what she calls the bavilion, a homely arbor at the garden end; and thither the Professor at once repairs, and seating himself at his place before the empty table, lays his watch before him, and seems to derive a bitter solace from counting the numerous moments as they pass, and announcing them by five at a time aloud to Brooks.” “About half-past eleven, when the music was at its loudest, the mummers at the merriest, and queens, goddesses, nymphs, and heroines were all jumping all like Bowsabella of the Village Green; when from the alcoves near us men were bawling songs, whose words, happily, were lost to us, we rose to go, sorry to leave the scene of so much mirth, yet anxious not to witness the scenes of disorder which take place later.”

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With the arrival of cold weather, the Occupational Safety and Health Administration is reminding employers to take necessary precautions to protect workers from the serious, and sometimes fatal, effects of carbon monoxide exposure. Recently, a worker in a New England warehouse was found unconscious and seizing, suffering from carbon monoxide poisoning. Several other workers at the site also became sick. All of the windows and doors were closed to conserve heat, there was no exhaust ventilation in the facility, and very high levels of carbon monoxide were measured at the site. Every year, workers die from carbon monoxide poisoning, usually while using fuel-burning equipment and tools in buildings or semi-enclosed spaces without adequate ventilation. This can be especially true during the winter months when employees use this type of equipment in indoor spaces that have been sealed tightly to block out cold temperatures and wind. Symptoms of carbon monoxide exposure can include everything from headaches, dizziness and drowsiness to nausea, vomiting or tightness across the chest. Severe carbon monoxide poisoning can cause neurological damage, coma and death. Sources of carbon monoxide can include anything that uses combustion to operate, such as gas generators, power tools, compressors, pumps, welding equipment, space heaters and furnaces. To reduce the risk of carbon monoxide poisoning in the workplace, employers should install an effective ventilation system, avoid the use of fuel-burning equipment in enclosed or partially-enclosed spaces, use carbon monoxide detectors in areas where the hazard is a concern and take other precautions outlined in OSHA's Carbon Monoxide Fact Sheet. For additional information on carbon monoxide poisoning and preventing exposure in the workplace, see OSHA's Carbon Monoxide Poisoning Quick Cards (in English and Spanish). Under the Occupational Safety and Health Act of 1970, employers are responsible for providing safe and healthful workplaces for their employees. OSHA's role is to ensure these conditions for America's working men and women by setting and enforcing standards, and providing training, education and assistance. For more information, visit www.osha.gov.

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Sitting around a table at Meyers Center BOCES in Saratoga, students, teaching assistants, and teachers were busy crocheting. They weren’t making afghans or shawls– but rather, they were turning plastic into possibility. Little did they know they were also making history. Profiles of 17 human rights defenders from around the globe, with links to accompanying lesson plans. Browse the curriculum. Download the complete 158-page guide or individual lesson plans. Speak Truth to Power: Voices from Beyond the Dark brings the voices of human rights defenders into your classroom. Find out how you can support your students in their efforts to defend human rights. The Speak Truth to Power project will enter the video documentary world with a contest challenging middle and high school students in New York to create a film based on the experience of courageous human rights defenders around the world. It is with great sadness that the family of Professor Wangari Maathai announces her passing away on 25th September, 2011, at the Nairobi Hospital, after a prolonged and bravely borne struggle with cancer. New to the STTP site this month is a lesson plan based on the work of Congressman John Lewis, who has dedicated his life to protecting human rights, securing civil liberties, and building what he described as “The Beloved Community” in America.

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By Brenda Berkman, cross-posted from MAKERS.com People are the same the world over. We see a disaster happening and we want to help. Often that impulse to help is short-term and a Band-Aid approach – we hold a bake sale to raise donations; we load a vehicle with canned goods and deliver it to a church for distribution to people displaced from their homes; we collect blankets and warm clothing for those who are suffering. All are worthy efforts in the early days after a disaster when the need to provide food and shelter for disaster survivors is immediate and paramount. But how many of us know of other kinds of disaster responses? Of the spike in domestic abuse, rape and other incidents of male violence occurring in the Gulf region post-Katrina? That sex traffickers target Filipino children in areas affected by natural disasters? That Japanese families were split up when wives moved themselves and their children out of radiation-impacted areas near Fukushima, leaving their husbands behind? It remains to be seen how well the United States planned for and responded to women and girls’ needs in areas affected by Hurricane Sandy. But one thing all Americans – women and men – can be conscious of and play an active role in, is insuring that the voices, needs and talents of women and girls are not ignored or marginalized in the recovery phase of Sandy. It is not gender that puts women and girls at risk. It is gender inequality. Like other vulnerable populations — the poor, seniors and the LGBT community – women and girls are disproportionately and differently impacted by disasters. On the other side of the coin, women’s abilities to plan for, respond to and recover from natural disasters have been often ignored and underutilized. Men are also negatively impacted after disasters by gender stereotypes that deter them from seeking social support, increase their rates of alcoholism and violence, encourage an over-reliance on technological solutions to human problems. But only in the last twenty years have researchers and professionals in disaster management focused on the differing impacts of disaster based on gender. The Sandy disaster provides an opportunity for the many communities of women and their allies to insist that the recovery from this hurricane and the planning for any future disaster focus on women and girls. Whether you are a business owner or government worker, a doctor or teacher, a donor, volunteer or recipient of relief, you have a role in helping provide a strong voice and a helping hand for women and girls affected by the devastation. How can we support women and girls in disaster recovery? The Table of Contents of the on-line publication Guidelines for Gender Sensitive Disaster Management provides a roadmap. Paraphrasing many of the chapter headings: 1) Listen to women and empower them to identify their specific needs, recognizing that women will often be also held responsible for meeting the needs of children, the elderly and sick family members. 2) Insure women’s participation in decision-making processes for rehabilitation and reconstruction; formalize roles for women’s advocates in recovery planning. 3) Meet women’s toilet, bathing and health care needs. 4) Target the security and safety of women and children. 5) Provide women with access to psychosocial counseling. 6) Insure women’s participation in decision-making regarding relocation and management of camps and temporary shelters, public housing, childcare and schools. 7) Insure women’s access to information on relief and rehabilitation measures. 8) Insure women’s equal access to compensation payments and rehabilitation measures. 9) Insure women’s equal access to livelihood opportunities, including providing them with jobs as construction and recovery workers and supporting their small businesses. 10) Include awareness of gender-based trauma of men and boys in recovery planning. See also, the Gender and Disaster Network. This is a searchable portal with many resources from around the world on gender-responsive response and recovery. In practical terms, we can focus our advocacy and volunteer efforts to achieve the points listed above. We can also support women affected by the disaster by raising money, providing loans, making grants. We can increase our support to domestic violence programs. We can volunteer to clean up damaged day care centers and the homes of older and disabled women. Since women-owned businesses tend to have a higher failure rate, we could shop there for the holidays. While disasters cause destruction and tragedy, opportunities for positive change often appear afterward. Hurricane Sandy creates an opportunity to include women and girls in the effort to remedy seemingly intractable problems and also better prepare for future challenges. Women and girls possess great skills, dedication and knowledge – we will all benefit from incorporating those perspectives into our response to Sandy. Brenda Berkman served the City of New York for 25 years before retiring in 2006 as a captain in its storied Fire Department. Her bravery was twofold: Berkman was summa cum laude graduate of St. Olaf College and was practicing law with a New York University J.D. when, in 1977, the Department began, grudgingly, to allow women to test for firefighter positions. The young lawyer, and FDNY applicant, challenged the fairness and relevance of the newly intensified physical test and won a federal sex discrimination lawsuit that truly opened the Department to female firefighters for the first time. Berkman was among the first class of women hired. Captain Berkman has led organizations of women’s firefighters in both the New York City and nationally while earning one Master’s in American History and another in Fire Protection Management. By now, Berkman’s deep commitment to her Department and to the people of New York has long outlasted the sexual and workplace harassment that came with her pioneering career. To honor friends and colleagues who were lost on 9/11, she volunteers as a guide for walking tours at the Tribute WTC Visitor Center in Lower Manhattan.

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History of Indian RailwayHistory of Indian Railway began on 22 Dec 1851 when a goods train started. First passenger train started on 16 Apr 1953 between Mumbai and Thane. Thus for more than 150 years Indian Railway is serving us nicely. Since then Indian Railway had grown slowly and steadily. In 1952 Zonal system had been introduced in Railway with total Six Zones. With the development, it has reached to total 17 zones.Current Status In 17 zones, Indian railway is having more than 8700 passenger trains. It is covering all states except Sikkim. Indian Railway provides many suburban railway services in major cities like Mumbai, Chennai, Kolkata, Delhi & Hyderabad. Railway is one of the most preferred transportation medium. A normal passenger train consists of eighteen coaches where 9 coaches are sleeper class; 3-5 are air-conditioned coaches. A normal passenger sleeper coach accommodates 60 to 72 passengers. Indian Railways makes 70% of its revenues and most of its profits from the freight sector. Indian Railways operates with 7,500 + Engines; 37,800 + passenger coaches and 222000 + wagons. There are 6,850 + stations and 700 + repair shops. Indian Railway maintains total workforce of 15,40,000 largest employer in the world.Railway - Lalu Prasad & Their achievements Indian railway was running in losses since years. It had been taken as granted that this PSU can never be a profit making undertaking for Indian government. But Lalu Prasad Yadav has proven this wrong. He has presented figures where Indian Railway has made profit for year 2004-05. He has also presented 2006 budget with Rs 56,000 cr income and Rs 7000 Cr profit. Look at his amazing initiatives for Indian Railway # e-ticketing and SMS booking of tickets # Any holder of a wait-listed ticket can be allotted accommodation in a higher class with no extra charges. # Tatkal tickets can be booked three days in advance and higher tatkal charges. # Commercial use of Railway land for food, entertainment and other purpose. # Surprise checking at railway stations for staff attendance, weights of consignments and etc. # Name and number of Vigilance officers published in News papers for any complaints. Believe me Lalu Prasad Yadav is a smart man and having capacity of working like a CEO of a company. It is the cast politics of Bihar which forced him to behave like a villager. This fact is acknowledged by IIM - A professor and students. They have noticed the turned around happened with Indian Railway. They visited Lalu Prasad and discussed the topic. They are going to add a case study on Indian Railway in their syllabus.Challenge in front of Railway I like to mention this in few lines only thats why I am giving main points only - Crime, Accidents, Ticket less Traveling, Underweight Fares of goods, Overcrowding at one place and empty railway at other place. Lets see how Lalu prasad yadav resolves this issues.Trivia : With 150 + years of history and 8700 + trains Indian Railway is full of Trivia. I collects few for you : # Mumbais suburban railway is the densest route in the world. It is attending 65 lakh passengers daily. The density of passengers in peak hours is 15 people per sq meter. # The Fairy Queen is the oldest running locomotive in the world today. # The shortest named station is Ib and the longest is Sri Venkatanarasimharajuvariapeta. # Kharagpur railway station is the worlds longest railway platform at 1072 m. # The Himsagar Express (between Kanyakumari and Jammu Tawi) has the longest run 3745 km. # The Bhopal Shatabdi Express is the fastest train in India a maximum speed of 140 km/h # The Busiest railway Stations are as following with trains per day. Delhi + New Delhi 120, Lucknow 65, Ahmedabad 60 # Would you believe there is an official website of fans of Indian Railway : http://www.irfca.orgIndian Railway on World Map : # Indian railway has 3 World Heritage Site - The Darjeeling Himalayan Railway, The Nilgiri Mountain Railway & the Chatrapati Shivaji Terminus railway. # The Palace on Wheels is world famous tourism train of Rajasthan which is loved by people across the globe. # The Samjhauta Express & Thar Express running from India to Pakistan is also cherished by world. # May 1974 Indian Railway Strike (appx 15 lakh people joined the strike) for 20 days is one of the worlds biggest strike till date. (Imagine a railway strike today like SBI strike, India may get chock up.)

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Base data serves many needs in humanitarian response. Often responding organizations are scrambling to gather data because it is not readily available. The focus of HOT’s work in Indonesia has been data preparedness and Disaster Risk Reduction (DRR). The original pilot of this project was declared successful and it has now moved into its second year. In order to minimize the growing rate of exposure and rising vulnerability, governments need to first identify where and who is exposed to disaster risks. AIFDR has developed an open source risk modeling software, InaSAFE, that performs these calculations. The ¨Indonesia Scenario Assessment for Emergencies¨ (InaSAFE) is free software that produces realistic natural hazard impact scenarios for better planning, preparedness and response activities. In order to use this software sufficient base data, such as critical infrastructure, is necessary. HOT focuses on teaching how to collect and map this data. Phase II (July 2012- March 2013) Through a partnership with AIFDR, GFDRR, ACCESS and BNPB, HOT has concentrated on enabling communities and governments to collect exposure information, which in turn feeds into the impact modeling software. This data collection has occurred through two methods: building a team of OpenStreetMap experts in Indonesia and teaching workshops in vulnerable areas to collect better data. Since August 2012, HOT´s developing expert team has taught various OSM tools and techniques in six disaster prone provinces (East Java, West Java, West Sumatra, South Sulawesi, NTT, West Papua). HOT is also continuing the work that was started last year with ACCESS. For these workshops, HOT has created beginning, intermediate and advanced guides, which are all translated into Bahasa Indonesian, and will be found at learnosm.org in the future months. HOT is helping to build the OpenStreetMap community in Indonesia. The team has created a website, http://openstreetmap.or.id, for which people can gather resources, read about what the OSM community is up to, and contact trainers for further support. Phase I: Pilot Year Last year, HOT focused on urban mapping through workshops and a mapping competition (KompetisiOSM). A few students from the five universities that competed joined the HOT training team. The focus of the competition was to map roads and individual buildings in Padung, Jakarta, Surabya, Yogjakarta, and Bandung. A student from each university that mapped the most received a scholarship to State of Map 2011 in Denver, CO, USA. Rural areas were also mapped with ACCESS, which is an AusAID poverty reduction project to help with community strengthening and resilience. Over the course of a month, HOT had seven workshops with eight ACCESS sub-districts and other PNPM facilitators (National Government poverty reduction program). Through this multi-faceted approach of workshops, contests and translation with our partners HOT hopes to answer the question, “Can OpenStreetMap be used to collect exposure data?” Time will tell as communities, translated documents and tools get up to speed. So far though, the answer appears to be yes.

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How many times did you hear that today? Probably a lot. But why are adults so hung up on hand washing? Why are they so in love with lather? Washing your hands is the best way to stop germs from spreading. Think about all of the things that you touched today — from the telephone to the toilet. Maybe you blew your nose in a tissue and then went outside to dig around the dirt. Whatever you did today, you came into contact with germs. It's easy for a germ on your hand to end up in your mouth. Think about how many foods you eat with your hands. You can't wear rubber gloves all day long, but you can wash your hands so those germs don't get a chance to make you or someone else sick. When germs go down the drain, they can't make anyone sick. So when are the best times to wash your hands? when your hands are dirty before eating or touching food (like if you're helping cook or bake, for example) before and after visiting a sick relative or friend Now you have the when and the why of hand washing. But did you know that a lot of people don't know how to get their paws perfectly clean? The next time you're told to step up to the sink and scrub up, remember these handy hints: Use warm water (not cold or hot) when you wash your hands. Use whatever soap you like. Some soaps come in cool shapes and colors or smell nice, but whatever kind gets you scrubbing is the kind you should use. Antibacterial soaps are OK to use, but regular soap works fine. Work up some lather on both sides of your hands, your wrists, and between your fingers. Don't forget to wash around your nails. This is one place germs like to hide. Wash for about 10 to 15 seconds — about how long it takes to sing "Happy Birthday." (Sing it quickly two times or just once if you go nice and slow.)

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Horse Back Riding Facts Men Should Know There are certain horseback riding facts men should know, as there are facts involved with all sports that are important to know. Some of these facts are not essential for you to know, but it is always better to be aware of what goes on in the sport you are involved with and it's fun to know little facts about the activities you participate in. Ready to learn about some horseback riding facts? Continue reading! - Horseback riding began over 5,000 years ago. Yes, that's right. Horseback riding is practically an ancient sport! Based on scientific findings and discoveries, the evidence is there that people started riding horses 5,000 years ago or more. This means that some of your ancestors may have ridden horses regularly. - There are different horseback riding styles. There are several ways you can ride a horse and you can ride one with a saddle or without. There are also different types of horseback riding techniques, such as English and Western horseback riding. - Horses were an important mode of transportation. Before there were cars and trains, people often rode horses to get to their destinations. Without them, many people would have had to walk long distances by foot. Can you imagine life back then without horses? - Horses do not reach adulthood until age four. A horse ages much slower than most animals, and will not reach adult size and stature until he is four years of age, or older. Although horses do not age as slowly as humans, they age significantly slower than most animals. - A rider should lean back while riding a steep hill. When you are riding downhill on your horse and the terrain is especially steep and rocky, you should always lean back to help balance out your body. If you don't, the horse can quickly lose his balance. - Domestic horses live to about age 25 to 28. Most domestic horses live a relatively long life, and can live anywhere between 25 to 30 years when taken care of properly and fed a good, healthy diet. A horse must be kept in a clean living space as well to remain healthy and to perform at his best. - Horseback riding can take years to master. It may seem like an easy sport, but a great equestrian has been working at his sport for years. There are certain techniques and skills that can take a long time to perfect, just like with most sports. If you want to get good at horse back riding, you will need to devote a lot of time and dedication.

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|WWW.SEABEAN.COM HOME PAGE||E-MAIL Contact Info| What's a Sea-Bean? AND OTHER COMMONLY ASKED SEA-BEAN QUESTIONS Sea-beans (also known as drift seeds) are seeds and fruits that are carried to the ocean, often by freshwater streams and rivers, then drift with the ocean currents and (hopefully!) wash ashore. Why do sea-beans float? Sea-beans often float because they have an internal air pocket within the seed. This air pocket is often trapped by the hard outer covering of the hard beans called "shinies" (which can you can polish to a nice shine). Other seeds are less dense with a soft, punky outer covering (the "corkies") and may themselves be lighter than water (fresh water and salt water) but may also have tiny air pockets within. The late John Dennis is known for his foresight in testing the floatation duration for several seeds, with some tests now extending for 32 years! ...Ed Perry now continues those experiments. When and where can I find sea-beans? Sea-beans drift onto beaches around the world, particularly after higher-than-normal tides during hurricane season. The number of beans you can find in a day will vary with time of year, Gulf Stream variations, offshore hurricane activity, wind and temperature changes, and tropical plant abundance for a particular year. In Florida, September and October are typically the most bountiful times to find sea-beans. Tides leave behind drift seeds along with seaweed, driftwood, tar, trash, and toys. This line of debris on the beach is called the wrack. With each successive tide, the wrack is pushed farther toward the dune line. However, sometimes a high tide will sweep over the wrack and pull it back out to sea, carrying the seaweed and drift seeds to another beach. Ocean currents, connected to each other in a huge global transit system, can carry sea-beans from current to current- so, a seed from Jamaica could travel to Florida, then to New Jersey, and then across the Atlantic to the United Kingdom. Can I eat sea-beans? Sea-beans are studied for medicinal uses, and a few are available commercially as nutritional supplements. Edible drift seeds (when fresh from the plant!) are the coconut, the Tropical Almond and the Hog Plum. What's A Sea-Bean? © All rights reserved.

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July 05, 2012 chimbneys and equilines W hen Finnegans Wake was first published in 1939, it received over 400 reviews. Critical opinion, then as now, was divided between those who dismissed it as incomprehensible rubbish and those who were astonished by Joyce’s lexical virtuosity and were prepared to regard it as something remarkable. Harold Nicolson declared it “indecipherable”, Alfred Kazin said Joyce had developed “a compulsion to say nothing”, Richard Aldington found it wearisome. “The boredom endured in the penance of reading this book”, Aldington wrote, “is something one would not inflict on any human being.” By contrast, G. W. Stonier while considering the language more difficult than Chinese, said that a patient reading of the book carried its own lucidity, and “where the meaning fades music tides us over”. Padraic Colum wrote: “We have novels that give us greatly a three dimensional world: here is a narrative that gives a new dimension”.more from Gordon Bowker at the TLS here. Posted by Morgan Meis at 03:35 AM | Permalink

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What You'll Learn In our Criminal Law and Procedure Certificate course, you’ll gain a solid understanding of the legal procedures for criminal law cases. The lessons are challenging yet easy to follow, designed to prepare you to apply what you learn in the real world. Key topics include… - Elements of various crimes including homicidess - Criminal defense - Preparing for a criminal trial - Current issues in criminal procedure Orientation to Online Learning (online) Lesson 1: Introduction to Criminal Law & Procedure This lesson introduces you to online learning, with instruction on how to be successful as an Ashworth student. You’ll learn proven study skills, find out how to take advantage of different learning styles, and discover time management techniques. The lesson also includes a guide to career opportunities plus supplementary readings. Lesson 2: Essentials Elements of a Crime and Homicide The origins of criminal law, how criminal law differs from civil law, what constitutes a crime, theories of punishment, defenses, and criminal jurisdiction. You will also learn about the basic rights that help to protect a person accused of criminal activity, such as the right to be represented by legal counsel and the right to have a speedy trial by jury. Lesson 3: Crimes Against the Person and Crimes Involving Property The basic elements of a crime and the relationship among those elements. You will also learn about the crime of homicide and about how homicide is classified by type and degree. Lesson 4: Complicity and Crimes Against Habitation Crimes involving bodily injury, restraints on freedom, and sexual offenses. You will also learn about the different types of property crimes. Lesson 5: Inchoate Crimes and Defenses to Crimes Crimes against habitation, sometimes called structure crimes, and the laws designed to protect people against such crimes. You will also learn about the crime of complicity—that a person can be criminally liable for the crimes of another. Lesson 6: Crimes Against Society and Criminal Procedures Before Trial How criminal liability can exist when a crime has been attempted, but not completed. Inchoate crimes are those that are never completed. You will also learn about the defenses available to a person who commits a crime. Lesson 7: The Criminal Trial, Sentencing and Post-Trial Procedures Crimes against the state and the administration of justice as well as crimes against public order and morality. You will also learn about criminal procedural law and the types of criminal processes found in most jurisdictions. Steps and procedures involved in a criminal trial and the role of the jury. Also examined will be the sentencing process, including the goals of sentencing, the different types of sentencing and post-trial procedures. Close Curriculum Details What You Get Complete your criminal law course online on your terms. Start when you’re ready, study at your own pace and get personal guidance as you need it. We’ve removed the obstacles so you can move ahead fast! The Criminal Law and Procedure Certificate course combines a balance of important theoretical concepts and practical application. Your tuition covers: - Comprehensive textbook and study guides - Open-book, online exams - Dedicated academic support and tutoring - Career search and time management guides - Participation in the Student Community - Career Services powered by CareerBuilder® Graduates receive a criminal law and procedure certificate and may attend our annual graduation ceremony. You may broaden your skill set by applying certificate credit toward completion of an Ashworth College degree program. We’ve cleared the way. Start your Criminal Law & Procedure Career Certificate course today. Speak with an Admissions Advisor at 1-800-957-5412 or enroll online now.

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Phobias Are Common, But Treatable Maybe you’ve had sweaty palms before a first date. Or, you’ve stayed awake worrying all night before a big meeting. Most of us worry or get nervous every now and then. For people with anxiety disorders, these feelings occur all too often, and they may be overwhelming. Anxiety disorders are real, serious and treatable. Anxiety disorders also are quite common. About 40 million American adults have an anxiety disorder. Unfortunately, many people suffer in silence. Anxiety disorders can take several forms. Two of the most common forms are specific phobias and social phobias. People with this type of anxiety disorder have an intense fear of something that poses little or no real threat. They begin to dread the feared object or situation, and they may go to great lengths to avoid it altogether. When a phobia causes you distress or interferes with your life, it may require treatment. Specific phobias often begin with an upsetting event during childhood or adolescence. For instance, a boy who is bitten by a dog may come to fear all dogs. As a result, he may give up some of his favorite activities, such as meeting his friends at the park, for fear that he may run into a dog. Other common phobias include a fear of heights, water and closed-in places. People with social phobia are extremely afraid of being watched and judged by others. They also worry constantly about embarrassing themselves. Even after realizing their fear is excessive, they feel powerless to control it. Social phobia usually starts early in life, and it may continue well into adulthood. Many people are anxious about public speaking, meeting new people or even eating in front of others. For someone with social phobia, these types of situations may trigger extreme fear. There may be physical symptoms, such as blushing, a racing heartbeat or sweating, which may lead to even more anxiety. In turn, people with social phobia may take great pains to avoid such situations in the future. By doing so, the cycle escalates and they may become even more afraid the next time they face these situations. If you think you may have an anxiety disorder, it’s important to talk to your health care provider or a mental health professional. With treatment, many people overcome their anxiety. Without it, anxiety may worsen. Treatment usually involves psychotherapy, medication or both. Cognitive-behavioral therapy is a type of psychotherapy that aims to replace unwanted thought and behavior patterns with more desirable ones. For example, if you have social phobia, a therapist may help you understand that everyone isn’t watching and judging you. Or, if you have a specific phobia, a counselor may gradually expose you to the thing you fear until you’re no longer afraid. Take a fear of spiders. You may start by looking at pictures of all kinds of spiders. Then, you may get closer and closer to a spider in a jar. Finally, you may touch a harmless spider. Several types of medications are available to treat different kinds of anxiety. Antidepressants may help people with social phobia. Often, a combination of therapy and medication may provide the most relief from your anxiety. Strategies for success If you’re diagnosed with an anxiety disorder, these tips may help you make the most of treatment: Be patient. Don’t expect to overcome deep-seated anxiety overnight. Instead, aim for gradual, steady progress. If your therapist assigns “homework,” be sure to do it. You may find that, with practice, new ways of thinking and reacting become second nature. If your doctor prescribes medication, ask how long it will take for you to feel the full benefits. And, ask about possible side effects, including how long they may last. Write about it. Keep a journal noting the things that make you anxious. You may become more aware of your triggers this way. Learn relaxation techniques. Meditation and muscle-relaxation exercises may be particularly helpful in helping to control your anxiety. Remember, if you’re feeling swamped by anxiety, reach out for help. Talk with your doctor, or call your nurse information service or employee assistance program, if you have access to one. They can’t promise you a life completely free from worry, but they may offer you hope for a future that isn’t ruled by fear.

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This copy is for your personal, non-commercial use only. A lot more thought has to be paid to the question, “why Chicana/o Studies?” CHS are not the whim; they are not a fad. They are part of the historical reasons for the struggle of the Mexican American community to obtain equal protection. If we forget these reasons, CHS will be minimized — reduced to whims and fads, obfuscating why institutions of higher learning continue to exclude Latinos. The failure to ask “why” perpetuates the myth that higher education is dedicated to a search for the Truth and open equally to all Americans. The truth be told, Chicana/o Studies is only tolerated because it is politically expedient. CHS are tolerated in many institutions because they placate Mexican American students. It follows a pattern: the administration concedes students one Chicana/o studies class in history – and call it Chicana/o Studies. If the academy feels generous, it gives the students an office, which they share with a faculty member. Often instructors are not specialists in Chicana/o Studies, and they are often not Mexican American – any name that ends in a vowel suffices. Campuses have not taken CHS seriously; the academe is intellectually lazy, and has not questioned why the disparate departments have failed to integrate this important fund of knowledge. The justifications for CHS are clear. The nation’s Mexican population is approaching 40 million; the Latino population exceeds 56 million. You would think that most professionals would want know more about this group for professional reasons. However, after 43 years – a period that has seen the Mexican American population grow from five million — from a regional minority to a national minority – the mindset of academe remains in the dark ages. To my knowledge very few academieians have bothered to examine their curriculum in light of these changes. Indeed, the numbers of programs in CHS have actually declined over the past 40 years. At California State University Northridge although it has the largest CHS department in the nation with over 67 professors, offering 166 sections per semester, a campus wide curricular discussion has not taken place. The most that has happened is a review of General Education and a recertification of classes that ignore the changes in population. In 1970 the Mexican/Latino student population in the mammoth Los Angeles Unified School District was 22 percent; today it exceeds 75 percent. In the City of Los Angeles the Latino population has zoomed from about 15 percent to just over 50 percent. Still CSUN is stuck “Anything But Mexican” mindset. The record speaks louder than words. Seventy-five percent of the CSUN academic departments have not hired a single Mexican American professor – let alone a specialist – and close to 100 percent of the departments do not offer a single course on the Mexican American/Latino experience. Yet CSUN has made more progress than most institutions. It will tell you that it is a Hispanic Serving Institution, which it boldly lists it on all grant applications. But, does the administration and do our colleagues respect us? I am not going to go into a discourse on race. Academe is a reflection of society, and the pace of change resembles the Republican Party. Just look at cameos of Republican Presidential Conventions, and look at the delegates who remain mostly white and old. Indeed, ideas of the GOP and the academy remain stuck in the pre-sixties era. It is easy for Chicana/o professors and other Latinos to get lost in this quagmire. They go along with the agenda because they want a job or because they really don’t know history. Most CHS professors today were born in the 1980s – a scary proposition – they were brought up on Charlie Brown and Mr. Rogers – a few were rescued by Calvin and Hobbes. It does not occur to them to ask, “why Chicana/o studies?”, and why is there so much resistance to it in academe? Babies constantly ask why? However, the schools and other institutions suppress the notion of “why.” Even historians who are supposed to be skeptical generally go along with the program. I did not come to CHS because I had an epiphany. I came to it because my life determined my choices. The first time I got married I was 19/20; my ex-wife was 16. With a child on the way, I shelved my ambitions, and I went to Los Angeles State College. It cost less than $10 a year. I changed my major to social studies because teaching was the quickest way to get a full time job. Having to work 40/60 hours a week and carry 16 units, I did not have too much time for sleep or study. By the time I graduated, I was working forty hours a week as a janitor in the schools. I earned my General Secondary Teaching Credential partially by student teaching and partially by teaching grades K-12 in a Yeshiva. I was relieved when I got a job at San Fernando Junior High. The experience turned job into a vocation because of what I saw and what I heard from the other teachers. The principal referred to me as her “Mexican teacher,” and I thought if they look at me in this manner, what do they think of the Mexican students? I often heard them referred to as the little bastards. I went on to teach in a high school, earn a MA and then a PhD, while also volunteering in an organization called the Latin American Civic Association. Dialogues with likeminded people expanded my world view as did my readings. 1963 was a very important year. I read C. Wright Mills but also read Ruben Salazar’s Los Angeles Times articles on the state of Mexican American education in LA. I was personally moved by an essay written by a 13-year old Tucson student in a National Education Association study, The Invisible Minority (1966). To begin with, I am a Mexican. That sentence has a scent of bitterness as it is written. I feel if it weren’t for my nationality I would accomplish more. My being a Mexican has brought about my lack of initiative. No matter what I attempt to do, my dark skin always makes me feel that I will fail. Another thing that “gripes” me is that I am such a coward. I absolutely will not fight for something even if I know I’m right. I do not have the vocabulary that it would take to express myself strongly enough… In reading and listening to educators such as George I. Sánchez, my generation of Mexican American scholars became convinced that identity was essential to motivating Mexican American students who had become disaffected with the schools. Sánchez exposed many of us to bilingual/bicultural studies. In a 1959, Sánchez included a section in his bibliography called a “Course of Study.” Because of my background in education, it was not a quantum leap to later view CHS as pedagogy. Sixty percent of Mexican Americans were dropping out of school, which we saw as a crisis. When students demanded Mexican American Studies, we supported them. The plan was to make students participants in history and culture. It was part of pedagogy to motivate them to acquire skills that were not being taught in the public schools. This was the state of things when students demonstrated, walked out of high schools, and pressed institutions of higher learning to recruit Mexican American students and begin courses in the study of Mexican Americans. Chicano students were no doubt influenced by the Black Studies movement. My first priority was not to reach the upper third of the student community who had the necessary skills to succeed. They just need the opportunity to get ahead or, for that matter, fail. It was the middle-lower thirds that needed motivation and skill development. Today under the guise of fiscal savings the lower two-thirds are being denied access by rising tuition costs. The ploy is that these sectors are not being excluded because they can always go to community colleges. The American Dream is alive; forget that community colleges are severely overcrowded. This will slowly erode one of the goals for CHS – that of mass education. This is a goal that progressive educators have had from the beginning. It included the crusade for compulsory school attendance and the formation of labor and ethnic schools. Progressive educators from John Dewey to the present day reformers have espoused mass education as the lynchpin of a democratic society. It was part of the 1960 California Master Plan for Higher Education before it was scrapped. As the commitment to mass education is abandoned, an underclass will grow in America, and class differences will proliferate within the Mexican American and Latino communities. Ironically, society will claim that there is equal opportunity for Mexican Americans because it is open to the upper third of the community. Along these lines, in the eighties I had a spirited exchange with Harvard historian Nathan Huggins. I asked him if he minority communities – Mexican Americans in particular– could afford an intellectual class. Huggins responded with a question, could we afford not to have one? Just over twenty years later as the Chicana/o stairway to the middle-class heaven is being dismantled, I would still ask, can we afford an intellectual elite? My own view is that it is difficult to justify it when the house is burning. RODOLFO ACUÑA, a professor emeritus at California State University Northridge, has published 20 books and over 200 public and scholarly articles. He is the founding chair of the first Chicano Studies Dept which today offers 166 sections per semester in Chicano Studies. His history book Occupied America has been banned in Arizona. In solidarity with Mexican Americans in Tucson, he has organized fundraisers and support groups to ground zero and written over two dozen articles exposing efforts there to nullify the U.S. Constitution.

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When President Bush recently presented his new climate-change policy, he argued that economic growth is the key to environmental progress. Economic growth, he suggested, provides us the means to develop and invest in cleaner technologies. Mr. Bush's father once referred to Ronald Reagan's trickle-down economics as voodoo economics. I would assert that growth-induced conservation is a case of voodoo environmentalism.Skip to next paragraph Subscribe Today to the Monitor The idea of wealth-induced environmental conservation is not a new one. In fact, this notion is consistent with conservative views of the sustainable development concept, an approach that came to prominence following the 1992 UN Conference on Environment and Development. While the idea of growth-induced environmentalism holds a certain amount of intuitive appeal, it is questionable for a number of reasons. First, economic growth tends to create as much environmental degradation as it potentially resolves, especially in the absence of regulation. The problem is that increased wealth tends to foster increased consumption and its attendant pollution. A more advanced economy may allow us to pay for pollution abatement, but this does not necessarily put us ahead of the game if our energy consumption levels are increasing at the same rate - or faster. Second, while wealth may give consumers the means to purchase low-polluting technologies, such as hybrid cars, the demand for manufacturers to develop these advanced technologies simply doesn't exist to any wide extent in the United States. Just look at the trends. In the late 1990s, many Americans saw their incomes rise. Greater wealth, combined with low fuel prices, led to a boom in the sale of gas-guzzling SUVs and a rise in CO2 emissions. Third, the growth-induced environmental conservation argument often is supported by cross-national studies suggesting a correlation between wealth (or GNP) and environmental standards. In most instances, these studies have focused on industrial emissions as a proxy for all environmental variables. But the pollution generated by the production of goods for wealthy nations has not changed significantly (as the studies imply); it has just been shifted around the globe. The world's wealthiest economies have seen their dirtiest industries move to the developing world over the past 25 years. The migration of dirty industries and waste is not simply an international phenomenon - the same has happened between states and localities within our own borders. While dirty industries and toxic wastes tend to move from wealthier to poorer regions, environmental regulations and political empowerment often have as much or more to do with who gets stuck with what. Finally, the flip side of the wealth-induced environmental conservation argument is that poverty is one of the major causes of environmental destruction. My own research with rural farmers in West Africa suggests that poor farmers tend to engage in more environmentally friendly practices than their wealthier counterparts. Contrary to conventional wisdom, wealthier farmers tend to contribute more to environmental degradation because they are more likely to grow cash crops, and invest more heavily in crop- production technologies that are harmful to the environment. While I am not suggesting that environmentalists oppose economic growth, everyone must understand that wealth is not a substitute for political will and sound environmental policy. Better interpretations of the sustainable-development concept imply that the goal is not simply economic growth, but growth that respects the limits of the environment to provide goods and process waste. The president's new climate-change policy proposes "greenhouse gas intensity" as a measure of progress. The problem is that the economy, or GDP, is expanding over time within the confines of an environment that has limits. While measuring emissions relative to the size of the economy tells us something about efficiency, such measures have no grounding in environmental reality. William G. Moseley is an assistant professor of environmental geography at Northern Illinois University.

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"I'm positive that none of my friends will ever speak to me again!" Yesterday, a middle-school student tearfully made this announcement in our counseling session. One of her dear, trusted friends had revealed my client's deepest, darkest secrets to her other friends. And, now, she is sure everyone will hate her. Another student was sure her parents would divorce after an argument the night before. A teacher wondered if a recent minor financial setback would lead her family into financial ruin. Highly unlikely, I reasoned in each case. It may seem like the world is ending, but it really isn't! Thinking that a major catastrophe is likely to follow a minor disappointment or mishap is a common thinking error that psychologist refer to as "catastrophizing." It is so common in my practice, in fact, that I specifically talk about it with most of my adolescent clients. Catastrophizing is part of a whole set of thinking errors that people often make that contribute to depression, anxiety, and other emotional problems. This "stinkin' thinkin'" becomes the constant background dialogue in our heads that, though at first may be easily dismissed as irrational, can start to seem true if we aren't carefully examining our thoughts. Do you ever find yourself thinking this way? Do you make "mountains out of molehills?" Do you often find yourself imagining the worst case scenario? You may exaggerate the importance of some things (such as your goof-up or someone else's achievement), while inappropriately minimizing things until they appear tiny (your own desirable qualities or another person's imperfections). Or maybe you see your child starting to adopt this thinking pattern, "crying over spilled milk" and panicking over small set-backs. Are you seeing your teen become more withdrawn or anxious? It could be because s/he is mentally maximizing or minimizing the importance of his/her current situation. It's important to deal with your catastrophic thinking (or your child's) before it becomes a core thinking pattern. Here are some tips: - You have to catch your thinking errors before you can change them. Make an effort to question your thoughts when you start feeling depressed or anxious. Could any of your thoughts be inaccurate catastrophizing rather than actual truth? - Ask yourself, "What are other possible outcomes or explanations?" Try to consider all other possible outcomes or explanations, including those that are positive, slightly negative, or neutral. - Don't allow your mind to argue away the possibility of a positive alternate explanation. Many people will tell me, "Well, yes that could be, BUT . . . " If you catch your mind saying "but," immediately turn your mind away from that thought. - Make a distinction between an unpleasant situation and a catastrophe. Sure, it may suck that you failed an exam, but it probably won't mean that you'll flunk out of school. Ask yourself, "Could it be that this situation is just really unpleasant, but not permanent and drastic?" - Remind yourself, or your child, of your ability to cope. Engage in "positive self-talk" to encourage yourself that you will get through this difficult situation. You can do it, you've done it before! Remind yourself or your child of times you were able to overcome setbacks. Also, remember the loving support systems that have helped you through difficult times in the past. - To help a child steer away from stinkin' thinkin', try these steps. - First, try to get a child to talk about what they are thinking in a moment where you see high emotions. When they've calmed down a bit from a crying or angry spell, ask them, "What is going through your mind right now?" "What thoughts are popping into your head?" - Don't judge a child's response, even if it seems silly. Just acknowledge their feeling and listen. For example, "I'm so sorry that your friend let you down. That really is disappointing and sad." - Next, remind them of alternate explanations. "Could it be that maybe one or two friends won't completely disown you?" "Have any of your friends actually told you that they hate you now?" "Could it be that they could be mad for just a short time?" - If a child resists exploring alternate thoughts, remind them that they may be stinkin' thinkin.' Give them some time to calm down a little more. Later, say, "Let's think a little bit more about what happened earlier." - Remind them of their ability to cope. Remind them of times they tackled difficult situations. Remind them of other times they imagined the worst, and ask them if the worst possibility actually happened. - Pray and remind them that God is with them. Although the devil is the father of lies, a roaring lion, seeking to devour us with stinkin' thinkin', we can overcome with the help of our Father in heaven! - All or nothing thinking. Seeing situations, people, or ourselves as either all good or all bad. - Overgeneralization. Seeing a single event as a never-ending pattern. You can know these thoughts by the words "always," "never," or "absolutely." - Mental filter. Dwelling on a single negative event or seeing the one negative factor in a situation that might have many positives as well. - Disqualifying the positive. Rejecting the importance of positive experiences by insisting they "don't count." - Jumping to conclusions. Making a negative conclusion even if there aren't facts to support your conclusion. Examples are mind-reading (arbitrarily assuming someone is acting negatively) or fortune-telling (assuming a negative event will happen in the future). - Emotional reasoning. "I feel it, so it must be true." Allowing your negative emotional state to guide your interpretations of a situation. - Should statements. Setting up arbitrary requirements for yourself or others which cause feelings of guilt and disappointment when they aren't met. - Personalization. Feeling responsible for situations you have no control over.

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CC-MAIN-2013-20

http://www.drmomsie.com/

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en

"I'm not one who believes that everything has to be refrigerated shortly after it has been served. Many time, we leave dinner out all night, and we have the next day. None of us has ever gotten sick as a result of this. We're European,... There are two governmental agencies tasked with monitoring and inspecting our food supply. The first is the U.S. Department of Agriculture (USDA). Through the agency’s Food Safety and Inspection Service (FSIS), it oversees all domestic and imported meat, poultry and eggs. The other agency charged with keeping food safe is the Food and Drug Administration (FDA). It’s responsible for the safety of our domestic and imported fruits, vegetables, seafood, dairy and grains, as well as processed foods. While the USDA puts an inspector in every single slaughterhouse, every single day, the FDA conducts inspections an average of every seven years. Only about 1 percent of the food showing up on our shores is examined for contaminants. That’s particularly alarming when you consider that 79 percent of our fish and shellfish is imported, along with 32 percent of our fruit and nuts and 13 percent of our vegetables. So, yes, buying food in the United States is an act of faith: faith in the grower, the processor, the wholesale distributor, the shipper and the retailer, because at each junction lies the potential for contamination, and at very, very few of these points are inspections happening. Yet most of our food is safe, and technology that kills E. coli, salmonella and other foodborne “bugs” is readily available. The USDA mandates pasteurization—the intense heat treatment that, back in the 1860s, French chemist Louis Pasteur discovered killed bacteria—for all milk that enters interstate commerce. Irradiation, or zapping food with tiny doses of radiation, is sometimes used to sterilize meals for hospital patients, and irradiated beef patties are available in supermarkets nationwide. In August 2008, the FDA ruled that iceberg lettuce and spinach could be irradiated too. If the spinach that Ashley Armstrong ate three years ago had been irradiated, would she have been spared the dialysis and intensive medical interventions that keep her alive today? Yes, says Douglas L. Archer, Ph.D., associate dean for research at the Institute of Food and Agricultural Sciences at the University of Florida in Gainesville. “But we don’t have the capacity to irradiate everything today. We just didn’t invest in those facilities.” Should our food industry be investing in the facilities? “Yes, but that’s me,” says Archer. “A lot of other people think it’s some kind of voodoo.” Indeed, many consumers view irradiation (and even pasteurization) with a great deal of skepticism, arguing that they are “unnatural” or, at the very least, unnecessary measures that compromise the taste and nutrition of farm-fresh foods. And even if irradiation might have prevented the illnesses and deaths associated with the E. coli-contaminated spinach, the technology doesn’t guarantee absolute immunity from foodborne illness. “We can’t just say, ‘OK, we’ll irradiate stuff and that will be the end of all problems,’” says Archer. “It just isn’t that simple.” No food is 100 percent safe. It was pasteurized milk—not “raw” milk—that carried the Listeria monocytogenes that was responsible for the three deaths and a stillbirth in Massachusetts in December 2007. (Health officials believe that the products were somehow contaminated after pasteurization.)

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CC-MAIN-2013-20

http://www.eatingwell.com/food_news_origins/food_news/is_your_supper_safe?page=3&quicktabs_1=2

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en

Cyclopædia of Political Science, Political Economy, and the Political History of the United States GEORGIA, one of the thirteen original United States. Its territory was originally included in the charter of 1662-3 to the lords proprietors of the Carolinas, but was set apart by a royal charter of June 9, 1732, to a company organized by James Oglethorpe to provide homes in America for indigent persons. The boundaries of the new colony were laid down in the charger as follows: "All those lands, countrys and territories situate, lying and being in that part of South Carolina, in America, which lies from the most northern part of a stream or river there, commonly called the Savannah, all along the sea coast, to the southward, unto the most southern stream of a certain other great water or river called the Alatamaha, and westerly from the heads of the said rivers respectively in direct lines to the south seas." this boundary was more precisely defined by the state constitution of 1798 as beginning at the mouth of the Savannah, running up that river and the Tugalo to the headwaters of the latter, thence straight west to the Mississippi, down that river to parallel 31° north latitude, thence east on that parallel to the Appalachicola or Chattahoochee, along that river to the Flint, thence straight to the head of the St. Mary's river, along that river to the Atlantic, and thence along the coast to the place of beginning. June 20, 1752, the charter was surrendered, and the colony be came a royal province. —The first state constitution was adopted by a state convention, Feb. 5, 1777. It changed the name of parish to that of county, gave the choice of the governor to the legislature, fixed the governor's term at one year, and forbade the election of any person as governor for more than one year in three. A new constitution was formed by a state convention which met at Augusta, Nov. 4, 1788, and was ratified by another convention at the same place, May 6, 1789. Among other changes, it prolonged the governor's term to two years, and directed the senate to elect the governor from three names to be selected by the house. By an amendment adopted by a new state convention at Louisville, May 16, 1795, Louisville was made the permanent seat of government. Another constitution was adopted in state convention at Louisville, May 30, 1798. It abolished the African slave trade, but forbade the legislature to emancipate slaves without the consent of their owners, or to prevent immigrants from other states from bringing their slaves with them. Various amendments to this constitution were made up to and including the secession convention of 1861, the only one necessary to specify here being that of Nov. 17, 1824, which transferred the election of governor to the people. The changes produced by the rebellion will be given hereafter. —The territory originally claimed by Georgia, extending from the Atlantic coast to the Mississippi, was diminished in 1798 by the formation of Mississippi territory, from which the states of Mississippi and Alabama were afterward formed. (See —In presidential elections the electoral votes of Georgia have always been cast for democratic candidates, except in 1840 and 1848, when they were cast for Harrison and Taylor respectively, the whig candidates. In 1789 and 1792 the Georgia electors voted for Washington for the presidency and for various democrats for the vice-presidency. (See —The state elections until 1830 were undisputedly democratic, and all political struggles were entirely personal between different members of the same party. From 1796 until 1810 the claim of land companies to the Mississippi lands claimed by Georgia was the controlling issue in state politics, as was the case from 1825 until 1835 with the removal of the Creek and Cherokee Indians from the state. (See —After 1830 the state elections resulted almost as steadily in democratic success, but with much greater difficulty. Although but one governor, Crawford, was an avowed whig, the whig party in the state disputed every election vigorously, aided in electing at least one governor, Gilmer, in opposition to the national or regular democratic candidate, and frequently controlled the legislature, generally in years not affected by a presidential election. As a general rule the whig vote in the state may be reckoned at from 47 to 49 per cent. of the total, occasionally rising to a majority. —The formation of the so-called American party in the state reduced the opposition vote to about 40 per cent., and this proportion represents the opposition in 1860-61 both to the election of Breckinridge and to secession. The opposition to the latter measure, as elsewhere-mentioned, was to the advisability, not to the principle, of secession, and ceased when the majority and pronounced the decision. Indeed, the leader of the so-called union party of the state, A. H. Stephens, was almost immediately elected vice-president of the new southern confederacy. (See —In November, 1860, an act of the legislature provided for a special election for delegates to a state convention, which met at Milledgeville, Jan. 16, 1861. Jan. 16, by a vote of 208 to 89, an ordinance of secession was passed. It repealed the ordinance ratifying the constitution, and the acts ratifying the amendments to the constitution, dissolved the union between Georgia and the other states, and declared "that the state of Georgia is in the full possession and exercise of all those rights of sovereignty which belong and appertain to a free and independent state." The minority, however, signed the ordinance, as a pledge that they would sustain their state, with the exception of six; and these yielded so far as to place on the minutes a pledge of "their lives, fortunes and honor" to the defense of the state. Ten delegates were chosen by the convention to represent the state at the organization of the provisional government in Montgomery, and Georgia thus became one of the confederate states. The progress of the war developed a considerable opposition in Georgia to the confederate government. In the leaders it took the form of a sublimated state sovereignty, in opposition to the despotic acts of the executive; but in the mass of voters there seems to have been a strong undercurrent in favor of reconstruction in its first form, that is, re-entrance to the Union on terms. April 30, 1865, the Sherman-Johnson agreement ended the rebellion in Georgia. (See —June 17, 1865, James Johnson was appointed provisional governor of the state. Under his directions a convention met at Milledgeville, Oct. 25, repealed the ordinance of secession, voided the war debt, and adopted a new state constitution, Nov. 7, which was ratified by popular vote. It recognized the abolition of slavery by the federal government as a war measure, but reserved the right of its citizens to appeal to "the justice and magnanimity of that government" for compensation for slaves; it made the governor ineligible for re-election; it confined the right of suffrage to free white male citizens; and it enjoined upon the legislature the duty of providing by law for "the government of free persons of color." State officers were elected Nov. 15, 1865, the legislature met in December, and the state remained under the new form of government until March, 1867. (See —The election at which the constitution had been ratified had resulted in the choice of republican state officers, a republican senate, and a democratic house of representatives. In July the new state officers entered on their duties and the legislature ratified the congressional changes in the constitution, but during this and the next month the legislature proceeded to declare negroes ineligible to membership in it, and to admit to membership several persons who, it was alleged, were disqualified to hold office by the 14th amendment. During the year the state supreme court decided in favor of the eligibility of negroes to office, but the action of the legislature provoked an unfavorable feeling to Georgia in congress, and was construed as an effort to avoid the terms of reconstruction. In December, therefore, the Georgia senators were not admitted, and did not obtain their seats until January and February, 1871; the representatives had been admitted July 25, 1868. The Georgia electors, in obedience to a state law passed under the confederacy and not repealed in 1880, voted Dec. 9, 1868, the second Wednesday of December, instead of the first, as required by the federal statute. On this nominal ground a vigorous effort was made in February, 1869, to reject the vote of Georgia, but it was counted "in the alternative." (See —Nothing, however, could save Georgia from re-reconstruction. The act of Dec. 23, 1869, authorized the governor to reconvene the legislature, with only such members as the reconstruction acts allowed, prohibited the exclusion of qualified members, authorized the use of the army and navy to support the governor, and imposed upon the legislature the ratification of the proposed 15th amendment as a condition precedent to the admission of senators and representatives from Georgia. The seats of the representatives also were thus vacated until January and February, 1871. The organization of the legislature in January and February, 1870, was only effected with great difficulty by the governor, and his irregular course of action was condemned by the senate investigating committee; but the organization was finally accomplished, the conditions fulfilled by the legislature, and the state admitted by act of July 15, 1870. The first election under the new regime took place Dec. 20—22, 1870, and resulted in the choice of democratic state officers, and of five democratic and two republican representatives in congress. At the next election for congressmen, 1872, the state having been re-districted, the republicans lost one congressman and gained one. At the next election, 1872, the democrats elected all the nine congressmen: in two districts the republican vote entirely disappeared, and in all the others it was much reduced. Since that time the state has been democratic in all elections, state and national, and the political contest has been confined to factions of the dominant party. The peculiar state law, requiring electors to vote on thesecondWednesday of December, excited some comment in 1881, but the undisputed republican majority in the presidential election of 1880 allowed the state's electoral votes to be admitted without objection. —A new constitution was formed by a convention which met at Atlanta, July 11, 1877, and was ratified by popular vote, Dec. 5. Its only noteworthy changes were its location of the state capital at Atlanta, and its limitation of the right of suffrage by prohibiting any one convicted of a penitentiary offense, and not pardoned, from registering, voting or holding office. —The most prominent citizens of the state in national politics have been William H. Crawford, Herschel V. Johnson, and Alexander H. Stephens. (See those names.) Reference should also be made (see also list of governors) to John M. Berrien, democratic United States senator 1825-9, attorney general under Jackson (see —The name of Georgia was given to the colony in 1732 in honor of King George II. The prosperity of the state and its vast possibilities of future growth have encouraged its citizens to give it the popular name of the empire state of the south. —GOVERNORS George Walton (1789-90); Edward Telfair(1790-3); Geo. Matthews (1793-6); Jared Irwin (1796-8); James Jackson (1798-1801); Josiah Tatnall (1801-2); John Milledge (1802-6); Jared Irwin (1808-9); David B. Mitchell (1809-130; Peter Early (1813-15); David B. Mitchell (1815-17); William Rabun (1817-19); John Clark (1819-23); George M. Troup (1823-7); John Forsyth (1827-9); George R. Gilmer (1829-31); Wilson Lumpkin (1831-5); William Schley (1835-7); George R. Gilmer (1837-9); Charles J. McDonald (1839-43); George W. Crawford (1843-7); G. W. B. Towns (1847-15); Howell Cobb (185103); Herschel V. Johnson (1853-7); Joseph E. Brown (1857-65); James Johnson (provisional, 1865); Chaekwa J. Jenkins (1863-7); John Pope and G.G. Meade (military governors, March, 1867-June, 1868); Rufus B. Bullock (June, 1868-October, 1871); Benjamin Coley (acting, October 1871-January, 1872); James M. Smith (chosen by special election, January, 1872-January, 1877); Alfred H. Colquitt (1877-83). Return to top

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CC-MAIN-2013-20

http://www.econlib.org/library/YPDBooks/Lalor/llCy498.html

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For the past decade I’ve been developing forensic techniques for determining if an image is a forgery. The general philosophy that I have adopted is to first concede that there is no single technique that can detect all forms of digital manipulation. I have, therefore, been developing a number of different forensic tools each tailored to detecting specific forms of photo manipulation – some of these techniques operate on subtle pixel-level statistics that are invisible to the human eye, and others operate on geometric properties that can sometimes be seen with a trained eye. For example, in the image shown below, the bottle’s cast shadow is clearly incongruous with the shape of the bottle (as is the shadow on this cover of Time Magazine). Such obvious errors in a shadow are easy to spot, but more subtle differences can be harder to detect. Shown below are two images in which the bottle and its cast shadow are slightly different (the rest of the scene is identical). Can you tell which is consistent with the lighting in the rest of the scene? The geometry of cast shadows is dictated by the 3-D shape and location of an object and the illuminating light(s). It turns out, perhaps somewhat surprisingly, that there is a simple and intuitive 2-D image-based geometric analysis that can verify the authenticity of shadows. Locate any point on a shadow and its corresponding point on the object, and draw a line through them. The best points to use are the corners of an object for which it is easier to match shadow and object. Repeat for as many clearly defined shadow and object points as possible. As you do this, you will find that all of the lines should intersect at one point – the location of the illuminating light. Here is the basic intution for why this image-based construction works. Since light travels in a straight line, a point on a shadow, its corresponding point on the object, and the light source must all lie on a single line. Therefore, the light source will always lie on a line that connects every point on a shadow with its corresponding point on an object. Because under the rules of perspective projection, straight lines project to straight lines, this basic geometry is preserved in the 2-D image of a scene. Notice that this constraint holds regardless of the shape or orientation of the surface onto which a shadow is cast. Shown below are the results of this simple geometric analysis, which clearly reveals the second bottle to be the fake. In practice, there are some limitations to a manual application of this geometric analysis. Care must be taken to select appropriately matched points on the shadow and the object. This is best achieved when the object has a distinct shape (the corner of a cube or the tip of a cone). In addition, if the dominant light is the sun, then the lines may be nearly parallel, making the computation of their intersection vulnerable to slight errors in selecting matched points. And, it is necessary to remove any lens distortion in the image which causes straight lines to be imaged as curved lines which will then no longer intersect at a single point. We are developing a suite of forensic tools that will automate and simplify the detection of fakes, one of which will almost certainly rely on the analysis of shadows. [CGI model credit to Jeremy Birn, Lighting and Rendering in Maya]

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http://www.fourandsix.com/blog/2011/6/22/photo-forensics-from-shadows.html

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en

It is the first time the Department for International Development has activated its Rapid Response Facility, which will tap into a network of private businesses and aid organisations to deliver emergency medical, water and sanitation to people affected by the epidemic. The water-borne disease, which causes severe vomiting and diarrhoea, has already killed more than 200 people, with more than 12,000 infected across the west African country. It is expected to peak in three weeks' time. DfID said the £2m would go towards providing clean water and sanitation to nearly 2 million people and would also fund direct treatment for up to 4,500 people affected by the disease. Anti-cholera drugs and water purification kits will also be shipped to the country. The international development secretary, Andrew Mitchell, said: "The cholera epidemic in Sierra Leone is fast becoming a crisis, with millions potentially at risk. The UK is – for the first time – activating the Rapid Response Facility, its network of private sector and aid experts to make sure we get aid to where it is needed, fast." He added: "We will monitor closely to make sure every penny of British aid achieves results and supports those in dire need." Save the Children, Oxfam, Care International and the British Red Cross have all been drafted in as part of the emergency response. DfID said the department's private sector partners, which includes Standard Chartered Bank, Guava International and global satellite company AST Systems, would supply the majority of the aid organisations' relief supplies and logistics. The network was established in March and allows the UK government "to commit to rapid humanitarian funding" within 72 hours in response to disasters and rapidly escalating humanitarian emergencies. Save the Children said it was scaling up its response to support government cholera treatment units and increase the number of trained community health workers. The outbreak has affected other parts of west Africa but Sierra Leone has been worst hit, especially in the capital Freetown, where poor sanitation and dirty water in slum areas has contributed to the spread of the disease. Heather Kerr, Save the Children's Sierra Leone country director, said children were particularly vulnerable. "If we can't get this outbreak under control quickly and comprehensively, it has the potential to kill many more children," she said. "Children die very quickly from cholera if they don't receive immediate medical help. The sheer volume of people who are contracting the disease means that aid agencies need more funding now to respond more efficiently to this devastating outbreak."

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CC-MAIN-2013-20

http://www.guardian.co.uk/world/2012/aug/25/uk-tackle-cholera-sierra-leone

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en

Although it seems surprising that Beethoven agreed to this compromise the artistic reason for it could have been deeper than a mere desire to please, or a lack of confidence in his own judgment. Such indecisions had plagued him before, in the Fifth and Ninth Symphonies, in Fidelio, or in the appalling cuts and shifts he suggested in the 'Hammerklavier' Sonata. Publishing the Grosse Fuge separately as Op 133 may well have been done in the hope that it would eventually find its way back to its original place, as it now often does, for it is widely and rightly felt that the small 'Substitute' finale cannot counterweigh the great first movement. But if the Grosse Fuge is restored to Op 130, what are we to do with the other piece? The idea that two such disparate movements are satisfying alternatives could be sustained only by ingenuity. Perhaps the answer lies further back. Listening to the first movement, notice the mysteriously disembodied effect of the whole second group in the strange key of G flat, approached abruptly, and not grounded as a tonality at all. The same thing happens in the Grosse Fuge, even more mysteriously, when everything slips into a wonderful animated cloud of soft G flat. These two events are crucial. The work as a whole also has something in common with a Bach partita; Beethoven in his later works searches the past ever more deeply. The first movement is followed by a very fast and short Scherzo in the tonic minor; the next movement ambling gently and delicately, with many original quartet textures, is in the related key of D flat. Then comes the simple 'Alla danza tedesca', but suddenly in the strange key of G major, as far away as possible from D flat — a switch to the other side of the musical universe! This violent dissociation, expressed in the simplest language, is the secret heart of the work, psychologically connected with those in the first movement and the Grosse Fuge. From G it is an easy step to E flat, where we find the touching Cavatina, and the note G at the top of its last chord begins both the Grosse Fuge and the second finale. The Fugue is a mighty struggle stretching mind and sinews to the limit, and besides the great G flat dissociation it contains, it also makes another such rift by means of the key of A flat, the 'contradictory' flat seventh of the tonic B flat. But at length, with an unmistakable sense of release, it breaks through into sunlight — the air is all at once fresh and free, and the music takes flight. Does not the extra movement say, gloriously, 'Now we can play!'? Is it not a felicitous appendix, in its vivid delight the most heroic of all Beethoven's utterances? His bodily condition was piteous, but his spirit found its way into this sparkling Allegro in which all tonal contradictions and dissociations are wonderfully resolved (especially the A flat question, the point of which depends on our having heard the Grosse Fuge). There is a powerful case for freeing ourselves from the vexing choice. Beethoven might have welcomed this way out; perhaps he felt that Op 130/133 was somehow not quite finished. Therefore, already in extremis, without time to change existing publishing arrangements, he achieved his happiest music. Shouldn't it take its natural place? from notes by Robert Simpson © 1991 Other albums featuring this work

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http://www.hyperion-records.co.uk/dw.asp?dc=W11628_GBAJY9140707&vw=dc

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en

Developing Environmental Knowledge and Skills An environmental professional is able understand, explain, implement, analyse, develop and lead environmental practice (depending on their experience) in an organisation because they have the right level and breadth of knowledge and can apply it successfully. Overall the profession has high standards of environmental knowledge. According to an 2012 IEMA survey, more than four out of five practitioners have a bachelors degree or higher qualification. When looking at prospective environmental courses to build or improve environmental knowledge, it is important to take notice of the units or modules included within the syllabus. Typically, environmentally related courses are split into two categories - management based and technical/science based, and there are some courses that combine both of these. IEMA recommends programmes and courses that are linked to a professional body. These courses provide a boost to a CV and could make a difference when looking for Graduate positions. Choosing an IEMA Approved course will provide added reassurance that the programme has been externally assessed. IEMA membership will be awarded on completion of these particular courses. For more details on IEMA Approved Training courses please visit our Training pages. To aid the decision making process for individuals currently at school or thinking of participating in higher education, please visit the following pages Studying at University and Choosing what to study at school.

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http://www.iema.net/developing-environmental-knowledge-and-skills

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Spanish and Portuguese | Topics in 18th- & 19th-Century Spanish Literature S638 | 25509 | J. Sobrer Professor Josep Sobrer S638 Topics in 18th- and 19th-Century Spanish Literature Topic: Romanticism and Spectacle MF 9:30am – 10:45am/class# 25509/3cr./Location TBA Romanticism might be the most misused word in literary studies as it may refer to a period or to an intellectual attitude. In this course we will explore the confluence of both meanings of the term and then the impact of nineteenth-century Romanticism on society through spectacle, mostly stage spectacle –theater– but not exclusively. In addition to the texts specified below, we will read essays on the concept of Romanticism in an attempt to establish the main features of the movement and to study literature in its most public projection: not literature meant for private consumption, but literature meant for audiences. To this end we will also read some theoretical essays on the social significance of spectacle (by Guy Debord, Jean Duvignaud, and others).. Text readings will include works by three Josés: Cadalso, Espronceda, and Zorrilla; and by two Ángels: Saavedra (Rivas) and Guimerà. And plays by Ventura de la Vega, García de la Huerta, and Hartzenbusch. For a contrasting conclusion we will end with Valle- Inclán 1912 play "La Marquesa Rosalinda" and try to map the transition from Roamnticism to "Modernismo" and then to Cubism.

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Archive for the ‘transcendental geometry’ tag The modern mathematician finds the space of three dimensions, in which our visible universe is containled, entirely too contracted for his conceptions, and is obliged to imagine a space of “n” dimensions in order that his fancy may find room to disport itself. But it is a new idea, on the part of the novelist, to make the conceptions of transcendental geometry the basis for an amusing story. The very short article goes on to compare “Flatland” with “Through the Looking Glass” and their use of geometry as speculative and imaginative. In trying to find more about this term, it appears that sadly the intelligent design crowd has laid claim to it. The most I could find (in an admittedly short search) was this related Wikipedia article on “Complex Geometry“: In mathematics, complex geometry is the study of complex manifolds and functions of many complex variables. Application of transcendental methods to algebraic geometry falls in this category, together with more geometric chapters of complex analysis.

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PEDRO II. (PEDRO D'ALCANTARA): Emperor of Brazil; born Dec. 2, 1825; died at Paris Dec. 5, 1891. He succeeded his father, Pedro I., and assumed personal control of the government in July, 1840. The last years of his life were spent in exile after his deposition (1889). Pedro was a humane and enlightened prince as well as an excellent scholar, who devoted a large portion of his leisure time to the study of Hebrew. For the centenary of the union of the county of Venaissin with the French republic he published, shortly before his death, three liturgical poems under the title "Poésies Hébraïco-Provençales du Rituel Israélite Comtadin, Traduites et Transcrites" (Avignon, 1891), together with a Provençal translation of the "Ḥad Gadya" under the title "Un Cabri." The three poems are a mixture of Hebrew and Provençal verses, which he translated into French, adding philological notes on the Provençal. - R. E. J. xxiii. 154; - Die Neuzeit, xxxi. 396 et seq., 481.

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SHELOSHET YEMEI HAGBALAH SHELOSHET YEMEI HAGBALAH (Heb. שְֶׁׁשת יְמֵי ַגְּבָּלָה; "the three days of limitation"), the name given to the three days immediately preceding the festival of Shavuot. The scriptural sources for distinguishing these days are found in Exodus 19:12, where God commands Moses, "And thou shalt set bounds unto the people," and Exodus 19:15, where Moses orders the children of Israel, "Be ready against the third day." (See also the discussion in Shabbat 87a as to how many days of "limitation" were ordered by God and how many by Moses.) The original limitations were against touching Mount Sinai (Ex. 19:12) and against having sexual intercourse (ibid. 19:15). The people were also commanded to sanctify themselves during these days (ibid. 19:10 and 14). According to the halakhah, marriage celebrations and haircuts, otherwise prohibited during most of the period between Passover and Shavuot, are permitted during these three days (Sh. Ar., OḤ 493:3 and Mishnah Berurah, ad loc.).

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will calculate simple statistical measures between two minc files or more by comparing all subsequent files to the first. The results for each subseqent file are then returned in order. By default all statistics are calculated. If specifitc statistics are requested via a command-line option, then only the requested statistics are printed. A very useful feature of this program is the ability to restrict the set of voxels included in the statistic calculation, either by restricting the range of included values (-floor, -ceil or -range), or by using a mask file (-mask) with a restricted range. The comparison statistics available in minccmp are given below. Note that two of these (-xcorr and -zscore) are a very close approximation to what is used Note that options can be specified in abbreviated form (as long as they are unique) and can be given anywhere on the command line. Overwrite an existing file. Don't overwrite an existing file (default). Dump a lot of extra information (for when things go haywire). Print out extra information (more than the default). Print out only the requested numbers Specify the maximum size of the internal buffers (in kbytes). Default is 4 MB. Check that all input files have matching sampling in world Ignore any differences in world dimensions sampling for input files . Volume range options A lower bound for ranges of data to include in statistic calculations. An upper bound for ranges of data to include in statistic calculations. A lower and upper bound for the ranges of data to include in statistics. Name of file to be used for masking data included in statistic Compute all statistical measures. This is the default. Print the Sum Squared Difference between two input files SSQ = Sum( (A-B)^2 ) Print the Root Mean Squared Error between two input files RMSE = sqrt( 1/n * Sum((A-B)^2)) Print the Cross Correlation between two input files XCORR = Sum((A*B)^2) / (sqrt(Sum(A^2)) * sqrt(Sum(B^2)) Print the z-score difference between two input files ZSCORE = Sum( |((A - mean(A)) / stdev(A)) - ((B - mean(B)) / stdev(B))| ) / n

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The Reaper and the future of military flight A U.S. army soldier with prepares to launch a UAV -- or drone -- outside Combat Outpost Nolen in the village of Jellawar in The Arghandab Valley. There's an ongoing debate over the ethics of fighting war in a detached, videogame-like manner. You have planes launching missiles on human targets on the ground in Afghanistan but the pilots of those planes are sitting at a console somewhere in Nevada. But that debate hasn't slowed a global push in UAVs. They're cheaper, fewer of your own personnel are put at risk. It's the future. The U.S. has been using Predator drones for a while now. But Predator was built as a spy plane, then retrofitted to carry weapons. Predator is being phased out in favor of a plane called the Reaper. We're joined by Gary Solis. He's an adjunct professor at Georgetown University School of Law and teaches the law of war. As for the difference between the Predator and the Reaper, he says the Reaper "is bigger, better, faster and has a greater payload. It weighs 5 tons, which is 4x what a Predator weighs. Predator can carry 2 hellfire missiles while a reaper can carry 14. A Predator can fly 140 MPH, Reaper can fly 275 MPH depending on payload." At the same time, other countries are developing their own technology and their own drones. Gary talks about one surveillance vehicle out of Israel that essentially looks like a pencil with helicopter blades. Also in this program, Rupert Murdoch plans to launch a newspaper for iPads. Because what everyone wants from the technology of an iPad is to have it be more like a printed newspaper.

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Frequent spring allergy questions answered (BPT) - Spring is in the air – and that means pollen, mold spores and other airborne allergens are going to bring on sneezing and wheezing for an estimated 40 to 50 million Americans. The spring season can be especially bothersome with so much conflicting information on how to find relief. To help you better understand spring allergies and combat symptoms this sneezing season, the American College of Allergy, Asthma and Immunology (ACAAI), has answered some of the most frequently asked questions. 1. Why does it seem like more and more people have spring allergies? This is likely due to increased awareness and more people taking the steps to being properly tested and diagnosed. According to a recent study published in the Annals of Allergy, Asthma and Immunology, pollen counts are gradually increasing every year, which can cause heightened symptoms. 2. Do spring allergy symptoms only last during the spring months? The length of the season can help determine the severity of symptoms. For many areas of the country, spring allergies begin in February and last until the early summer. Mild winter temperatures can cause plants to pollenate early. A rainy spring can also promote rapid plant growth and lead to an increase in mold, causing symptoms to last well into the fall months. Allergists recommend starting medications to alleviate symptoms two weeks before they begin. If you have a history of prior seasonal problems, start your medication at the first sign of any symptoms. 3. Will eating local honey cure allergies? A common myth is that eating a spoonful of local honey a day can build allergy immunity. The idea is that bees pick up pollen spores from flowers, transfer them to their honey and help you better tolerate pollen. Seasonal allergies are usually triggered by windborne pollen, not pollen spread by insects. There is no scientific evidence that honey will provide any benefit or reduce allergy symptoms. Your best bet? Talk to your allergist about ways to avoid allergy triggers, the best medications to treat symptoms and whether immunotherapy (allergy shots) could be beneficial. 4. Is there such a thing as spring asthma? Allergies and asthma are often worse during different times of the year due to environmental allergens. An estimated 75 to 85 percent of asthma patients have allergies. These allergic responses in the lung can lead to symptoms of asthma. If you have spring allergies, this can be why you have more asthma symptoms during the season. Those that believe they may have symptoms of nasal allergy or asthma can find a free screening program in their area by visiting www.acaai.org/nasp. 5. Can you suddenly develop seasonal allergies in adulthood? Yes. Although allergies are common in children, they can occur at any time and any age. Sometimes allergies go away, but they also can come back years later. If you suspect you have an allergy, you should keep track of your symptoms with MyNasalAllergyJournal.org and see an allergist to find relief. “By understanding what allergens trigger your symptoms and how to avoid them, you can find relief from spring allergies this season,” says Dr. Richard Weber, an allergist and ACAAI president. “An allergist can help you find the source of your suffering and stop it, not just treat the symptoms.” Allergies and asthma are serious diseases during every season of the year and that’s nothing to sneeze at. Misdiagnosis and inappropriate treatment can be dangerous. To learn more about these conditions, and locate an allergist in your area, visit www.AllergyAndAsthmaRelief.org.

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Child and Adolescent Suicide Left untreated, depression can lead some youth to take their own lives. Suicide is the third leading cause of death for 15- to 24-year-olds and the sixth leading cause of death for 5- to 14-year-olds. Attempted suicides are even more common. Warning signs of suicide Four out of five teens that attempt suicide give clear warnings. If you suspect that a child or adolescent is suicidal, look for these warning signs: - Threats of suicide—either direct or indirect. - Verbal hints such as “I won’t be around much longer” or “It’s hopeless. - Obsession with death. - Overwhelming sense of guilt, shame or rejection. - Putting affairs in order (for example, giving or throwing away favorite possessions). - Sudden cheerfulness after a period of depression. - Dramatic change in personality or appearance. - Hallucinations or bizarre thoughts. - Changes in eating or sleeping patterns. - Changes in school performance. What Should Parents and Other Adults Do if They Think a Child Is Suicidal? - Ask the child or teen if he or she feels depressed or thinks about suicide or death. Speaking openly and honestly allows the child to confide in you and gives you a chance to express your concern. Listen to his or her thoughts and feelings in a caring and respectful manner. - Let the child or teen know that you care and want to help. - Supply the child or teen with local resources, such as a crisis hotline or the location of a mental health clinic. If the child or teen is a student, find out if there are any available mental health professionals at the school and let the child know about them. - Seek professional help. It is essential to seek expert advice from a mental health professional that has experience helping depressed children and teens. - Alert key adults in the child’s life—family, friends, teachers. Inform the child’s parents or primary caregiver, and recommend that they seek professional assistance for their child or teen. - Trust your instincts. If you think the situation may be serious, seek immediate help. If necessary, break a confidence in order to save a life. This will connect you with a crisis center in your area. Covenant House Nine Line This is a 24-hour teen crisis line. American Academy of Child and Adolescent Psychiatry American Association of Suicidology

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History of Punjab: Aryan Conquest of the Punjab The mountains in the north-west is the primitive home of the Aryans, who migrated into the Punjab. Bands of these immigrants penetrated into the Punjab through the Himalyan passes. Being fresh from a cold northern country, they were very fair in color and called themselves Arya, meaning honourable. They bore the closest relation to the inhabitants of Iran and had a very similar language. Their first conquisition was the Punjab, and the period of when they invaded is uncertain, but is generally accepted they came some 2500 years ago, about 1500 B.C. The Four Vedas During this time, the four Vedas, the oldest living scriptures in the world, composed around 1500-1700 BC, supplies evidence concerning the life of the Aryans who settled in the Punjab. The Rig Veda, meaning fount of knowledge, is regarded by Hindus as the highest, the most sacred scriptures. The Vedas are four in number, the Rig, the Sama, the Yajar and the Atharvan, and they are each a collection of hymns and prayers. The hymns belong to different ages, and, before the art of writing was introduced, were preserved by the saintly families to whom they are believed to have been revealed. In that shape, they were handed down for generations from father to son. Gradually, the hymns were written in Sanskrit during the later period of the Aryan existence. Features and Language The Aryans of the Punjab bear a close resemblance to their brothers of the West with their straight noses and finely-chiselled features. They once spoke Sanskrit in its rude form, and also speak in a language common to Greek, Germanic, and Celtic languages. Even today, if one looks at the various Indian languages, one will find words common to many of the Western languages. Battles Between Aryans and Early Inhabitants The Rig Veda provides evidence that the primitive Aryans were not allowed to settle in the Punjab unmolested as long and bloody struggles were maintained in the wild. The inhabitants dwelt in cities built of stone, and possessed horses, cattle and chariots. They fought desperately for hearth and home, and the Aryans lost many battles before being finally able to subdue the early inhabitants. The Aryans fought in chariots drawn by horses. They had swords, axes, bows, spears, trumpeters, and standard-bearers. Trumpets and drums were used to excite them to valorous deeds or to convey the orders of commanders. The drum is the most ancient instrument used by the Hindus and it roused the warlike spirit of the warriors. Battles Between Aryans and Inhabitants Veneration for the Cow The Aryans were a people given more to the keeping and breeding of cattle than to the work of the plough. They were pastoral people, of nomadic habits. They often prayed their gods to bestow upon them many cows abounding in milk. The deities were invoked to protect the cows from misfortune, to increase the herds and to make the pastures green. The cow was pronounced to be the animal favored of the Al-mighty, and since it was so useful to man, its perservation became a religious obligation. The Aryans also kept humped oxen and camels. Early Inhabitants of the Punjab Their Organization and Civilization In their earlier colonies each father was the priest of his own family circle, and the vedic communities were organized into kingdoms. Those that were successful in war were often rewarded with slave women, dresses, cows, gold and chariots. The life of the Aryans of the Punjab was martial and manly. Their warlike character developed, and they adapted themselves to the conditions of tropical climate, very different than their cold, northern home. They dug channels for the purpose of irrigating their fields, and sowed beans, barley and sesame. They were acquainted with the arts of spinning and weaving and working of leather. They had among them carpenters, carriage makers, ship builders, goldsmiths, and other artisans. The possessed some knowledge of navigation; they had physicians who understood the healing properties of herbs. Also, monogamy seems to have been the rule, and a prince had to content himself with one wife. Social Customs and Status of Woman Women enjoyed a higher social status in Vedic times than that now accorded to her. She was termed the light of the dwelling. She had the privilges of acquiring knowledge, and some of the most eloquent hymns in the Vedas are attributed to female authors, ladies and queens. Child-marriage, although not absolutely prohibited, was not encouraged. Distinctions of caste were unknown, and Brahminism represented a profession, not a distinct caste. The practice of sati, or the burning of a widow, was not sanctioned by the Vedas. In addition, unlike modern Hindus, the ancient Aryans held beef in esteem as an article of food. There were at one time beef-eating gods and beef-eating worshippers. The Aryans settlers of the Punjab were a spirit-drinking race and indulged freely in beer, wine, and spirit. Sages and sainds drank and offered the fermented juice to the gods. The Aryans buried their dead, often in mountains, where they would become prey to the birds.

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On a recent trip to BnD I was informed that there are no brown Hyena's in the KNP (but there are apparently in KTP). Striped hyenas are found in north and east Africa and what was called Arabia. Spotted hyenas are the largest of three hyena species. Although hyenas appear similar to dogs, they are actually more closely related to cats, and live in groups called clans. There are plenty of spotted hyena dotted around the park, and apparently they only scavenge between 30 and 40 % of their food the other 60 - 70% is hunted. The striped and brown hyena are thought to scavenge a significantly larger portion, and hunt less. Another bit of useless information is that they also make extremely good mothers, so much so that is a mother dies (for whatever reason) the aunts in the den take over nursing the cubs. Spotted hyenas usually have 2 cubs at a time and they are raised for about 10 months. A same sexed litter will result in vicious fighting between the cubs (sublicide), often resulting in death (sometimes as much as 25%). Spotted hyena milk is very rich, having the highest protein content (14.9%) of any land carnivore, and the fat content (14.1%) is second only to the polar bear, so unlike lions and wild dogs, they can leave their cubs for about a week without feeding them. Young depend entirely on milk for about 8 months and are not weaned until 12 to 16 months old. Maturation is at three years, females later than males. Female offspring remain in their natal clan while males leave at around two years. Hyenas are able to consume and digest parts of prey that would remain untouched by other animals. They completely digest organic matter such as bones, while indigestible items such as hooves, horns, ligaments and hair are regurgitated in pellets. As you can see these are my favorite animals, and it is sad that they patrol the Satara (and other camp) boundary fence, as in my mind this means people have been feeding them and as a result they have probably lost their fear of man. The knock on effect of this is that they will probably have to be destroyed in future when they become a real menace to people.STOP FEEDING THE WILD ANIMALS PEOPLE, YOU ARE SIGNING THEIR DEATH WARRANTS

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AMES, IA—Dr. Ann Marie VanDerZanden is preparing students in her horticulture classes for challenging careers by boosting their critical thinking capacity. "Horticulture graduates entering the field of landscape design and installation must be able to integrate technical skills with practical applications. This requires higher-order thinking skills such as analysis and synthesis", VanDerZanden explained. The Iowa State University professor designed a curriculum that integrates reflective writing into a landscape design course and discovered that students' quiz scores increased significantly after they completed the writing exercises. Landscape design and installation is a fast-growing and profitable segment of the horticulture industry. As the profession becomes more sophisticated, the demand for employees who can integrate technical knowledge with practical application increases. "Providing opportunities for students to develop these skills is an essential part of their undergraduate education", said VanDerZanden. "Research suggests that reflective writing can be an effective teaching method in agriculture-related fields." In a report published in HortTechnology, VanDerZanden evaluated the effectiveness of using reflective writing assignments in her Beginning Garden Composition class, a two-credit course at Iowa State that covers the basics of landscape design. For the first assignment, students were asked to describe a selected landscape image using as much detail as possible. The second assignment required students to describe how the seven principles of design, which were previously discussed in class, were evidenced in the landscape image, and for the third assignment students described how historical garden eras influenced the selected image. The assignments were designed to encourage students to write about technical content covered in the course while drawing from their background and experiences. To evaluate the impact of the writing assignments, VanDerZanden compared students' scores on an 18-point quiz question from two years of classes when the reflective writing assignments were not part of the course and three years when the assignments were used (for a total of 110 students enrolled from 2005�). She found that scores on the quiz question increased significantly for the students who completed the reflective writing assignments (average of 16.2 out of 18) compared with students who did not complete the assignments as part of the course (average 10.2 out of 18). As a result of the significant increase in scores, two additional reflective writing assignments were added to the course in 2010. VanDerZanden noted that the use of reflective writing assignments can be incorporated into any technical course. "This method of teaching provides an opportunity for the instructor and students to approach a technical subject in a creative and engaging way", she concluded.

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Reality check for job hopes Teenagers from disadvantaged homes are underestimating the level of skill and education they need to get jobs, with girls aiming at higher-paid professional jobs and boys at trades. Research by the Australian Council for Educational Research, for The Smith Family, has found a mismatch between the aspirations of disadvantaged students and the reality of labour market demands. More than a third of the 3721 students surveyed, in years 8 and 9, had unrealistic ideas of the skills needed to achieve their dream jobs by the age of 25. Experts warn that this will reduce their chance of employment. The study, Junior secondary school students' perceptions of the world of work, published today, highlights a link between low self-esteem in disadvantaged students and the likelihood of their leaving school early. Boys were more likely to think they were below average at school and therefore to leave school at the end of year 10 with little thought for their future. But two-thirds of the students wanted to finish year 12. The surveyed students, who received financial assistance from the Smith Family to help them pay school costs, were from similar socio-economic backgrounds but girls aimed a lot higher than boys. More girls wanted to finish year 12 and do further study, including university and TAFE. The most popular ideal jobs for girls were in "social" careers: teaching, nursing and pursuits in the performing, visual and literary arts. Boys predominantly wanted "realistic" hands-on jobs, such as trades, and "investigative" careers in fields such as science. The Smith Family's national manager of strategic research and social policy, Dr Rob Simons, said many students had a "confusion of perceptions", starting with a belief they could not succeed at school and did not see the benefit of education for work prospects. The chief executive of the Business Council of Australia, Katie Lahey, said: "There are too many young people at risk of unemployment because they are not aware of the career opportunities available through apprenticeships and other forms of training."

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Sports nutrition is incredibly important for improving and maintaining performance as well as avoiding injuries. An athlete’s body is at its most vulnerable when it doesn’t get the right nutrients, meaning a balanced diet is essential for avoiding injury. To ensure an athlete gets the right nutrition and all the carbohydrates, fats and proteins they need to keep their body strong, the food and drink they consume needs to be closely scrutinised. Carbohydrates are important because they provide the nutrients that fuel the muscle contractions all over the body. Without a good level of carbohydrates in the body, an athlete is more susceptible to fatigue and injury. Protein repairs muscles that have been broken down during training and competition and therefore have an obvious importance when it comes to sports injury prevention. In sports where strength and endurance are vital, nutrition takes on an even more important role. Bodybuilding, weightlifting and boxing are just three of the sports that rely on a solid training and nutrition regime that prepares an athlete for competition. Each sport has its own nutritional guidelines, and the correct balance of proteins, carbohydrates and fats is what divides most experts. We have more information on good nutrition and how it can help an athlete avoid and recover from injury.

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Alternative Instruction Program The Alternative Instruction Program (AIP) provides an appropriate educational setting for students with diagnosed learning disabilities and/or attention disorders. While the standard-sized classroom works well for many students, the learning needs of some are better met in a small group environment providing more frequent interaction and closer supervision. For admission into the AIP, the student must have a recent or updated diagnosis of a learning disability and/or attention disorder. Other data will also be taken into consideration as part of the admissions process such as standardized test scores, academic ability, observations, input from classroom teachers, work samples, and emotional or behavioral factors. Student progress in AIP is assessed regularly to ensure that enrollment in the program adequately meets the student’s educational needs.

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13th century BCE, A canal is constructed between the Nile Delta and the Red Sea. For the following centuries, the canal was only partially maintained... 1854, By a French initiative, the viceroy of Egypt, Said Pasha, decides for a project to build a canal from the Mediterranean Sea to the Red Sea... 1858, La Compagnie Universelle du Canal Maritime de Suez is formed to construct the canal. 17 Nov 1869, With great splendour, the canal is opened for navigation. Dimensions were 22 metre in bottom width, 58 metre in surface width, and a depth of 8 metres... 2 Mar 1888, The Convention of Constantinople guaranteed right of passage of all ships through the Suez Canal during war and peace... 13 Jun 1956, Suez Canal Zone restored to Egypt. 26 Jul 1956, Egypt nationalized the Suez Canal. 5 Jun 1975, Suez Canal

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- Prayer and Worship - Beliefs and Teachings - Issues and Action - Catholic Giving - About USCCB Jesus before Pilate.a 1* Then the whole assembly of them arose and brought him before Pilate. 2They brought charges against him, saying, “We found this man misleading our people; he opposes the payment of taxes to Caesar and maintains that he is the Messiah, a king.”b 3Pilate asked him, “Are you the king of the Jews?” He said to him in reply, “You say so.”c 4Pilate then addressed the chief priests and the crowds, “I find this man not guilty.” 5But they were adamant and said, “He is inciting the people with his teaching throughout all Judea, from Galilee where he began even to here.”d Jesus before Herod. 6* On hearing this Pilate asked if the man was a Galilean; 7and upon learning that he was under Herod’s jurisdiction, he sent him to Herod who was in Jerusalem at that time.e 8Herod was very glad to see Jesus; he had been wanting to see him for a long time, for he had heard about him and had been hoping to see him perform some sign.f 9He questioned him at length, but he gave him no answer.g 10The chief priests and scribes, meanwhile, stood by accusing him harshly.h 11[Even] Herod and his soldiers treated him contemptuously and mocked him, and after clothing him in resplendent garb, he sent him back to Pilate.i 12Herod and Pilate became friends that very day, even though they had been enemies formerly. 13Pilate then summoned the chief priests, the rulers, and the people 14and said to them, “You brought this man to me and accused him of inciting the people to revolt. I have conducted my investigation in your presence and have not found this man guilty of the charges you have brought against him,j 15nor did Herod, for he sent him back to us. So no capital crime has been committed by him. 16k Therefore I shall have him flogged and then release him.” 17* The Sentence of Death.l 18But all together they shouted out, “Away with this man! Release Barabbas to us.” 19(Now Barabbas had been imprisoned for a rebellion that had taken place in the city and for murder.) 20Again Pilate addressed them, still wishing to release Jesus, 21but they continued their shouting, “Crucify him! Crucify him!” 22Pilate addressed them a third time, “What evil has this man done? I found him guilty of no capital crime. Therefore I shall have him flogged and then release him.” 23With loud shouts, however, they persisted in calling for his crucifixion, and their voices prevailed. 24The verdict of Pilate was that their demand should be granted. 25So he released the man who had been imprisoned for rebellion and murder, for whom they asked, and he handed Jesus over to them to deal with as they wished. The Way of the Cross.* 26m As they led him away they took hold of a certain Simon, a Cyrenian, who was coming in from the country; and after laying the cross on him, they made him carry it behind Jesus. 27A large crowd of people followed Jesus, including many women who mourned and lamented him. 28n Jesus turned to them and said, “Daughters of Jerusalem, do not weep for me; weep instead for yourselves and for your children, 29for indeed, the days are coming when people will say, ‘Blessed are the barren, the wombs that never bore and the breasts that never nursed.’ 30At that time people will say to the mountains, ‘Fall upon us!’ and to the hills, ‘Cover us!’o 31for if these things are done when the wood is green what will happen when it is dry?” 32Now two others, both criminals, were led away with him to be executed. The Crucifixion.p 33When they came to the place called the Skull, they crucified him and the criminals there, one on his right, the other on his left.q 34[Then Jesus said, “Father, forgive them, they know not what they do.”]* They divided his garments by casting lots.r 35The people stood by and watched; the rulers, meanwhile, sneered at him and said,s “He saved others, let him save himself if he is the chosen one, the Messiah of God.”t 36Even the soldiers jeered at him. As they approached to offer him wineu 37they called out, “If you are King of the Jews, save yourself.” 38Above him there was an inscription that read, “This is the King of the Jews.” 39* Now one of the criminals hanging there reviled Jesus, saying, “Are you not the Messiah? Save yourself and us.” 40The other, however, rebuking him, said in reply, “Have you no fear of God, for you are subject to the same condemnation? 41And indeed, we have been condemned justly, for the sentence we received corresponds to our crimes, but this man has done nothing criminal.”v 42Then he said, “Jesus, remember me when you come into your kingdom.”w 43He replied to him, “Amen, I say to you, today you will be with me in Paradise.”x The Death of Jesus.y 44* It was now about noonz and darkness came over the whole land until three in the afternoon 45because of an eclipse of the sun. Then the veil of the temple was torn down the middle.a 46Jesus cried out in a loud voice, “Father, into your hands I commend my spirit”; and when he had said this he breathed his last.b 47The centurion who witnessed what had happened glorified God and said, “This man was innocent* beyond doubt.” 48When all the people who had gathered for this spectacle saw what had happened, they returned home beating their breasts;c 49but all his acquaintances stood at a distance, including the women who had followed him from Galilee and saw these events.d The Burial of Jesus.e 50Now there was a virtuous and righteous man named Joseph who, though he was a member of the council, 51had not consented to their plan of action. He came from the Jewish town of Arimathea and was awaiting the kingdom of God.f 52He went to Pilate and asked for the body of Jesus. 53After he had taken the body down, he wrapped it in a linen cloth and laid him in a rock-hewn tomb in which no one had yet been buried.g 54It was the day of preparation, and the sabbath was about to begin. 55The women who had come from Galilee with him followed behind, and when they had seen the tomb and the way in which his body was laid in it,h 56they returned and prepared spices and perfumed oils. Then they rested on the sabbath according to the commandment.i * [23:1–5, 13–25] Twice Jesus is brought before Pilate in Luke’s account, and each time Pilate explicitly declares Jesus innocent of any wrongdoing (Lk 23:4, 14, 22). This stress on the innocence of Jesus before the Roman authorities is also characteristic of John’s gospel (Jn 18:38; 19:4, 6). Luke presents the Jerusalem Jewish leaders as the ones who force the hand of the Roman authorities (Lk 23:1–2, 5, 10, 13, 18, 21, 23–25). * [23:6–12] The appearance of Jesus before Herod is found only in this gospel. Herod has been an important figure in Luke (Lk 9:7–9; 13:31–33) and has been presented as someone who has been curious about Jesus for a long time. His curiosity goes unrewarded. It is faith in Jesus, not curiosity, that is rewarded (Lk 7:50; 8:48, 50; 17:19). * [23:17] This verse, “He was obliged to release one prisoner for them at the festival,” is not part of the original text of Luke. It is an explanatory gloss from Mk 15:6 (also Mt 27:15) and is not found in many early and important Greek manuscripts. On its historical background, see notes on Mt 27:15–26. * [23:26–32] An important Lucan theme throughout the gospel has been the need for the Christian disciple to follow in the footsteps of Jesus. Here this theme comes to the fore with the story of Simon of Cyrene who takes up the cross and follows Jesus (see Lk 9:23; 14:27) and with the large crowd who likewise follow Jesus on the way of the cross. See also note on Mk 15:21. * [23:34] [Then Jesus said, “Father, forgive them, they know not what they do.”]: this portion of Lk 23:34 does not occur in the oldest papyrus manuscript of Luke and in other early Greek manuscripts and ancient versions of wide geographical distribution. * [23:39–43] This episode is recounted only in this gospel. The penitent sinner receives salvation through the crucified Jesus. Jesus’ words to the penitent thief reveal Luke’s understanding that the destiny of the Christian is “to be with Jesus.” * [23:47] This man was innocent: or, “This man was righteous.” By accepting this message, you will be leaving the website of the United States Conference of Catholic Bishops. This link is provided solely for the user's convenience. By providing this link, the United States Conference of Catholic Bishops assumes no responsibility for, nor does it necessarily endorse, the website, its content, or

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Canine and Feline Diabetes: The Overview Similar to humans, dogs and cats can get diabetes and there are also two different types. The form in which a pet has absolutely no insulin is called Type I Diabetes (the inability to produce insulin). The other form, Type II Diabetes, occurs when a pet's body makes insulin, but either not enough, or there is a condition present that interferes with the function of the insulin (an insensitivity or resistance to insulin). While virtually 100% of dogs with diabetes mellitus have Type I Diabetes, this form of diabetes is actually considered rare in cats. Approximately 80% (or more) of cats have Type II Diabetes. Due to the differences in these types of diabetes, dogs and cats with diabetes are treated and managed differently. - Increased Hunger or Appetite (called polyphagia) - Excessive Thirst (called polydipsia) - Increased Urination (called polyuria) - Weight Loss - Weakness or Fatigue Initially the signs of diabetes are not terribly concerning to most pet owners as their pet is often just eating or drinking more than usual. However, it is important to notify your veterinarian if you detect any of these changes. As with most medical conditions, early detection and treatment of diabetes is recommended for the best possible outcome for your pet. Dogs and cats with diabetes can live happily and healthfully with the proper treatment and monitoring by both you and your VCA veterinarian. If you recognize any of the symptoms of diabetes in your dog or cat, contact your veterinarian right away to schedule an exam to test for diabetes and other potential causes. To learn more about diabetes in dogs and cats, check our Pet Health Library. Special thanks to our partners

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Prevention of Exposure to Human Blood And Other Potentially Infectious Human Materials The bloodborne pathogens regulations are applicable to employees in several areas of the University, specifically those who have an occupational exposure to human blood or other potentially infectious materials, including: - Human blood - Human blood components - Products made from human blood - Vaginal secretions - Cerebrospinal fluid - Synovial fluid - Pleural fluid - Pericardial fluid - Peritoneal fluid - Saliva in dental procedures - Any body fluid visibly contaminated with blood - Any unfixed tissue or organ (other than intact skin) from a human living or dead - HIV- or HBV-containing cell or tissue cultures, organ cultures, and culture medium or other solutions - Blood, organs, or other tissues from experimental animals infected with HIV or HBV The University administration has assigned the task of implementing the bloodborne pathogens regulations to department heads and center directors. Supervisors are responsible to the department head for implementing this standard. The Environmental Health and Safety office coordinates the bloodborne pathogens program. The University's program requires that students receive the same protection and training as employees while they are pursuing academically-related endeavors. However, students may be required to provide Hepatitis B virus vaccination at their own expense and show documentation of vaccination prior to commencing selected academic activities. Exposure Control Plan The bloodborne pathogens regulations require that a written exposure control plan be prepared if employees have reasonably anticipated duties that may result in occupational exposure. Each department head or center director is to prepare an exposure control plan if one or more employees or students under his or her authority has the potential for an occupational exposure. A form is available from the Environmental Health and Safety office. The exposure control plan shall be maintained in the department's Safety Information Book for accessibility to employees and students, and copied to the Environmental Health and Safety office. The plan consists of three parts: - Exposure Determination - identification and documentation of all job classifications with occupational exposure, without regard to the use of personal protective equipment; - The schedule and method of implementation of each applicable part of the bloodborne pathogens regulations. - The procedure for evaluation of circumstances surrounding an exposure incident. Universal precautions are observed to prevent contact with blood and other potentially infectious materials. Universal precautions is a method of infection control in which all human blood and other related human or human-derived materials are treated as if known to be infectious for human immunodeficiency virus (HIV), hepatitis B virus (HBV) and other bloodborne pathogens.

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With activities for children in preschool through grade 5 |PDF (782 KB)| We know from research that children are more likely to be successful learners of any subject when parents actively support their learning [ 1 ] . Today, helping children to make the effort to learn, appreciate and master mathematics is more important than ever. Our increasingly technological world demands strong skills in mathematics, not only in the workforce but also in everyday life, and these demands will only increase over the lifetimes of our children. To ensure that our children are ready for high school and on track for success in college and the workforce, parents must become involved earlyand stay involved over the school yearsto reinforce children's skills in and positive attitudes toward mathematics. Starting in elementary school, children should be learning beginning concepts in algebra, geometry, measurement, statistics and logic. In addition, they should be learning how to solve problems by applying knowledge of math to new situations. They should be learning to think of themselves as mathematiciansable to reason mathematically and to communicate mathematical ideas by talking and writing. Through the No Child Left Behind Act of 2001, President George W. Bush has made clear his commitment to the goals of raising standards of achievement for all children and providing all children with highly qualified teachers and instruction that is based on scientific research. Helping Your Child Learn Mathematics is part of the president's efforts to provide parents with the latest research and practical information that can help them both to support children's learning at home and to understand what they should expect from their children's schools. This booklet includes a range of activities for families with children from preschool age through grade 5. These activities use materials found inside your home and also make learning experiences out of everyday routines, such as grocery shopping and doing laundry. The activities are designed for you to have fun with your child while developing and reinforcing mathematical skills. We hope you and your child will enjoy the activities suggested in this booklet and develop many more of your own.

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Non-identical Monozygotic Twins Most monozygotic twins are remarkably similar. However, there are some equally remarkable exceptions that show that monozygotic twins do not have to be "identical." It is usually assumed that monozygotic twins always share the same genome and that their hereditary endowments are the same. Indeed, twins have long been used in studies that attempt to separate "nature" from "nurture". Galton (1875) proposed that the comparison of monozygotic twins to dizygotic twins would show which characteristics are genetic ("nature") and which are conditioned by the environment ("nurture"). However, recent data have suggested that each of a pair of one-egg twins can develop very differently from the other, and these findings of "discordant monozygotic twins" have raised concerns about the assumptions underlying those studies that presume each of a pair of identical twins will develop the same way. In fact, Hall (1996) hypothesizes that the mechanism underlying the separation of blastomeres (which leads to identical twinning) may be genetic changes that distinguish the cells from each other. In this scenario, "identical" twinning is caused by the non-identity of the early blastomeres. There are several cases in which identical twins can have discordant phenotypes. The major routes involve aneuploidy, X-chromosome inactivation differences, imprinting, and circulatory differences. For example, take the situation of an egg fertilized by a Y-bearing sperm. It has been found (Opitz, 1993) that monozygotic twinning is associated with higher than normal amounts of aneuploidy; so it is possible that if twinning were to occur through the failure of the first two blastomeres to adhere to one another, aneuploidy might also occur. In that case, the twins would have different chromosome complements. If the aneuploidy were for the X chromosome, one twin might by male (XY or XYY) while the other would be female (XO). Such male/female "identical twins" have been found (Edwards et al., 1966; Machin, 1996). These twins would be assumed dizygotic, when they actually had originated monozygotically. The randomization of X-chromosome inactivation can also give rise to monozygotic twins who are profoundly different. Dosage compensation for the human X chromosome is such that one of the two X chromosomes becomes inactive in each somatic female cell. However, there is no determining which X chromosome will be inactivated (see Chapter 11 of Gilbert, 1997). Take, for example, the case of identical twins who are heterozygous for an X-linked form of muscular dystrophy. Most heterozygous women do not express any symptoms because the cells expressing the wild-type allele can compensate for those cells expressing the mutant allele. However, if by chance the wild-type allele is on the inactivated X chromosome in a large proportion of her muscle cells, the woman will manifest the disease. There have been several instances where one girl shows the symptoms of the disease while her identical twin sister does not (Pena et al., 1987; Norman and Harper, 1989; Richards et al., 1990; Tremblay et al., 1993). Similarly, there are cases where monozygous female twins are discordant with respect to colorblindness or Hunter disease due to X-chromosome inactivation (Jorgensen et al., 1992; Winchester et al., 1992; Goodship et al., 1996). It is possible that X-inactivation is the cause of late monozygotic twinning, since recent studies have shown that a large percentage of monoamniotic-monochorionic twins are female and that they have oppositely skewed patterns of X-chromosome activation. For more information on this hypothesis, click here. The Wiedemann-Beckwith syndrome (WBS) is a rare genetic condition consisting of giganistism, macroglossia (enlarged and protruding tongue), and exomphalos (protruding umbilicus). It usually occurs spontaneously and is associated with a duplication of paternal chromosome 11p. It is thought that the gene encoding insulin-like growth factor II (IGF2; which maps to 11p15) is imprinted such that the paternal allele is exclusively expressed during embryogenesis, while the maternally derived allele is inactive (Ohlsson et al., 1993; Rainer et al., 1993). Uniparental disomy (where a cell has two copies of a chromosome or chromosomal part derived from one parent and none from the other parent) can result when a cell contains three copies of a chromosome. It can exclude one of the chromosomes, but in so doing, it can then have both chromosomes derived from the same parent. In the case of imprinted genes, this means that the chromosomes would be homozygous for either the active or inactive allele. Uniparental disomy can happen spontaneously after the twinning event, and in most twins with WBS, one twin manifests the condition, while the other does not (Leonard et al., 1996). Discordance for growth and major malformations Boklage (1990) estimates that only one out of every six twin pregnancies come to term as twins. In the other cases, there is one or more "vanishing twin," and the pregnancy delivers one baby or none at all (Hall, 1996). While the mechanisms producing such vanishing twins is not known, research has focused on vascular problems that result from identical twins sharing the same placental circulation. Fetal growth discordance is likely when one twin draws blood from a larger arterial zone in the placenta than the other. In other cases, however, growth discordance can be the result of blood flowing from one twin into the other. This can occur through the placental venous return regions or from anastomeses between blood vessels. Such twin-twin transfusions can result in the death of one twin and developmental abnormalities in the survivor (Benirschke, 1961; Machin, 1996). Donnenfeld and colleagues (1989) have shown that selective termination of a malformed twin fetus can be dangerous to the normal twin, since it may accidentally result in the exsangination of blood from the normal fetus. Polar body twins Between the concepts of monozygous twins and dizygous twins is the idea of polar body twins. In such cases, one sperm is thought to fertilize the egg, while another sperm is thought to fertilize a polar body. Bieber and colleagues (1981) analysed an acardiac fetus of a normal co-twin. Such embryos without hearts are only found to exist in situations of twinning, where circulation from the normal twin keeps the abnormal twin alive. In this case, the abnormal, acardiac, twin was an XXX triploid, having three complete chromosome sets. Analysis of chromosomes and major histocompatability antigens showed that the acardiac twin was produced from the fertilization of a sperm with the diploid first meiotic division polar body. Concerning Galton's (and society's) questions of hereditary versus environmental influence, one must realize that identical zygotic genomes do not mandate identical development. Intrauterine differences in placental circulation, aneuploidy, X-inactivation, and nuclear changes involving imprinted chromosomes indicate that the newborn monozygotic twins may already be different. Moreover, as changes in experience alter the neuronal pathways and changes in microenvironments alter the lymphocyte population, it is difficult to separate out a pure "nature" and a pure "nurture". Benirschke, K. 1961. Twin placenta in perinatal mortality. N.Y. State Med. J. 61: 1499-1508. Bieber, F. R., Nance, M. M., Morton, C. C., Brown, J. A., Redwine, F. O., Jordan, R. L., and Mohanakumar, T. 1981. Genetic studies of an acardiac monster: evidence for polar body twinning in man. Science 213: 775-777. Bocklage, C. E. 1990. Survival probability of human conceptions from fertilization to term. Internat. J. Fertil. 35: 75-94. Donnenfeld, A. E. , Glazerman, L. R., Cutillo, D. M., Librizzi, R. J., and Weiner, S.1989. Fetal exsanguination following intrauterine angiographic assessment and selective termination of a hydrocephalic monozygous co-twin. Prenat. Diagn. 9: 301-308. Edwards, J. H., Dent, K., and Kahn,J. 1966. Monozygotic twins of different sex. J. Med. Genet. 3: 117-123. Galton, F. 1875. The history of twins, as a criterion of the relative powers of nature and nurture. J. Anthropol. Inst. 12: 566-576. Goodship, J., Carter, J., and Burn, J. 1996. X-inactivation patterns in monozygotic and dizygotic female twins. Amer. J. Med. Genet. 61: 205-208. Jorgensen, A. L., Philip, J., Raskind, W. H., Matsushita, M., Christensen, B., Dreyer, V., and Motulsky, A.G. 1992. Different pattern of X-inactivation in MZ twins discordant for red-green color-vision deficiency. Amer. J. Human Genet. 51: 291-298. Hall, J. 1996. Twins and twinning. Amer. J. Med. Genet. 61: 202-204. Leonard, N. J., and several others. 1996. Two pairs of male monozygotic twins discordant for Wiedemann-Beckwith syndrome. Amer. J. Med. Genet. 61: 253-257. Machin, G. A. 1996. Some causes of genotypic and phenotypic discordance in monozygotic twin pairs. Amer. J. Med. Genet. 61: 216-228. Norman, A. and Harper, P. 1989. Survey of manifesting carriers of Duchenne and Becker muscular dystrophy in Wales. Clin. Genet. 36: 31-37. Ohlsson, R. and several others. 1993. IGF2 is parentally imprinted during human embryogenesis and in the Beckwith-Wiedemann syndrome. Nature Genet. 4: 94-97. Opitz, J. 1993. Blastogenesis and the "primary field" in development. In Blastogenesis : Normal and Abnormal (J. M. Opitz, ed). Birth Defects 29: 3-37. Pena, S.D. J., Karpati, G., Carpenter, S., and Fraser, F. C. 1987. The clinical consequences of X-chromosome inactivation: Duchenne muscular dystrophy in one of monozygotic twins. J. Neurol. Sci. 79: 337-344. Rainer, S., Johnson, L. A., Dobry, C. J., Ping, A. J., Grundy, P. J., and Feinberg, A. P. 1993. Relaxation of imprinted genes in human cancer. Nature 362: 747-749. Richards, C. S. and several others. 1990. Skewed X-inactivation in a female MZ twin results in Duchenne muscular dystrophy. Amer. J. Human Genet. 46: 672-681. Tremblay, J. P. and several others. 1993. Myoblast transplantation between monozygous twin girl carriers of Duchenne muscular dystrophy. Neuromusc. Disord. 3: 583-592. Winchester, B. and several others. 1992. Female twin with Hunter disease due to non-random inactivation of the X-chromosome: a consequence of twinning. Amer. J. Med. Genet. 44: 834-838.

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The history of Cornell University’s South Asia Collection dates from 1868 when Cornell’s President Andrew D. White went to Europe armed with formidable lists of books and apparatus to be collected. He made large purchases of scientific and literary works. One of the most important of his acquisitions was the library of one of the founders of historical linguistics, Franz Bopp (1791-1867). Fully one-third of Bopp’s approximately five thousand volume collection was comprised of Indological subject matter. Since the beginning, Cornell University has continued to build on the initial strength of the Bopp library, acquiring complete collections of most of the important serials and monographs in this field. Today, with material from India, Pakistan, Sri Lanka, Bangladesh and Nepal, the South Asia Collection is the fourth largest in the United States and the largest intershelved collection combining both Indic and Western languages. Collections in rural sociology, anthropology, communications, education, regional planning and art history are also noteworthy among the South Asia Collection. The holdings include the Gandhi Memorial Library, which Cornell received as a gift in 1949. The South Asia Collection has grown steadily with gifts from the government of India and individuals in this country, as well as substantial library acquisitions.

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Longstowe hundred lies west of Cambridge, and extends for almost 12 miles from east to west. It is bounded, as far west as Ermine Street, on the north by the road from Cambridge to St. Neots, on the south by an ancient hill-top track called the Mare Way. The western boundary is also the county boundary between Cambridgeshire and Huntingdonshire, which in that part is much indented. Croxton and Gamlingay parishes reach deep into Huntingdonshire, enclosing a projection of that county which contains Waresley and Great Gransden. Tenurial distinctions may partly have produced those irregularities. Thus Great Gransden, owned by the Mercian earl, was divided after c. 1000 from Little Gransden, which the abbot of Ely's lordship probably attracted into Cambridgeshire. The boundary was well established by 1066. On each side of the boundary the vills helped to make up the respective hundreds in which they lay to a round number of hides. Traces of possible earlier connexions remained in 1086: Eustace, sheriff of Huntingdonshire, had recently intervened in Croxton; and Ranulf brother of Ilger, who farmed much royal demesne in Huntingdonshire, had land in Gamlingay. (fn. 1) The irregularity was slightly reduced in 1965 when the westernmost tongue of Gamlingay, called Woodbury, which had formerly separated two parts of Huntingdonshire, was annexed to that county. In 1066 Longstowe hundred contained twelve vills, divided for the assessment of geld into four groups, each containing 25 hides. (fn. 2) The easternmost comprised Toft, Kingston, and Eversden; the next Bourn, and perhaps Caldecote and Longstowe; the third Caxton, Eltisley, Croxton, and perhaps Little Gransden; and the fourth probably Gamlingay and the Cambridgeshire Hatley. (fn. 3) Caldecote had probably once been part of Bourn, on whose church its chapel remained dependent until the 12th century. Hardwick, probably formerly included in Toft, achieved independent status as a vill after 1066, perhaps because its principal manor was included in the liberty of the church of Ely. By c. 1230 Eversden was divided into two parishes, Great and Little Eversden, (fn. 4) which remained, however, a single unit for most jurisdictional and agricultural purposes. Thereafter no change has been found in the constituent parts of the hundred. Longstowe remained a royal hundred, whose bailiff farmed it for 4 marks before 1260, and for 6 marks c. 1279. (fn. 5) In 1268, in accordance with the system adopted in Cambridgeshire outside the Isle of Ely, it was being administered with Armingford hundred to the south, (fn. 6) and in the 16th and 17th centuries formed one group with Armingford, Thriplow, and Wetherley hundreds. (fn. 7) Longstowe hundred shares its name with one of its constituent parishes, and the original form 'Stow', meaning 'place', may well have referred to the meeting-place of the hundred moot. (fn. 8) In 1271–2 the sheriff claimed that the villagers of Longstowe were obliged to provide him with a building in which he could hold his tourn; (fn. 9) the claim suggests that the hundred court met in that parish, which is almost at the centre of the hundred, perhaps near where the road from Bourn to Little Gransden crosses Ermine Street. Seventeen tenants owed suit to the hundred court c. 1235, (fn. 10) but many withdrew it in the following years, (fn. 11) so that by 1279 only nine suits remained. (fn. 12) Little Gransden and Hardwick, being demesne manors of the see of Ely, were, under the bishop's liberties, exempted from the jurisdiction of the hundred court. (fn. 13) In addition 13 lords of manors claimed view of frankpledge and other minor franchises. (fn. 14) The hundred of Longstowe, 1845 The hundred, lying mostly on the boulder clay of the west Cambridgeshire upland, was originally well wooded. Place-names such as Eltisley, Swansley, and Papley recall where settlements were once established in clearings in the wood, and the names Caxton and Croxton may indicate Danish immigrants in the 9th or 10th centuries occupying previously uncleared land. (fn. 15) Substantial woods survive on the higher ground in several parishes. Eight of the villages lie in the upper valley of the Bourn brook, which rises near Eltisley. Their eastern and western parish boundaries run between the stream and the ridges of higher ground enclosing the valley. The eastern villages stand on rising ground near the brook, but further upstream, at Bourn and above, they straddle it. The more westerly villages lie on the upland where it begins to slope down towards the Bedfordshire clays. Most of the villages are nucleated, some lying round greens, of which traces remain at Eltisley and Kingston. Other smaller and perhaps later settlements, such as Caldecote, Little Gransden, and Longstowe, stretch along minor roads. The main highways of the area were avoided, although at Caxton the village had already by the 13th century begun to shift from an older site near the church to Ermine Street. Its position on that road enabled Caxton to develop into a small market town with several inns for travellers from the 16th to the 18th century. Its prosperity vanished after the coaches were supplanted by the railways in the 19th century. Gamlingay also was a marketing centre for its neighbourhood until c. 1600. Otherwise the villages were predominantly agricultural, although their heavy clay soil rendered drainage difficult. Cultivation was in two, or later three, fields. At Kingston a two-field system survived until 1666. From the 15th century substantial areas in several parishes were inclosed into separate farms, sometimes centred round the farmsteads of minor manors sited some distance from their villages. (fn. 16) General inclosure, however, except at Hatley St. George, where the single landowner had inclosed his farms by the 18th century, did not take place until 1800 and after. Longstowe was inclosed in that year, seven other parishes between 1809 and 1818, and the remainder at intervals after 1830. The inclosure of Eltisley, between 1864 and 1868, was the last but one in the county. (fn. 17) In the 19th century brick-works were established at Eversden, and, on a larger scale, at Gamlingay. After inclosure the villages enjoyed a brief prosperity, which was cut short by the depression of the 1870s, when the more northerly parishes from Eltisley to Hardwick, being on the heaviest land, suffered especially. Population fell, and some villages dwindled almost into appendages to neighbouring country houses, as at Hatley St. George, and at Croxton where the park had swallowed the original site of the village. The 20th century saw some new building in the parishes nearest Cambridge, close to the St. Neots road. Elsewhere except at Gamlingay, which flourished on market-gardening and light industry, population was still stationary or even declining in the 1950s. (fn. 18)

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Vitamin! Vitamins!! What should you take? It becomes all so confusing. Let's try to help remove some of this confusion. Let’s start with the B-vitamins, as they are important to improving our memory. All the B-vitamins help the body convert food into fuel that produces energy. Let’s look at their individualized contribution. The B-vitamins include: B-1 Thiamine – called the anti-stress vitamin. B-2 Riboflavin – helps calm and maintain a hearty nervous system. B-3 Niacin – helps to increase your good cholesterol. B-5 & B-7 Pantothenic Acid – helps break down protein, carbohydrates, fats and improve metabolism. B-6 Involved in more than 100 enzyme reactions. Important to how we metabolize food. B-12 and Folic Acid are particularly important to brain health. The B vitamins are vital for the breaking down carbohydrates, fats and proteins. So our body and brain can utilize these nutrients. As we age, our brains cells naturally shrink. Researchers now believe that those with the greatest reduction in brain volume are at greatest risk of Alzheimer’s disease. Study participants ages 65 and over with B-12 deficiencies not only had the smallest brains, but performed poorly on tests measuring thinking, reasoning and memory. Although the study doesn’t prove that vitamin-B₁₂ deficiency caused these problems, it does back up a study published in 2008 by researchers at Oxford University that found that older people who took B₁₂, B₆ and folate supplements showed less brain shrinkage when compared with older people who did not take supplements. The supplements also appeared to slow cognitive decline in patients with memory problems. When indicated, your doctor will order blood levels for methylmalonate, cystathionine and homocysteine, which can indicate vitamin B₁₂ deficiency. While scientists say it’s too early to recommend vitamin-B₁₂ supplements as part of a global preventative strategy for preserving memory and brain size, we do know that low levels of vitamin B₁₂ are associated with high levels of homocysteine, an amino acid that, at elevated levels, may play a role in age-related mental decline and dementia. Increasing your intake of vitamin B₁₂ may lower homocysteine levels. Researchers also studied B₆ and folic acid intake in people ages 65 or older who showed no signs of dementia. They found that the risk of developing Alzheimer’s disease in the future was 50% lower among people with the highest folic acid intake. Maintain an adequate vitamin B₁₂ intake. The Recommended Dietary Allowance (RDA) for adults is 2.4 mcg per day. You can meet the RDA by consuming foods high in vitamin B₁₂ (meat, poultry, shellfish, fish, eggs and dairy products), eating foods with added B₁₂ (such as fortified cereals) or taking a supplement containing B₁₂. Supplements are safe and inexpensive. - Eat food rich in vitamin B₆. The RDA for vitamin B₆ is 1.5 mg for women over age 50. The RDA is 1.3 mg for adults ages 19 to 50. Good sources of vitamin B₆ include fish, meat, poultry and bananas. - Get plenty of folic acid every day. The RDA for this vitamin is 400 micrograms (mcg). Good sources include enriched breads and cereals, peas and beans, oranges, orange juice, green vegetables and whole grains. If you take a folic acid supplement, you should also take 1 mcg of vitamin B₁₂ daily. Johns Hopkins Medicine – The Johns Hopkins Bulletins – Memory Disorders, Winter 2011 National Institute of Health

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|Title||An ABC of children's names (O-P) | |Author||Ewen, Doris; Ewen, Mary | Hodder & Stoughton |Publisher Location||England--London | |Publication Date||1912 | |Image Production Process||Relief prints| |Notes||Illustrated with color printed reliefs.| An accordion book. This book illustrates the letters of the alphabet with pictures and verses that point out good and bad behavior in children including depictions of children being obedient, useful, virtuous, and idle. "O" is for "Obedient Oliver seated on his stool, learns his lessons carefully and then sets out for school." The illustration depicts a boy sitting on a stool with a book in his hands. "P" is for "Pert Phoebe in her petticoat, refusing to be dressed. Her mammy had to smack her but she did it for the best." The illustration depicts a little girl standing in her white petticoat. |Subjects (LCSH)||Alphabet--Juvenile literature; Names, Personal--Juvenile literature; Toy and movable books; Alphabet books | Manners and social etiquette |Digital Collection||Children's Historical Literature Collection | |Digital ID Number||CHL0908 | |Repository||University of Washington Libraries, Special Collections Division | |Repository Collection||Children's Historical Literature Collection PE1155.A434 1912 | |Physical Description|| leaves: illustrated; 16.5 x 13 cm. | |Digital Reproduction Information||Scanned from original book at 400-600 dpi in TIFF format using a ScanMaker 6800, resized and enhanced using Adobe Photoshop, and imported as JPEG2000 using Contentdm's software JPEG2000 Extension. 2008. | |Exhibit Checklist||Exhibit checklist L.1 |

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11:28 am, Wednesday 22 February, 2012 In an article on the Medical Journal of Australia published on Monday, Professor Lin Fritschi and co-authors said an estimated 5000 cancers each year are caused by occupational exposures. According to a report by the Herald Sun, the authors said that not enough is being done on Australia’s regulatory approach to reduce occupational carcinogens. “Work-related cancer attracts considerable public and media attention, but has received limited attention from researchers and policymakers in Australia, particularly in comparison to other cancers, such as those related to tobacco use and sun exposure,” said the authors. They also write that little is being done to inform people about the health risks. “Poor awareness of exposure to occupational carcinogens and (a) lack of attribution of cancer to occupational causes…limit opportunities to reduce the likelihood and extent of exposure. “In addition, potentially legitimate compensation causes are not pursued.” The authors recommend collecting more data to prevent future workplace cancers. Australian health and occupational authorities are also encouraged to study the people being exposed to carcinogens, the industries where the exposure happen as well as concentration and frequency of exposures. “In addition, audits and reviews should be instigated to determine what is being done to introduce best practice to Australia,” said the authors.

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Babu Kunwar Singh |Babu Veer Kunwar Singh| Babu Kunwar Singh |Nickname||Veer Kunwar Singh| |Died||1858 (aged 80–81) |Relations||Shabzada Singh(father), Panchratan Devi(mother)| Babu Veer Kunwar Singh (1777–1858), one of the leaders of the Indian Rebellion of 1857 belonged to a royal Ujjaini house of Jagdispur, currently a part of Bhojpur district, Bihar state, India. At the age of 80 years, during India’s First War of Independence (1857), he actively led a select band of armed soldiers against the troops under the command of the East India Company. He was the chief organizer of the fight against British in Bihar. Early life Indian rebellion of 1857 Kunwar Singh led the rebellion in Bihar. He assumed command of the soldiers who had revolted at Danapur on 5th July. Two days later he occupied Arrah, the district headquarter. Major Vincent Eyre relieved the town on 3rd August, defeated Kunwar Singh's force and destroyed Jagdishpur. Kunwar Singh left his ancestral village and reached Lucknow in December 1857. Kunwar Singh was nearly eighty and in failing health when he was called upon to take up arms. He gave a good fight and harried British forces for nearly a year and remained invincible till the end. During the rebellion, his army had to cross river Ganges. Douglas' army began to shoot at their boat. One of the bullets shattered Kunwar Singh's left wrist. Kunwar Singh felt that his hand had become useless and that there was the additional risk of infection due to the bullet-shot. He drew his sword and cut off his left hand near the elbow and offered it to the Ganges. Kunwar Singh assumed command of the soldiers who had revolted at Danapur on July 5. Two days later he occupied Arrah, the district headquarters. Major Vincent Eyre relieved the town on 3 August, defeated Kunwar Singh's force and destroyed Jagdispur. Kunwar Singh left his ancestral village and reached Lucknow in December 1857. In March 1858 he occupied Azamgarh. However, he had to leave the place soon. Pursued by Brigadier Douglas, he retreated towards his home in Ara, Bihar. On 23 April, Kunwar Singh had a victory near Jagdispur over the force led by Captain Le Grand. On 26 April 1858 he died in his village. The mantle of the old chief now fell on his brother Amar Singh who, despite heavy odds, continued the struggle and for a considerable time, running a parallel government in the district of Shahabad. In October 1859, Amar Singh joined the rebel leaders in the Nepal Terai. In his last battle, fought on 23 April 1858, near Jagdispur, the troops under the control of the East India Company were completely routed. On 22 and 23 April being injured he fought bravely against the British Army and with the help of his army drove away the British Army, brought down the Union Jack from Jagdishpur Fort and hoisted his flag. He returned to his palace on 23 April 1858 and soon died on 26 April 1858. To honour his memory and his contribution to India’s freedom movement, the Republic of India issued a commemorative stamp on 23 April 1966. Named after him, Government of Bihar established Veer Kunwar Singh University, Arrah in 1992. The ICSE board has in its hindi text-book (Ekanki Suman) a play (by the name of Vijay Ki Vela, literally: Moment of Victory and Veer Kunwar Singh) on the later part of Veer Kunwar Singh's life, starting from the time he was crossing the river Ganges and finishing with his death, because of his injury. You may even see his name as a freedom fighter in the poem of 'Jhansi Ki Rani', written by Subhadra Kumari Chauhan. See also - "कुंवर सिंह (Kunwar Singh)". Retrieved 30 March 2013. - Sarala, Śrīkr̥shṇa (1999). Indian Revolutionaries: A Comprehensive Study, 1757-1961, Volume 1. Bihar: Prabhat Prakashan. p. 73. ISBN 978-81-87100-16-4. - History of Bhojpur. Bhojpur.bih.nic.in. Retrieved on 2011-10-12. - Bibliography Veer Kunwar Singh – Hero of 1857 revolts against British imperialists. By Ankur Bhadauria,2008 - "http://www.veerkunwarsingh.com/history-of-veer-kunwar-singh.html". Retrieved 30 March 2013. - 1857 – A Story on Stamps. Indiapicks.com. Retrieved on 2011-10-12. - Stemp at Indiapost. Indianpost.com (1966-04-23). Retrieved on 2011-10-12. - Veer Kunwar Singh University. Vksu-ara.org (1992-10-22). Retrieved on 2011-10-12.

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Territory of Belgium surrounded by the Netherlands district of Baarle-Nassau ). Baarle-Hertog consists of twenty separated parcel s of Belgian territory messily clustered together, located about five kilometers from the main Dutch-Belgian frontier . To make things more interesting, there are a few Dutch enclaves within these Belgian enclaves, and there is even a Belgian enclave within a Dutch enclave within a Belgian enclave within the Netherlands (called a counter-counter-counter enclave on one website) . The division between the Netherlands and Belgium sometimes extends across streets and through buildings. The circumstances that led to this cadastral chaos originate in the twelfth century. The area back then comprised of both ducal fiefs and portions of those fiefs. Count Dirk VII of Holland and Hendrick I, the Duke of Brabant had rival claims over the territory. After the death of the duke the territory was somehow inherited by a Godfried of Schoten with both freeland and perpetual land titles. Under the Charter of 1190 Godfried was forced to hand the land over to Duke Henry, who then immediately leased it back to Godfried (thus cementing Duke Henry's claim, something that riled Count Dirk). During the fourteenth century, various ducal parts of Baarle-Hertog were horsetraded by rival lords who needed to raise money. Perhaps because of their trivial size, and the nightmare complexity of the territorial arrangements, statesmen never bothered to settle the Baarle-Hertog question in any major European treaty. The 1648 Peace of Munster the the enclaves and the surrounding territories merely got new owners : The United Provinces and the Spanish Southern Netherlands (modern day Belgium). The Treaty of Fontainebleau of 1785 between the Dutch Republic and Emperor Joseph II never got around to reincorporating the Dutch parts of Baarle-Hertog before the entire area was subsumed by France. Yet the enclaves were still divided between the municipal borders of Antwerp and Noord-Brabant. The French wanted a common border for the sake of determining tax levies, but the Belgian Revolution of 1830 stopped that. A few cartographic mistakes followed and the ownership of more parcels became undetermined. The boundaries between Belgium and the Netherlands were finally deliniated in the Treaty of Maastricht of 1843, except for 50 km of Baarle-Hertog territory that comprises of 5,732 parcels of land. Since then there have been two attempts - in 1875 and 1996 - to redetermine nationality for the sake of local government expediency, but the parliaments of both countries in both instances voted against changes.

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I'm still pretty new to GLGraphics and I just wanted to ask what the best way to create a semi-transparent shape was. I have rendered a sphere based on the globe example, but need to be able to see through it to an extent. Should I then just apply colours with an alpha value to each vertex, or do I need to use a sprite or texture or something which is semitransparent? I'm after a very basic example or explanation. This sphere must be a GLModel. And then how should I combine rendering that sphere with rendering other lines/point/shape GLModels which surround the sphere which may or may not be semi-transparent themselves? Blending modes and depth masking etc hi, you can either use a semitransparent texture for your model, or set the alpha value of its vertices. Both approaches should give you same visual results. The problem with semi-transparent geometry is that, unless you depth-sort it every frame to make sure that the closest faces to the camera are drawn first, then you will get artifacts due to the alpha blending. A cheap trick to take care of these artifacts somewhat is to disable the depth mask when drawing your semi-transparent model: although there might be better ways of doing this. Is there another way to depth sort things? I've disabled the depth mask, however the problem I'm getting is that it doesn't seem to depth sort by vertex, but it depth sorts by GLModel's overall position (or something similar). So I'm getting this: the geography GLModel has a slightly larger radius here to show the sphere (which is inside the geography, consdering the cartesian coordinates of all of the vertices) is blocking everything inside, in front of and behind it. You can then see a ring of unobscured geography lines around the outside. I should be seeing the geography on the back side of the planet, but much more faintly, while the geography on the front should be solid untransparent white. Is there a way around this problem? The red dots, the geography and the sphere are all GLModels, but the meridian lines are drawn with arc(). By disabling the depth mask you are not doing depth sorting, but simply stopping to write to the depth buffer. The consequence of this, the way I understand it, is that a piece of semi-transparent geometry that is in the back of the view and gets drawn last will be still alpha blended with the things that are in the front (and drawn first) because the former is not occluded by the later (since the depth information is not being recorded). Do you want the entire surface of the earth globe to be semi-transparent, or only the area that corresponds to the oceans? Ok that completely explains the results I am getting, thanks! What I want to do is hopefully quite simple. The geography lines are completely opaque, but I want this 'sphere' in the middle to be semi-transparent so that all of the lines on the far side of the earth appear faded out. Would it be better to test the position of each vertex for whether it is on the front or the back of the planet and then change its colour correspondingly, or is there a way to properly depth sort every vertex? Leave a comment on rafe.copeland's reply Change topic type Link this topic Provide the permalink of a topic that is related to this topic

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Darryl D’Monte continues his reportage of the Climate Action Network International meet on in Bangkok where, he says, two NGOs put forward blueprints that could be templates on which the new climate treaty is based Two NGOs -- the World Wide Fund for Nature (WWF) and a consortium led by Greenpeace -- have put forward blueprints that could be templates on which the new climate treaty, due to be negotiated in Copenhagen in December, is based. WWF employs the concept of greenhouse development rights (GDRs), which have earlier also been propagated by the Stockholm Environment Institute and others. This August, it released a report titled ‘Sharing the effort under a global carbon budget’. WWF says: “A strict global carbon budget between now and 2050 based on a fair distribution between rich and poor nations has the potential to prevent dangerous climate change and keep temperature rise well below 2 degrees Celsius.” The report is based on research and shows different ways to cut global emissions by at least 80% globally, by 2050, and by 30% by 2030, compared to 1990 levels. Both the EU and US have agreed to this 2050 target but differ drastically on the intermediate goals, which have a vital bearing on keeping global temperatures from rising above 2 degrees C, beyond which there will be catastrophic climate changes. “In order to avoid the worst and most dramatic consequences of climate change, governments need to apply the strictest measures to stay within a tight and total long-term global carbon budget,” said Stephan Singer, director of global energy policy at WWF. “Ultimately, a global carbon budget is equal to a full global cap on emissions.” According to the analysis, the total carbon budget -- the amount of tolerable global emissions over a period of time -- has to be set roughly at 1,600 Gt CO2 eq (gigatonnes of carbon dioxide equivalent) between 1990 and 2050. As the world has already emitted a large part of this, the budget from today until 2050 is reduced to 970 Gt CO2 eq, excluding land use changes. The report evaluates different pathways to reduce emissions, all in line with the budget. It describes three different methodologies which could be applied to distribute the burden and the benefits of a global carbon budget in a fair and equitable way. - Greenhouse development rights (GDRs), where all countries need to reduce emissions below business-as-usual based on their per capita emissions, poverty thresholds, and GDP per capita. - Contraction and convergence (C&C), where per capita allowances converge from a country’s current level to a level equal for all countries within a given period. - Common but differentiated convergence (CDC), where developed countries’ per capita emissions converge to an equal level for all countries and others converge to the same level once their per capita emissions reach a global average. The report says that by 2050, the GDR methodology requires developed nations as a group to reduce emissions by 157% (twice what they are contemplating). “Given that they cannot cut domestic emissions by more than 100%, they will need to finance emission reductions in other countries to reach their total.” While the greenhouse development rights method allows an increase for most developing countries, at least for the initial period, the two other methods give less room for emissions increase. Under the C&C and CDC methodology, China, for example, would be required to reduce by at least 70% and India by 2-7% by 2050, compared to 1990. The poorest countries will be allowed to continue to grow emissions until at least 2050 under the GDR methodology, but will be required to reduce them after 2025 under the two remaining allocation options. The Greenpeace proposal, which has WWF and other partners, was released at an earlier UN climate meet in Bonn this year. It also talks of a global carbon budget. Industrial countries would have to phase out their fossil fuel energy consumption by 2050. The trajectory would be as follows: 23% between 2013 and 2017, 40% by 2020 (twice the EU commitment), and 95% by 2050. Globally, deforestation emissions would need to be reduced by three-quarters by 2020, and fossil fuel consumption by developing countries would have to peak by 2020 and then decline. The proposal envisages that industrial countries will provide at least $160 billion a year from 2013 to 2017, “with each country assuming national responsibility for an assessed portion of this amount as part of its binding national obligation for the same period”. The main source of this funding, which could prove controversial, would be auctioning 10% of industrial countries’ emissions allocations. There would also be levies on aviation and shipping, since both add to global warming. Greenpeace proposes a Copenhagen climate facility which would apportion $160 billion as follows: - $56 billion for developing countries to adapt to climate change. - $7 billion a year as insurance against such risks. - $42 billion in reducing forest destruction and degradation. - $56 billion on mitigation and technology diffusion. Talks at Bangkok are deadlocked between the G77 and China that want to continue with the Kyoto Protocol, and the US which wants a new treaty. The EU is open to a continuation of the old treaty with a new track to include the US (which has not ratified Kyoto), as well as emerging developing countries. Where and how such proposals will dovetail with the document now being negotiated is by no means clear, and it will be nothing less than a catastrophe for the entire planet if Copenhagen ends in a stalemate. Infochange News & Features, October 2009

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MATERIALS: Blue Candle, Yellow Candle, Orange Candle and a small candle for each Tiger Cub member. PARTICIPANTS: Cubmaster, Tiger Cub Group Organizer, Tiger Cub Group. CUBMASTER: Many years ago, Akela decided that the young boys of his nation should learn of the many great traditions shared by his Tribe. He called the Elders of the Tribe to his Council fires and told them of his plan. The seven, eight, nine and ten-year old boys would become a group called "Cub Scouts." They would work together to learn the fine ideals of the Tribe, concern for others, responsibility to the nation and their great God, and to always try to do the best they could. He gave them a motto to live by..."Do Your Best"...and called the group a "Pack." The Blue (Light blue candle) of the sky and the Gold of the (light gold candle) Sun would be their colors and each boy made a promise saying... I,_______ , promise, To do my best, To do my Duty, To God and my country, To help other people, And to obey the Law of the Pack." TIGER CUB ORGANIZER: As time passed, Akela decided that boys younger than the "Cub Scouts" should also be given a chance to do and learn those things that would help them to grow to become better members of the Tribe. He knew that one of the most important parts of growing is learning to relate to others, so he gave each of the younger boys an adult partner to work with. They would participate in activities together, sharing ideas and values, learning about each other and discovering new interests. The six-year-old boys who would be a part of this group would be called "Tiger Cubs" and they would adopt the color of the Tiger as a symbol of their Group. They would be a special part of the "Cub Scout" Pack and learn about Cub Scouting. As a symbol of this special relationship I am lighting the Orange Candle using the flame of the Blue and Gold candles. CUBMASTER: Our Pack has a group of these special boys who want to be a part of Cub Scouting as Tiger Cubs. We are going to welcome them to the fellowship of our Pack tonight. Will the members of our Tiger Cub Group please come forward. The Tiger Cub program has been planned especially for first grade boys. It will give each of you an opportunity to share a part of yourself with your Tiger Cub partner, working together to have fun, learning about many things, and making new friends. The motto of the Tiger Cubs BSA - SEARCH, DISCOVER, SHARE - tells what you can do together. You will work together and on occasion with the Pack, to enjoy your activities in Tiger Cubs. We look forward to having you as a part of our Pack. (Give each participant a small candle) (Hold orange candle for Tiger Cub Partners). Will you please repeat the Tiger Cub Promise with me. To love God, My family, and my country, And to learn about the world." Now, would each Tiger Cub adult member light their candle from the Tiger Cub flame and then light their Tiger Cub partner's candle as a symbol of working together. Will all of the members of the Group hold their candles closely together. See how bright a flame you can make by holding your candles in a Group? Your Tiger Cub Group can create a flame, too, if you "team" together for the best results. Welcome to Scouting.

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A new study in Psychological Review suggests that we store our memories in patches and move between them in the same way that bees move between flowers. To improve your memory recall, you need to know when it's best to move from one patch to another. We've talked about building a memory palace to improve your memory and this strategy takes a similar approach without all the work. Researcher Thomas Hills describes the process: When faced with a memory task, we focus on specific clusters of information and jump between them like a bird between bushes. For example, when hunting for animals in memory, most people start with a patch of household pets-like dog, cat and hamster. But then as this patch becomes depleted, they look elsewhere. The study found that the key to improving recall was knowing when to jump from one patch of information to another. If you stay too long or not long enough, you won't be able to recall the information. Basically, if you're trying to remember something and you take your mind to one patch of memories and don't find it, move on to another when you've finished foraging. Title image remixed from an original by Guido Vrola.

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Its plan may be flawed, but at least Europe is taking action. What is the US willing to do? Its leaders say Europe's new plan to fight global warming will cost its citizens only an extra $4.35 per week. If true, what will they get for that burden? Leadership on climate change. Less dependence on foreign oil. And perhaps a jump in developing "green" technologies. In an announcement yesterday (see story, Page 1), the European Commission said it aims to tighten the provisions of its three-year-old Emissions Trading Scheme (ETS). That would enable Europe to reach its goal of reducing carbon emissions to 20 percent below 1990 levels by 2020. The plan will also nearly triple electricity generated by renewable sources (wind, solar, etc.) from 8.5 percent today to 20 percent and mandate that biofuels (made from corn, sugar cane, etc.) make up 10 percent of vehicle fuels by 2020. The ETS employs a so-called cap-and-trade plan that allows industries to buy and sell permits to emit greenhouse gases, which scientists say contribute to global warming. The ETS has seen considerable criticism for distributing too many free permits, which have failed to produce much change, and for allowing companies to buy permits from outside Europe for projects of dubious environmental value. The new rules would require big emitters, such as electric utilities, to purchase permits, if they need them, beginning in 2013. By raising the cost of polluting, the theory goes, industries will be forced to become more efficient and will seek out alternative energy sources. Each country will have goals designed for its circumstances. Fragile economies, such as Bulgaria and Latvia, face the lowest hurdles. The billions of dollars in revenue raised from initially selling permits to industries will go to national governments and could be used to promote alternative fuel sources and new technologies.

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U.S. and Canada Embark on Project to Develop a Gene Therapy for Retinal Blindness The goal of this project is to begin testing a new gene therapy in patients who are losing their vision due to retinal disease, by the end of five years,” said Dr. Tsilflidis, Senior Scientist at the Ottawa Hospital Research Institute and Associate Professor in the Faculty of Medicine at the University of Ottawa. By blocking a process (apoptosis) that causes retinal cell death, thus blindness, the XIAP gene therapy protects the retinal cells. The gene is delivered to the eye using a virus. If you found this article interesting, you can get updates in your email inbox any time similar articles are posted. The subscription options you will be presented with are based on your interest in this article. Just click here to sign up for a free membership and get started!

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A new, permanent refuge chamber for Colorado School of Mines’ Edgar Experimental Mine is the latest in mine safety rescue technology and training. The MineARC Refuge Chamber is capable of sustaining as many as 20 people for 36 hours in relative comfort while waiting for rescue if access to the surface is prohibited. It includes air filtration systems, climate control, food and water, and oxygen as well as medical supplies and communications equipment. The chamber, supplied by MineARC, Inc., was installed and tested last December. Student and Harrison Western co-crews completed underground construction. “The new refuge chamber is state-of-the art in refuge chamber technology, and will be used to train both students and industry personnel in keeping trapped miners alive in an underground environment,” said Bob Ferriter, mine safety and health program coordinator. About the Edgar Experimental Mine: The Edgar Mine is a footnote to Colorado’s rich mining history. In the 1870s, it produced high-grade silver, gold, lead and copper. Today, as an underground laboratory for future engineers, it produces valuable experience for those who are being trained to find, develop and process the world’s natural resources. In this underground laboratory, Mines students gain hands-on experience in underground mine surveying, geological mapping, rock fragmentation and blasting, mine ventilation field studies, rock mechanics instrumentation practice, underground mine unit operations and mine safety.

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You're approaching the end of your senior year of high school, and you're dreading the next several years. You think you have to get a degree right away so you can have a meaningful career. There are other options that can help you prepare for the next stage in your life. Consider these alternatives: become an apprentice Enrolling in an apprenticeship is a good way to get hands-on experience in a trade while earning a paycheck and participating in industry-driven training. The Labor Department's Registered Apprenticeship program trains qualified individuals for lifelong careers in construction, manufacturing, child care, health care, mechanics, telecommunications, information technology, and more. The Registered Apprenticeship program connects job seekers with employers looking for qualified workers. Employers, employer associations, and labor management organizations around the country sponsor Registered Apprentice programs. These sponsors range from small-business owners to national employers and industry associations, including companies such as UPS or CVS Pharmacy. To qualify for an apprenticeship, you must be at least 16 years old, although 18 is the minimum age for apprenticeships in hazardous occupations. Sponsors also may identify additional minimum requirements—education or physical ability, for example—for acceptance into a program. Employers also might require interviews, aptitude tests, or previous work experience. Many jobs don't require a college degree, yet still offer a competitive salary. Apprenticeships offer many benefits. When you take on an apprenticeship, you immediately begin earning a paycheck that increases as training progresses. Apprentices complete industry-specific classroom education. In many cases, apprentices can earn college credit for these courses. Apprentices also receive hands-on career training in the trade. In addition, when you graduate from a career-training program, you receive a nationally recognized certification in your industry. The length of an apprenticeship program ranges from one to six years, depending on the occupation and type of program; most of these programs last four years. take a "gap year" If you think a degree might be in your near future, but you're burnt out from school and just not ready to go to college yet, consider taking a "gap year." A gap year is a period of time between high school and college that people use to explore areas of interest. Popular ventures that people explore during a gap year include traveling, working, participating in an internship, or studying abroad. Future students also volunteer at hospitals, tutor, or coach sports during this year. Todd Jones, a small-business owner from Chicago, took a gap year to volunteer, travel, and pursue other career options before going on to get his bachelor's degree from the University of Tennessee, Knoxville. Jones says there are many lessons to learn outside of school. "It seems absurd that we usher the vast majority of high-school students into college campuses across the country and expect them to commit themselves to a course of study that will eventually become their life-long career," he says. "The most important lessons I learned throughout college were not taught in a classroom." Gap-year advocates say that time out of the classroom teaches young students life lessons that make them more mature, worldly, and self-sufficient—all skills that will serve them well during college. A gap year also tends to improve a student's performance in school, as the student has a chance to decompress and restore motivation before facing college academic challenges. Students who take a gap year report that they feel refreshed and have a greater passion for learning. Although taking a gap year has many advantages, it requires planning. Many students would be worried about taking a year off, since it delays getting their degree and starting "real life." There also is the fear of never going to college after taking a year off, or losing important study skills during that year. Another major concern with taking a year off is financing that year. Many students work for part of the year to fund their travel for the remainder of the year. Students also can look into programs that offer room and board, or programs such as AmeriCorps that grant stipends to cover college costs. Counselors and admissions officers encourage students to apply to school before taking a gap year, as many colleges offer the option to defer admission for a year. It's also easier for students to apply to colleges while they are still in high school, particularly if they're going abroad during their gap year, where correspondence could be less reliable. Taking a gap year requires organization and setting goals that will provide you with valuable experiences before you start college. With research and planning, you can design a gap year that's a lot of fun while still being an educational experience. work at a job that doesn't require a degree If college isn't for you, but you're not interested in apprenticeship programs, why not join the work force right away? Many jobs don't require a college degree, yet still offer a competitive salary. Consider jobs such as air-traffic controller, assembly supervisor, construction equipment operator, payroll supervisor, bus driver, repair worker, real estate broker, or carpenter. These jobs may require you to put in irregular hours, attend training workshops, work with different machinery, or perform challenging tasks. The advantage is that you can start your work experience right after high school and quickly move up the pay scale in these careers. Another bonus: You'll never have debt from college tuition to worry about. enlist in the military A career in the Armed Services is another option. If you thrive in a strict and structured environment, enlisting in the military might be a good choice. Apply to school before taking a gap year; many colleges offer the option to defer admission for a year. Military life might not be for everyone. Your service in the military will put you in high-risk situations, and the commitment is intense. But, being a military member has many benefits. In addition to serving your country, the military offers career options after your service. Some examples of military careers include aviation, special operations, intelligence, mechanics, communications, information technology and networking, and engineering. You also will earn valuable work experience that you can apply to civilian jobs after your military experience. And, after your military service is done, you may decide that now you're ready to go on to school. Programs such as the GI Bill are wonderful in that they help military members access college affordably. There are many advantages to having a college degree, but college simply isn't for everyone. You still can have a rewarding, well-paid career without a degree. The best thing to do when deciding your future is to determine what type of career interests you and then look at all of your options.

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From the Telegraph … I may have things to add later when I have time to look into this more detail: In Roman mythology, the bough was a tree branch with golden leaves that enabled the Trojan hero Aeneas to travel through the underworld safely. They discovered the remains while excavating religious sanctuary built in honour of the goddess Diana near an ancient volcanic lake in the Alban Hills, 20 miles south of Rome. They believe the enclosure protected a huge Cypress or oak tree which was sacred to the Latins, a powerful tribe which ruled the region before the rise of the Roman Empire. The tree was central to the myth of Aeneas, who was told by a spirit to pluck a branch bearing golden leaves to protect himself when he ventured into Hades to seek counsel from his dead father. In a second, more historically credible legend, the Latins believed it symbolised the power of their priest-king. Anyone who broke off a branch, even a fugitive slave, could then challenge the king in a fight to the death. If the king was killed in the battle, the challenger assumed his position as the tribe’s leader. The discovery was made near the town of Nemi by a team led by Filippo Coarelli, a recently retired professor of archaeology at Perugia University. After months of excavations in the volcanic soil, they unearthed the remains of a stone enclosure. Shards of pottery surrounding the site date it to the mid to late Bronze Age, between the 12th and 13th centuries BC. “We found many, many pottery pieces of a votive or ritual nature,” said Prof Coarelli. “The location also tells us that it must have been a sacred structure. We spent months excavating, during which we had to cut into enormous blocks of lava.” The stone enclosure is in the middle of an area which contains the ruins of an immense sanctuary dedicated to Diana, the goddess of hunting, along with the remains of terracing, fountains, cisterns and a nymphaeum. “It’s an intriguing discovery and adds evidence to the fact that this was an extraordinarily important sanctuary,” said Prof Christopher Smith, the head of the British School at Rome, an archaeological institute. “We know that trees were grown in containers at temple sites. The Latins gathered here to worship right up until the founding of the Roman republic in 509BC.” The story about the golden bough and Aeneas, who is said to have journeyed from Troy to Italy to found the city of Rome, was documented by Virgil in his epic, the Aeneid. “Virgil tells us that the sibyls told Aeneas to go to the underworld to take advice from his father but he had to take a branch of gold as a sort of key to allow him access,” said Prof Smith. The legend inspired JMW Turner to paint a grand canvas entitled ‘Lake Avernus – The Fates and the Golden Bough’, now held by the Tate Collection. Addenda: There’s a bit more detail in the La Repubblica coverage: In questo vaso cresceva l’ albero con il ramo d’ oro. However, I’m curious on what basis they think this enclosure housed a tree. It’s certainly very interesting that this pushes the age of the sanctuary back to the Bronze Age …

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Science subject and location tags Articles, documents and multimedia from ABC Science Wednesday, 15 June 2011 Australian Aboriginal accounts of lunar and solar eclipses indicate many traditional communities understood the movement of the Sun, Earth and Moon. Monday, 6 December 2010 New research puts paid to the belief that Aboriginal people used fire on a large scale to control vegetation across Australia. Monday, 7 July 2008 Indigenous Australian body art, such as tattoos and intentional scarring may help to unravel mysteries about where certain groups traveled in the past, what their values and rituals were, and how they related to other cultures, according to an Australian researcher.

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The Space Shuttle Columbia Disaster happend on Saturday 1st, February, 2003 and was the second Space Shuttle Disaster and the first shuttle lost on landing. There was shock around the world over the tragedy. Space Shuttle Columbia was launched on January 16th, 2003 at 9.39am CST. Columbia (Flight STS-107) was on a 16-day science research mission in Earth orbit which performed experiments in It was the 113th mission. Columbia was the oldest space shuttle in the fleet of four. It was the first space shuttle to be launched in Earth orbit in 1981. The crew of Space Shuttle Columbia consisted of 7 astronauts: - Rick D. Husband - Commander - William C. McCool - Pilot - Michael P. Anderson - David M. Brown - Kalpana Chawla - Laurel Clark - Ilan Ramon - first Israeli in space Space Shuttle Columbia Disaster Events 7-8 minutes before the failure, gauges started to loose readings in Columbia's left wing, left landing gear brake system 7.59am (CST) temperature and pressure gauges went off scale. 8am - All vehicle data was lost at 207,135 ft above the Earth at Mach 18.3 (about 12,500 mph) when the Columbia Space Shuttle broke up over north-central Texas. It was about 16 minutes prior to its scheduled landing at Florida's Kennedy Space Center. The last communication from Houston ground control to Columbia commander Rick Husband was: "To Columbia, here is Houston; we see your tyre pressure messages and we did not copy your last message." After a moment, Husband replied: "Roger but ..." After a brief crackling noise, contact was lost. The Space Shuttle Columbia was scheduled to land 8.16am (2.16GMT). Several white trails of smoke were seen coming from shuttle as it split up. Residents in North Texas heard a loud boom. Video of Columbia's descent over Texas showed the shuttle breaking up upon reentry. Initial reports were of small bits of debris spread in a wide area in Texas. Nasa advised people not to touch shuttle debris as the shuttle engines use highly toxic chemicals. In an address to the nation on Saturday 1st at 4.45 EST, President George W. Bush confirmed the space shuttle Columbia and its crew of seven were lost after the Orbiter broke up during reentry on its landing approach to the Kennedy Space What caused the Space Shuttle Columbia Disaster? Security was tight at launch and no indication of sabotage. Initial speculation was the vertical tail fin broke apart. The reason for the break up: it seems the left wing was hit by a piece of foam from the Space Shuttle External Tank (ET) during launch. At the time of the launch it was judged that event did not represent safety concern. Nasa did not request help in trying to observe the damaged area with ground telescopes or satellites, in part because it did not believe the pictures would be useful, whereas, on the first space shuttle launch in 1981, Columbia lost a few tiles and Nasa had requested the use of ground telescopes and satellites. Even if they did find damage, there was nothing the crew could have done to fix it. There was no way they could carry work in space, hence the Shuttle was doomed from launch. They could not fly to the International Space Station (ISS) because they would have been in the wrong orbit. They would have been stuck in space. Due to the loss of Space Shuttle Columbia, the Shuttle fleet is grounded in order to investigate what caused the Space Shuttle Columbia to disintegrate as it re-entered the earth's atmosphere. If necessary the ISS crew can return to Earth on board the three-seater Russian Soyuz Spacecraft which is docked to the ISS in case of emergencies. The ISS crew were due to return to earth on board the US Space Shuttle Atlantis on March 1, 2003. The astronauts have enough supplies to last until June without a shuttle visit. The grounding may threaten a temporary shutdown of manned missions to the ISS and delays in finishing its Did you know? The first Space Shuttle Disaster was Challenger. Barbara Morgan is to fly in November 2003 as the first teacher in space since Space Shuttle Challenger Disaster.

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Description of Procedure The doctor will make an incision in the upper right area of your abdomen. The gallbladder will be separated from the structures around it, including the liver, bile ducts, and arteries. After the gallbladder is gone, your doctor may squirt dye into the bile ducts. This will help show if there is a gallstone in the ducts. The duct may be opened to remove any stones. While your abdomen is open, your doctor will examine the other organs and structures. This will be done to make sure that you do not have any other problems. The incision will be closed with sutures or staples. It will then be covered with a bandage. Your doctor may place a tiny, flexible tube into the area where the gallbladder was removed. This tube will exit from your abdomen into a little bulb. This is to drain any fluids that may build during the first few days after surgery. The tube is usually removed within one week of your operation.

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Ship's Wheel, HMCS Rainbow This is one of three ship's wheels salvaged from HMCS Rainbow after it was sold for scrapping. As a contingency against malfunction or battle damage, Rainbow had wheel positions in widely separated locations. A wheel of this size - almost two metres in diameter - made it easier for several helmsmen to steer the ship in bad weather. While two of the salvaged wheels remained on the Pacific coast, this one came to Naval Service Headquarters in Ottawa in the 1920s, where it was placed on display as a souvenir of Rainbow. In 1947, the navy transferred the wheel to the Canadian War Museum.

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For too many Americans and Virginians, simply breathing the air can be dangerous. That’s especially the case for the 306,000 Virginia children and 96,000 adults who battle asthma, the 1.1 million with cardiovascular disease, the 154,000 with chronic bronchitis and the estimated 411,000 who live in poverty. But it is true for all of us and it’s that way because of soot in our air. Soot, or fine particulate matter (PM2.5), is composed of a mixture of solid particles and liquid droplets, usually made up of several different types of harmful chemicals. It’s easy to recognize as it contributes significantly to the haze that blankets many cities and national parks. Smokestacks and tailpipes churn out soot and we breathe it in, every day. The body reacts to it in much the same manner as it does to tobacco smoke. Smaller than a grain of sand and only visible with a microscope, tiny soot particles travel deep into the lungs when inhaled and swiftly penetrate the bloodstream, immediately increasing the risk of severe respiratory distress, heart attacks and strokes. Soot kills; leads to hospitalizations; triggers asthma attacks, heart attacks and strokes; and has been linked to causing permanent lung tissue and airway damage, reproductive complications and cancer. For decades, the Clean Air Act has helped protect the air we breathe by letting us know and track what pollutants make it into our air and allowing us to set targets, make plans, and have accountability for reducing those pollutants over time. And perhaps most importantly, it requires that we review those standards as science helps us understand new risks. That’s happening now with soot. The Environmental Protection Agency (EPA) is reviewing the current standard for soot, last set in 1997. Since then, more than 10,000 studies have demonstrated that soot is a public health threat and that we must ensure that fewer smaller particles are able to get into the air and into our lungs. Earlier this summer, the EPA proposed a new stronger standard for soot and is accepting public comments on these standards until the end of August. What are the potential benefits of enacting the strongest standard? By cleaning up soot, we can prevent 35,700 deaths, 23,290 visits to the hospital and emergency room, 2,350 heart attacks, 1.4 million cases of aggravated asthma and 29,800 cases of acute bronchitis every year. An estimated 2.7 million days of missed work and school due to air pollution-caused ailments would be avoided annually. It’s August in Washington and the humidity makes it hard enough to breathe for even the most healthy among us. While we see the haze of air pollution on really bad days, we do not see the particles within it. And those particles are a threat to our health and the health of our families and neighbors. I hope all Virginians and Americans will join me in asking the EPA to stand strong for a strong soot standard. We’ll all breathe a bit easier when you do.

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From Esther to AIPAC "In certain contexts, memory can be subversive; in others, memory can shield the status quo. When individuals and communities become vested with memory as a form of identity and specialness, then other suffering threatens to displace the centrality of our experience. Instead of a bridge of solidarity to others who are suffering in the present, suffering in the past can become a badge of honour, protecting us from the challenges that are before us. Then our witness, originally powerful, opening questions about God and power, becomes diluted, can be seen as fake, contrived, even wilfully so. An industry grows up around you, honours you, and at the same time uses your witness for other reasons. In the end a confusion results, externally and internally, until the witness himself can no longer differentiate between the world of interpretation he helped articulate and the world that now speaks in his name. Is this what happened to Wiesel, or is Finkelstein’s more acerbic analysis accurate?" Jewishness is a rather broad term. It refers to a culture with many faces, varied distinctive groups, different beliefs, opposing political camps, different classes and diversified ethnicity. Nevertheless, the connection between those very many people who happen to identify themselves as Jews is rather intriguing. In the paragraphs that follow, I will try to further the search into the notion of Jewishness. I will make an attempt to trace the intellectual, spiritual and mythological collective bond that makes Jewishness into a powerful identity. Clearly, Jewishness is neither a racial nor an ethnic category. Though Jewish identity is racially and ethnically orientated, the Jewish people do not form a homogenous group. There is no racial or ethnic continuum. Jewishness may be seen by some as a continuation of Judaism. I would maintain that this is not necessarily the case either. Though Jewishness borrows some fundamental Judaic elements, Jewishness is not Judaism and it is even categorically different from Judaism. Furthermore, as we know, more than a few of those who proudly define themselves as Jews have very little knowledge of Judaism, many of them are atheists, non-religious and even overtly oppose Judaism or any other religion. Many of those Jews who happen to oppose Judaism happen to maintain their Jewish identity and to be extremely proud about it. This opposition to Judaism obviously includes Zionism (at least the early version) but it also is the basis of much of Jewish socialist anti-Zionism. Though Jewishness is different from Judaism one may still wonder just what constitutes Jewishness: whether it is a new form of religion an ideology or if it is just a ‘state of mind’. If Jewishness is indeed a religion, the next questions that have to be asked are, "what kind of religion is it? What does this religion entail? What do its followers believe in?" If it is a religion, one may wonder whether it is possible to divorce from it as much as it is possible to step out of Judaism, Christianity or Islam. If Jewishness is an ideology, then the right questions to ask are, "what does this ideology stand for? Does it form a discourse? Is it a monolithic discourse? Does it portray a new world order? Is it aiming for peace or violence? Does it carry a universal message to humanity or is it just another manifestation of some tribal precepts?" If Jewishness is a state of mind, then the question to raise is whether it is rational or irrational. Is it within the expressible or rather within the inexpressible? At this point I may suggest to consider the remote possibility that Jewishness may be a strange hybrid, it can be all of those things at once i.e., a religion, an ideology and a state of mind. The Holocaust Religion "Yeshayahu Leibowitz, the philosopher who was an observant orthodox Jew, told me once: "The Jewish religion died 200 years ago. Now there is nothing that unifies the Jews around the world apart from the Holocaust." (Uri Avnery) Philosopher Yeshayahu Leibowitz, the German born Hebrew University professor, was probably the first to suggest that the Holocaust has become the new Jewish religion. ‘The Holocaust’ is far more than historical narrative, it indeed contains most of the essential religious elements: it has its priests (Simon Wiesenthal, Elie Wiesel, Deborah Lipstadt, etc.) and prophets (Shimon Peres, Benjamin Netanyahu and those who warn about the Iranian Judeocide to come). It has its commandments and dogmas (‘never again’, ‘six million’, etc.). It has its rituals (memorial days, Pilgrimage to Auschwitz etc.). It establishes an esoteric symbolic order (kapo, gas chambers, chimneys, dust, Musselmann, etc.). It has its shrines and temples (Yad Vashem, the Holocaust Museum and now the UN). If this is not enough, the Holocaust religion is also maintained by a massive economic network and global financial infrastructures (Holocaust industry a la Norman Finkelstein). Most interestingly, the Holocaust religion is coherent enough to define the new ‘antichrists’ (the Deniers) and it is powerful enough to persecute them (Holocaust denial laws). Critical scholars who dispute the notion of ‘Holocaust religion’ suggest that though the new emerging religion retains many characteristics of an organised religion, it doesn’t establish an external God figure to point at, to worship or to love. I myself cannot agree less. I insist that the Holocaust religion embodies the essence of the liberal democratic worldview. It is there to offer a new form of worshiping. It made self loving into a dogmatic belief in which the observant follower worships himself. In the new religion it is ‘the Jew’ whom the Jews worship. It is all about ‘me’, the subject of endless suffering who makes it into redemption. However, more than a few Jewish scholars in Israel and abroad happen to accept Leibowitz’s observation. Amongst them is Marc Ellis, the prominent Jewish theologian who suggests a revealing insight into the dialectic of the new religion. "Holocaust theology," says Ellis, "yields three themes that exist in dialectical tension: suffering and empowerment, innocence and redemption, specialness and normalization." Though Holocaust religion didn’t replace Judaism, it gave Jewishness a new meaning. It sets a modern Jewish narrative allocating the Jewish subject within a Jewish project. It allocates the Jew a central role within his own self-centred universe. The ‘sufferer’ and the ‘innocent’ are marching towards ‘redemption’ and ‘empowerment’. God is obviously out of the game, he is fired, he has failed in his historic mission, he wasn’t there to save the Jews. Within the new religion the Jew becomes ‘the Jews’ new God’, it is all about the Jew who redeems himself. The Jewish follower of the Holocaust religion idealises the condition of his existence. He then sets a framework of a future struggle towards recognition. For the Zionist follower of the new religion, the implications seem to be relatively durable. He is there to ‘schlep’ the entirety of world Jewry to Zion at the expense of the indigenous Palestinian people. For the Socialist Jew, the project is slightly more complicated. For him redemption means setting a new world order, namely a socialist haven. A world dominated by dogmatic working class politics in which Jews happen to be no more than just one minority amongst many. For the humanist observant, Holocaust religion means that Jews must locate themselves at the forefront of the struggle against racism, oppression and evil in general. Though it sounds promising, it happens to be problematic because of obvious reasons. In our current world order it is Israel and America that happen to be amongst the leading oppressive evils. Expecting Jews to be in the forefront of humanist struggle sets Jews in a fight against their brethren and their supportive single superpower. However, It is rather clear that all three Holocaust churches assign the Jews a major project with some global implications. As we can see, the Holocaust functions as an ideological interface. It provides its follower with a logos. On the level of consciousness, it suggests a purely analytical vision of the past and present, yet, it doesn’t stop just there, it also defines the struggle to come. It defines a vision of a Jewish future. Nevertheless, as a consequence it fills the Jewish subject’s unconsciousness with the ultimate anxiety: the destruction of the ‘I’. Needless to say, a faith that stimulates the consciousness (Ideology) and steers the unconsciousness (Spirit) is a very good recipe for a winning religion. This structural bond of ideology and spirit is fundamental to the Judaic tradition. The bond between the legal clarity of the halacah (ideology) and the mysteriousness of Jehovah or even Kabala (spirit) makes Judaism into a totality, a universe in itself. Bolshevism, the mass movement rather than the political theory, is built upon the same structure, the lucidity of pseudo-scientific materialism together with the fear of the capitalistic appetite. Neoconservative’s politics of fear is again all about locking the subject in the chasm between the alleged forensic lucidity of WMDs and the inexpressible fright of ‘terror to come’. This very bond between consciousness and unconsciousness brings to mind the Lacanian notion of the ‘real’. The ‘real’ is that which cannot be symbolized i.e., expressed in words. The real is the ‘inexpressible’, the inaccessible. In Zizek’s words, ‘the real is impossible’, ‘the real is the trauma’. Nevertheless, it is this trauma that shapes the symbolic order. It is the trauma that forms our reality. The Holocaust religion fits nicely into the Lacanian model. Its spiritual core is rooted deeply within the domain of the inexpressible. Its preaching teaches us to see a threat in everything. It is the ultimate conjunction between the ideology and the spirit that has materialised into sheer pragmatism. Interestingly enough, the Holocaust religion extends far beyond the internal Jewish discourse. In fact the new religion operates as a mission. It sets shrines in far lands. As we can see, the emerging religion is already becoming a new world order. It is the Holocaust that is now used as an alibi to nuke Iran. Clearly, Holocaust religion serves the Jewish political discourse both on the right and left but it appeals to the Goyim as well, especially those who are engaged in merciless killing ‘in the name of freedom’. To a certain extent we are all subject to this religion, some of us are worshipers, others are just subject to its power. Interestingly enough, those who deny the Holocaust are themselves subject to abuse by the high priests of this religion. Holocaust religion constitutes the Western ‘Real’. We are not allowed to touch it or to look into it. Very much like the Israelites who are entitled to obey their God but never to question him. The Scholars who are engaged in the study of the Holocaust religion (theology, ideology and historicity), are engaged mainly with structural formulations, its meanings, its rhetoric and its historical interpretation. Some happen to search for the theological dialectic (Marc Ellis), others formulate the commandments (Adi Ofir), some learn its historical evolution (Lenni Brenner), other expose its financial infrastructure (Finkelstein). Interestingly enough, most scholars who are engaged in the subject of Holocaust religion are engaged with a list of events that happened between 1933-1945. Most of the scholars are themselves orthodox observants. Though they may be critical of different aspects of the exploitation of the Holocaust, they all accept the validity of the Nazi Judeocide and its mainstream interpretations and implications. Most of the scholars, if not all of them, do not challenge the Zionist narrative, namely Nazi Judeocide, yet, more than a few are critical of the way Jewish and Zionist institutes employ the Holocaust. Though some may dispute the numbers (Shraga Elam), and others question the validity of memory (Ellis, Finkelstein), no one goes as far as revisionism, not a single Holocaust religion scholar dares engage in a dialogue with the so-called ‘deniers’ to discuss their vision of the events or any other revisionist scholarship. Far more interesting is the fact that none of the Holocaust religion scholars have spent any energy studying the role of the Holocaust within the long-standing Jewish continuum. From this point onward, I will maintain that Holocaust religion was well established a long time before the Final Solution (1942), well before the Kristalnacht (1938), well before the Nuremberg Laws (1936), well before the first anti-Jewish law was announced by Nazi Germany, well before the American Jewish Congress declared a financial war against Nazi Germany (1933) and even well before Hitler was born (1889). The Holocaust religion is probably as old as the Jews. In a previous paper I have defined the notion of ‘Pre-Traumatic Stress Disorder’ (Pre-TSD) . Within the condition of the Pre-TSD, the stress is the outcome of a phantasmic imaginary episode set in the future, an event that has never taken place. Unlike the Post-Traumatic Stress Disorder, in which stress is realised as the direct reaction to an event that (may) have taken place in the past, within the state of Pre-TSD, the stress is formed as the outcome of an imaginary potential event. Within the Pre-TSD an illusion pre-empts the conditions in which the fantasy of future terror is shaping the present reality. As it seems, the dialectic of fear dominates the Jewish existence as well as mindset far longer than we are ready to admit. Though fright is exploited politically by Jewish ethnic leaders since the early days of emancipation, the dialectic of fear is far older than modern Jewish history. In fact it is the heritage of the Tanach (the Hebrew Bible) that is there to set the Jew in a pre-traumatic state. It is the Hebrew Bible that sets a binary framework of Innocence/Suffering and Persecution/Empowerment. More particularly, the fear of Judeocide is entangled with Jewish spirit, culture and literature. I would argue here that the Holocaust religion was there to transform the ancient Israelites into Jews. The American anthropologist Glenn Bowman who specialised in the study of exilic identities offers a crucial insight into the subject of fear and its contribution to the subject of Identity politics. "Antagonism," says Bowman, "is fundamental to process of fetishsation underlying identity, because one tends precisely to talk about who one is or what one is at a moment in which that being seems threatened. I begin to call myself such and such a person, or such and such a representative of an imagined community, at the moment something seems to threaten to disallow the being the name I speak stands in for. Identity terms come into usage at precisely the moment in which for some reason one comes to feel they signifying a being or entity one has to fight to defend." In short, Bowman stresses that it is the fear that crystallises the notion of identity. However, once the fear is matured into a state of a collective pre-traumatic stress then identity re-forms itself. When it comes to the Jewish people, it is the Bible that is there to set the Jews within a state of Pre-TSD. It is the Bible that initiates the fear of Judeocide. More and more Bible scholars are now disputing the historicity of the Bible. Niels Lechme in ‘The Canaanites and Their Land’ argues that the Bible is for the most part "written after the Babylonian Exile and that those writings rework (and in large part invent) previous Israelite history so that it reflects and reiterates the experiences of those returning from the Babylonian exile." In other words, being written by home-comers, the Bible incorporates some hardcore exilic ideology into an historic narrative. Very much like in the case of the early Zionist ideologist who regarded assimilation as a death threat, "The communities which aggregated under the leadership of the Yahwehist priesthood (at the time of the Babylonian exile) saw assimilation and apostasy not only as social death for themselves as Judeans but also as attempted deicide. They resolved to maintain an absolute and exclusive commitment to Yahweh who they were sure would lead them back to the land from which they had been expelled. The prescribed blood purity as a means of maintaining the borders of the national community, thus proscribed inter-marriage with those surrounding them. They also established a series of exclusivist rituals that set themselves off from their neighbours, and these not only included a surrogate form of temple worship but also a distinct calendar which ritualistically enabled them to exist in a different time frame than the communities with which they shared space. All of these diacritical devices served to mark and maintain difference, but did not prevent them from trading with and thus being able to sustain themselves amongst the Babylonians." Looking into Bowman and Lechme’s spectacular reading of the Bible and the Judaic narrative as a manifestation of exilic and marginal identity may explain the fact that Jewishness flourishes in exile but rather loses its impetus once it becomes a domestic adventure. If Jewishness is indeed centred around an émigré collective survival ideology, than its follower will prosper in Exile. However, that which maintains the Jewish collective identity is fear. Similar to the case of Holocaust religion, Jewishness sets the fear of Judeocide at the core of the Jewish psyche, yet, it also offers the spiritual, ideological and pragmatic measures to deal with this fear. Book of Esther The Book of Esther is a biblical story that is the basis for the celebration of Purim, probably the most joyous Jewish festival. The book tells the story of an attempted Judeocide but it also tells a story in which Jews manage to change their fate. In the book the Jews do manage to rescue themselves and even to mete revenge. It is set in the third year of Ahasuerus, and the ruler is a king of Persia usually identified with Xerxes I. It is a story of a palace, conspiracy, an attempted Judeocide and a brave and beautiful Jewish queen (Esther) who manages to save the Jewish people at the very last minute. In the story, King Ahasuerus is married to Vashti, whom he repudiates after she rejects his offer to ‘visit’ him during a feast. Esther was selected from the candidates to be Ahasuerus’s new wife. As the story progresses, Ahasuerus’s prime minister Haman plots to have the king kill all the Jews without knowing that Esther is actually Jewish. In the story, Esther together with her cousin Mordechai saves the day for their people. At the risk of endangering her own safety, Esther warns Ahasuerus of Haman’s murderous anti-Jewish plot. Haman and his sons are hanged on the fifty cubit gallows he had originally built for cousin Mordecai. As it happens, Mordecai takes Haman’s place, he becomes the prime minister. Ahasuerus’s edict decreeing the murder of the Jews cannot be rescinded, so he issues another edict allowing the Jews to take up arms and kill their enemies, which they do. The moral of the story is rather clear. If Jews want to survive, they better find infiltrates into the corridors of power. With Esther, Mordechai and Purim in mind, AIPAC and the notion of ‘Jewish power’ looks like an embodiment of a deep Biblical and cultural ideology. However, here is the interesting twist. Though the story is presented as an historic tale, the historical accuracy of the Book of Esther is largely disputed by most modern Bible Scholars. It is largely the lack of clear corroboration of any of the details of the story of the Book of Esther with what is known of Persian History from classical sources that led scholars to come to a conclusion that the story is mostly or even totally fictional. In other words, though the moral is clear, the attempted genocide is fictional. Seemingly, the Book of Esther set its followers into a collective Pre-Traumatic Stress Disorder. It makes a fantasy of destruction into an ideology of survival. And indeed, some read the story as an allegory of quintessentially assimilated Jews who discover that they are targets of anti-Semitism, but are also in a position to save themselves and their fellow Jews. Keeping Bowman in mind may throw some light here. The Book of Esther is there to form the exilic identity. It is there to implant the existential stress, it introduces the Holocaust religion. It sets the conditions that turn the Holocaust into reality. Interestingly enough, the Book of Esther (in the Hebrew version) is one of only two books of the Bible that do not directly mention God (the other is Song of Songs). In the Book of Esther it is the Jews who believe in themselves, in their own power, in their uniqueness, in their sophistication, in their ability to conspire, in their ability to take over kingdoms, in their ability to save themselves. The Book of Esther is all about empowerment and the Jews who believe in their powers. From Purim to Birkenau In an article named "A Purim Lesson: Lobbying Against Genocide, Then and Now", Dr. Rafael Medoff shares with his readers what he regards as the lesson inherited to the Jews by the Book of Esther. If to be more precise, it is the art of lobbying which Esther and Mordechai are there to teach us. "The holiday of Purim" says Medoff, "celebrates the successful effort by prominent Jews in the capitol of ancient Persia to prevent genocide against the Jewish people." But Medoff doesn’t stop just there. This specific exercise of what some call ‘Jewish power’ has been carried forward and performed by modern emancipated Jews: "What is not well known is that a comparable lobbying effort took place in modern times — in Washington, D.C., at the peak of the Holocaust." In the article Medoff explores the similarities between Esther’s lobbying in Persia and her modern brothers lobbying within the FDR’s administration at the pick of WW2. "The Esther in 1940s Washington was Henry Morgenthau Jr." says Medoff, "a wealthy, assimilated Jew of German descent who (as his son later put it) was anxious to be regarded as ‘one hundred percent American.’ Downplaying his Jewishness, Morgenthau gradually rose from being FDR’s friend and adviser to his Treasury Secretary." Clearly, Medoff spotted a modern Mordechai as well, "a young Zionist emissary from Jerusalem, Peter Bergson (real name: Hillel Kook) who led a series of protest campaigns to bring about U.S. rescue of Jews from Hitler. The Bergson group’s newspaper ads and public rallies roused public awareness of the Holocaust — particularly when it organized over 400 rabbis to march to the front gate of the White House just before Yom Kippur in 1943." Medoff’s reading of the Book of Esther provides us with a glaring insight into the internal code of Jewish collective survival dynamics in which the assimilated (Esther) and the observant (Mordechai) are joining forces with clear Judeo centric interests in their minds. According to Medoff the similarities are indeed shocking. "Mordechai’s pressure finally convinced Esther to go to the king; the pressure of Morgenthau’s aides finally convinced him to go to the president, armed with a stinging 18-page report that they titled ‘Report to the Secretary on the Acquiescence of This Government in the Murder of the Jews.’" Dr. Medoff is rather ready to draw his historical conclusions. "Esther’s lobbying succeeded. Ahasuerus cancelled the genocide decree and executed Haman and his henchmen. Morgenthau’s lobbying also succeeded. A Bergson-initiated Congressional resolution calling for U.S. rescue action quickly passed the Senate Foreign Relations Committee — enabling Morgenthau to tell FDR that ‘you have either got to move very fast, or the Congress of the United States will do it for you.’ Ten months before election day, the last thing FDR wanted was an embarrassing public scandal over the refugee issue. Within days, Roosevelt did what the Congressional resolution sought — he issued an executive order creating the War Refugee Board, a U.S. government agency to rescue refugees from Hitler." It is clear beyond doubt that Medoff sees the Book of Esther as a general guideline for a healthy Jewish future. Medoff ends his paper saying: "the claim that nothing could be done to help Europe’s Jews had been demolished by Jews who shook off their fears and spoke up for their people — in ancient Persia and in modern Washington." In other words, Jews can do and should do for themselves. This is indeed the moral of the Book of Esther as well as the Holocaust religion. What Jews should do for themselves is indeed an open question. Different Jews have different ideas. The Neocon believes in dragging America and the West into an endless war against Islam. Emmanuel Levinas, on the contrary, believes that Jews should actually position themselves at the forefront of the struggle against oppression and injustice. Indeed, Jewish empowerment is just one answer among many. Yet, it is a very powerful not to say a dangerous one. It is especially dangerous when the American Jewish Committee (AJC) acts as a modern-day Mordechai and publicly engages in an extensive lobbying effort for a war against Iran. When analysing the work and influence of AIPAC within American politics it is the Book of Esther that we should bear in mind. AIPAC is more than a mere political lobby. AIPAC is a modern-day Mordechai, the AJC is modern-day Mordechai. Both AIPAC and AJC are inherently in line with the Hebrew Biblical school of thought. However, while the Mordechais are relatively easy to spot, the Esthers, those who act for Israel behind the scenes, are slightly more difficult to trace. I believe that once we learn to look at Israeli lobbying in the parameters that are drawn by the Book of Esther/Holocaust-religion, we are then entitled to regard Ahmadinejad as the current Haman/Hitler figure. The AJC is Mordechai, Bush is obviously Ahasuerus, yet Esther can be almost anyone, from the last Necon to Cheney and beyond. Brenner and Prinz In the opening paragraph of this essay I ask what Jewishness stands for. Though I accept the complexity of the notion of Jewishness, I tend to additionally accept Leibowitz’s contribution to the subject: Holocaust is the new Jewish religion. However, within the paper I took the liberty of extending the notion of the Holocaust. Rather than referring merely to the Shoah, i.e., the Nazi Judeocide, I argue here that the Holocaust is actually engraved within the Jewish discourse and spirit. The Holocaust is the essence of the collective Jewish Pre-Traumatic stress disorder and it predates the Shoah. To be a Jew is to see the ‘other’ as a threat rather than as a brother. To be a Jew is to be on a constant alert. To be a Jew is to internalise the message of the Book of Esther. It is to aim towards the most influential junctions of hegemony. To be a Jew is to collaborate with power. The American Marxist historian Lenni Brenner is fascinated by the collaboration between Zionists and Nazism. In his book Zionism In The Age of Dictators he presents an extract from Rabbi Joachim Prinz’s book published in 1937 after Rabbi Prinz left Germany for America. "Everyone in Germany knew that only the Zionists could responsibly represent the Jews in dealings with the Nazi government. We all felt sure that one day the government would arrange a round table conference with the Jews, at which after the riots and atrocities of the revolution had passed the new status of German Jewry could be considered. The government announced very solemnly that there was no country in the world which tried to solve the Jewish problem as seriously as did Germany. Solution of the Jewish question? It was our Zionist dream! We never denied the existence of the Jewish question! Dissimilation? It was our own appeal! … In a statement notable for its pride and dignity, we called for a conference." Brenner then brings in extracts from a Memorandum that was sent to the Nazi Party by the German Zionist ZVfD on 21 June 1933: "Zionism has no illusions about the difficulty of the Jewish condition, which consists above all in an abnormal occupational pattern and in the fault of an intellectual and moral posture not rooted in one’s own tradition … On the foundation of the new state, which has established the principle of race, we wish so to fit our community into the total structure so that for us too, in the sphere assigned to us, fruitful activity for the Fatherland is possible. … Our acknowledgement of Jewish nationality provides for a clear and sincere relationship to the German people and its national and racial realities. Precisely because we do not wish to falsify these fundamentals, because we, too, are against mixed marriage and are for maintaining the purity of the Jewish group … We believe in the possibility of an honest relationship of loyalty between a group-conscious Jewry and the German state … " Brenner doesn’t approve either of Prinz’s take nor the Zionist initiative. Filled with loathing he says, "This document, a treason to the Jews of Germany, was written in standard Zionist cliches: ‘abnormal occupational pattern’, ‘rootless intellectuals greatly in need of moral regeneration’, etc. In it the German Zionists offered calculated collaboration between Zionism and Nazism, hallowed by the goal of a Jewish state: we shall wage no battle against thee, only against those that would resist thee." Brenner fails to see the obvious. Rabbi Prinz and the ZVfD were not traitors, they were actually genuine Jews. They followed their very Jewish cultural code. They followed the Book of Esther, they took the role of Mordechai. They tried to find a way to collaborate with what they correctly identified as a prominent emerging power. In 1969, Rabbi Prinz confessed that ever "since the assassination of Walther Rathenau in 1922, there was no doubt in our minds that the German development would be toward an anti-Semitic totalitarian regime. When Hitler began to arouse, and as he put it ‘awaken’ the German nation to racial consciousness and racial superiority, we had no doubt that this man would sooner or later become the leader of the German nation." Whether Brenner or anyone else likes it or not, Rabbi Prinz proves to be an authentic Jewish leader. He proves to possess some highly developed survival radar mechanism that fit perfectly well with the exilic ideology. In 1981 Lenni Brenner interviewed Rabbi Prinz. Here is what he had to say about the collaborator Rabbi: "(Prinz) dramatically evolved in the 44 years since he was expelled from Germany. He told me, off tape, that he soon realized that nothing he said there made sense in the US. He became an American liberal. Eventually, as head of the American Jewish Congress, he was asked to march with Martin Luther King and he did so." Once again, Brenner fails to see the obvious. Prinz didn’t change at all. Prinz didn’t evolve in those 44 years. He was and remained a genuine authentic Jew, and an extremely clever one. A man who internalised the essence of Jewish émigré philosophy: In Germany be a German, and in America be American. Be flexible, fit in and adopt relativistic ethical thinking. Prinz, being a devoted follower of Mordechai, realised that whatever is good for the Jews is simply good. I went back and listened to the invaluable Brenner interviews with Rabbi Prinz that are now available on line. I was rather shocked to find out that actually Prinz presents his position eloquently. It is Prinz rather than Brenner who provides us a glimpse into Jewish ideology and its interaction with the surrounding reality. It is Prinz rather than Brenner who happens to understand the German volk and their aspirations. Prinz presents his past moves as a proud Jew. From his point of view, collaborating with Hitler was indeed the right thing to do. He was following Mordechai, he was probably searching for an Esther to come. Thus, it is only natural that Rabbi Prinz later became the President of the Jewish American Congress. He became a prominent American leader In spite of his ‘collaboration with Hitler’. Simply because of the obvious reason: from a Jewish ideological point of view, he did the right thing. Final Words About Zionism Once we learn to look at Jewishness as an exilic culture, as the embodiment of the ‘ultimate other’ we can then understand Jewishness as a collective continuum grounded on a fantasy of horror. Jewishness is the materialisation of politics of fear into a pragmatic agenda. This is what Holocaust religion is all about and it is indeed as old as the Jews. Rabbi Prinz could foresee the Holocaust. Both Prinz and the ZVfD could anticipate a Judeocide. Thus, from a Jewish ideological point of view they acted appropriately. They were committed to their esoteric ethics within an esoteric cultural discourse. Zionism was indeed a great promise, it was there to convert the Jews into Israelites. It was going to make the Jews into people like other peoples. Zionism was there to identify and fight the Galut (Diaspora), the exilic characteristic of the Jewish people and their culture. But Zionism was doomed to failure. The reason is obvious: within a culture that is metaphysically grounded upon exilic ideology the last thing you can expect is a successful homecoming. In order to live for its promise Zionism had to liberate itself of the Jewish exilic ideology, Zionism had to liberate itself of the Holocaust religion. But this is exactly what it fails to do. Being exilic to the bone, Zionism had to turn to antagonising the indigenous Palestinians in order to maintain its fetish of Jewish identity. Since Zionism failed to divorce itself from the Jewish émigré ideology, it lost the opportunity to evolve into any form of domestic culture. Consequently, Israeli culture and politics is a strange amalgam of indecisiveness; a mixture of colonial empowerment together with Galut’s victim mentality. Zionism is a secular product of exilic culture that cannot mature into authentic homegrown perception. GILAD ATZMON was born in Israel and served in the Israeli military. He is the author of two novels: A Guide to the Perplexed and the recently released My One and Only Love. Atzmon is also one of the most accomplished jazz saxophonists in Europe. His recent CD, Exile, was named the year’s best jazz CD by the BBC. He now lives in London and can be reached at: firstname.lastname@example.org Marc Ellis, Marc Ellis on Finkelstein Marc H. Ellis, Beyond Innocence & Redemption – Confronting The Holocaust And Israeli Power, Creating a Moral Future for the Jewish People (San Francisco: Harper & Row, 1990). Glenn Bowman-Migrant Labour: Constructing Homeland in the Exilic Imagination, Antrhropological Theory II:4. December 2002 pp 447-468.

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SOMERSET —Ken Halverson, Somerset, remembers that when he was a child he was not allowed to go swimming in public pools because it was believed that was how polio spread. “It was terrible — some of my friends had it and they still limp, all these years later,” he said. For years polio was still found in four countries. But as of Friday India has gone one year without a reported new case of the disease. “It’s wonderful news,” Halverson said. “Polio is being wiped out as a result of Rotary International, the Gates Foundation and the other partners.” It is almost impossible to exaggerate the terror posed by polio at the time. Parents were afraid that their children would be stricken — possibly killed or condemned by paralysis to live inside iron-lung machines. From 1942 to 1955 the polio virus killed and crippled thousands. Then in the early 1950s the first polio vaccine was developed by Dr. Jonas Salk and a team of scientists at the University of Pittsburgh. Within five years polio was all but wiped out in the United States. In 1958 Dr. Albert Sabin and his team developed the oral polio vaccine. There are an estimated 1.6 million polio survivors in this country. Rotary began a PolioPlus program in 1985 and became a partner in the Global Polio Eradication Initiative in 1988. The Bill & Melinda Gates Foundation, the World Health Organization and UNICEF are the other partners. Halverson was at a Rotary convention in Munich, Germany, in 1988 when Global Polio Eradication was adopted as a Rotary project. He and several others from Somerset went to Germany because a member from the Rotary District was being installed in an international office. “When we came back our club adopted it,” Halverson said. “George Cook, who died recently, was chairman of our first campaign and our club raised $52,000. Polio was dreaded.” Rotary members throughout the world have donated more than $1 billion to eradicate polio. India must go three years without a case for polio to be considered eradicated there. There are still cases in Afghanistan, Pakistan and Nigeria. There were 1,352 cases worldwide reported in 2011. Rita Halverson, Ken’s wife, agreed that the India announcement is a reason to celebrate. “I’m so proud that Rotary has played a major role in this,” she said. Rotary members now are participating in a $200 million fundraising campaign in response to a $355 million challenge grant from the Gates Foundation. Rotary International President Kalyan Banerjee lives in Vapi, India. “I am immensely proud of what Rotary has accomplished,” he said in a written statement. “However, we know this is not the end of our work. Rotary and our partners must continue to immunize children in India and in other countries until the goal of a polio-free world is finally achieved.”

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The Evolution Deceit Alexander I. Oparin, a leading proponent of evolution, describes coacervates as blobs of organic matter (mostly containing sugars and short polypeptides), supposedly the precursors of modern cells.81 At one time evolutionists maintained that coacervates were the forerunners of the cell, and that proteins emerged as a result of the evolution of coacervates. However, this claim, devoid of any scientific evidence—was later abandoned as invalid by even the evolutionists themselves. Even the simplest looking organism has energy producing and transforming mechanisms for its own survival, as well as complex genetic mechanisms to ensure the survival of the species concerned. Coacervates, however, are simple collections of molecules lacking any such systems and mechanisms. Their structures are prone to be broken down by even the slightest natural effects. It is totally unscientific to claim that they gradually and spontaneously came to life by developing such complex systems. Droplets with metabolism such as coacervate cannot of course be regarded as living. Because they lack two fundamental characteristics as inheritance and mutation. In addition, the primitive cell, in other words the protobiont, cannot be regarded as a pre-formative stage. Because the substances used in these droplets are formed from present-day organisms.82 However, some circles who have turned evolution into an ideological slogan continue to portray coacervates as major evidence for evolution in their publications, without admitting the slightest scientific doubt on the matter. As always, their aim is to portray the theory of evolution as backed by extensive scientific evidence and to deceive those who lack detailed information about the subject about and the means to investigate it. 82 M. Yılmaz 85ner, Canlıların Diyalektiği ve Yeni Evrim Teorisi, Belge Publishing, 2000, p. 165.

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Plant Care GuidesPerennials | Bulbs | Trees and Shrubs | Vegetables | Fruits | Herbs About This PlantGladiolus are available with flowers in a huge range of colors, including apricot, blue, burgundy, pink, gold, red, orange, and white, as well as multicolored varieties. The plants bloom in midsummer; however, you can prolong the bloom period by choosing early, mid, and late season types and staggering planting times. Height ranges from 2 to 6 feet. Special FeaturesGood for cut flowers Site SelectionSelect a site with full sun and well-drained soil that is sheltered from strong winds. Planting InstructionsPlant gladiolus corms in spring after all danger of frost has passed and the soil has warmed. Prepare the garden bed by using a garden fork or tiller to loosen the soil to a depth of 12 to 15 inches, then mix in a 2- to 4-inch layer of compost. Dig a hole about 4 inches deep and set the corm in the hole with the pointed end facing up, cover it with soil, and press firmly. Space corms about 4 to 6 inches apart and water thoroughly. Stake tall varieties at planting time, being careful not to damage corms when installing stakes. CareApply a 2- to 4-inch layer of mulch around gladiolus to retain moisture and control weeds. Water plants during the summer if rainfall is less than 1 inch per week. Remove individual flowers as they fade, and cut back flower stalks once all flowers have gone by. Leave foliage intact to mature and rejuvenate the corm for next year. In zones 7 and 8, mulch beds with a layer of hay or straw for winter protection. In zones 7 and colder, corms should be dug before the first frost. Remove excess soil, cut the stalks to within an inch of the corms, and let them cure for 1 to 2 weeks in a warm, airy location. Then remove and discard the oldest bottom corms and store the large, new corms in plastic mesh bags in a well-ventilated, 35- to 45-degree F room. Replant in spring.

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2-Month Checkup: Healthy Kids Series This parenting information is part of the "Healthy Kids, Healthy Futures" series. These fact sheets may be given out by Group Health at routine checkups. - Breast milk is the healthiest food for your baby. It gives your baby complete nutrition for the first six months of life. - Breastfeed your baby on demand. Your baby decides when and how long to nurse. - If you bottle-feed, use iron-fortified formula (not low-iron formula) until your baby is 1 year old. Bottle-feed on demand. - Always check the temperature of formula with a few drops on your wrist before feeding. Never warm bottles in the microwave. - Don't give your baby honey during the first year. - Make sure your baby is getting 400 IU of vitamin D every day. - Smoking around your baby increases risk for SIDS, ear infections, asthma, and pneumonia. - Don't allow smoking in your home or car. For information about quitting, see Resources to Quit Tobacco. - Always wash your hands before feeding your baby and after changing diapers. - Drive safely: Don't drive after drinking alcohol. Always wear your seat belt. - Take your baby for walks. - When your baby is awake, put baby on his or her tummy to play. This helps to strengthen neck and arms and prevent flattening of baby's head. Provide a safe environment for your child. - Avoid SIDS: Put baby to sleep on her back, not on her side or tummy) Make sure your baby has a firm, flat mattress to sleep on. - Car seat: Put your baby in an infant car seat for every ride. For more information, see The Safety Restraint Coalition website at www.800bucklup.org or call toll-free 1-800-BUCK-L-UP (282-5587). - Avoid falls: Don't ever leave your baby alone on a bed, sofa, or table. - Avoid burns: Lower water heater temperature to warm or low (below 120°F). Always check water temperature with a few drops on your wrist before putting your baby in a bath. - Install smoke detectors and check them regularly. - Don't drink hot liquids near baby. - Hold, talk, and sing to your baby. Don't worry about spoiling. - Never leave baby alone at home, in a car, or bathtub. - Never shake your baby. Shaking or spanking a baby can cause serious injury or death. - When your baby gets vaccines (shots), you may give your baby acetaminophen (Tylenol) 4 to 6 hours after the visit. This can help your baby feel more comfortable after getting the vaccines. This can help your baby feel more comfortable during and after getting the vaccines. Do not give aspirin to a child or youth under age 20. It has been linked to a rare but serious disease called Reye syndrome. Use this chart to find out how much acetaminophen you can give your baby. Dosages listed are for medicine concentration of 160mg/5ml. Ask your baby's doctor or nurse if you have any questions. |Younger than 4 months||Less than 12 pounds||1/4 tsp or 1.25 ml| |4-11 months||12-17 pounds||1/2 tsp or 2.5 ml| Year of Wonder Here are some things you can look forward to in the months ahead. The chart shows normal development for ages 1 to 12 months: |1 to 3 months||Raises chest and head when on tummy. Grasps and shakes toys. Stretches and kicks legs. Brings hand to mouth. |Follows moving objects. Knows familiar faces. Stares at faces. |Smiles when you talk. Imitates some sounds. Turns head toward sound. |Smiles when smiled at. Enjoys playing with other people. New expressions with face. |4 to 7 months||Rolls both ways. Sits without support. Reaches with one hand. Transfers objects from hand to hand. |Develops full color vision. Distance vision improves. Tracks moving objects. |Responds to own name. Uses voice to express happiness and sadness. Interested in mirrors. Responds to other people's expressions of emotions. |8 to 12 months||Gets to sitting position alone. Crawls forward on belly. Pulls to stand. Walks holding on to furniture. |Finds hidden objects. Picks up objects with thumb and forefinger. |Says "mama" and "dada." Says "Oh oh." Pays attention to speech. Tries to imitate words. |Shy with strangers. Cries when mom leaves. Extends arm or leg to help when being dressed. - Always choose toys made for baby's age. - No toys smaller than 1-5/8 inches across (small toys could cause choking). - No small parts that can come off. Your baby could choke on these. - No strings, cords, or necklaces on toys or around baby's neck. - No sharp or pointed edges. - No old painted toys (the paint could contain lead). - No toys strung across the crib (could choke baby). - Check stuffed animals and dolls for loose eyes and noses. Remove all ribbons. Newborns can hear well and will respond to sounds. If your baby does not respond to sounds or if you have a family history of childhood hearing loss, tell your baby's health care provider at the next well-child visit. Preventing Sleep Problems - Place baby in crib when drowsy but still awake. Many babies are restless or cry for 15 to 20 minutes before falling asleep. - Don't let baby sleep for more than 3 hours in a row during the day. - Make middle-of-the-night feedings brief and boring by leaving lights off and not talking to baby. - Try to delay or shorten middle-of-the-night feedings. Don't change diapers during the night unless soiled or baby has a diaper rash. - Give your baby's last feeding at your bedtime 10 or 11 p.m. - Don't wake your baby at night for a feeding, except at your bedtime. - Your Child's Health, by Barton D. Schmitt - Caring for Your Baby and Young Child, by Steven P. Shelov Next well-child visit: 4 months Adapted with permission from Kaiser Permanente.

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The Ancient Forests of North America are extremely diverse. They include the boreal forest belt stretching between Newfoundland and Alaska, the coastal temperate rainforest of Alaska and Western Canada, and the myriad of residual pockets of temperate forest surviving in more remote regions. Together, these forests store huge amounts of carbon, helping tostabilise climate change. They also provide a refuge for large mammalssuch as the grizzly bear, puma and grey wolf, which once ranged widelyacross the continent. In Canada it is estimated that ancient forest provides habitat forabout two-thirds of the country's 140,000 species of plants, animalsand microorganisms. Many of these species are yet to be studied byscience. The Ancient Forests of North America also provide livelihoods forthousands of indigenous people, such as the Eyak and Chugach people ofSouthcentral Alaska, and the Hupa and Yurok of Northern California. Of Canada's one million indigenous people (First Nation, Inuit andMétis), almost 80 percent live in reserves and communities in boreal ortemperate forests, where historically the forest provided their foodand shelter, and shaped their way of life. Through the Trees - The truth behind logging in Canada (PDF) On the Greenpeace Canada website: Interactive map of Canada's Borel forest (Flash) Fun animation that graphically illustrates the problem (Flash) Defending America's Ancient Forests

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If you are fortunate enough to have tried honey, “straight from the hive’ (unblended and minimally processed) you will discover that no two honeys are ever really alike. This is simply because honey takes on the characteristics of the plant nectar collected by the bee. The nectar composition depends upon which plants are blossoming that time of year and the particular mix of plants within range of the bees. The plants themselves are affected by the soil and climate. The French word, “Terrior” is used to describe the importance of a place to the characteristics of the product grown or produced there. Like wine, coffee and tea which take on the characteristics of the place it is grown, honey is the product of its surroundings. With honey, this may include; - The specific species and varieties of plants, both wild and cultivated - The environmental conditions including climate, topography, water sources and man-made conditions such as crops, pastures and parks - The local knowledge and technical skills of the beekeepers and the importance of the honey collection process to the properties of the honey - The ability to produce the product in quantities that make it viable from an economic point of view and some history of production to prove it Honey is produced in almost every country in the world. And many countries are becoming focused on the unique characteristics of their locally produced honey product. This is accomplished by protecting the plants and their habitation, setting standards for quality, composition and labeling, and developing ways to measure the unique properties of their honey to protect their market. World Honey ProductionThe following table is offered as an indicator of the volume of honey produced by country, but keep in mind that most of this honey is industrial-grade and not destined for the honey pots on our tables. Largest producers of honey for both table and industrial use. European Commission: Geographical indications and traditional specialties (PDO, PGI, TSG) World Trade Organization: FAOSTAT

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By Katherine Harmon (Click here for the original article) More than half a million people died from cancer in the U.S. in 2011. We have many astounding advances in medicine to thank for that number not being higher. But that grim figure could also be a lot lower even without a breakthrough drug for breast or lung cancer. In fact, more than 280,000 of those lives could have been spared by preventing the disease in the first place—all via behavioral and research changes based on scientific discoveries that have been made already, according to a new review article published online March 28 in Science Translational Medicine. This statistic is not new, the researchers pointed out, but quibbling over details of exactly how many cases of—or deaths from—each form of cancer are due to preventable risk factors, the researchers noted, has delayed investment in mitigating the risks that researchers already know about, the authors argued. “We actually have an enormous amount of data about the causes and preventability of cancer,” Graham Colditz, a professor at the Washington University School of Medicine in St. Louis and co-author of the new study, said in a prepared statement. “It’s time we made an investment in implementing what we know.” Scientists know, for instance, that more exercise and less alcohol intake can lower the risk for breast cancer and that quitting smoking drastically reduces the risk for lung cancer. We also know that vaccines for HPV and hepatitis can reduce liver and cervical cancers by more than half and that aspirin can reduce overall cancer death by some 20 percent. Getting these interventions to the right people, however, is easier said than done. “The obstacles to these efforts are societal and arise from the organization of institutions, including academia, and in the habits of daily life,” the researchers wrote. And habits can be hard to break, especially the biggest cancer-causing habit of all: smoking. Without smoking, at least 75 percent of all lung cancer cases in the U.S. could be avoided, they noted. Research, too, needs to change the ways it gets things done. With the lion’s share of funding for cancer research allocated to seeking new treatments, the science of prevention can get short shrift—in funding and in academic esteem. Although much progress has been made in developing treatments to extend the lives of those who already have specific kinds of cancer, the researchers suggested that “behavioral interventions, such as smoking cessation or promotion of physical activity can diminish incidence and mortality of many types of cancer and other chronic diseases while at the same time improving quality of life.” Colditz and his colleagues suggested that professional prestige be bestowed not just on basic biological discoveries, but also on applied medicine and those who discover how to make the best use of what we already know. “There is much more the United States and the world and be doing to prevent cancer. Right now,” they wrote. Perhaps one the biggest hurdles in putting prevention to work, however, has been our own rush to see results. “Humans are impatient, and that human trait itself is an obstacle to cancer prevention,” they noted. “Studies that focus on short-term exposures or short-term follow-up almost certainly will miss the true benefits of prevention.” For example, despite reductions to the amount of asbestos workers could be exposed to starting in the 1970s in the UK, rules were slow to be fully implemented and extended to lower levels of exposure. So, asbestos-related cancers will probably keep rising there until 2020. Likewise, on an individual level, someone who quits smoking drops his or her risk of lung cancer by 13 percent in the first five years after stopping. Not bad, but by 10 years out, the risk drops by 33 percent. So to really prevent more cancers over the long haul, researchers and policy makers should take the long view—interventions and study participants should be followed not for two or five years, the researchers noted, but for 20 and beyond. And these studies should start earlier. Many cancers take decades to develop, and even lifestyle choices made in our youth, such as alcohol use and lack of physical activity, can impact cancer risk down the road. So to realize the biggest results, the authors noted, “studies and interventions should be targeted at the early stages of the human life span, but this rarely happens.” Colditz and his colleagues also argued that achieving dramatic cuts to cancer incidence requires immediate action—individually and collectively. “Each passing year leaves a substantially greater portion of the world population at risk for cancer, despite our current knowledge,” they wrote. “We have a moral responsibility to act now and reduce that burden.” Also on HuffPost:

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Smarter Energy: Getting To Grips With In-Home Display There are five buttons: Menu (also Left), Down, Up, Enter (also Right), and an envelope button which lets you access the last received message. As mentioned earlier the four main buttons on the display are Select, Readings/Costs, Usage and Emissions: Select: Select switches between Gas and Electricity modes indicated by a light bulb icon and a flame icon. Be default gas mode shows the cost today based on kilowatt hours (kWh) whilst the electricity mode displays the kilowatt usage (kW) and pence per hour. Readings/Costs: switches the primary display for each mode to include Cost Yesterday (costs for yesterday, last 7 days, and last 28 days – “For Illustration Only”), Rate Now (in pence per kWh) which also displays the current meter reading, and Cost now (the default display). Usage: switches between Now (default display), Usage Today (in kWh with a bar graph for usage), Usage over 7 days (in kWh with a 7 day bar graph), Usage over 28 days (in kWh with a matching bar graph), and Usage over 12 months. Emissions: shows CO2 emissions and can show gas, electricity separately or combined. The Each button press cycles between displays of Greenhouse gas in kg and kg/h, and emissions over the last 7 days, 28 days, and 12 months (in kg). The menu system, activated by the buttons at the bottom of the display, don’t really need access as they will likely be pre-configured by the engineer but essentially they consist of three options: 1. Set-Up, 2. System Info, and 3. Usage Alarm. When navigating the menu use the arrow indicators – left arrow (also Menu) steps back through the options. Option 1 “Set-Up” allows the setting of “Buzzer Options” which is really the beep of the keypad, “Light Options” toggles the traffic light display and sets the brightness of the traffic lights, and “Enter bind PIN” which the engineer said shouldn’t be touched. Option 2 “System Info” shows the serial numbers for the electricity and gas meters that are attached to the particular in-home display unit. Option 3 “Usage Alarm” allows a cost per hour value to be set for the electricity. When the usage exceeds this limit an alarm will sound. This option can be disabled by setting the value to zero. The In-Home Display provides a lot of information but is largely concerned with kWh, kW, and kg/h so we will talk about what these values mean in a future article together with how we obtain this information online.

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Research has shown that students lose ground in their academic dexterity over the summer, particularly in reading, math, and verbal skills. Without the daily routine of the classroom and the repetition of concepts, students lose an average of one to two months’ learning over the summer. Teachers and education experts refer to this as “summer brain drain,” and find themselves spending a good chunk of time reviewing or re-teaching material to their students once school starts up again in September. To help stem the flow of information loss, it’s important that kids keep thinking, reading, and writing throughout the summer. While summer learning loss is prevalent in most students, studies have found that lower-income students are hit the hardest by summers off from school. More affluent families often enroll their kids in expensive summer camps and enrichment programs to give them a competitive edge when they return to school, and such students can actually make wide academic gains over the summer. For many lower-income students, however, comparable programs either don’t exist, or are financially out of reach for their families. Studies have shown that low-income students lose the most ground in reading skills, which can take months to remedy once they are back in school. Fortunately, some good options exist for all students, regardless of income. Many public libraries run summer reading programs for preschool kids through teens; this year’s theme is “One World, Many Stories.” There are also lots of free, high-quality online games and activities that are geared towards getting kids to use analytical and reasoning skills. This week’s Joann’s Picks column on the Gateway’s home page, www.TheGateway.org will focus on resources that we hope you’ll include in a newsletter home to your students’ parents, encouraging them to set aside some time each week for student learning. These are free online activities that will challenge students in a fun and creative way. Peggy’s Corner discusses simple ideas for summer projects that will keep your students engaged throughout the summer. In addition, we will be featuring more lessons, and resources on the Gateway’s Facebook and Twitter pages. Follow us on Twitter and Like us on Facebook so you don’t miss anything. Discussions will continue on last week’s theme of Steroids on both pages. All of the weekly Gateway columns and resource selections are archived on the following blog site: http://thegatewayto21stcenturyskills.blogspot.com/. Resources covered in this week’s columns include: Subjects: Language Arts Using this interactive tool, students create shape poems, which are poems that describe an object and are written in the shape of that object. Students may choose shapes from four different themes – nature, school, sports, or celebrations. By selecting a shape, students learn how to focus their writing on a particular topic. Additionally, students are prompted to brainstorm, write, and revise their poems, thus reinforcing elements of the writing process. Students can also print their finished shape poems. This resource is a product of ReadWriteThink, which presents free, peer-reviewed resources in reading and language arts instruction. Lure of the Labyrinth Lure of the Labyrinth is an interactive online math game for middle school pre-algebra students. Here, students embark on a mission into a shadowy factory populated by monsters to save a lost pet. Students assume the guise of "undercover monsters" as they work through math problems. In the process, students work with proportions, fractions, ratios, variables, equations, numbers, and operations. Lure of the Labyrinth is a product of the Learning to Go project (LG2G), which concentrates on creating essential resources for teachers, pre-algebra students, and their families. Play a Virtual Market After finding an old coin worth $100,000, it’s time for you to make some investments. In this online activity and simulation, students learn how to play the stock market. Players can trade in traditional stocks, and also use call options. This activity was created by Rob Meyer, a production assistant at NOVA Online. NOVA is the award-winning PBS science series, which offers a plethora of science-related lesson plans and activities for K-12 students. About The Gateway to 21st Century Skills The Gateway has been serving teachers continuously since 1996. It is the oldest publicly accessible U.S. repository of educational resources on the Web and the oldest continuously operating service of its kind in the world. The Gateway is sponsored by the National Education Association (NEA) and supported by over 700 quality contributors. The Gateway to 21st Century Skills is the cornerstone of the Global Learning Resource Connection (GLRC) which is a JES & Co. program. About Joann Wasik- Author of Joann’s Picks Joann is the Metadata Cataloger for The Gateway for 21st Century Skills. Her primary responsibilities for The Gateway include locating and cataloging standards-based K-12 lessons and activities for The Gateway, as well as writing the “Joann’s Picks” weekly column. Before joining The Gateway in 2006, Joann had been involved with numerous projects at the Information Institute of Syracuse at Syracuse University, including virtual reference with the Virtual Reference Desk (VRD) project; virtual reference competencies and education with the Digital Reference Education Initiative (DREI) project; and metadata cataloging with the Gateway for Educational Materials (GEM). Her previous experience also includes technology training and positions in academic libraries. She also conducts freelance research for business and educational clients. Joann holds B.A. and M.A.T. degrees in English from Boston College, and an M.L.S. degree from Syracuse University. About Peggy James- Author of Peggy’s Corner Peggy received her B.S. in Molecular and Cellular Biology from The University of Arizona, and continued on to earn her M.Ed. from the U of A as well. She has taught Physical Science and Chemistry at the high school level. She is working toward her endorsement in Gifted Education, and has been actively involved in coaching and volunteering in Odyssey of the Mind and Academic Decathlon. She has a passion for teaching critical thinking and creativity in the classroom. She has done work evaluating and aligning lesson plans to standards as a curriculum consultant with the National Education Association Health Information Network. She is very excited to help create a collaborative environment for educators to discover new resources that will enhance their teaching! About the GLRC About JES & Co. JES & Co., a publicly funded 501(c) (3) education research organization, is a leader in research and deployment of education programs based on open standards. With 20 years of experience in interoperability and portability of educational resources, organizations around the world come to JES & Co. for leadership and guidance on education programs and initiatives. Since its establishment in the early 1990s, JES & Co. has led and managed The Achievement Standards Network (ASN), The Partnership for 21st Century Skills, The Gateway to 21st Century Skills (formerly known as GEM), the Dell Academy, the Intel Student Certification Program, and Microsoft’s Partners in Learning. For more information about JES & Co. or the Global Learning Resource Connection, visit www.JESandCo.org.

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Federal Theater Project The entire world felt the effects of the stock market crash in October 1929, which ushered in the Great Depression. The effects were no different for those in the theater industry, which was already facing difficulty with increased competition from the motion picture industry with the advent of talking pictures in 1927. Theaters were closing in cities across the country and tens of thousands of theater workers were unemployed. The Works Progress Administration (WPA) was created in 1935 as part of an effort to create useful jobs for the unemployed in their areas of expertise. The arts were just one of the areas of employment that the WPA focused on. The Federal Theater Project (FTP) was one of four arts programs developed by the WPA. Although the four areas combined used less than three-fourths of one percent of the entire WPA budget, the FTP was highly controversial and widely criticized as being wasteful, non-essential and undemocratic. There were also concerns about censorship and propaganda due to the theater being government run. The program only lasted four years, but produced over a thousand plays, in twenty-two cities for an audience of 25 million people, and was able to help employ more than 30,000 theatrical workers. Many playwrights benefited from the Federal Theater Project, including Barrie Stavis, Jane Bowles and Arthur Miller.

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Many manufacturing plants employ compressed air systems in one capacity or another, and, for the most part, these systems provide similar output. While all compressed air might be the same, the engineering of that air is not. The needs of a petrochemical plant are quite different from those of an automobile manufacturing plant. Application-specific engineered air addresses those different needs. Engineered air describes compressed air tailored to meet specific industry needs—100 percent oil-free, particulate filtered, and reliable. It goes beyond the simple output of compressed air at a specified pressure pounds per square inch. Engineered air provides the right type of air for the right application. A good example of this concept put into practice is work done at a North American ethylene plant. Ethylene processing plants use compressed air systems in a number of ways. Air powers pneumatic tools used in general maintenance, and it is employed for other plant operations, such as blow-down and dry-out. Blow-down uses compressed air to clear pipes and vessels of debris and blockage, while dry-out uses compressed air to remove moisture from pipes prior to ethylene processing. Ethylene plants also use compressed air combined with steam to remove the coke build-up in the cracking furnaces. Scheduled periodic removal of this solid build-up allows the overall ethylene processing operations to run more efficiently. Recently, a world-scale North American ethylene plant was undergoing a major expansion project that required a specially designed compressor system to handle the additional requirements. With this major expansion underway, it was vital that this new system provide absolutely reliable engineered air. In order to ensure the most dependable compressed air source possible, the compressor package included a custom-designed compressor with a high-tech control system, meeting requirements for durability and reliability, accessibility and maintainability, and high level of control (Fig. 1). The base design for this customized system also had to meet stringent API 672 standards for packaged, integrally geared centrifugal air compressors for petroleum, chemical, and gas industry services. Durability and reliability A baseload ethylene plant is the lynchpin of any petrochemical manufacturing complex. Ethylene is the building block and feedstock for all the downstream feeder plants. A baseload plant is expected to run continuously, maximizing efficiencies and minimizing costs. Downstream plants totally rely on the plant to provide a continuous supply of feedstock—in this case ethylene. This is one of the key reasons the compressor system had to be designed to be extremely durable. To ensure this durability, the customized air compressor features self-adjusting tilting pad journal bearings that can adapt to load changes, providing stability, as well as double-acting thrust bearings to accommodate all load conditions. In addition, the system features stainless steel impellers, resistant to corrosion and erosion. All of the compressor systems had to run reliably also. An unplanned shutdown would have an adverse impact on the entire petrochemical complex manufacturing capabilities. The compressor was built with a redundant oil system, helping eliminate the possibility of system failure, allowing the ethylene plant to meet its availability targets (Fig. 2). Within an air compressor, the oil pump is the heart of the lubrication system; it is what keeps the machine running smoothly. If the pump breaks down, the machine comes to a grinding halt. To avoid this, we included not one, but two full capacity, full pressure pumps in the design—one motor-driven auxiliary and the other a shaft-driven main. During regular operations, the shaft-driven main is operating, while the motor-driven auxiliary is on perpetual standby for emergency situations, providing additional overall package protection. Without this redundant system, in the event of an oil system malfunction, the entire compressor system needs to be shut down. The redundant system eliminates downtime and provides a reliable source of engineered air. Accessibility and maintainability In order to keep the plant’s compressor system running efficiently and reliably, it was essential to design the unit for maximum accessibility and maintainability. While requiring additional time and attention from plant engineers, scheduled cleaning and maintenance are a sound investment. As with all other plant operating systems, compressed air systems that have a planned maintenance program are less likely to have unexpected breakdowns. Simply put, less downtime allows for more production. In addition, consistent cleaning and maintenance practices help keep wear and tear to a minimum. This ultimately saves money in replacement parts. The intercooler design is an example of the ease-of-maintenance design philosophy. Within a compressor intercooler, both U-shaped and straight intercooler tubes are industry practice. However, straight tubes are easier to clean than those with a U-bend design. An engineer can simply remove the water piping, unbolt the water box, and rod the tubes in place. Rodding is not possible with U-bend tubes found in some compressors. In addition, intercooler tubes with a water-in-tube design are easier to clean and maintain than those with an air-in-tube design that require wire brush or chemical bath cleaning. This compressor features straight intercooler tubes with water-in-tube design for this very reason. The longer it takes to clean the intercooler, the longer engineered airflow is down. Another example of important compressor components that benefit from diligent inspection and maintenance are journal and thrust bearings. These bearings help provide a stable and near frictionless environment to support and guide the rotating shaft. Properly installed and maintained, these bearings can last for extended periods of time. However, regularly scheduled inspections and maintenance keep them running reliably. The ethylene plant’s compressor features horizontally split bearings, which are easy to maintain, inspect, and replace. An engineer simply removes the top half of the gear case to service. No other disassembly is required. Interchangeability of parts is another factor taken into consideration when designing the ethylene plant’s compressor system. Interchangeability contributes heavily to ease of maintenance. Interchangeable parts save time and money. Multiple stage air compressors use a bull gear and pinion system to power the impellers at each stage of air compression. The quality of the bull gears used directly determines whether they are interchangeable. The customized compressor uses high precision AGMA Quality 13 gears. The American Gear Manufacturers Association (AGMA) provides established gear quality ratings, ranging from 3-15. These numbers signify the quality levels, or standards, developed by the AGMA that differ per application. AGMA Quality Level 13 gears, otherwise known as aircraft-quality gearing, are generally regarded as high-precision gears. They provide lower noise levels and, under normal operating conditions, have a longer performance life. More importantly, though, they provide interchangeability. If the gear is AGMA Quality Level 12 or below and any one of the three pieces needs to be replaced, all three pieces—one gear and two pinions—need to be replaced. However, with Level 13 gears, rather than remove and replace all three pieces, the plant engineer needs to swap out only the component in question. This saves time and money in unnecessary replacement parts. High level of control The operation of multiple compressors feeding into a single plant air system needs to be coordinated, monitored, and controlled in order to accommodate various applications. An initial investment in innovative monitoring technology can ultimately pay for itself. With that in mind, the customized compressor can be accommodated with a PLC-based automatic sequencer, which permits up to eight compressor units to communicate with one another and operate in sequence according to a programmed schedule. High-tech PLC-based automatic sequencers are capable of monitoring and matching compressor supply to demand. For example, they can select which compressors to use at any given time, shutting down those compressors not necessary to plant operations, even choosing back-up units if needed. By turning multiple compressors into one, an automatic sequencer can ensure stable system pressure, which allows the entire operation to run as efficiently as possible, saving both time and money. In addition, a PLC-based modular control system allows for remote monitoring and diagnostic checks on the compressed air systems, helping to predict and prevent any systems malfunctions that could result in stoppage of engineered air. This can save money on repairs and replacements, as well as lost production time. The most cost-effective systems, like the FS-Elliott Regulus control system, provide state-of-the-art technology and ease-of-use. The ideal control system should feature an easy-to-operate touch screen with a graphic color display. These features allow operators to view easy-to-understand graphics while monitoring the plant engineered air systems. An advanced system also provides easy adjustment of set-points and control mode changes using the touch screen. These flexible controls are fully adaptive, changing to meet the plant’s application-specific needs. The control system also stores and logs operating data used for trend monitoring and preventive maintenance. This feature permits engineers to monitor and predict trends in their engineered air systems and act before problems arise. Extended monitoring of vital parameters is important for equipment protection, saving money in maintenance and avoiding repairs. Ethylene plants are extremely energy conscious. A systems operation closer to surge lines saves power and minimizes wasteful unloading, while lower set-points and precise control minimizes energy usage. The advanced control system is able to make more efficient use of the ethylene plant’s manpower. With easy-to-use remote control and monitoring capabilities, this system can reduce the tasks of the ethylene plant operators, allowing them to shift focus to other plant responsibilities. An engineered air system is created with specific plant applications in mind, to increase reliability and efficiency. The custom-engineered compressor we installed at the ethylene plant was designed with the following key points in mind: • Durability and reliability—A robust engineered design combined with key system redundancies. • Accessibility and maintainability—Moving parts designed with ease of access and maintenance in mind. • High level of control—High-tech control systems provide for efficient operation and allow plant operations to predict and prevent possible problems.

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ISO (International Standards Organization) is the International Standards Organizations. They do not create standards but (as with ANSI) provide a means of verifying that a proposed standard has met certain requirements for due process, consensus, and other criteria by those developing the standard. For example, SQL is both an ANSI and ISO standard. Also see |Glossary of Terms|

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