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Brick Masonry Construction Tips 1. Good brick masonry should utilize bricks which are sound, hard, well burnt and tough with uniform colour shape and size. 2. The bricks should be compact, homogeneous, free from holes, cracks, flaws, air-bubbles and stone lumps. These bricks should be properly soaked in water for at least two hours before(…)
A Clay brick, which was the primary wall material, is now being replaced by FLY ASH BRICKS, which are hi-tech well-improved quality products. They are competitive in comparison to the conventional clay bricks and provide enormous indirect benefits. The country can gain a lot by gainful utilization of fly ash bricks resulting in conservation of(…)
All the bricks to use in construction are soaked well in water so that they don’t absorb water from the mortar. Mortar is spread on the top of the foundation course over an area to be covered by the edges of the wall. The corner of the wall is constructed first. The excess mortar from the sides will squeeze out, which is cleaned off with trowel. The level and the alignment are checked. | <urn:uuid:1f08312f-d025-499d-a6fc-874223d2f6fe> | CC-MAIN-2013-20 | http://theconstructor.org/practical-guide/work-procedure/brickwork/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.951798 | 235 | 2.515625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
I’ve just completed the first release version of a small cheat sheet for using the UniBasic Debugger in UniData. Please give feedback if you find any typo’s, misinformation or just if you find it helpful and what to let me know. :)
Click below to go to the page with the PDF available for download:
I’m currently making a few others, so if you like the idea, stay tuned over the next couple of months.
UniData, like other weakly-typed systems, makes some programming tasks easier by not needing the developer to declare and adhere to a data type with variables. The general pros and cons of this have been debated many times across many languages and hence will not discussed here. What will be discussed is specific cases where this can cause you unexpected headaches.
A posting was made on the u2ug forums by Koglan Naicker about some unexpected issues when finding duplicates in a data-set.
In short, he found that when strings contained large numbers, it would sometimes incorrectly evaluate two different strings as equal. For example:
IF '360091600172131297' EQ '360091600172131299' THEN CRT "Equal"
The above code results in “Equal” being displayed on the screen. This is caused by a combination of 2 factors.
The first being that UniData is weakly typed. This means that it does not explicitly distinguish between strings and numbers, but attempts to determine the data type by examining the data. In this case, since the strings are numeric, it automatically treats them as numbers.
The second part of this issue is because now that it is treating those 2 strings as numbers, it needs to handle them in an appropriate data type on the CPU. Since the 2 strings are too large to be treated as an integer, they get converted to a floating-point number. Due to rounding that occurs, this actually results in both of these strings being converted to the same float-point representation! A better method may have been to use something such as Bignum instead of converted to floating-point. There would be a speed trade-off, but surely that would have been better than potentially incorrect programs.
Some people suggest prefixing or appending a non-number character to each string to force them to be treated as a string. Not entirely elegant and can have performance implications. Fortunately, UniData does have proper functions to handle these situations. In the case where you will be comparing strings that may consist of only numeric characters, you should use the SCMP function. This function compares two strings as strings, regardless of the actual data in them. Using this when you need to be certain how the comparison is performed can save you a lot of headaches in the future.
Also of interest is that this issue doesn’t just apply to UniBasic, but can also affect UniQuery!
It should be noted though, this only affects UniQuery when the dictionary item is right-aligned with the format field (eg, 20R in attribute 5).
You can tested this by creating a file and creating 3 records with the @ID of ’360091600172130474′, ’360091600172131297′ and ’360091600172131299′.
Now, select upon the file where the @ID = ’360091600172131297″ and you can see that 2 records are returned!
When explicitly selected a record via a unique key, this isn’t the result a database should return.
So, when dealing with large, potentially numeric fields with UniQuery, you may need 2 dictionary items. A left-aligned one for selecting on and a right-aligned one if you require numerical sorting. | <urn:uuid:eaa9af18-a5fc-445e-9ee9-03090e79dd45> | CC-MAIN-2013-20 | http://u2tech.wordpress.com/2010/10/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.933476 | 781 | 2.5625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Henna dye may be linked to high rates of acute myeloid leukaemia (AML) in women, according to a new research conducted by a university in the United Arab Emirates.
Women in the UAE are almost two times as likely as men to have leukaemia, while they were also 63% more likely to be affected than expatriate women, reports the National. The researchers arrived at their conclusions after looking at 263 cases of AML and acute lymphoblastic leukaemia. The study also demonstrated that the rate of AML among UAE nationals was 78% higher than in expatriates.
According to Inaam Hassan, an associate professor at UAE University, chemicals in henna dye and a lack of sunlight could be the reason behind the increased incidence.
"I could not understand the results as men and women live in the same environment; they eat the same foods and breathe the same air", Hassan said. "The only difference was the use of henna." | <urn:uuid:8d20b1a7-9590-4427-bc2d-ef4d5f6c1857> | CC-MAIN-2013-20 | http://www.4to40.com/newsat4/index.asp?p=Henna_dye_linked_to_high_leukaemia_rates&k=Use_of_Henna | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.982273 | 202 | 3.015625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Ruprecht Karl University of Heidelberg
From Wikipedia, the free encyclopedia
Ruprecht Karl University of Heidelberg
Latin: Ruperto Carola Heidelbergensis
|Rector||Prof. Dr. iur. Dr. h.c. Peter Hommelhoff|
|Affiliations||Coimbra Group, LERU, EUA|
|Data as of 2004|
The Ruprecht Karl University of Heidelberg (German Ruprecht-Karls-Universität Heidelberg; also known as simply University of Heidelberg) was established in the town of Heidelberg in the Rhineland in 1386. Its Latin name is Ruperto Carola Heidelbergensis.
It was founded at the behest of Rupert I, Count Palatine of the Rhine, in order to provide faculties for the study of philosophy, theology, jurisprudence, and medicine. The Great Schism in 1378, which split European Christendom into two hostile groups, was initiated by the election of two popes after the death of Pope Gregory XI in the same year. One successor was in Avignon (elected by the French) and the other in Rome (elected by the Italian cardinals). The German secular and spiritual leaders voiced their support for the successor in Rome, which had far reaching consequences for the German students and teachers in Paris: they lost their stipends and had to leave. Palatine Elector Ruprecht I recognized the opportunity and initiated talks with the Curia, which ultimately lead to the creation of the Papal Bull of Foundation which can be considered the establishment of the University of Heidelberg. On October 18, 1386 a ceremonial fair commemorated the opening of the doors of the university. As a motto for the seal, Marsilius von Inghen, the first rector of the university chose "Semper apertus" - the book of learning is always open. At this point in time the city of Heidelberg could not have had more than 3500 inhabitants and in the first year of existence the university had almost 600 enrolled. On October 19, 1386 the first lecture was held. Thus, the University of Heidelberg is the oldest university in Germany (the first university in German-speaking world was established in Vienna in 1365).
During the second half of the 16th century the University underwent a flowering time and was converted into a calvinistic institution in the reign of Elector Louis VI. It attracted scholars from all over the continent and developed to a cultural and academic centre of Europe. However, with the beginning of the Thirty Years' War in 1618, the intellectual and fiscal wealth of the university declined. In 1622 the then world-famous Bibliotheca Palatina, the library of the university, was stolen from the Heiliggeistkirche (the University Cathedral) and brought to Rome.
It was not until 1803 that this decline stopped. In this year, the University was reestablished as a state-owned institution by Karl Friedrich, Grand Duke of Baden and since then bears his name together with the one of Ruprecht I. The most influential student at that time was Karl Drais, inventor of the two-wheeler principle that started mechanized and later motorized personal transport. During the late 19th century, the Ruperto Carola housed a very liberal and open-minded spirit which was deliberately fostered by Max Weber, Ernst Troeltsch and a circle colleagues around them. In the Weimar Republic, the University was widely recognized as a centre of democratic thinking, coined by professors like Karl Jaspers, Gustav Radbruch, Martin Dibelius and Alfred Weber. Unfortunately, there were also dark forces working within the university: Nazi physicist Philipp Lenard was head of the physical institute during that time. Following the assassination of Walther Rathenau he refused to half mast the national flag on the institute, thereby provoking its storming by communist students.
With the advent of the Third Reich the University, just like all other German universities, supported the Nazis and lost many of its dissident professors (among them Emil Gumbel) and went into decline. But since Heidelberg was for the most part spared from destruction during the war, the reconstruction of the University was realised rather quickly. With the foundation of the Collegium Academicum, Heidelberg became the home of Germany's first and, until today, only self-governed student hall. Newly laid statutes obliged the University to "the living spirit of truth, justice and humanity".
During the sixties and seventies, the University grew dramatically in size. On the outskirts of the city, in the Neuenheimer Feld Area, a large campus for medicine and natural sciences was constructed. Today, most buildings of the arts and humanities faculties are located in the old part of the town while the largest parts of the natural sciences and medicine faculties buildings, including three large university hospitals, are situated in the Neuenheimer Feld.
Left-wing student protests
During the 1960s and 70s, the university developed slowly but ultimately to one of the core cells for the political rumors among students (see student protests).
In 1975, a massive police force arrested the entire student parliament "AStA". Shortly thereafter, the "Collegium Academicum", a progressive college in immediate vicinity to the universities main grounds was stormed by over 700 police officers and closed once and for all.
During the first and second gulf wars, the headquarters of the United States Army Forces in Europe, situated in the southern part of Heidelberg, was the destination of a small number of (peaceful) demonstrations by students, citizens and some raging grannies.
Today, about 25,000 students are enrolled for studies at the Ruperto Carola. More than 15,000 academics and over 400 professors make it one of Germany's larger universities. After a structural reformation, the University, as of 2003 consists of twelve faculties:
- Faculty of theology
- Faculty of law
- Faculty of medicine
- Faculty of medicine in Mannheim
- Faculty of philosophy
- Faculty of modern languages
- Faculty of economic and social sciences
- Faculty of behavioural sciences and empirical cultural sciences
- Faculty of mathematics and computer science
- Faculty of chemistry and earth sciences
- Faculty of physics and astronomy
- Faculty of biosciences
Each faculty offers a range of different degrees which will change drastically in the upcoming years as a consequence of the Bologna process. Apart from the faculties, a number of independent research institutes take part in the educational tasks. A very incomplete list of them might include
- the German cancer research centre (DKFZ - Deutsches Krebsforschungszentrum)
- the European Molecular Biology Laboratory EMBL
- Max-Planck-Institutes for astronomy, nuclear physics, medical research and comparative public law and international law.
- an interdisciplinary centre for scientific calculations (IWR - Interdisziplinäres Zentrum für wissenschaftliches Rechnen)
- an institute for astronomical calculations (ARI - Astronomisches Recheninstitut)
- the Heidelberg Academy of Sciences (Heidelberger Akademie der Wissenschaften)
As one can see from the aforementioned lists the Ruperto Carola is strongly dedicated towards fundamental research in humanities, natural sciences and medicine. Although there are some links to commercial sponsors, the University depends mostly on financial support by the state.
Thinkers associated with the university
- Old Testament's expert scholar Prof.Rev.Dr.Gerhard von Rad
- Claus Westermann, Old Testament scholar in the line of Prof.von Rad
- Georg Wilhelm Friedrich Hegel
- philosopher Ludwig Feuerbach
- historian Ernst Hartwig Kantorowicz
- existentialist philosopher-psychologist Karl Jaspers
- political theorist Hannah Arendt
- mathematician and pacifist Emil Gumbel
- philosopher of hermeneutics Hans-Georg Gadamer
- critical theorist and philosopher Jürgen Habermas
- philosopher of discourse ethics Karl-Otto Apel
- economists and sociologists Max Weber and Alfred Weber
- Nazi propaganda minister Joseph Goebbels
- Michael Clyne, linguist
- Alan Kreider, pacifist and historian
- G.E. Berrios , epistemologist of psychiatry
- medical pioneer Ludolf von Krehl
- chemist Robert Bunsen and physicist Gustav Kirchhoff
- Nazi physicist and Nobel Laureate Philipp Lenard
- 1954 physics Nobel Laureate Walther Bothe
- co-inventor of the nuclear shell model Otto Haxel
- 1991 Nobel Laureate Bert Sakmann.
- 2001 Nobel Laureate Wolfgang Ketterle.
- 2005 Nobel Laureate Theodor W. Hänsch
- chemist Fritz Haber, 1918 Nobel Laureate
- chemists Adolf Posselt & Reimann, who discovered in 1828 that nicotine is the main pharmacologically active component of tobacco
- physicist J. Hans D. Jensen, 1963 Nobel Laureate
- psychiatrist and philosopher Karl Jaspers
- cell physiologist Bert Sakmann, 1991 Nobel Laureate
- physiologist and medical doctor Otto Heinrich Warburg, 1931 Nobel Laureate
- physician and biochemist Otto Fritz Meyerhof 1922, Nobel Laureate
- chemist Georg Wittig, 1979 Nobel Laureate
- medical doctor Albrecht Kossel, 1910]] Nobel Laureate
- biochemist Richard Kuhn, 1938 Nobel Laureate
- mathematician Leo Konigsberger
- Joseph von Eichendorff
- Jean Paul
- Johann Wolfgang von Goethe only visited the city twice and never was a student at the University.
- Jose Rizal
See also: Mediaeval university
External links
- University of Heidelberg
- Photo Gallery with Images of the University of Heidelberg
- Homepage of the Heidelberg Center for American Studies Heidelberg Center for American Studies
- Coimbra Group (a network of leading European universities)
- LERU Group
Aarhus • Barcelona • Bergen • Bologna • Bristol • Budapest • Cambridge • Coimbra • Dublin • Edinburgh • Galway • Geneva • Göttingen • Granada • Graz • Groningen • Heidelberg • Jena • Kraków • Leiden • Leuven • Louvain-la-Neuve • Lyon • Montpellier • Oxford • Padua • Pavia • Poitiers • Prague • Salamanca • Siena • Tartu • Thessaloniki • Turku I • Turku II • Uppsala • Würzburg | <urn:uuid:93d87aa3-9bb5-4a36-8551-67ffb2fa2d74> | CC-MAIN-2013-20 | http://www.bazpedia.com/en/r/u/p/Ruprecht_Karl_University_of_Heidelberg_a034.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.893973 | 2,240 | 2.90625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
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The Chesapeake Bay, the largest estuary in the U.S., is an incredibly complex ecosystem that includes important habitats and is a cherished part of our American heritage. More than 64,000 square-miles of land drains into creeks, streams, rivers and, eventually, the Chesapeake Bay. Almost 200 miles long, the Chesapeake Bay is a wonderful resource, still beautiful and still teeming with life that we both harvest and appreciate. But unquestionably the Bay is in need and worthy of our attention and concern and I believe everyone has a role to play in rest
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With technology advancing and electronic devices becoming smaller and smaller, electronics designers have had to content with some very particular issues. One of the main issues they have had to deal with is how to store memory in smaller and smaller devices. For some devices, the challenge of storing memory in such a small space has led to some innovative solutions. For the makers of the SD memory card, it meant creating a memory card that got smaller and smaller as, on the other hand, its capacity for memory storage grew larger and larger.
Secure Digital (otherwise known as SD) is a memory card format. These memory cards are a type of technology known as non-volatile, simply meaning that they can store information even when not powered. (An example of volatile memory is Random Access Memory, or RAM, found inside your computer. This type of memory loses everything it has stored when the computer is powered off.) Originally developed by the electronics companies Toshiba, Matsushita, and SanDisk, SD Memory Cards are used to store information from portable devices such as handheld computers, digital cameras, PDAs, media players, mobile phones, GPS receivers, video game consoles and almost every other small electronic device imaginable.
SD memory cards are portable, re-recordable, and handy in that they can hold anywhere from 4 MB to 4 GB in disc space. The high tech SDHC format, though not without its downsides, can hold up to 32 GB of information. SD memory cards were originally designed to compete with Sony’s Memory Stick product. The SD memory card’s proponents played hard, creating the SD Card Association to promote SD cards and counts some thirty high tech companies among its members. The SD memory card triumphed over the Memory Stick format, and now due to the format’s increasing popularity, SD memory card technology is rapidly advancing. The microSD represents some of the newest SD card technology. As of 2008, the microSD was the smallest SD card on the market and had the highest capacity relative to its size. MicroSD cards were originally produced by SanDisk.
SD memory cards are used in all sorts of devices, including digital cameras, handheld computers, PDA’s, portable media players, mobile phones, and GPS receivers, among many other practical uses.
SD memory cards are promoted by a nonprofit organization called the SD Card Association. This association develops and publishes technical standards for SD Card technology. Also, being so invested in those standards, it promotes the further use, expansion and development of the technology. The association was founded on January 28, 2008 by Matsushita Electric Industrial Company (known in the United States as Panosonic), the SanDisk Corporation, and the Toshiba Corporation. Not surprisingly, those are three of the main companies that have developed and pushed SD memory card technology. The other members of the SD Card Association read like a laundry list of technologically advanced electronics manufacturers, and include Hewlett Packard, NEC Corporation and Infineon Technologies. Not surprisingly, as many digital cameras have come to rely on SD memory cards for photo and video storage, major photography companies such as the Eastman Kodak Company and Canon are also members. To round out the list are companies best known for making small devices like cell phones. These include Samsung, Motorola and Nokia.
Because of the SD memory cards popularity for use in cameras and other small electronic devices, it is a safe bet to say that the technology will continue to grow and expand. That is, of course, until the next great memory card technology comes along and the world discovers a newer, faster, smaller and more efficient way to store our all important data. | <urn:uuid:40f43df6-781a-41b3-93eb-b3b95c3a27c7> | CC-MAIN-2013-20 | http://www.bestbrandtobuy.com/sd-memory-card/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.96015 | 740 | 3.1875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Crow Canyon enters phase 2 at Goodman archaeological site
It didn\'t look like much, but according to Grant Coffey, an archaeologist at Crow Canyon Archaeological Center, a dinner table-sized patch of dirt clumps off to the side of a trail in Hovenweep National Monument was an ancient midden pile. “We’re actually on a midden right here,” Coffey said, gesturing toward the pile.
The archaeologist, clad in work pants and a gray hooded sweatshirt, was in the middle of a spring mapping project, preparing a site for summer excavation.
As he wandered around the site, Coffey also pointed out the remains of a great kiva and walked along what he said was an ancient trail used by early people.
This spring Coffey and his partners Susan Ryan, Steve Copeland and Johnny Walker are prepping for summer excavation work by doing some mapping at a new site west of Cortez. Wednesday, as Coffey walked around the area to be excavated, his fellow researchers were using a piece of hardware called a total station to log detailed geographical data.
The total station is a system that uses a laser to precisely place a location, thus exactly locating the places the group will excavate this summer.
Coffey and his fellow archaeologists at Crow Canyon are embarking on the second phase of a six-year research project this year. They recently finished the first three years of an excavation at Goodman Point Pueblo, and are now moving to examine peripheral sites in the areas that predate the village.
The goal of the second part of this research is to understand why a group of people who lived in smaller, scattered sites might have coalesced into a large village centered on a natural spring, Coffey said.
“How many people were here? What was the strain on the resource?” he asked rhetorically.
Those are just some of the questions the archaeologists hope to answer over the next three years.
In Coffey’s terms, the researchers are trying to understand “how a dispersed community eventually formed into a large aggregated community.”
From around 1000 to 1200, people in the area lived in the smaller, scattered dwellings, Coffey said. The work Coffey and his partners have already done at Goodman Point Pueblo points to the structures in that Pueblo being built in the late 1250s, he said.
For a while, archaeologists surmised that Ancestral Puebloans moved to living in larger settlements concentrated around springs because of a period of unpredictable precipitation. The hypothesis was that they moved to be closer to a constant water source because of that larger climatic change.
But now researchers are beginning to think there were a variety of influences, both social and ecological, that led the society to change its makeup. They’ve started giving a little more credit to a group of people they used to think were mere pawns of the greater climatological and ecological systems.
“It seems like there was really a number of factors,” Coffey said, speaking of the reasons that earlier people changed their lifestyle and social structures.
As the Crow Canyon archaeologists turn their focus to the areas that were settled earlier, they hope that among the bones, sherds and pollen samples they find that they will be able to piece together a picture of why these people changed their lifestyles.
Coffey and his archaeological partners are excited to work in the Goodman Point area because it is a relatively pristine setting, he said. The region was set aside from homesteading in 1889, so it has not had the agricultural and human impacts that many other areas have experienced.
Over the course of the summer, the Crow Canyon researchers could have as many as 1,400 participants help them excavate the new site, Coffey said. These helpers will range from middle school students to paying adult vacationers who fly into this area just for the opportunity to do some archaeological work.
The center practices low-impact archaeology, which involves excavating small, randomly-selected sections of the site instead of performing a full scale excavation.
“We try and dig the smallest amount that we can to answer the questions that we have,” Coffey said. "
Directory of cultural resource and historic preservation firms.
Gray & Pape, Inc. Archaeology**History**Historic Preservation
Serving your cultural resources needs since 1987.
New South Associates, Inc. New South Associates is a women-owned small business providing cultural resource management services, both nationally and internationally. Our specialities include archaeology, history, architectural history, preservation planning, and public interpretati
Paula S. Reed and Associates, Inc. Paula S. Reed and Associates, Inc. is a small, woman-owned corporation organized in the State of Maryland, which provides cultural resource evaluation on a nation-wide basis, specializing in National Historic Landmark nominations. We meet qualifications o | <urn:uuid:b5508f5f-f66f-4c15-920e-fee84475527a> | CC-MAIN-2013-20 | http://www.eculturalresources.com/news/1063.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.966669 | 1,021 | 2.765625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
In our studio classes students learn by doing, then looking at what they did in order discover new learning. The same thing helps us learn to teach.
I have found that students benefit by making and studying videos of themselves teaching during their pre-student-teaching field work placements or from lab school teaching on campus. As they watch their own videos, they are asked to list things that are most successful and to list the discoveries of things they wish to change or improve before Student Teaching.
There are several kinds of situations that lend themselves to video documentation.
One video could be of them presenting an assignment.
One could be of them working one-on-one with students.
One could be leading a critique discussion (one-on-one and/or with a group).
One could be a short art history presentation and/or discussion.
One could be dealing with classroom organization and behavior situations.
PS: I would be thrilled to see more videos published by art teachers (and others) that show and explain good examples of teaching for creative thinking. This could fill a significant void in teacher preparation programs.
On Jul 25, 2010, at 2:54 PM, Diane Gregory wrote:
Greetings Art Educators,
I have been asked to prepare a guest blog on a popular blog site. The topic
is: Ten Ways to Prepare for Student Teaching
I have my own ideas about this but would like to have your thoughts!
What do you think? What would you recommend to a pre-service art teacher that
is about to student teach or will student teach at some point toward the end of
their Art Teacher Preparation program.
Would love to hear what you would include on this list!
Go confidently in the direction of your dreams--Live the Life You've Imagined!
Henry David Thoreau, Walden
Dr. Diane C. Gregory
Associate Professor of Art Education
Director, Undergraduate & Graduate Studies in Art Education | <urn:uuid:3cf97ea5-34d5-4826-b418-abe87aa2a3d9> | CC-MAIN-2013-20 | http://www.getty.edu/education/teacherartexchange/archive/Jul10/0082.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.960284 | 404 | 2.734375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
ORLANDO, Fla., March 1 -- Men who limited alcohol intake to less than a glass of wine a day lived about four years longer than those who consumed similar amounts of beer or spirits, researchers here reported.
A number of studies have linked alcohol consumption-especially red wine consumption-to decreased risk of cardiovascular events, but Martinette T. Streppel, a Ph.D., student at Wageningen University in Bilhoven, The Netherlands, said this study may be the first to suggest that wine itself confers a survival benefit.
Compared with non-drinkers, men who consumed wine, beer, or spirits had a 36% lower risk of all-cause mortality and a 34% lower risk of cardiovascular mortality, she said at the Conference on Cardiovascular Disease Epidemiology and Prevention, which is sponsored by the American Heart Association.
"But men who drank about a half a glass of wine a day had a 40% reduction in all cause mortality and a 48% lower incidence of cardiovascular death," said Daan Kromhout, Ph.D., a professor of public health at Wageningen University and vice president of the Health Council of The Netherlands. Dr. Kromhout was senior author of the paper.
The finding emerged from analysis of data collected in the Zutphen Study, a cohort study of 1,373 men born between 1900 and 1920, which Streppel and colleagues reported. The men were enrolled in the study at age 40 and were followed for an average of 40 years.
Information about alcohol consumption as well as dietary habits, smoking, body mass index, and prevalence of heart disease, stroke, diabetes, and cancer, was collected by seven surveys conducted over the course of the study.
Light alcohol intake was defined as 20 grams or less a day, or about two glasses of wine. The average long-term intake was six grams of alcohol daily, which was equal to four ounces of beer, two ounces of wine, or one ounce of spirits.
Compared with men who did not consume alcoholic beverages, wine drinkers lived 3.8 years longer.
Among the findings:
- 45% of the men used alcohol in 1960, when they were 40 to 60 years old, but 85% of the men who survived until the year 2000 used alcohol.
- In 1960, the average consumption was eight grams of alcohol daily, which increased to 18 grams a day in 1985 and decreased to 13 grams.
- In 1960, 2% of the men were wine drinkers versus more than 40% of the men in the final survey in 2000.
The study did not differentiate between type of wine consumed, said Dr. Kromhout, who added "the type of wine consumed-red or white-usually varies by the season with red wine being more popular during the winter months."
Streppel speculated that the benefit observed for light wine drinkers might be linked to an increase in HDL cholesterol-a finding that has already been reported in other wine studies-or to "inhibition of platelet aggregation associated with wine."
|The study was funded by the The Netherlands Food and Consumer Product Safety Authority and The Netherlands National Institute for Public Health and the Environment.|
Primary source: Cardiovascular Disease Epidemiology and Prevention
Streppel MT "Long-Term Wine Consumption Is Independent of Moderate Alcohol Related to Cardiovascular Mortality and Live Expectance: the Zutphenl Study" P57 | <urn:uuid:8525fa11-7e66-4fa0-b423-a00eab15962c> | CC-MAIN-2013-20 | http://www.medpagetoday.com/MeetingCoverage/CDEP/5164 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.964173 | 696 | 2.78125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Planning for climate change
Community decision makers discuss adaptation strategies at a workshop in Hawkes Bay.
By Rebecca Cohoe
You can’t change the weather, but it makes a lot of sense to prepare for it.
So says Dr. Tom Cooper, of Memorial’s Faculty of Business. At a recent Harris Centre Synergy Session, Dr. Cooper told participants that planning for climate change today could save communities in Newfoundland and Labrador a whole lot of money in the future.
“Climate change is a relatively new risk for municipalities to consider,” he explained. “As communities, we need to face the potential risks of climate change, recognize opportunities and prepare for trouble. Towns may have initiatives and plans that need reconsideration. For some, especially those in more remote areas, their whole way of life may be forced to change.”
Dr. Trevor Bell of the Department of Geography agrees, especially for communities whose lifestyle and livelihoods are closely tied to climate.
“2010 isn’t quite over yet but it has already set a record as the warmest first eight months of a year – 3.3 degrees Celsius above normal – since nationwide records began in 1948,” he said. And yet, many communities just “don’t have climate change on their radar.”
Others are adapting to changing climate conditions as a matter of course. “Sometimes it’s a matter of the communities making preparations without necessarily labeling the reason as climate change,” said Dr. Bell. “They don’t call it “climate change adaptation”: they just consider it ‘getting by.’”
He points to the example of snowmobile trails in Labrador. “We’re seeing the gradual movement of trails away from freshwater lakes and rivers and back into the woods. They’ve realized that to extend the snowmobile season, they have to stay off the freshwater ice.”
“There’s also a role for Memorial,” Dr. Bell continued “We’re training our geography students to be able to help these communities to identify potential challenges posed by climate change; for instance, areas of coastline that are particularly vulnerable to coastal erosion or access to water resources.”
Cooperation between different regions, from towns all the way up to provinces, is also a positive development in climate change adaptation planning in this province. For example, Bell is a project lead with Atlantic Climate Adaptation Solutions, an Atlantic provinces-wide project supported and managed by the Provincial Department of Environment and Conservation. One outcome of the project will see the development of a climate change adaptation workbook designed for municipalities in Newfoundland and Labrador.
It’s definitely a step in the right direction. For many non-scientists, climate change is a confusing issue: often it isn’t until the potential risks are explained in terms of a community’s perspective that the issue really drives home.
Consider the difference between telling a community leader that the mean winter air temperature will rise 0.4°C in the next decade, or simply stating that over the next ten years, there’s likely going to be less snow and warmer winters than in the past: “it’s about looking at the way a community works, understanding their priorities and finding the areas where there’s sensitivity to climate,” explained Dr. Bell.
Ultimately, communities need to understand what climate change will mean for them. “If a community doesn’t perceive a need, perhaps it’s not as vulnerable as others,” he said. “What one community values, another may not. There are a wide variety of communities, with different identities and goals, so for adaptation to be successful people need to see it as important.”
While it might look different from community to community, “better understanding and management of strategic risk informs more effective strategy development and planning, ultimately leading to stronger communities,” concluded Dr. Cooper. “In the end, it’s all a matter of adaptation.” | <urn:uuid:e4b0414a-3033-487e-92b9-5658fb376045> | CC-MAIN-2013-20 | http://www.mun.ca/gazette/issues/vol43no7/research.php | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.9475 | 854 | 2.53125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Anyone who has had chickenpox may get shingles later in life. But there's a vaccine that may help prevent shingles or make it less painful if you do get it. The shingles vaccine (What is a Reference PDF Opens New Window document?) is known as Zostavax. Adults ages 50 and older can get one dose, whether or not they've had shingles before.
If you have never had chickenpox, you may avoid getting the virus that causes both chickenpox and later shingles by receiving the Reference varicella vaccine Opens New Window.
If you have never had chickenpox and have never gotten the chickenpox vaccine, avoid contact with people who have shingles or chickenpox. Fluid from shingles blisters is contagious and can cause chickenpox (but not shingles) in people who have never had chickenpox and who have never gotten the chickenpox vaccine.
If you have shingles, avoid close contact with people until after the rash blisters heal. It is especially important to avoid contact with people who are at special risk from chickenpox, such as:
- Pregnant women, infants, children, or anyone who has never had chickenpox.
- Anyone who is currently ill.
- Anyone with a weak Reference immune system Opens New Window who is unable to fight infection (such as someone with HIV infection or diabetes).
If you cover the shingles sores with a type of dressing that absorbs fluid and protects the sores, you can help prevent the spread of the virus to other people.
|By:||Reference Healthwise Staff||Last Revised: Reference June 5, 2012|
|Medical Review:||Reference Anne C. Poinier, MD - Internal Medicine
Reference Nancy Ann Shadick, MD, MPH - Internal Medicine, Rheumatology | <urn:uuid:29510b6e-29a0-48ff-9b59-82951b01bf39> | CC-MAIN-2013-20 | http://www.pamf.org/teen/healthinfo/index.cfm?A=C&type=info&hwid=hw75433§ion=aa29709 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.94184 | 383 | 3.140625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Sclerotium rolfsii is a club fungus that can cause a variety of diseases in plants, including wilt and Southern Blight. It was first described in 1892 by Peter Henry Rolfs in association with tomato blight in Florida.
" Kudzu of the Fungal World" at NC State University
Bioscouring of Cotton Fiber with Polygalacturonase Induced in Sclerotium rolfsii using Cellulose and Glucose-pectin
May 01, 2006; Abstract Textile industrial scouring processes are currently based on the use of chemical reagents that cause an important...
Researchers from Technical University Munchen provide details of new studies and findings in the area of genomics.
Sep 21, 2010; Scientists discuss in 'Transcriptome sequencing and comparative transcriptome analysis of the scleroglucan producer Sclerotium... | <urn:uuid:ae19c25a-c6db-42d6-842f-788cfe074694> | CC-MAIN-2013-20 | http://www.reference.com/browse/wiki/Sclerotium_rolfsii | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.869089 | 184 | 2.9375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
"Nov. 1, 2012 -- Two more drugs made by the New England Compounding Center (NECC) are crawling with various kinds of bacteria, FDA tests reveal.
The NECC is the Massachusetts compounding pharmacy whose drugs are the likely source of th"...
For external use only. Do not spray in the eyes. Skin absorption of ethyl chloride can occur; no cases of chronic poisoning have been reported. Ethyl chloride is known as a liver and kidney toxin; long-term exposure may cause liver or kidney damage.
WARNING: This product contains a chemical known to the State of California to cause cancer.
KEEP OUT OF THE REACH OF CHILDREN
Do not spray in eyes. Inhalation of ethyl chloride should be avoided as it may produce narcotic and general anesthetic effects, and may produce deep anesthesia or fatal coma with respiratory or cardiac arrest. Ethyl chloride is FLAMMABLE and should never be used in the presence of an open flame or electrical cautery equipment. When used to produce local freezing of tissues, adjacent skin areas should be protected by an application of petrolatum. The thawing process may be painful, and freezing may lower local resistance to infection and delay healing.
Last reviewed on RxList: 11/5/2008
This monograph has been modified to include the generic and brand name in many instances.
Additional Ethyl Chloride Information
Ethyl Chloride - User Reviews
Ethyl Chloride User Reviews
Now you can gain knowledge and insight about a drug treatment with Patient Discussions.
Report Problems to the Food and Drug Administration
Chronic Pain/Back Pain
Find tips and advances in treatment. | <urn:uuid:5d5ccc20-ed41-400d-adfd-f49761f2a40e> | CC-MAIN-2013-20 | http://www.rxlist.com/ethyl-chloride-drug/warnings-precautions.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.889999 | 347 | 2.546875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Comprehensive Suicide Prevention and Mental Health Promotion
In both the general and college student populations, research has consistently shown that loneliness and isolation are risk factors for suicide, suicidal behavior, and mental health problems, while supportive social relationships serve as a protective factor against these outcomes. In adolescents, feeling connected to their school is also protective against suicidal thoughts and behaviors. The Centers for Disease Control and Prevention (CDC) considers “connectedness” to be so critical that its 5-year strategic direction for preventing suicidal behavior is focused on “building and strengthening social bonds within and among persons, families, and communities.”
Efforts to facilitate social connection should go beyond simply encouraging individual students to “get involved.” For example, many campuses have developed smaller “living and learning communities,” where students have the opportunity to live with other students who share their interests and have increased interactions with faculty outside the classroom. Other schools have dedicated space in their student unions or equivalent for specific groups (e.g., international students) to meet and socialize together. | <urn:uuid:3b0d3502-7fa9-4b6b-8939-729937a6fd93> | CC-MAIN-2013-20 | http://www.sprc.org/collegesanduniversities/developing-campus-program/comprehensive-approach/social-networks | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.956425 | 217 | 3.09375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
The Chair That Has Seated Millions
We often talk about the importance of good design in building a sustainable society, and have fewer better examples than the Thonet Chair. It is just six pieces of wood-two circles, two sticks and a couple of arches - held together by 10 screws and two nuts. It has been kicking around for a while- since 1859. Alice Rawsthorn writes in the International Herald Tribune:
When the No.14 was launched in 1859, it was the first piece of furniture to be both attractive and inexpensive enough to appeal to everyone from aristocrats to schoolteachers. By 1930, some 50 million No.14s had been sold, and millions more have been snapped up since then. Brahms sat on one to play his piano, as did Lenin while writing his political tracts, and millions of us have perched comfortably on them in cafés. Another admirer was the modernist pioneer Le Corbusier. "Never was a better and more elegant design and a more precisely crafted and practical item created," he enthused.Michael Thonet, at center, and his sons, from left, Michael Jr., Josef, August, Franz and Jacob, who ran the firm after his death.
Rawsthorn notes a couple of wonderful features of this great bit of minimalist design, including:
-it was startlingly innovative. Thonet perfected a process of bending wood into strong, smooth curves that had eluded his rivals. By making the chair from the fewest parts possible and standardizing their shapes to help unskilled workers assemble them and pack them neatly in shipping crates, he devised a blueprint for efficient mass-production.
-The No.14 can even claim to have been a pioneer of sustainability. The early models were made in a factory in the village of Koritschan in what is now the Czech Republic from beech wood grown in nearby forests. Even when demand rose and extra supplies of wood had to be shipped in from further afield, Thonet limited its carbon footprint by making its own tools and machinery.
Efficient and minimalist use of materials, breaks down for easy shipping, useful and comfortable. If only everything was designed this well and lasted this long. | <urn:uuid:98fc9842-6c56-4f0f-b4e6-7ef023ace9f2> | CC-MAIN-2013-20 | http://www.treehugger.com/eco-friendly-furniture/the-chair-that-has-seated-millions.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.981521 | 452 | 3.015625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Start Your Visit WithHistorical Timelines
General Interest Maps
William McKinley was born the seventh of nine children to Scots-Irish parents in Niles, Ohio, a small community near the western Pennsylvania border. McKinley grew up in Poland, near Youngstown, where the family had moved to improve educational opportunities.
McKinley attended Allegheny College in Meadville, Pennsylvania, but his studies were cut short by illness. After regaining his health, he worked for a short time as a teacher.
In 1861, William McKinley volunteered for service in the Union Army. He served under the command of Rutherford B. Hayes and was cited for valor under fire. Following the war, McKinley studied law under a judge in Youngstown and later at a law school in New York. He was admitted to the Ohio bar in 1867.
McKinley made his initial foray into politics in 1869, when he ran successfully as a Republican for the position of prosecuting attorney for Stark County.
From 1877 to 1891, with one brief interruption, William McKinley served in the House of Representatives and made a reputation for staunch support of protective tariffs. He lost a bid for the speakership, but gained the chairmanship of the House Ways and Means Committee.
From that powerful position he managed to maneuver the passage of the Tariff of 1890. Unlike many Republicans, McKinley supported some moderate currency expansion plans. The McKinley Tariff, not universally popular in Ohio, and the gerrymandering of his district worked together to spell defeat in 1890.
In 1891, William McKinley was elected governor of Ohio and established a remarkably progressive record, including far-reaching tax reform. Businessman Marcus A. Hanna promoted McKinley as a presidential possibility at the Republican convention in 1892; he made a respectable showing, but finished behind the incumbent Benjamin Harrison. In 1893, McKinley was reelected to a second term as governor.
Around this time, McKinley faced a severe financial crisis, having cosigned on a note for a friend’s business loan. The business failed and the bank came to McKinley for $100,000. Facing bankruptcy, he was rescued by Mark Hanna and his friends.
The relationship with Hanna has often been misunderstood. It has been claimed that McKinley was simply a puppet manipulated by his wealthy associate. McKinley did indeed draw frequently upon Hanna’s money, advice, and organizational skills, but was a capable political operator in his own right.
Hanna performed to perfection in 1896, sewing up McKinley's nomination well before the Republican convention met. The campaign was one of extremes: McKinley’s muted message was delivered from his front porch while Bryan’s florid style was displayed across the nation. William McKinley’s victory was convincing; he was the first candidate since Grant to receive a majority of the popular vote.
McKinley’s first term saw a further increase in the protective tariff and the passage of the Gold Standard Act (1900), but most of his attention was directed toward Cuba and Spain, and later the Philippines. John Hay served as secretary of state and established an “open door” policy toward China.
Elected to a second term in 1900, McKinley looked forward to concentrating on domestic affairs. His presidency was cut short when he was shot by an anarchist at the Pan-American Exposition in Buffalo on September 6, 1901. He died nine days later.
For many years, William McKinley was regarded by some contemporaries and many historians as a president of meager talents and subservient to the dictates of his political handlers.
Theodore Roosevelt, unhappy with the president’s slowness in asking for a declaration of war against Spain, remarked that McKinley had no more backbone than a chocolate éclair.
Later observers have viewed him much more favorably and credit McKinley with exercising a sure hand in guiding the United States to the position of a world power.
---- Selected Quotes ----
Quotes by William McKinley.
Regarding Public Education
Illiteracy must be banished from the land if we shall attain that high destiny as the foremost of the enlightened nations of the world which, under Providence, we ought to achieve.
Inaugural Address, 1897
We need Hawaii just as much and a good deal more than we did California. It is manifest destiny.
Said to personal secretary, 1898
Quotes regarding William McKinley.
By Former President Grover Cleveland
All our people loved their dead President. His kindly nature and lovable traits of character, and his amiable consideration for all about him will long live in the minds and hearts of his countrymen.
Address to Princeton students
By Henry Cabot Lodge
When the history of his time is written he will stand forth as the great figure in the years which have been so crowded with events. He gained the entire confidence of the nation by his patriotism, wisdom and ability, just as he won its love by his kindness and goodness to all men.
"The Authentic Life of President McKinley"
- - - Books You May Like Include: ----
Murdering McKinley: The Making of Theodore Roosevelt's America by Eric Rauchway.
When President William McKinley was murdered at the Pan-American Exposition in Buffalo, New York, on September 6, 1901, Americans were bereaved and fr...
The President and the Assassin: McKinley, Terror, and Empire at the Dawn of the American Century by Scott Miller.
In 1901, as America tallied its gains from a period of unprecedented imperial expansion, an assassin’s bullet shattered the nation’s confidence. The s...
Hot Time in the Old Town: The Great Heat Wave of 1896 and the Making of Theodore Roosevelt by Edward P. Kohn.
One of the worst natural disasters in American history, the 1896 New York heat wave killed almost 1,500 people in ten oppressively hot days. The heat ...
Lost Kingdom: The Last Queen, the Sugar Kings and America's First Imperial Adventure by Julia Flynn Siler.
First colonized around 200 A.D. by intrepid Polynesian islanders, Hawaii existed for hundreds of years in splendid isolation. Foreigners did not visit...
Realigning Americ: McKinley, Bryan, and the Remarkable Election of 1896 by R. Hal Williams.
The presidential election of 1896 is widely acknowledged as one of only a few that brought about fundamental realignments in American politics. New vo... | <urn:uuid:cf3a9de1-9507-4c3d-a793-a0602b85dfd5> | CC-MAIN-2013-20 | http://www.u-s-history.com/pages/h809.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.970083 | 1,337 | 3.71875 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
- Algae discoloration is a type of roof discoloration caused by algae. Commonly, but inaccurately, called fungus growth. Usually it is dark brown to black in color.
- Algae Resistant Shingles are shingles which coated with copper granules on the weather side to prevent the formation of algae and the resultant discoloration.
- Algicidal Treatment is a method of cleaning discolored shingles with a bleach mixture to lighten the discoloration caused by algae formation.
- Asphalt is a bituminous waterproofing agent applied to roofing materials during manufacture.
- Asphalt roofing cement is an asphalt-based cement containing solvent, used to bond roofing materials. Also known as asphalt plastic cement, flashing cement, muck, bull or mastic.
- Cap flashing is the portion of the flashing attached to a vertical surface to prevent water from migrating behind the base flashing.
- Caulk means to fill a joint with mastic or asphalt roofing cement, or the material used to fill the joint.
- Certificate of Compliance is a certificate indicating that shingles meet their appropriate standards.
- Chalk line defines a line made on the roof by snapping a taut string or cord dusted with chalk. Used for alignment purposes.
- Closed-cut valley is a method of valley treatment in which shingles from one side of the valley extend across the valley, while shingles from the other side are trimmed 2″ from the valley center line. The valley flashing is not exposed.
- Coating Asphalt is a layer of asphalt applied to the base reinforce- ment material into which granules or other surfacing is embedded.
- Collar defines a pre-formed flange placed over a vent pipe to seal the roof around the vent pipe opening. Collar is also called a vent sleeve.
- Condensation defines the change of water from vapor to liquid when warm, moisture-laden air comes in contact with a cold surface.
- Course is a horizontal row of shingles or roll roofing running the length of the roof.
- Deck defines the surface installed over the supporting framing members, to which the roofing is applied.
- Diagonal method is a roofing application method in which shingles are applied diagonally up the roof.
- Dormer is a framed window unit projecting through the sloping plane of a roof.
- Double coverage defines the application of asphalt roofing such that the lapped portion is at least 2″ wider than the exposed portion, resulting in two layers of roofing material over the deck.
- Downspout is a pipe for draining water from roof gutters.
- Drip edge is a corrosion-resistant, non-staining material used along the eaves and rakes to allow water run-off to drip clear of underlying construction.
- Eaves flashing is an additional layer of roofing material applied at the eaves to help prevent damage from water back-up.
- Exposure defines the portion of the roofing exposed to the weather after installation, usually expressed in inches.
- Fascia is a flat board, band or face located at a cornice’s outer edge.
- Feathering strips means tapered wood filler strips placed along the butts of old wood shingles to create a level surface when re-roofing over existing wood shingle roofs.
- Felt is an organic fiber mat impregnated with asphalt and used as an underlayment.
- Fiber glass mat is a reinforcing material for asphalt roofing manufactured from glass fibers.
- Fiber Glass Shingles are asphalt shingles made with a fiber glass mat.
- Flashing are pieces of metal or roll roofing used to prevent seepage of water into a building around any intersection or projection in a roof, such as vent pipes, chimneys, adjoining walls, dormers and valleys.
- Gable is the upper portion of a sidewall that comes to a triangular point at the ridge of a sloping roof
- Gable roof is a type of roof containing sloping planes of the same pitch on each side of the ridge. Contains a gable at each end.
- Gambrel roof is a type of roof containing two sloping planes of different pitch on each side of the ridge. The lower plane has a steeper slope than the upper. Contains a gable at each end.
- Granules- Ceramic-coated, colored crushed rock that is applied to the exposed surface of asphalt roofing products.
- Gutter is the trough that drives water from the eaves to the downspouts.
- Ice dam defines condition formed by the thawing and refreezing of melted snow, especially at the lower roof edge on the roof overhang and in gutters. Can cause water to pond and flow up and under shingles, causing leaks.
- Laminated shingles are strip shingles containing more than one layer of tabs to create extra thickness. Also called three-dimensional shingles or architectural shingles.
- Nesting defines a method of re-roofing with new asphalt shingles over old shingles in which the top edge of the new shingle is butted against the bottom edge of the existing shingle tab.
- Open valley is a method of valley construction in which shingles on both sides of the valley are trimmed along a chalk line snapped on each side of the valley. Shingles do not extend across the valley. Valley flashing is exposed.
- Overhang is the portion of the roof structure that extends beyond the exterior walls of a buildin
- Overlay Shingle is a one-piece base shingle to which overlay pads, consisting of an additional layer of asphalt and granules are applied in random patterns to simulate two-piece laminate shingles.
- Patterning defines the formation of various geometric designs or patterns on the roof resulting from overlay- or laminated tab-type shingles applied incorrectly or from incorrect color blends.
- Racking is a roofing application method in which shingle courses are applied vertically up the roof.
- Rafter is the supporting framing member immediately beneath the deck, sloping from the ridge to the wall plate.
- Rake is the inclined edge of a sloped roof over a wall.
- Ridge is the uppermost, horizontal external angle formed by the intersection of two sloping roof planes.
- Ridge shingles areused to cover the horizontal external angle formed by the intersection of two sloping roof planes.
- Roll roofing defines asphalt roofing products manufactured in roll form.
- Saturated felt in an asphalt-impregnated felt used as an underlayment between the deck and the roofing material.
- Scuffing is damage produced to the shingle surface, usually the granules or top coating layer, caused by foot traffic or by placing objects on newly installed shingles.
- Self-sealing shingles contains factory-applied strips of self-sealing adhesive.
- Self-sealing strip- factory-applied adhesive that bonds shingle courses together when exposed to the heat of the sun after application.
- Sight Card is a cardboard geometrical shape used to determine roof slope from the ground.
- Slope defines the degree of roof incline expressed as the ratio of the rise to the run, in inches.
- Soffit- the finished underside of eaves.
- Soffit Vents are vents located under the eaves provide air intake. They should be used together with other higher elevation vents.
- Soil stack is a vent pipe that penetrates the roof.
- Starter strip is an sphalt roofing applied at the eaves that provides protection by filling in the spaces under the cutouts and joints of the first course of shingles. It also provides for sealing down of tabs of the first course of self-sealing shingles.
- Step flashing is a base flashing application method used where a vertical surface meets a sloping roof plane. Utilizes multiple pieces of flashing material.
- Stickering is the process of inserting spacers between deck panels before installation in order to allow them to reach a more natural moisture content and dimension.
- Strip shingles are asphalt shingles that are approximately three times as long as they are wide. | <urn:uuid:3a13c92a-a702-4c20-a770-08e892263ce8> | CC-MAIN-2013-20 | http://www.usclaimexpert.com/roofing-tips/roof-repair-terminology/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.910932 | 1,745 | 3.390625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Bridges are commonly used to replace one or more missing teeth. They span the space where the teeth are missing. Bridges are cemented to the natural teeth or implants surrounding the empty space. These teeth, called abutments, serve as anchors for the bridge. A replacement tooth, called a pontic, is attached to the crowns that cover the abutments. As with crowns, you have a choice of materials for bridges. Your dentist can help you decide which to use, based on the location of the missing tooth (or teeth), its function, aesthetic considerations and cost. Porcelain or ceramic bridges can be matched to the colour of your natural teeth. | <urn:uuid:89eef51c-098f-4930-8909-0663310370cc> | CC-MAIN-2013-20 | http://www.woodside-dental.co.uk/Bridges/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.956764 | 136 | 2.890625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
- n. Plural form of gorgon.
“Try this for scary numbers it would also explain gorgons desperation to stay in office.”
“Whatever the Clinton administration's commitment to multilateralism had been, these gorgons turned it to stone.”
“But this more robust multilateral approach ran up against the three gorgons of the immediate post-Cold War period: Somalia, Bosnia, and Rwanda.”
“Yet, plenty of gorgons beckon: Iraq, Afghanistan, North Korea.”
“I feel tempted to draw more gorgons now.... wet jungle-dwelling ones.”
“I especially like the pack of gorgons attacking the pareiasaur!”
“The next few people are pretty excited about this unicorn, and they tend to wax rhapsodic about how enchanting it is over pints at the pub, but actual awe is now reserved for things like gryphons and gorgons.”
“All the while, he heard the hissing of the gorgons all around him.”
“When all the stones had been listened to, and all the thousands of lives had poured into the blind woman's ear, the gorgons made a raft for Tiresius.”
“The gorgons, not truly monstrous, not truly cruel, to women, pitied the blind Tiresius.”
These user-created lists contain the word ‘gorgons’.
The above. With the addition of cheese.
Looking for tweets for gorgons. | <urn:uuid:f03ce561-f847-417c-ad2a-1bdeb396747b> | CC-MAIN-2013-20 | http://www.wordnik.com/words/gorgons | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701670866/warc/CC-MAIN-20130516105430-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.895377 | 348 | 2.5625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Some people may wonder about the indications (or uses) of doxycycline. Doxycycline is a prescription medication approved to treat various conditions in adults and children as young as 8 years old. Specifically, uses of the drug include:
- Treating bacterial infections, such as:
- Treating acne
- Preventing malaria
- Treating anthrax infections
- Treating rosacea
- Treating periodontitis (gum disease).
Doxycycline can also be prescribed "off-label" to treat infections that are resistant to another antibiotic known as vancomycin. This medication is also used to treat several uncommon bacterial infections. It also may be substituted in place of penicillin to treat common infections in those people who are allergic to that particular drug.
(Click Doxycycline Uses for a more in-depth look at this topic, including specific uses of doxycycline and the safety of its use in children.) | <urn:uuid:91bc577b-46e3-4f6b-8f7d-94df7dda3544> | CC-MAIN-2013-20 | http://antibiotics.emedtv.com/doxycycline/doxycycline-indications.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.948164 | 199 | 3.09375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
It is extremely difficult for youth who have been living in correctional facilities to return to their communities, families, schools, and employment. Because the youth are very likely to be returning to the very same environments into which they got into trouble in the first place (e.g., poverty, chaotic schools, substance abuse issues, or dysfunctional families), their rate of recidivism is extremely high. According a new report from Project Forum released last December, approximately 55% of youth return to detention facilities or prisons within 12 months of their release. And that number is even higher for youth with disabilities. As one researcher commented, “the most difficult part of many youths’ experience in the juvenile justice system is not being confined, but returning home.”
How many youth are incarcerated in our country, and what disabilities do they have? In 2007, more than 87,000 youths were held in juvenile correctional facilities; an additional 3,650 were in state prisons. Of these numbers, youth with disabilities are overrepresented. One study showed that whereas only 9% of youth in our nation’s schools are eligible for special education services, an estimated 37% of youth in the juvenile justice system receive services under IDEA. Some reports suggest that the number of incarcerated youths with special needs in fact ranges from 30 to 70% of the population. Of incarcerated youth, between 65% and 90% could be diagnosed with at least one mental health disorder. Additionally, it is estimated that approximately 10% of incarcerated youth have learning disabilities, 50% have emotional disorders, 12% have intellectual disabilities, and as many as 50% have AD/HD.
These youthful offenders have likely been served poorly by their home schools. They have also likely been served poorly through the educational programs offered by the juvenile justice system. Even though incarcerated, students who receive special education services are still entitled to FAPE (free and appropriate public education). But the provision of FAPE can be problematic for youthful offenders. Incarcerated youth can be moved frequently, IEPs and educational records (if they are even obtained from home schools) do not always follow the offenders, families are minimally involved with educational planning, and some of the disciplinary procedures used for offenders are unhelpful to them educationally. This is regrettable, because we know that youths who progress academically while incarcerated will have lower recidivism rates.
Despite the glum numbers, we know youth with disabilities who are engaged in work or school during the first three months of their release are 3.2 times less likely to return to custody and 2.5 times more likely to remain working or enrolled in school 12 months after leaving the correctional facility. These youth can successfully be returned to society. Thus, it is imperative that good transition programs are developed for these youth to ensure successful outcomes for them.
To that end, Project Forum conducted a review of programs in four states (Arizona, Georgia, Hawaii, and Oregon) that offer what are considered “best practices” in their reentry programs for incarcerated youths. Historically, re-entry programs for youth tend to be fragmented, and too many offenders fall between the proverbial cracks of the system. One of the main problems is that youth leaving correctional facilities are aging out of child-oriented social programs and being funneled into adult-oriented services. Many of these adult programs are developmentally inappropriate for youthful offenders, who can be left floundering.
To address these gaps in service, each state identified by Project Forum offered comprehensive, multi-disciplinary wrap-around programs to ensure that the needs of youth are met upon release. Key to each of the programs is the use of a transition coordinator, who establishes relationships with the youths before their release, ensures that community-based services are set in the community upon release, and then continues to follow the youth once they are back in the community. In addition, each state is addressing the educational, employment, social and behavioral, substance abuse, housing, and transportation needs of recently released youth.
It is not inevitable that incarcerated youth will return to detention facilities, but the odds are stacked against them. But as demonstrated by the Project Forum report, youth can be successfully transitioned back into their communities. However, it will take a lot of effort on the part of the juvenile justice system, communities, and social services agencies as well as the released youths and their families to succeed. | <urn:uuid:f00cea7b-707e-4f14-a932-6204ca540b94> | CC-MAIN-2013-20 | http://blog.foxspecialedlaw.com/2012/04/incarcerated-youth-with-disabilities.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.975158 | 888 | 3.21875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Here is the thing: a freak to a fish was caught in western Finland in 2009, and a picture of this putative hybrid – together with a tissue sample – landed to the University of Helsinki premises. We were asked if the hybrid origin of the fish could be confirmed genetically.
With a little bit of jiggling in the lab, followed by subsequent analyses of data on eight microsatellite loci and mtDNA sequences, we concluded that the focal fish is indeed a backcross between perch (Perca fluviatilis) and pike-perch (Sander lucioperca) hybrid and either of the parental sepcies. A similar case – but genetically unconfirmed such – has been recorded from Finland in early 1960′s. Hence, the fish we analyzed is the first confirmed hybrid between these two species. Blimey.
While still working with the analyses, the news about this fish broke prematurely to the public. Some of this coverage can be found from the following links:
Now the scientific article about this case has been accepted for publication:
Kahilainen K, AGF Teacher, K Kähkönen, M Vinni, H Lehtonen & J Merilä 2010. A case of natural hybridization between pikeperch Sander lucioperca and perch Perca fluviatilis. Annales Zoologici Fennici, in press. | <urn:uuid:175ef669-205e-47ef-801b-2d3b5cca3b95> | CC-MAIN-2013-20 | http://blogs.helsinki.fi/egru-blog/2010/11/23/perch-pike-perch/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.935513 | 298 | 3 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
The current methods used to detect breast cancer spread (metastases) are crude and fail to identify a large number of patients with metastatic disease. In a patient diagnosed with breast cancer, treatment includes the surgical removal of the tumor as well as the removal of 10-30 lymph nodes (LN) located under the arm. This is done because cancer first spreads to the LN and removing LN metastases decreases tumor recurrence and may increase survival. One small slice of each lymph node is typically analyzed by pathologists to determine if it contains tumor cells. However, this type of analysis misses disease in many patients since 1/3-1/2 of women with no detectable metastases in their LN still die of breast cancer. Furthermore, by the time that women with breast cancer have symptoms of metastases or detectable tumors by x-ray, there is too much cancer for even the strongest therapies to cure.
This study will evaluate a more sensitive way to identify cancer cells in the LN and blood of breast cancer patients. Reverse transcriptase-polymerase chain reaction (RT-PCR) is a detection technique that is 10-100 times more sensitive than routine pathology methods and can detect one tumor cell among one million normal cells. A major obstacle to the clinical use of RT-PCR to detect breast cancer cells has been the lack of a specific marker that is present in all breast cancer cells from all patients but is absent from normal LN and blood. We have evaluated many markers in laboratory studies in order to develop a panel of specific sensitive markers best suited for breast cancer detection and have identified two outstanding markers of breast cancer that can distinguish tumor cells from normal LN and blood cells.
It is impractical and expensive to analyze all of the removed LN for disease. However, sentinel node biopsy involves the surgical removal of the one or two ¿sentinel¿ lymph nodes (SLN) and allows RT-PCR analysis to be applied to the LN most likely to contain disease. We have initiated a multi-institutional trial for evaluating SLNB in breast cancer patients and will analyze banked and newly acquired tumor and LN specimens. We will also examine blood for metastasizing tumor cells and marker proteins. We have analyzed SLN from 92/500 patients enrolled in our trial. Our markers are detected in 94%-100% node-positive breast cancer patients and have potentially upstaged 20%-50% patients deemed as node-negative by histology. These excellent preliminary results underscore the merit and promise of our approach.
Our hypothesis in the proposed study is that RT-PCR analysis for these specific markers will provide a more sensitive and accurate detection of cancer that has spread to the blood and lymph nodes of breast cancer patients. We will (1) analyze patient tumor and SLN specimens by standard pathology and by RT-PCR for detection of markers inside tumor cells; (2) compare RT-PCR to standard analysis for sensitivity, accuracy, and for the ability to predict cancer recurrence and survival at 2- and 4-year follow-up; (3) analyze blood specimens taken at the time of surgery and at regular intervals after surgery for circulating tumor cells (by RT-PCR); (4) evaluate whether the detection of tumor markers in blood specimens by RT-PCR can predict disease recurrence and survival; and (5) evaluate additional marker candidates in the laboratory and add the most promising to the RT-PCR panel to ensure detection of breast cancer in all patients.
More accurate analysis of LN may identify histologically node-negative patients actually at risk for recurrence (who are most likely to benefit from aggressive therapy) and truly node-negative patients (who may not need to be exposed to the risks and morbidity of aggressive therapy). Analysis of peripheral blood for circulating tumor cells and for marker proteins may enable more accurate staging presurgery and may allow the improved and timely detection of metastatic disease after surgery. We are confident that our translational research approach will result in substantial improvements in the detection of occult disease. | <urn:uuid:aa49bd8a-913a-4caa-af45-63613b6c8673> | CC-MAIN-2013-20 | http://cdmrp.army.mil/search.aspx?LOG_NO=BC994054 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.93535 | 827 | 3.046875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
This document assesses the environmental impacts of the proposed remedial action at the Mexican Hat uranium mill tailings site located on the Navajo Reservation in southern Utah. The site covers 235 acres and contains 69 acres of tailings and several of the original mill structures. The Uranium Mill Tailings Radiation Control Act (UMTRCA) of 1978, Public Law 95-604 (PL95-604), authorized the U.S. Department of Energy to clean up the site to reduce the potential health impacts associated with the residual radioactive materials remaining at the site. The U.S. Environmental Protection Agency promulgated standards for the remedial action (40 CFR Part 192). Remedial action must be performed in accordance with these standards and with the concurrence of the U.S. Nuclear Regulatory Commission and the Navajo Nation. The proposed action is to stabilize the tailings within the present tailings site by consolidating the tailings and associated contaminated soils into a recontoured pile. A radon barrier of compacted earth would be constructed over the pile, and various erosion control measures would be taken to assure the long-term stability of the pile. the no action alternative is also assessed in this document.
U.S. Department of Energy, "Environmental Assessment of Remedial Action at the Mexican Hat Uranium Mill Tailings Site, Mexican Hat, Utah" (1987). All U.S. Government Documents (Utah Regional Depository). Paper 102. | <urn:uuid:a5d134b4-d42a-41da-9f2a-854891d22b29> | CC-MAIN-2013-20 | http://digitalcommons.usu.edu/govdocs/102/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.8847 | 293 | 2.78125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
From Battlestar Wiki, the free, open content Battlestar Galactica encyclopedia and episode guide
ECMs (acronym for Electronic countermeasures) are any sort of electrical or electronic device designed entirely to confuse enemy detection systems. They may be used both offensively or defensively in any method to deny targeting information to an enemy. The system may make it seem that there are hundreds of separate targets, or make the real target seem to disappear or move about randomly.
The Colonial Raptor is equipped with a range of ECM systems including:
These systems fall under the purview of the ECO, but can also be activated by the pilot.
The Cylons use two forms of ECM during the Cylon attack.
The first form involves simple jamming of Colonial wireless channels during the attack. This forces any Colonial vessel to escape from jamming range or use Communication drones to transmit outside of jamming range.
The second form involves the transmission of false ship echoes to fool Colonial DRADIS scans. It takes Helo, the ECO aboard Raptor 478, several precious minutes attempting to eliminate the ghosts from the actual craft as they accompany a squadron of Viper Mark VII fighters engaging a group of Cylon Raiders (Miniseries).
While not truly a use use ECMs, which tries to overcome existing forms of detection and attack in the heat of battle, an electronic and devastating attack is made by Cylon Raiders when they transmitt a computer program to all Colonial vessels within range. This virus uses a backdoor installed into the Command Navigation Program used aboard Colonial ships to disable their integrated systems and leave them vulnerable to attack (Miniseries). Technically, this is more akin to sabotage since Cylon agents were used prior to the attack to change the CNP. | <urn:uuid:64be1299-b0f3-443f-ad26-6b556f407b2a> | CC-MAIN-2013-20 | http://en.battlestarwiki.org/wiki/ECM | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.931419 | 361 | 2.59375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
||This article has multiple issues. Please help improve it or discuss these issues on the talk page.
||This article provides insufficient context for those unfamiliar with the subject. (October 2009)
The main function of deviation from proportionality is to denote the proportion of malapointment in a democratic process. The idea is basically a mathematical relationship between the percentage of votes obtained by a political party and the percentage of parliamentary seats allocated to it.
To calculate just subtract a parties’ vote share from their seat share, add up all of the absolute values (that is, ignoring any negative signs), and finally divide by two.
- ^ There are three main ways of measuring deviations from proportionality: | <urn:uuid:277eeadf-45fd-4b91-a3b0-014f6c2a5cdf> | CC-MAIN-2013-20 | http://en.wikipedia.org/wiki/Deviation_from_proportionality | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.929121 | 141 | 3.71875 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
Managerial economics as defined by Edwin Mansfield is "concerned with application of the economic concepts and economic analysis to the problems of formulating rational managerial decision." It is sometimes referred to as business economics and is a branch of economics that applies microeconomic analysis to decision methods of businesses or other management units. As such, it bridges economic theory and economics in practice. It draws heavily from quantitative techniques such as regression analysis, correlation and calculus. If there is a unifying theme that runs through most of managerial economics, it is the attempt to optimize business decisions given the firm's objectives and given constraints imposed by scarcity, for example through the use of operations research, mathematical programming, game theory for strategic decisions, and other computational methods.
Managerial decision areas include:
- assessment of investible funds
- selecting business area
- choice of product
- determining optimum output
- determining price of product
- determining input-combination and technology
- sales promotion.
Almost any business decision can be analyzed with managerial economics techniques, but it is most commonly applied to:
- Risk analysis - various models are used to quantify risk and asymmetric information and to employ them in decision rules to manage risk.
- Production analysis - microeconomic techniques are used to analyze production efficiency, optimum factor allocation, costs, economies of scale and to estimate the firm's cost function.
- Pricing analysis - microeconomic techniques are used to analyze various pricing decisions including transfer pricing, joint product pricing, price discrimination, price elasticity estimations, and choosing the optimum pricing method.
- Capital budgeting - Investment theory is used to examine a firm's capital purchasing decisions.
At universities, the subject is taught primarily to advanced undergraduates and graduate business schools. It is approached as an integration subject. That is, it integrates many concepts from a wide variety of prerequisite courses. In many countries it is possible to read for a degree in Business Economics which often covers managerial economics, financial economics, game theory, business forecasting and industrial economics.
Scope of Managerial economics
Managerial economics to a certain degree is prescriptive in nature as it suggests course of action to a managerial problem. Problems can be related to various departments in a firm like production, accounts, sales, etc.
- Demand decision.
- Production decision.
- Theory of exchange or Price Theory.
Demand decision
Demand refers to the willingness to buy a commodity. Demand, here, defines the market size for a commodity i.e. who will buy the commodity. Analysis of the demand is important for a firm as its revenue, profits, income of the employees depend on it.
Production decision
A firm needs to answer four basic questions - what to produce, how to produce and how much to produce and for whom to produce.
What to produce?
A firm will produce according to its perception of the customer demand. It can either produce consumer goods like food, clothing etc. (which are for consumption purpose) or it can produce capital goods like machinery etc. (which are for investment purposes).
How to produce?
Goods can be produced by certain techniques. Firms have the option of producing goods by labour intensive technique and capital intensive technique. Labour intensive technique is the one in which manual labour is used to produce goods. Capital intensive technique is the one in which machinery like forklift, assembly belts etc. are used to produce goods.
How much to produce?
A firm has to decide its production capacity and also how much of their good a consumer needs and produce accordingly.
For whom to produce?
A firm has to decide its target population (i.e. to whom they will serve products and/or services). Example, it will not be viable to produce luxurious goods or middle income or low income group if they can't afford it and produce basic necessity goods for rich class if they don't need it. Therefore, a firm needs to match its produce according to the target population it is serving.
See also
- W. B. Allen, K.Weigelt, N. Doherty, and E. Mansfield , 2009. Managerial Economics Theory, Applications, and Cases, 7th Edition. Norton. Contents.
- • William J. Baumol (1961). "What Can Economic Theory Contribute to Managerial Economics?," American Economic Review, 51(2), pp. 142-46. Abstract.
• Ivan Png and Dale Lehman (2007, 3rd ed.). Managerial Economics. Wiley. Description and chapter-preview links.
• M. L. Trivedi (2002). Managerial Economics: Theory & Applications, 2nd ed., Tata McGraw-Hill. Chapter-preview links.
- NA (2009). "managerial economics," Encyclopedia Britannica. Cached online entry.
- • Carl Shapiro (1989). "The Theory of Business Strategy," RAND Journal of Economics, 20(1), pp. 125-137.
• Thomas J. Webster (2003). Managerial Economics: Theory and Practice, ch. 13 & 14, Academic Press. Description.
- For a journal on the last subject, see Computational Economics, including an Aims & Scope link.
- • James O. Berger (2008)."statistical decision theory," The New Palgrave Dictionary of Economics, 2nd Edition. Abstract.
• Keisuke Hirano (2008). "decision theory in econometrics," The New Palgrave Dictionary of Economics, 2nd Edition. Abstract.
• Vassilis A. Hajivassiliou (2008). "computational methods in econometrics," The New Palgrave Dictionary of Economics, 2nd Edition. Abstract.
- • Trefor Jones (2004). Business Economics and Managerial Decision Making, Wiley. Description and chapter-preview links.
• Nick Wilkinson (2005). Managerial Economics: A Problem-Solving Approach, Cambridge University Press. Description and preview.
• Maria Moschandreas (2000). Business Economics, 2nd Edition, Thompson Learning. Description and chapter-preview links.
- Prof. M.S. BHAT, and A.V. RAU.Managerial economics and financial analysis.Hyderabad.ISBN 978-81-7800-153-1
- Alan Hughes (1987). "managerial capitalism," The New Palgrave: A Dictionary of Economics, v. 3, pp. 293–96.
- Edward Lazear (2008). "personnel economics," The New Palgrave Dictionary of Economics. 2nd Edition. Abstract.
- Keith Weigelt (2006). Managerial Economics
- Elmer G. Wiens The Public Firm with Managerial Incentives
- Computational Economics. Aims and scope.
- International Journal of Economics and Management Sciences
- Journal of Economics & Management Strategy. Aims and scope.
- Managerial and Decision Economics | <urn:uuid:f6a74c87-e34c-42ef-a4c8-8e03e668981f> | CC-MAIN-2013-20 | http://en.wikipedia.org/wiki/Managerial_economics | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.87678 | 1,427 | 3.171875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Some foods that get a bad rap are actually good for you foods that should not be eliminated from a healthy diet.
The problem is some people like to judge foods based on a single ingredient or nutritional feature without regard to the total contribution the food makes to the diet. That's just not right.
If you remember Woody Allen's proclamation in the movie Sleeper, you'll know what I'm talking about. It's just a matter of time before once forbidden foods become forgiven. Think coffee, wine, and chocolate. Who knows what's next?
Why you shouldn't judge foods and ingredients too harshly:
- New information about what's in our food and what we need to be healthy is continually being discovered.
- Eliminating a food or food group can lead to unintended deficiencies in the diet
- How much and how often we eat something is more important in determining risk-benefit than any single attribute of a food.
Eggs, potatoes, nuts, olive oil, and avocados have already been redeemed. Then there is the whole new world of phytonutrients - those naturally occurring compounds in plants with powerful health benefits - that are being found in foods we never expected to be superstars, like mushrooms, onions, and garlic.
The key is to keep moderation in mind for everything you eat since too much of anything can be harmful. And here are some foods you definitely should not abandon.
9 Good For You Foods That Get a Bad Rap
Cheese - Fill nutrient gaps for calcium and phosphorus with cheese and get a versatile source of protein that can take center-stage in a meal or make side dishes taste better. Research shows people whose diets include cheese have lower risk factors for metabolic syndrome.
Bananas - Available year round for about 35 cents each, bananas are an affordable and satisfying snack. Don't worry about that fact a banana has more calories than a grape; you're far more likely to eat too many grapes, but not too many bananas.
Coconut Oil- Not all tropical oils are the same, meaning high in artery-clogging saturated fat. The main saturated fat in coconut oil is lauric acid, a medium-chained fatty acid than can actually increase good HDL cholesterol levels. It is also known for its antibacterial, antimicrobial, and antiviral properties.
Lean Pork - Pigs are being fed and bred to provide cuts that are as lean as skinless chicken. Look for pork tenderloin, top loin roast, center loin chops, and rib chops to add some variety to your meat menus.
Dark Meat Chicken - It may be a bit higher in calories and fat than breast meat, but skinless chicken legs and thighs have other advantages. Dark meat is less expensive than light meat and much more flavorful, so you're less likely to prepare it with lots of coatings and gravy that add fat and calories.
Vegetable Juice - Low sodium versions can be used to get needed vegetable servings into your daily diet when no raw or cooked vegetables are available. It's also a great base for soups and sauces that you can season as you like.
Dried Fruit - Naturally sweet and delicious, dried fruits can be nibbled on instead of candy while helping you get the recommended 2-4 servings of fruit each day. Use dried blueberries or Plum Amazins (dried plum pieces) anywhere raisins are called for when cooking and baking.
Peanut Butter - Like hummus, peanut butter is made from a legume and is a versatile source of protein. It can be incorporated into any snack to help you feel satisfied longer so you won't keep snacking. Unlike hummus, it can be paired with sweet or savory foods, like apple slices, celery sticks, whole grain crackers or caramel rice cakes.
Granola Bars - Whether looking to get a boost in whole grains, protein, energy, or all three, there's a bar to meet your needs. Some are enriched to provide additional vitamins and minerals, but their best feature of all is that they're portion controlled and ready for on-the-go eating. While not great as a meal replacement, they can be the perfect cookie replacement! | <urn:uuid:c7fe99d8-3596-470d-81c4-bf8141283edb> | CC-MAIN-2013-20 | http://health.lifegoesstrong.com/article/9-good-you-foods-get-bad-rap | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.952117 | 858 | 2.796875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Living in a world of sunshine and electricity, we tend to take light for granted. Heck, we complain when clouds diminish our bright sunny rays. But dip just beneath the surface of the ocean and light becomes a rare commodity. More than half of the light that penetrates the ocean surface is absorbed in the first three feet. As you go deeper, different colors disappear. Red is the first to go, followed by yellow and green, until you're truly immersed in murky blue. At about 200 m deep, there is so little light that plants cannot survive, as there isn't enough light energy to power photosynthesis. Drop down again to 850 m and you no longer see any light because our eyes aren't sensitive enough to detect the trace that trickles down. Dive another 150 m down to 1000 m deep and you enter the aphotic zone, where even the most sensitive eyes no longer see the sun.
It is in these dark depths that many creatures have adapted to produce their own light. Called bioluminescence, this biologically created light plays a big role in the lives of deep-sea creatures, being involved in everything from camouflage and signaling to hunting. While only a handful of organisms above the murky depths have bioluminescent capabilities, it's estimated that 90% of deep-sea marine life produce light in one form or another. This plethora of glowing organisms have given deep sea biologists plenty to study.
All the fish so far studied use nerves to somehow turn on and off their chemical lights. Nerves provide an excellent means of control as they can be fired quickly and selectively, allowing for rapid and precise responses. But new research into one particular species of deep sea fish, called the velvet-belly lantern shark, has found that it uses hormones instead to turn on and off it's bright display. This alternate route suggests that bioluminescence has evolved multiple times, a process called convergent evolution.
The velvet belly lantern shark (or simply velvet belly), Etmopterus spinax, is a fairly small member of the dogfish family and is one of the most common sharks in the deep northeastern Atlantic. It tends to hang out somewhere around 500 m deep, where there is still a trace of visible light from above. If it's name didn't give it away, the velvet belly lantern shark is capable of bioluminescence, and lights up its belly to camouflage its shape when viewed from below, a process called countershading. While it's not fished for profit, large numbers are caught as bycatch in other deepwater commercial fisheries, and the intense fishing pressure throughout it faces its range does worry conservationists who recognize that like other sharks, its slow reproductive rate make it highly susceptible to overfishing.
The researchers first thought to investigate hormones in this species because the shark's bioluminescent cells, called photophores, weren't hooked up to a complex nerve system like in many other bioluminescent fish species. They decided to test if nerves controlled the shark's light-producing cells by injecting neurotransmitters, such as adrenaline and GABA, into the skin and measuring the light produced with a luminometer. None of the neurotransmitters tests were able to stimulate the skin to glow. If the photophores not linked to nerves, the scientists thought, they must be being triggered by some other mechanism. So they began investigating the possibility of hormonal controls.
Indeed, they found that three hormones control this species bioluminescence on and off switches: melatonin, prolactin and alpha-MSH. Melatonin is well known in humans for controlling sleep regulation. But when skin patches of lantern sharks were exposed to the hormone, they lit up for several hours. Similarly, exposure to prolactin also led to light production, though the glow was brighter lasted only about an hour. Alpha-MSH, the researchers found, did the exact opposite - when skin was exposed to it before the other two chemicals, the lights stayed off.
Evolutionarily, it makes sense that this little shark would control its skin lumination with hormones. While in bony fish, skin color is controlled by nerves, the cartilaginous fish (including sharks, skates and rays) control their skin pigmentation with hormones. It is thought that nerve control of skin pigmentation is a later evolutionary development, occurring after the split between cartilaginous and bony fish. While hormonal regulation doesn't allow for as rapid or precise a response as nerve triggering does, it does work well, and using a hormone that already is triggered by darkness like melatonin makes perfect sense.
This drastically different mechanism of turning on and off bioluminescence suggests that sharks and other fish evolved the ability to produce light separately. It's likely that the same evolutionary pressure to produce light - the dark depths of the sea - led both groups of organisms to evolve mechanisms of glowing. The researchers believe that further investigation into other light-producing sharks will find that they, too, use hormones to control their bioluminescence.
Studies like this one show that we still have much to learn about these glowing creatures that live so far below the ocean's surface. The more we explore these depths, the more we learn about the fascinating organisms that survive these cold, deep waters and how they live in a world without light.
Claes, J., & Mallefet, J. (2009). Hormonal control of luminescence from lantern shark (Etmopterus spinax) photophores Journal of Experimental Biology, 212 (22), 3684-3692 DOI: 10.1242/jeb.034363
In the News: Cockroach Double Whammy
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(2009). Structural adjustment.
In: Kitchin, R. and Thrift, N. eds.
International Encyclopedia of Human Geography.
Oxford, UK: Elsevier, pp. 1–9.
Full text available as:
Structural adjustment may sound technical, but refers to the comprehensive economic programs that the major international lenders require of developing countries when they are granted a loan. These structural adjustment programs – called SAPs - require liberalization of the economy so that markets can function more easily and the recipient countries are more open to foreign investment. The impacts of these programs have been limited with a few success stories, and in the main produced negligible or negative impacts. Worst hit are the poor and vulnerable, who suffer unemployment, job insecurity, rising prices, reduced services, and ecological marginalization. Politically, SAPs signal a further erosion of sovereignty for developing countries and they create parallel governments run by unaccountable technical experts. This centralization is set against claims to decentralize control and decision-making to the localities. SAPs have changed name in the last decade, but are set to stay a key part of the international development scene.
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A photograph of an African-American civil war veteran is the first of its kind to be included in the collection at the Abraham Lincoln Presidential Library in Springfield. It's the first identifiable photograph of a black soldier to be added to the collection. Like Lincoln, Nathan Hughes was born in Kentucky but later moved to Illinois. Hughes became a well respected farmer before he died in 1910. His date of birth is unclear. Hughes appears with his second wife in the photo. The Library's Kathryn Harris says the clothes the two are wearing suggest Hughes was relatively successful as a farmer. Harris says that makes him unique in that he was better off financially than the majority of black Union soldiers:
"Even though he's not in uniform, it is still a rare find. Many of them were privates, many of them had been former slaves, this is well past the war."
Harris says it's likely the photo exists because Hughes had more money than the average soldier. She says the photo was purchased from a dealer. The Library has only one other photo of a black civil war soldier. The person shown in that photo is unidentified.
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A cubical block is observed to float in a beaker of water. The block is then held near the center of the beaker as shown and released.
A. Describe the motion of the block after it is released.
B. Draw a free body diagram for the block at the instant that it is released. Rather than drawing a single force by the water on the block, show the forces that the water exerts on each of the six surfaces of the block.
C. Rank the magnitude of the vertical forces in your free body diagram. If you cannot completely rank the forces, explain why you cannot.
D. Explain how your answer is consistent with the motion of the block.
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The Blackwell Companion to the Bible in English Literature
Wiley-Blackwell / 2012 / Paperback
$39.49 (CBD Price)
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You'll discover that English literature is saturated with allusions and references to Scripture from The Pearl and William Langland through Milton, Shakespeare, and Donne to Methodist hymn writers, Jane Austen, and T.S. Eliot. "A true companion that succeeds at being scholarly and accessible to lovers of literature,"---Church Times (U.K.). 720 pages, softcover.
This Companion explores the Bible's role and influence on individual writers, whilst tracing the key developments of Biblical themes and literary theory through the ages.
Rebecca Lemon is an associate professor of English literature at the University of Southern California. She is the author of Treason by Words: Literature, Law, and Rebellion in Shakespeare's England (2006), as well as articles on Mary Wroth and Petrarchism, Shakespeare and Agamben, and Hayward and censorship.
Emma Mason is a senior lecturer in English at the University of Warwick. She is the author of Women Poets of the Nineteenth Century (2006), Nineteenth Century Religion and Literature: An Introduction (with Mark Knight, 2006), and The Cambridge Introduction to Wordsworth (2009), and is co-editor of The Oxford Handbook of the Reception History of the Bible (with Michael Lieb and Jonathan Roberts, 2010).
Jonathan Roberts is a lecturer in English at the University of Liverpool. He is the author of William Blake's Poetry (2007), The Bible for Sinners (with Christopher Rowland, 2008), Blake. Wordsworth. Religion. (2010), and is co-editor of The Oxford Handbook of the Reception History of the Bible (with Michael Lieb and Emma Mason, 2010).
Christopher Rowland is Dean Ireland's Professor of Holy Exegesis at the University of Oxford. He is the author of a number of books, including The Nature of New Testament Theology (2006), Revelation Through the Centuries (with Judith Kovacs, 2003), and Radical Christian Writings: A Reader (with Andrew Bradstock, 2002), all published by Wiley-Blackwell. He is Consultant Editor of The Oxford Handbook of the Reception History of the Bible (edited by Michael Lieb, Emma Mason, and Jonathan Roberts, 2010), and together with John Sawyer, Judith Kovacs, and David Gunn, he also edits the Blackwell Bible Commentary series.
"This is indeed a true companion, one that succeeds in its aim of being both scholarly and accessible to all lovers of English literature. In short, all students of English literature ought to put aside a month to read and study this book before going up to university." (Church Times)
"Probably what comes across most clearly is how, and that, many of the writers chose deliberately to draw on the Bible, and for students increasingly unfamiliar with the Bible, this approach challenges as well as informs." (Reference Reviews)
"An extremely useful volume." (The Year's Work in English Studies)
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The lure of money has long held powerful sway over American culture. The settlers who established the North American colonies were motivated as much by a desire for economic opportunity as by the promise of political and religious freedom, and the colonies’ economic subordination to England was one of the primary motivations for the American Revolution. As the United States developed into a global superpower, the ideal of free enterprise continued to shape the nation’s political, social, and cultural agendas.
Economic interests directly informed the earliest American art. Painting in the colonies was limited almost exclusively to portraiture, a genre that developed alongside and bolstered the burgeoning consumer society. As in Europe, prosperous merchants and landowners commissioned likenesses of themselves and their families in elegant poses and fine dress as a means of asserting their financial success and elevated social stature. Prominent colonial artists such as John Singleton Copley and Joseph Blackburn amassed their own small fortunes producing these distinguished likenesses of America’s elite.
In the later 19th century, America became the world’s leading economic power. Mark Twain famously described the era as “The Gilded Age,” in reference to both the great wealth created and the ostentatious lifestyle it engendered. Magnates of industry and commerce collected still life paintings and images of leisure-class women in interiors that conveyed the opulence and abundance of this culture and offered a visual respite from the more unseemly aspects of industrialization. A select group of artists, including John George Brown and Lewis Hine, focused their attention on the working-class population that resided on the other side of the nation’s widening economic divide. | <urn:uuid:44c40ad7-9b10-4209-a7e8-f3d67910490e> | CC-MAIN-2013-20 | http://www.corcoran.org/americanevolution/money.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.960043 | 336 | 3.9375 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
The Cascade Range is part of a vast mountain chain that extends from British Columbia to northern California. It separates the coastal Pacific lands from the interior of North America. The Cascades consist of an active volcanic arc superimposed upon bedrock of Paleozoic to Tertiary age. Pliocene to recent uplift has created high topographic relief. As a result, the Cascades form an effective barrier to moisture carried eastward by the prevailing Pacific winds. This has a great effect on the productivity of the land. The Puget Lowland receives 30 to 50 inches of rain annually, while the western slopes of the Cascade mountains get over 80 inches of precipitation a year. In contrast, there are large parts of southeastern Washington that get less than 10 inches of precipitation annually.
A major northwest-southeast structural break separates the Washington Cascades into northern and southern portions. In a general way, the structure follows the trace of Interstate 90 between Seattle and Ellensburg. The North Cascades consist of jagged mountains with numerous glaciers and are composed predominantly of Mesozoic crystalline and metamorphic rocks. The South Cascades contain mainly Tertiary to Holocene volcanic rocks. In the north, the structural fabric is extremely complex because of the unrelated "rock packages", called terranes, that have been brought in contact with each other by strike-slip and thrust faults. The North Cascades are also known for mylonite development, extensive areas of crushed and jumbled exotic rocks called melange, and plates of rock thrust over each other.
The eastern boundary of the North Cascades province is the Pasayten fault zone, while the Puget Lowland lies to the west. Further, the North Cascades are an extension of the Coast Crystalline tectonic belt from British Columbia. A north-south regional strike-slip structure, called the Straight Creek fault, divides the North Cascades into contrasting eastern and western portions.
In the northeastern Cascades, northwest-southeast striking faults of mid-Cretaceous and Eocene ages form contacts between adjacent geologic blocks. Rocks on either side of these faults are unrelated, thus prompting geologists to describe each group of these rocks individually as a terrane. More than 15 terranes have been described. These terranes were brought together by subduction of the northeast Pacific (Wrangellia) against North America during the Mesozoic.
The Methow Valley contains the thickest stratigraphic section of Cretaceous sedimentary rocks in the state. The Cretaceous consists of 29,000 to 60,000 feet of marine black shales, sandstones, conglomerate, and arkose. The top of the section is marked by red-purple sedimentary rocks. Protolith ages of adjacent terranes are Permian to Jurassic. Some of these terranes, such as in the Chelan mountains, contain limestone, basalt, tonalite-diorite, gabbro, and ultramafic pods.
Late Cretaceous plutons subsequently intruded the terranes. Extensive metamorphism and deformation took place during the Late Cretaceous and locally extended into the Eocene. Original rocks were metamorphosed to schists, phyllites, slates, argillites, marble, and gneiss. During the Eocene, the North Cascades were intruded by plutons such as the potassic Golden Horn batholith, which is known to collectors for its rare minerals. During that time, there was extensive deformation, movement along faults, and fluvial sedimentation in pull-apart basins. Coal in the Roslyn area formed in such a basin.
The northeastern Cascades are known for mineral deposits of various geologic ages. Triassic calc-silicate gneiss, biotite schist, and marble were hosts to the state's largest copper producer, the Holden mine in Chelan County. It produced 207 million pounds of copper along with zinc, silver, and gold from 1938 to 1957. There is a porphyry copper deposit in a Cretaceous stock near Mazama. The largest copper deposit in the state is at Miners Ridge in Snohomish County. There, drilling has outlined a porphyry copper resource of 1.9 billion tons averaging 0.334% Cu and 0.015% MoS2. The host is the Miocene Cloudy Pass pluton dated at 21 Ma. This deposit will not be developed because it is within the Glacier Peak Wilderness Area. At Wenatchee, the Cannon mine is currently the second largest underground gold mine in the country. The stockwork mineralization is of the epithermal type and is associated with Eocene rhyodacite intrusions.
West of the Straight Creek fault, the northwestern Cascades are characterized by thrust plates stacked one on another. This thrust regime extends to the west into the San Juan Islands of the Puget Lowland. Marine sedimentary rocks and basalts of Permian to Jurassic age were involved in the tectonic deformation. The spectacular Twin Sisters mountains are made up of dunite. This ultramafic mass, measuring 4 miles wide and 11 miles long, of probable Jurassic age, contains the largest olivine reserves in the United States. During the Late Cretaceous orogeny, all the rocks were metamorphosed. Some, such as the Easton schist, were metamorphosed to high-pressure, low-temperature blueschist facies. Cretaceous subduction tectonism produced extensive regional zones of melange and mylonite accompanied by prehnite and pumpellyite metamorphism. In the northwestern Cascades, active olivine mining is taking place at Twin Sisters, and Permian limestone is mined in Whatcom County.
During the Eocene, active deformation caused the formation of pull-apart basins. West of Mount Baker, the Chuckanut Formation was deposited in one of these rapidly subsiding basins. The Chuckanut is over 16,000 feet thick, one of the thickest nonmarine sequences in North America. The Chuckanut is known for large fossil palm fronds.
Throughout the Cascades, Oligocene and Miocene plutons cut and altered older rock types. These intrusives are the plutonic counterparts of volcanic rocks in the southern Cascades. They are high-level intrusives, and some are very large, such as the Oligocene Snoqualmie batholith, which extends over ten townships. Some contain explosion breccias. Near Mount Baker, Eocene coals were altered to anthracite by a pluton. There are also scattered remnants of Neogene tuffs, volcanic breccias, and associated sedimentary rocks in the northwestern Cascades.
Former mining camps are scattered throughout the northwestern Cascades. Copper, silver, and gold were the main metals recovered. Breccia pipes associated with Oligocene to Miocene shallow plutons contain not only copper but also molybdenum and tungsten. These pipes are favored by collectors of quartz and pyrite crystals. The Spruce claim in the Snoqualmie batholith in King County is a world-class mineral locality. This batholith also contains a large porphyry copper deposit.
The magmatic arc in the North Cascades is dominated by two Quaternary stratovolcanoes. Mount Baker is the most impressive, with a summit rising to 10,781 feet above sea level; after Mount St. Helens, it is the second most active volcano in the state. Steam and gas emissions were common during the 1970s. The second stratovolcano, Glacier Peak, has a 10,451-foot summit. These volcanic cones are probably less than 1 million years old. Tephras from Glacier Peak are used to correlate Quaternary sediments in the Columbia Basin. Eruptions on both volcanoes were accompanied by pyroclastic flows and lahars. Pumice deposits are known in small pockets near these mountains.
The current rugged topography is a result of Holocene glaciation, which has greatly modified the North Cascades. This region contains the greatest concentration of alpine glaciers in the United States outside of Alaska.
The above text is modified from the following article: Lasmanis, Raymond, 1991, The geology of Washington: Rocks and Minerals, v. 66, no. 4, p. 262-277. © Copyright Heldref Publications (Helen Dwight Reid Educational Foundation). Used with permission. | <urn:uuid:d25323b0-b1f2-43f7-bb45-ddbbd89dfe6a> | CC-MAIN-2013-20 | http://www.dnr.wa.gov/ResearchScience/Topics/GeologyofWashington/Pages/ncascade.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.945913 | 1,788 | 4.28125 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
Webster's Revised Unabridged Dictionary (1913, 100,000 entries)
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Easterly East"er·ly adjective 1. Coming from the east; as, it was easterly wind. 2. Situated, directed, or moving toward the east; as, the easterly side of a lake; an easterly course or voyage.
Easterly East"er·ly adverb Toward, or in the direction of, the east.
Eastern East"ern adjective
[ Anglo-Saxon eástern
.] 1. Situated or dwelling in the east; oriental; as, an eastern gate; Eastern countries.
Eastern churches first did Christ embrace. Stirling. 2. Going toward the east, or in the direction of east; as, an eastern voyage. Eastern Church
. See Greek Church , under Greek .
Eastern Church Eastern Church That portion of the Christian church which prevails in the countries once comprised in the Eastern Roman Empire and the countries converted to Christianity by missionaries from them. Its full official title is The Orthodox Catholic Apostolic Eastern Church . It became estranged from the Western, or Roman, Church over the question of papal supremacy and the doctrine of the filioque, and a separation, begun in the latter part of the 9th century, became final in 1054. The Eastern Church consists of twelve (thirteen if the Bulgarian Church be included) mutually independent churches (including among these the Hellenic Church, or Church of Greece, and the Russian Church), using the vernacular (or some ancient form of it) in divine service and varying in many points of detail, but standing in full communion with each other and united as equals in a great federation. The highest five authorities are the patriarch of Constantinople, or ecumenical patriarch (whose position is not one of supremacy, but of precedence), the patriarch of Alexandria, the patriarch of Jerusalem, the patriarch of Antioch, and the Holy Synod of Russia. The Eastern Church accepts the first seven ecumenical councils (and is hence styled only schismatic, not heretical, by the Roman Catholic Church), has as its creed the Niceno-Constantinopolitan (without the later addition of the filioque, which, with the doctrine it represents, the church decisively rejects), baptizes infants with trine immersion, makes confirmation follow immediately upon baptism, administers the Communion in both kinds (using leavened bread) and to infants as well as adults, permits its secular clergy to marry before ordination and to keep their wives afterward, but not to marry a second time, selects its bishops from the monastic clergy only, recognizes the offices of bishop, priest, and deacon as the three necessary degrees of orders, venerates relics and icons, and has an elaborate ritual.
Easternmost East"ern·most` adjective Most eastern.
Easting East"ing noun (Naut. & Surv.) The distance measured toward the east between two meridians drawn through the extremities of a course; distance of departure eastward made by a vessel.
Eastward, Eastwards East"ward, East"wards adverb Toward the east; in the direction of east from some point or place; as, New Haven lies eastward from New York.
[ Compar. Easier
(-ĭ*ẽr); superl. Easiest
.] [ Old French aisié
, French aisé
, propast participle p. of Old French aisier
. See Ease
, transitive verb
] 1. At ease; free from pain, trouble, or constraint
; as: (a) Free from pain, distress, toil, exertion, and the like; quiet; as, the patient is easy . (b) Free from care, responsibility, discontent, and the like; not anxious; tranquil; as, an easy mind. (c) Free from constraint, harshness, or formality; unconstrained; smooth; as, easy manners; an easy style.
vigor of a line." Pope. 2. Not causing, or attended with, pain or disquiet, or much exertion; affording ease or rest; as, an easy carriage; a ship having an easy motion; easy movements, as in dancing.
ways to die." Shak. 3. Not difficult; requiring little labor or effort; slight; inconsiderable; as, an easy task; an easy victory.
It were an easy leap. Shak. 4. Causing ease; giving freedom from care or labor; furnishing comfort; commodious; as, easy circumstances; an easy chair or cushion. 5. Not making resistance or showing unwillingness; tractable; yielding; complying; ready.
He gained their easy hearts. Dryden.
He is too tyrannical to be an easy monarch. Sir W. Scott. 6. Moderate; sparing; frugal.
[ Obsolete] Chaucer. 7. (Com.) Not straitened as to money matters; as, the market is easy ; -- opposed to tight . Honors are easy (Card Playing)
, said when each side has an equal number of honors, in which case they are not counted as points. Syn.
-- Quiet; comfortable; manageable; tranquil; calm; facile; unconcerned.
Easy-chair Eas"y-chair` (ēz"ȳ*châr`) noun An armchair for ease or repose. "Laugh . . . in Rabelais' easy-chair ." Pope.
Easy-going Eas"y-go`ing (-gō`ĭng) adjective Moving easily; hence, mild-tempered; ease-loving; inactive.
(ēt) transitive verb
[ imperfect Ate
(āt; 277), Obsolescent & Colloq. Eat
(ĕt); past participle Eaten
(ēt"'n), Obsolete or Colloq. Eat
(ĕt); present participle & verbal noun Eating
.] [ Middle English eten
, Anglo-Saxon etan
; akin to Old Saxon etan
, OFries. eta
, Dutch eten
, Old High German ezzan
, German essen
, Icelandic eta
, Swedish äta
, Danish æde
, Goth. itan
, Ir. & Gael. ith
, W. ysu
, Latin edere
, Greek 'e`dein
, Sanskrit ad
. √6. Confer Etch
to rub, Edible
.] 1. To chew and swallow as food; to devour; -- said especially of food not liquid; as, to eat bread.
grass as oxen." Dan. iv. 25.
They . . . ate the sacrifices of the dead. Ps. cvi. 28.
The lean . . . did eat up the first seven fat kine. Gen. xli. 20.
The lion had not eaten the carcass. 1 Kings xiii. 28.
With stories told of many a feat, Milton.
How fairy Mab the junkets eat .
The island princes overbold Tennyson.
Have eat our substance.
His wretched estate is eaten up with mortgages. Thackeray. 2. To corrode, as metal, by rust; to consume the flesh, as a cancer; to waste or wear away; to destroy gradually; to cause to disappear. To eat humble pie
. See under Humble .
-- To eat of (partitive use).
" Eat of
the bread that can not waste." Keble.
-- To eat one's words
, to retract what one has said. (See the Citation under Blurt .)
-- To eat out
, to consume completely.
" Eat out
the heart and comfort of it." Tillotson.
-- To eat the wind out of a vessel (Nautical)
, to gain slowly to windward of her. Syn.
-- To consume; devour; gnaw; corrode.
Eat Eat intransitive verb 1. To take food; to feed; especially, to take solid, in distinction from liquid, food; to board.
He did eat continually at the king's table. 2 Sam. ix. 13. 2. To taste or relish; as, it eats like tender beef. 3. To make one's way slowly. To eat
, To eat in
, to make way by corrosion; to gnaw; to consume.
"A sword laid by, which eats into
-- To eat to windward (Nautical)
, to keep the course when closehauled with but little steering; -- said of a vessel.
Eatable Eat"a·ble (-ȧ*b'l) adjective Capable of being eaten; fit to be eaten; proper for food; esculent; edible. -- noun Something fit to be eaten.
Eatage Eat"age (-aj; 48) noun Eatable growth of grass for horses and cattle, esp. that of aftermath.
Eater Eat"er (-ẽr) noun One who, or that which, eats.
Eath Eath (ēth) adjective & adverb [ Anglo-Saxon eáðe .] Easy or easily. [ Obsolete] " Eath to move with plaints." Fairfax.
Eating Eat"ing noun 1. The act of tasking food; the act of consuming or corroding. 2. Something fit to be eaten; food; as, a peach is good eating . [ Colloq.] Eating house , a house where cooked provisions are sold, to be eaten on the premises.
Eau de Cologne Eau` de Co·logne" [ French eau water (L. aqua ) + de of + Cologne .] Same as Cologne .
Eau de vie Eau` de vie" [ French, water of life; eau (L. aqua ) water + de of + vie (L. vita ) life.] French name for brandy. Confer Aqua vitæ , under Aqua . Bescherelle.
Eau forte Eau` forte" (ō` fort"). [ French, strong water, nitric acid (which is used in etching plates).] (Art) An etching or a print from an etched plate.
Eavedrop Eave"drop` noun A drop from the eaves; eavesdrop. [ R.] Tennyson.
Eaves Eaves noun plural
[ Middle English evese
, plural eveses
, Anglo-Saxon efese
eaves, brim, brink; akin to Old High German obisa
, porch, hall, Middle High German obse
eaves, Icelandic ups
, Goth. ubizwa
porch; confer Icelandic upsar
- dropi, OSw. opsä
-drup water dropping from the eaves. Probably from the root of English over
. The s
is in English regarded as a plural ending, though not so in Saxon. See Over
, and confer Eavesdrop
.] 1. (Architecture) The edges or lower borders of the roof of a building, which overhang the walls, and cast off the water that falls on the roof. 2. Brow; ridge.
[ Obsolete] " Eaves
of the hill." Wyclif. 3. Eyelids or eyelashes.
And closing eaves of wearied eyes. Tennyson. Eaves board (Architecture)
, an arris fillet, or a thick board with a feather edge, nailed across the rafters at the eaves of a building, to raise the lower course of slates a little, or to receive the lowest course of tiles; -- called also eaves catch and eaves lath .
-- Eaves channel
, Eaves gutter
, Eaves trough
. Same as Gutter , 1.
-- Eaves molding (Architecture)
, a molding immediately below the eaves, acting as a cornice or part of a cornice.
-- Eaves swallow (Zoology)
. (a) The cliff swallow; -- so called from its habit of building retort-shaped nests of mud under the eaves of buildings. See Cliff swallow , under Cliff . (b) The European swallow.
(ēvz"drŏp`) intransitive verb
.] To stand under the eaves, near a window or at the door, of a house, to listen and learn what is said within doors; hence, to listen secretly to what is said in private.
To eavesdrop in disguises. Milton.
Eavesdrop Eaves"drop` noun The water which falls in drops from the eaves of a house.
Eavesdropper Eaves"drop`per noun One who stands under the eaves, or near the window or door of a house, to listen; hence, a secret listener.
Eavesdropping Eaves"drop`ping noun (Law) The habit of lurking about dwelling houses, and other places where persons meet for private intercourse, secretly listening to what is said, and then tattling it abroad. The offense is indictable at common law. Wharton.
Ebb Ebb (ĕb) noun (Zoology) The European bunting.
Ebb Ebb noun
[ Anglo-Saxon ebba
; akin to Fries. ebba
, Dutch eb
, Dan. & German ebbe
, Swedish ebb
, confer Goth. ibuks
backward; probably akin to English even.
] 1. The reflux or flowing back of the tide; the return of the tidal wave toward the sea; -- opposed to flood ; as, the boats will go out on the ebb .
Thou shoreless flood which in thy ebb and flow Shelley. 2. The state or time of passing away; a falling from a better to a worse state; low state or condition; decline; decay.
Claspest the limits of morality!
of life." Roscommon.
Painting was then at its lowest ebb . Dryden. Ebb and flow
, the alternate ebb and flood of the tide; often used figuratively.
This alternation between unhealthy activity and depression, this ebb and flow of the industrial. A. T. Hadley.
Ebb Ebb intransitive verb
[ imperfect & past participle Ebbed
; present participle & verbal noun Ebbing
.] [ Anglo-Saxon ebbian
; akin to D. & German ebben
, Danish ebbe
. See 2d Ebb
.] 1. To flow back; to return, as the water of a tide toward the ocean; -- opposed to flow .
That Power who bids the ocean ebb and flow. Pope. 2. To return or fall back from a better to a worse state; to decline; to decay; to recede.
The hours of life ebb fast. Blackmore. Syn.
-- To recede; retire; withdraw; decay; decrease; wane; sink; lower.
Ebb Ebb transitive verb To cause to flow back. [ Obsolete] Ford.
Ebb Ebb adjective Receding; going out; falling; shallow; low.
The water there is otherwise very low and ebb . Holland.
Ebb tide Ebb" tide` The reflux of tide water; the retiring tide; -- opposed to flood tide .
Ebionite E"bi·o·nite noun [ Hebrew ebyonīm poor people.] (Eccl. Hist.) One of a sect of heretics, in the first centuries of the church, whose doctrine was a mixture of Judaism and Christianity. They denied the divinity of Christ, regarding him as an inspired messenger, and rejected much of the New Testament.
Ebionitism E"bi·o·ni`tism noun (Eccl. Hist.) The system or doctrine of the Ebionites.
Eblanin Eb"la·nin noun (Chemistry) See Pyroxanthin .
Eblis Eb"lis noun [ Arabic iblis .] (Moham. Myth.) The prince of the evil spirits; Satan. [ Written also Eblees .]
Ebon Eb"on adjective 1. Consisting of ebony. 2. Like ebony, especially in color; black; dark.
Night, sable goddess! from her ebon throne. Young.
Ebon Eb"on noun Ebony. [ Poetic] "Framed of ebon and ivory." Sir W. Scott.
Ebonist Eb"on·ist noun One who works in ebony.
Ebonite Eb"on·ite noun (Chemistry) A hard, black variety of vulcanite. It may be cut and polished, and is used for many small articles, as combs and buttons, and for insulating material in electric apparatus.
Ebonize Eb"on·ize transitive verb [ imperfect & past participle Ebonized ; present participle & verbal noun Ebonizing .] To make black, or stain black, in imitation of ebony; as, to ebonize wood.
Ebony Eb"on·y noun
; plural Ebonies
. [ French ébène
, Latin ebenus
, from Greek ...; probably of Semitic origin; confer Hebrew hobnīm
, plural Confer Ebon
.] A hard, heavy, and durable wood, which admits of a fine polish or gloss. The usual color is black, but it also occurs red or green.
» The finest black ebony is the heartwood of Diospyros reticulata
, of the Mauritius. Other species of the same genus ( D. Ebenum
, etc.), furnish the ebony of the East Indies and Ceylon. The West Indian green ebony is from a leguminous tree ( Brya Ebenus
), and from the Excæcaria glandulosa
Ebony Eb"on·y adjective Made of ebony, or resembling ebony; black; as, an ebony countenance.
This ebony bird beguiling my sad fancy into smiling. Poe.
Ebracteate E·brac"te·ate adjective [ Prefix e- + bracteate .] (Botany) Without bracts.
Ebracteolate E·brac"te·o·late adjective [ Prefix e- + bracteolate .] (Botany) Without bracteoles, or little bracts; -- said of a pedicel or flower stalk.
Ebrauke E·brau"ke adjective [ Latin Hebraicus : confer French Hébraïque .] Hebrew. [ Obsolete] Chaucer.
Ebriety E·bri"e·ty noun
; plural Ebrieties
. [ Latin ebrietas
, from. ebrius
intoxicated: confer French ébriéte
. Confer So...er
.] Drunkenness; intoxication by spirituous liquors; inebriety.
Ebrillade E·bril"lade (e*brĭl"lăd) noun [ French] (Man.) A bridle check; a jerk of one rein, given to a horse when he refuses to turn.
Ebriosity E`bri·os"i·ty (ē`brĭ*ŏs"ĭ*tȳ) noun [ Latin ebriositas , from ebriousus given to drinking, from ebrius . See Ebriety .] Addiction to drink; habitual drunkenness.
Ebrious E"bri·ous (ē`brĭ*ŭs) adjective [ Latin ebrius .] Inclined to drink to excess; intoxicated; tipsy. [ R.] M. Collins.
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Baccalieu Island is the largest protected seabird island in Newfoundland and Labrador. During the summer, it has more types of breeding seabirds than any other seabird colony in the province, and its 3,360,000-plus pairs of Leach's storm petrels make it the largest Leach's storm petrel colony in the world.
Located just off the northwestern tip of the Avalon Peninsula, near Bay de Verde, the reserve takes in the 5 km2 of the island itself and an extra kilometre of ocean around its coast, bringing the reserve size to 23 km2.
During the breeding season (April 1 to October 30), access to the seabird nesting areas is restricted to scientific researchers and people with valid access permits. Other parts of the island may be visited at any time without a permit. Note that boat landings at Ned Walsh's Cove and London Cove can be dangerous and should only be attempted by experienced boaters. The island is visible from shore, across Baccalieu Tickle, and from Red Head Cove. At the Bay de Verde Heritage House Museum, interpretive exhibits explain the natural and cultural history of Baccalieu Island and the region.
This island may host more breeding Leach's storm petrels than anywhere else in the world, but it is very hard to catch sight of these birds. During the day and when they are feeding, storm petrels are at sea. Only at night do Baccalieu's grassy slopes and inland forest teem with life, when millions of flying and singing petrels return to their underground nesting burrows using the protective cover of darkness.
In addition to the millions of petrels, the Baccalieu Island Ecological Reserve is the second-largest puffin colony (after the Witless Bay Ecological Reserve) in North America. More than 75,000 pairs nest on Baccalieu's grassy slopes and surrounding rock scree. Black-legged kittiwakes, common and thick-billed murres, razorbills, and Northern fulmars are also present.
Written records of Baccalieu Island date back to the earliest days of European exploration of North America. The region played an important role in the fishery for more than four centuries.
This important seabird breeding site is located in the Eastern Hyper-oceanic Barrens Ecoregion (862 KB). It was given provisional ecological reserve status in 1991, and became a designated Ecological Reserve in 1995.
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Home > Mental health > Treatment Treatment All sections in Mental Health » Alcohol » Brain » Disorders » Drugs » Living with Mental Illness » Mental Health in SA » Stress » Treatment » Mental Health News An end to negative emotions? The goal of CBT is to assist individuals in reducing excessively intense emotional states that are disabling, and replace these with a more appropriate emotion. Ask CyberShrink » Blog Bipolar journey » Talk Heart to heart forum » Quiz Are you a hypochondriac? » Outsmart stress traps How brain injury affects you CBT: How therapy works Two psychologists take you on a journey of discovering the world of cognitive-behaviour therapy (CBT). Any questions about hypnosis? How does hypnosis work? And is it effective? Psychologist Dr Cecile Gericke answers common questions. CBT treatment options CBT experts outline the different treatment options. History of CBT The fundamental theoretical positions underlying the cognitive-behavioural model are derived partly from ancient philosophical traditions. What does CBT target? One of the primary goals of CBT is thus to assist individuals in reducing emotional distress, thereby experiencing more appropriate, healthy emotional reactions. How does CBT work? CBT starts by a thorough assessment, followed by motivational enhancement, psycho-education and intervention. “ Latest comment on Health24 Jaded Oldfart says... this is a news report? more suitable for the Daily Sun/Huisgenoot/You/any other crap magazine for readers who believe in astrology... 6 surprising sex drive killers ” How to find a CBT therapist Read these questions you can ask when you are looking for a CBT therapist. CBT conceptual schema The CBT model typically uses a schematic, commonly referred to as the A-B-C model of emotional and behavioural disturbance. Targeting irrational beliefs Cognitive restructuring is aimed at identifying those thoughts, attitudes and assumptions that create, exacerbate or maintain intense, unhealthy negative emotions. load more articles advertisement From our sponsors Hill's Science Plan Canine Mini range What is Diabetic Neuropathy? There are more than 200 different viruses which can cause a cold A clinically proven skin care range is now available Live healthier Be vitamin-smart » A-Z of vitamins What is vitamin C? Ask the expert Why we need vitamin D Even in a country with an abundance of sunlight you might have a vitamin D deficiency. Here's why. Beat acne » Stars with scars Acne tips Skincare Myths about acne Through the ages, there have been many myths about acne. We list the myths and give you the facts. | <urn:uuid:29b804e8-15be-45c9-a6ca-e67ec7eccc15> | CC-MAIN-2013-20 | http://www.health24.com/Mental-Health/Treatment | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.879149 | 522 | 2.765625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
THE CONTROL OF SPOTTING PLANES
A. DEVELOPMENT OF NAVAL GUNNERY.
B. CIC CONTROL.
C. SPOTTING PLANE PROCEDURE:
- Position of Spotting Plane.
- Radar as Spotting Aid for Surface Gunfire.
- Estimation of Surface Distances.
- Communications for Surface Spotting.
- Frequency Assignments.
- CW Abbreviations.
- Line of Fire.
D. DUTIES OF AERIAL SPOTTER.
E. RADAR AS SPOTTING AID FOR SHORE BOMBARDMENT.
F. DETERMINING SPOTTING.
G. THE GRID SYSTEM.
H. SPOTTING CHARTS.
I. TARGET DESIGNATION.
J. COMMUNICATIONS FOR GRID SPOTTING.
K. SECONDARY METHODS OF SPOTTING.
L. COMMUNICATIONS FOR LINE OF FIRE SPOTTING.
M. CLOCK CODE.
N. MISCELLANEOUS INFORMATION.
O. NIGHT OBSERVATION.
THE CONTROL OF SPOTTING PLANES
A. DEVELOPMENT OF NAVAL GUNNERY
Naval gunfire has proven its value by its effective destruction of the enemy. New and improved methods of fire control have been devised, enabling our guns to hurl tons of shells over long ranges with deadly accuracy. Modern amphibious warfare has placed greater dt-mands on naval gunnery than ever before. Firing at extremely long ranges, or on island • targets, obviously requires an effective method of directing the full impact of a salvo onto the target. Aerial spotting has undergone changes in keeping with the increased demands of ships' batteries. Many methods have been tried, with varying degrees of success, and from these our present standardized spotting procedure has been derived.
B. CIC CONTROL
The aerial spotter is directly responsible to the gunnery officer. To assure the most efficient communications the spotter transmits directly to plot (gunnery). Plot makes all necessary adjustments to correct the ship's fire.
CIC maintains control of the spotting plane whenever possible. This control includes warning the spotter of the approach of bogies, and keeping him informed of the position of friendly planes in the area. All transmissions from the spotter must be received by CIC as well as plot, in order to maintain a complete picture of all activities.
C. SPOTTING PLANE PROCEDURE
Aircraft spotting is divided into two main classifications: Spotting for surface engage-ments and spotting for shore bombardments. Different procedures are used for each and will be covered separately in accordance with current spotting doctrine.
(a) Position of Spotting Plane
Taking into account cloud conditions, AA fire, and air action, the spotter selects an area as close as possible to the target where maximum visibility is offered. The ship may keep a steady fix on the plane, or receive its position by radio. IFF and orbits may be used to identify the spotting plane.
(b) Radar as Spotting Aid for Surface Gunfire
Spotting has been greatly aided by the introduction of radar as a very accurate method of spotting. Radar, however, can only be used when the target is within the line of sight of the firing ship.
An accurate range and bearing can be taken by radar from the splash (geyser of water thrown in the air when a shell lands); and in case of a full salvo, the deflection and range of the MPI (mean point of impact) may easily be obtained from the radar scope. Normally, in a full salvo, the shells land in a ladder-like pattern covering an area of approximately 50 yards in width and up to 500 yards in length, depending on the caliber of the guns and the range being fired.
Radar, observers aboard ship, rangefinders, and directors are all utilized in spotting, as well as the aerial spotter. Sometimes radar will be used to spot deflection, and the aerial observer to spot range only. However, deflection spot by the aerial spotter is usually considered preferable to radar deflection spot.
The aerial spotters usually spot both range and deflection in yards since use of MIL scale would require aerial spotter to know range from firing ship to target.
(c) Estimation of Surface Distances
Estimating distance on the surface is extremely difficult under any conditions. The aerial spotter is helped a great deal in range estimation by knowing the pattern length of a salvo and using it for a yardstick in spotting. Estimates of deflection spots require a great deal of experience in order to obtain any degree of accuracy. Pilots most commonly use target size as guide in spotting range and deflection. Example, DD is 100 to 125 yards long, OBB 200 yards long, etc.
Estimations of range from firing ship to target are best learned from experience. Distance charts of altitude to horizon are of some value in aiding the aerial spotter, but are too dependent on visibility to be relied on solely.
(d) Communications for Surface Spotting
Aerial spotting may be successfully accomplished by either voice or key transmissions,-and blinker can sometimes be used when all else has failed. In order to meet the high speed requirements of modern warfare, direct voice communication between the aerial spotter and the ships fire control officer is desirable. VHF/UHF is used whenever possible. In task
force operations the situations are too variable to establish a standard doctrine. Locale and distance to the target, weather conditions, and enemy opposition must be considered in determining the method of communicating. The OTC will determine whether voice or CW will be used, having due regard for the tactical situation, the requirements of security, and the prevalence of interference.
(e) Frequency Assignments
Normally each battleship and cruiser will be assigned a different spotting frequency to be controlled solely by that ship. When a destroyer wishes an aerial observer, the assignment of a spotter is made by OTC. The destroyer must use the frequency of the assigned plane. The plane may be required to spot for the destroyer and its own ship simultaneously.
(f) CW Abbrevations
Standard abbreviations are used on CW communications in aircraft gunnery observation, and are shown in CSP 2156 series.
(g) Line of Fire
The line of fire is the primary factor in controlling surface spotting. The aerial spotter must keep the position of the firing ship clearly in mind relative to the target ship or any spots sent will be of no value whatsoever.
D. DUTIES OF AERIAL SPOTTER
It is the responsibility of the aerial spotter to keep the OTC and CIC, in addition to Plot, informed at all times of the following:
1. Course and speed changes of enemy force.
2. Formations or disposition of the enemy force.
3. Damage inflicted to enemy force.
4. Activity on CV decks, if carriers are involved.
For more detailed information concerning surface spotting, refer to USF-75.
E. RADAR AS SPOTTING AID FOR SHORE BOMBARDMENT
There are various tactical situations in which an aerial observer will be required to
spot for naval units engaged in a shore bombardment. Amphibious warfare requires a highly accurate method of spotting since shelling may be carried on against targets as close as 100 yards to our own troops. An area bombardment, such as in a raid to destroy or neutralize enemy bases, does not require as high a degree of accuracy from the spotter, but every effort must be made to make every salvo count.
Many factors must be taken into consideration to determine what method of spotting can be used effectively in shore bombardment. The target will not be visible to shipboard observers or within the line of sight of radar unless it is situated on the shore line or beach area. Aerial observation and shore fire control parties are relied on to a great extent both for spotting the fall of shot and selecting targets of opportunity.
The use of special fighter unit spotters is frequently resorted to during amphibious operations when AA or enemy air opposition is too heavy for the regular aerial spotters. On such occasions the ships fire when the fighter calls for "salvo," at which time the plane commences the dive, timing his dive so as to be in the best position to spot at the expiration of the time of flight given by the bombarding ship.
F. DETERMINING SPOTTING PROCEDURE
Familiarity with the area under attack together with weather conditions, range to the target, terrain, and enemy opposition will all determine the spotting procedure to be used. The aerial spotter in all probability will not
be able to keep the firing ship and the target area in view at the same time. The spotter will be required to correct for both range and deflection. Landmarks, such as roads, pinpointed targets, hills, and rivers, will aid greatly in locating target areas and spotting the salvo correctly. Having no visible contact with both the firing ship and target area, the spotter cannot depend on the line of fire as a reference in his spotting. Many procedures have been attempted to eliminate using the line-of-fire as a reference. Only the most widely used and standardized procedure will be discussed here. Other systems are variations which are used as the situation demands.
G. THE GRID SYSTEM
The most widely used method of spotting a shore bombardment is the grid system. Targets may be quickly and easily located by reference to the grid square. Fire may shift from one target to another by reference to the grid. New targets of opportunity, or targets previously not located, may be pinpointed accurately. Each department concerned may thus keep a running plot of the entire engagement. An over-all picture of the situation is available at all times to the entire chain of command.
H. SPOTTING CHARTS
Grid maps may be constructed from charts, overlays on maps, or by superimposing the grid on photographs. The grid map used by the aerial observers must be pictorial--showing roads, buildings, cleared areas, hills, and other landmarks visible from the air. Color should be used wherever possible, showing water in blue, reefs in white, and wooded areas in green. Contour lines should be shown every 20 feet, with hachure marks for peaks and cliffs. Maps should be as large as can be conveniently used.
I. TARGET DESIGNATION
Targets definitely located should be marked as to type and circled with red ink. They need not be numbered as fire will be called on for target areas by grid location. The spotter will call the area where the salvo lands and the
ship will adjust fire to shoot into the desired target area.
J. COMMUNICATIONS FOR GRID SPOTTING
Frequencies for spotting will be as assigned in the communication plan. VHF will be used if possible. All spotting and communications will be in plain language, using voice transmission only.
K. SECONDARY METHODS OF SPOTTING
There are times when the aerial spotter will be able to keep visual contact with the firing ship and still maintain an unobstructed view of the target. If maps or grids are not available, the easiest method of spotting is to use the line-of-fire from ship to target for spotting deflection and range. As long as the line of fire is known the spotter may estimate the correction to apply to place the salvo on the target. An experienced spotter may not need visible contact with both ship and target as familiarity with the salvo pattern will show the direction fired from. This system is impracticable, however, when single-round salvos are being fired.
L. COMMUNICATIONS FOR LINE OF FIRE SPOTTING
Voice communication, using plain language, is mandatory. Spotting may be done, as in surface gunfire, by giving the necessary correction to place the salvo on the target. No abbreviations are used in voice spotting. To raise a salvo 100 yards the spotter will say "Up 100. Up 100, This is Ace Turfclub." Deflection is also spotted in the actual yardage desired. Range is spotted first and then deflection. This is repeated and followed by the spotters call. The aerial observer may report targets of opportunity and request the ship to shift fire by telling in a clear and concise report exactly what is seen. A reference point must be used and a prominent landmark is usually selected.
M. CLOCK CODE
There is one other system of spotting indirect fire although it is not widely used. Maps of the area are needed and targets or landmarks must be marked. The spotter calls the actual spot where the salvo lands by using a clock code. True north is 12 o'clock and the target being fired on is the center of the clock. Thus a salvo landing 300 yards west of the target would be called by the spotter as "9 o'clock 300 yards." The ship will apply the correct adjustment to fire on the target. To shift fire, or report targets of opportunity, the spotter uses the same procedure of clocking, giving a known landmark or target as the reference point.
N. MISCELLANEOUS INFORMATION
In view of the many situations which may arise, the spotting plane must remain in a given area as much as possible to aid CIC in keeping the plane's position plotted. Normally the spotting plane will be a seaplane (VO-VCS type aircraft) and it should be remembered that as such there may be presented the opportunity of utilizing such aircraft for search and rescue. The spotting plane is near to the target area and valuable time may be saved in using the spotting plane during a lull in the firing thus saving the launching of other aircraft or fleet units.
In order for a ship to maintain accurate fire, plot must keep a running fix on the ship's track. Radar has proved invaluable in maintaining accurate position reports of the ship on its firing run. Whenever radar spots can be utilized, whether with or without aerial spotting the average spots given will be used in order to give the best possible service to the parent ship.
During both surface engagements and shore bombardments each battleship and cruiser normally launches its own spotting planes.
Secondary frequencies will be assigned for use in case of jamming or interference by the enemy on the primary spotting frequencies.
O. NIGHT OBSERVATION
Spotting may be conducted during night bombardments if conditions permit Normally the launching and recovering of VO type aircraft is too hazardous after dark, but in many instances successful aerial spotting has been carried out from patrol planes using star shells and flares for target illumination.
Table of Contents
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The try, except, finally and raise statements
A well-written program should produce valuable results even when exceptional conditions occur. A program depends on numerous resources: memory, files, other packages, input-output devices, to name a few. Sometimes it is best to treat a problem with any of these resources as an exception, which interrupts the normal sequential flow of the program.
In Exception Semantics we introduce the semantics of exceptions. We’ll show the basic exception-handling features of Python in Basic Exception Handling and the way exceptions are raised by a program in Raising Exceptions.
We’ll look at a detailed example in An Exceptional Example. In Complete Exception Handling and The finally Clause, we cover some additional syntax that’s sometimes necessary. In Exception Functions, we’ll look at a few standard library functions that apply to exceptions.
We descibe most of the built-in exceptions in Built-in Exceptions. In addition to exercises in Exception Exercises, we also include style notes in Style Notes and a digression on problems that can be caused by poor use of exceptions in A Digression.
An exception is an event that interrupts the ordinary sequential processing of a program. When an exception is raised, Python will handle it immediately. Python does this by examining except clauses associated with try statements to locate a suite of statements that can process the exception. If there is no except clause to handle the exception, the program stops running, and a message is displayed on the standard error file.
An exception has two sides: the dynamic change to the sequence of execution and an object that contains information about the exceptional situation. The dynamic change is initiated by the raise statement, and can finish with the handlers that process the raised exception. If no handler matches the exception, the program’s execution effectively stops at the point of the raise.
In addition to the dynamic side of an exception, an object is created by the raise statement; this is used to carry any information associated with the exception.
Consequences. The use of exceptions has two important consequences.
First, we need to clarify where exceptions can be raised. Since various places in a program will raise exceptions, and these can be hidden deep within a function or class, their presence should be announced by specifying the possible exceptions in the docstring.
Second, multiple parts of a program will have handlers to cope with various exceptions. These handlers should handle just the meaningful exceptions. Some exceptions (like RuntimeError or MemoryError) generally can’t be handled within a program; when these exceptions are raised, the program is so badly broken that there is no real recovery.
Exceptions are a powerful tool for dealing with rare, atypical conditions. Generally, exceptions should be considered as different from the expected or ordinary conditions that a program handles. For example, if a program accepts input from a person, exception processing is not appropriate for validating their inputs. There’s nothing rare or uncommon about a person making mistakes while attempting to enter numbers or dates. On the other hand, an unexpected disconnection from a network service is a good candidate for an exception; this is a rare and atypical situation. Examples of good exceptions are those which are raised in response to problems with physical resources like files and networks.
Python has a large number of built-in exceptions, and a programmer can create new exceptions. Generally, it is better to create new exceptions rather than attempt to stretch or bend the meaning of existing exceptions.
Exception handling is done with the try statement. The try statement encapsulates several pieces of information. Primarily, it contains a suite of statements and a group of exception-handling clauses. Each exception-handling clause names a class of exceptions and provides a suite of statements to execute in response to that exception.
The basic form of a try statement looks like this:
except exception 〈 , target 〉 : suite
Each suite is an indented block of statements. Any statement is allowed in the suite. While this means that you can have nested try statements, that is rarely necessary, since you can have an unlimited number of except clauses on a single try statement.
If any of the statements in the try suite raise an exception, each of the except clauses are examined to locate a clause that matches the exception raised. If no statement in the try suite raises an exception, the except clauses are silently ignored.
The first form of the except clause provides a specific exception class which is used for matching any exception which might be raised. If a target variable name is provided, this variable will have the exception object assigned to it.
The second form of the except clause is the “catch-all” version. This will match all exceptions. If used, this must be provided last, since it will always match the raised exception.
We’ll look at the additional finally clause in a later sections.
The except statement can’t easily handle a list of exception classes. The Python 2 syntax for this is confusing because it requires some additional () around the list of exceptions.
except ( exception, ... ) 〈 , target 〉 :
The Python 3 syntax wil be slightly simpler. Using the keyword as will remove the need for the additional () around the list of exceptions.
except exception, ... as target
Overall Processing. The structure of the complete try statement summarizes the philosophy of exceptions. First, try the suite of statements, expecting them work. In the unlikely event that an exception is raised, find an exception clause and execute that exception clause suite to recover from or work around the exceptional situation.
Except clauses include some combination of error reporting, recovery or work-around. For example, a recovery-oriented except clause could delete useless files. A work-around exception clause could returning a complex result for square root of a negative number.
def avg( someList ): """Raises TypeError or ZeroDivisionError exceptions.""" sum= 0 for v in someList: sum = sum + v return float(sum)/len(someList) def avgReport( someList ): try: m= avg(someList) print "Average+15%=", m*1.15 except TypeError, ex: print "TypeError:", ex except ZeroDivisionError, ex: print "ZeroDivisionError:", ex
This example shows the avgReport() function; it contains a try clause that evaluates the avg() function. We expect that there will be a ZeroDivisionError exception if an empty list is provided to avg(). Also, a TypeError exception will be raised if the list has any non-numeric value. Otherwise, it prints the average of the values in the list.
In the try suite, we print the average. For certain kinds of inappropriate input, we will print the exceptions which were raised.
This design is generally how exception processing is handled. We have a relatively simple, clear function which attempts to do the job in a simple and clear way. We have a application-specific process which handles exceptions in a way that’s appropriate to the overall application.
Nested :command:`try` Statements. In more complex programs, you may have many function definitions. If more than one function has a try statement, the nested function evaluations will effectively nest the try statements inside each other.
This example shows a function solve(), which calls another function, quad(). Both of these functions have a try statement. An exception raised by quad() could wind up in an exception handler in solve().
def sum( someList ): """Raises TypeError""" sum= 0 for v in someList: sum = sum + v return sum def avg( someList ): """Raises TypeError or ZeroDivisionError exceptions.""" try: s= sum(someList) return float(s)/len(someList) except TypeError, ex: return "Non-Numeric Data" def avgReport( someList ): try: m= avg(someList) print "Average+15%=", m*1.15 except TypeError, ex: print "TypeError: ", ex except ZeroDivisionError, ex: print "ZeroDivisionError: ", ex
In this example, we have the same avgReport() function, which uses avg() to compute an average of a list. We’ve rewritten the avg() function to depend on a sum() function. Both avgReport() and avg() contain try statements. This creates a nested context for evaluation of exceptions.
Specifically, when the function sum is being evaluated, an exception will be examined by avg() first, then examined by avgReport(). For example, if sum() raises a TypeError exception, it will be handled by avg(); the avgReport() function will not see the TypeError exception.
Function Design. Note that this example has a subtle bug that illustrates an important point regarding function design. We introduced the bug when we defined avg() to return either an answer or an error status code in the form of a string. Generally, things are more complex when we try to mix return of valid results and return of error codes.
Status codes are the only way to report errors in languages that lack exceptions. C, for example, makes heavy use of status codes. The POSIX standard API definitions for operating system services are oriented toward C. A program making OS requests must examing the results to see if it is a proper values or an indication that an error occurred. Python, however, doesn’t have this limitation. Consequently many of the OS functions available in Python modules will raise exceptions rather than mix proper return values with status code values.
In our case, our design for avg() attepts to return either a valid numeric result or a string result. To be correct we would have to do two kinds of error checking in avgReport(). We would have to handle any exceptions and we would also have to examine the results of avg() to see if they are an error value or a proper answer.
Rather than return status codes, a better design is to simply use exceptions for all kinds of errors. IStatus codes have no real purposes in well-designed programs. In the next section, we’ll look at how to define and raise our own exceptions.
The raise statement does two things: it creates an exception object, and immediately leaves the expected program execution sequence to search the enclosing try statements for a matching except clause. The effect of a raise statement is to either divert execution in a matching except suite, or to stop the program because no matching except suite was found to handle the exception.
The Exception object created by raise can contain a message string that provides a meaningful error message. In addition to the string, it is relatively simple to attach additional attributes to the exception.
Here are the two forms for the raise satement.
raise exceptionClass , value
The first form of the raise statement uses an exception class name. The optional parameter is the additional value that will be contained in the exception. Generally, this is a string with a message, however any object can be provided.
Here’s an example of the raise statement.
raise ValueError, "oh dear me"
This statement raises the built-in exception ValueError with an amplifying string of "oh dear me". The amplifying string in this example, one might argue, is of no use to anybody. This is an important consideration in exception design. When using a built-in exception, be sure that the arguments provided pinpoint the error condition.
The second form of the raise statement uses an object constructor to create the Exception object.
raise ValueError( "oh dear me" )
Here’s a variation on the second form in which additional attributes are provided for the exception.
ex= MyNewError( "oh dear me" ) ex.myCode= 42 ex.myType= "O+" raise ex
In this case a handler can make use of the message, as well as the two additional attributes, myCode and myType.
Defining Your Own Exception. You will rarely have a need to raise a built-in exception. Most often, you will need to define an exception which is unique to your application.
We’ll cover this in more detail as part of the object oriented programming features of Python, in Classes . Here’s the short version of how to create your own unique exception class.
class MyError( Exception ): pass
This single statement defines a subclass of Exception named MyError. You can then raise MyError in a raise statement and check for MyError in except clauses.
Here’s an example of defining a unique exception and raising this exception with an amplifying string.
import math class QuadError( Exception ): pass def quad(a,b,c): if a == 0: ex= QuadError( "Not Quadratic" ) ex.coef= ( a, b, c ) raise ex if b*b-4*a*c < 0: ex= QuadError( "No Real Roots" ) ex.coef= ( a, b, c ) raise ex x1= (-b+math.sqrt(b*b-4*a*c))/(2*a) x2= (-b-math.sqrt(b*b-4*a*c))/(2*a) return (x1,x2)
Additional raise Statements. Exceptions can be raised anywhere, including in an except clause of a try statement. We’ll look at two examples of re-raising an exception.
We can use the simple raise statement in an except clause. This re-raises the original exception. We can use this to do standardized error handling. For example, we might write an error message to a log file, or we might have a standardized exception clean-up process.
try: attempt something risky except Exception, ex: log_the_error( ex ) raise
This shows how we might write the exception to a standard log in the function log_the_error() and then re-raise the original exception again. This allows the overall application to choose whether to stop running gracefully or handle the exception.
The other common technique is to transform Python errors into our application’s unique errors. Here’s an example that logs an error and transforms the built-in FloatingPointError into our application-specific error, MyError.
class MyError( Exception ): pass try: attempt something risky except FloatingPointError, e: do something locally, perhaps to clean up raise MyError("something risky failed: %s" % ( e, ) )
This allows us to have more consistent error messages, or to hide implementation details.
The following example uses a uniquely named exception to indicate that the user wishes to quit rather than supply input. We’ll define our own exception, and define function which rewrites a built-in exception to be our own exception.
We’ll define a function, ckyorn(), which does a “Check for Y or N”. This function has two parameters, prompt and help, that are used to prompt the user and print help if the user requests it. In this case, the return value is always a “Y” or “N”. A request for help (“?”) is handled automatically. A request to quit is treated as an exception, and leaves the normal execution flow. This function will accept “Q” or end-of-file (usually ctrl-D, but also ctrl-Z on Windows) as the quit signal.
class UserQuit( Exception ): pass def ckyorn( prompt, help="" ): ok= 0 while not ok: try: a=raw_input( prompt + " [y,n,q,?]: " ) except EOFError: raise UserQuit if a.upper() in [ 'Y', 'N', 'YES', 'NO' ]: ok= 1 if a.upper() in [ 'Q', 'QUIT' ]: raise UserQuit if a.upper() in [ '?' ]: print help return a.upper()
We can use this function as shown in the following example.
import interaction answer= interaction.ckyorn( help= "Enter Y if finished entering data", prompt= "All done?")
This function transforms an EOFError into a UserQuit exception, and also transforms a user entry of “Q” or “q” into this same exception. In a longer program, this exception permits a short-circuit of all further processing, omitting some potentially complex if statements.
Details of the ckyorn() Function Our function uses a loop that will terminate when we have successfully interpreted an answer from the user. We may get a request for help or perhaps some uninterpretable input from the user. We will continue our loop until we get something meaningful. The post condition will be that the variable ok is set to True and the answer, a is one of ("Y", "y", "N", "n").
Within the loop, we surround our raw_input() function with a try suite. This allows us to process any kind of input, including user inputs that raise exceptions. The most common example is the user entering the end-of-file character on their keyboard.
We handle the built-in EOFError by raising our UserQuit exception. When we get end-of-file from the user, we need to tidy up and exit the program promptly.
If no exception was raised, we examine the input character to see if we can interpret it. Note that if the user enters ‘Q’ or ‘QUIT’, we treat this exactly like as an end-of-file; we raise the UserQuit exception so that the program can tidy up and exit quickly.
We return a single-character result only for ordinary, valid user inputs. A user request to quit is considered extraordinary, and we raise an exception for that.
A common use case is to have some final processing that must occur irrespective of any exceptions that may arise. The situation usually arises when an external resource has been acquired and must be released. For example, a file must be closed, irrespective of any errors that occur while attempting to read it.
With some care, we can be sure that all exception clauses do the correct final processing. However, this may lead to a some redundant programming. The finally clause saves us the effort of trying to carefully repeat the same statement(s) in a number of except clauses. This final step will be performed before the try block is finished, either normally or by any exception.
The complete form of a try statement looks like this:
except exception , target : suite
Each suite is an indented block of statements. Any statement is allowed in the suite. While this means that you can have nested try statements, that is rarely necessary, since you can have an unlimited number of except clauses.
The finally clause is always executed. This includes all three possible cases: if the try block finishes with no exceptions; if an exception is raised and handled; and if an exception is raised but not handled. This last case means that every nested try statement with a finally clause will have that finally clause executed.
Use a finally clause to close files, release locks, close database connections, write final log messages, and other kinds of final operations. In the following example, we use the finally clause to write a final log message.
def avgReport( someList ): try: print "Start avgReport" m= avg(someList) print "Average+15%=", m*1.15 except TypeError, ex: print "TypeError: ", ex except ZeroDivisionError, ex: print "ZeroDivisionError: ", ex finally: print "Finish avgReport"
The sys module provides one function that provides the details of the exception that was raised. Programs with exception handling will occasionally use this function.
The sys.exc_info() function returns a 3- tuple with the exception, the exception’s parameter, and a traceback object that pinpoints the line of Python that raised the exception. This can be used something like the following not-very-good example.
import sys import math a= 2 b= 2 c= 1 try: x1= (-b+math.sqrt(b*b-4*a*c))/(2*a) x2= (-b-math.sqrt(b*b-4*a*c))/(2*a) print x1, x2 except: e,p,t= sys.exc_info() print e,p
This uses multiple assignment to capture the three elements of the sys.exc_info() tuple , the exception itself in e, the parameter in p and a Python traceback object in t.
This “catch-all” exception handler in this example is a bad policy. It may catch exceptions which are better left uncaught. We’ll look at these kinds of exceptions in Built-in Exceptions. For example, a RuntimeError is something you should not bother catching.
Exceptions have one interesting attribute. In the following example, we’ll assume we have an exception object named e. This would happen inside an except clause that looked like except SomeException, e:.
Traditionally, exceptions had a message attribute as well as an args attribute. These were used inconsistently.
When you create a new Exception instance, the argument values provided are loaded into the args attribute. If you provide a single value, this will also be available as message; this is a property name that references args.
Here’s an example where we provided multiple values as part of our Exception.
>>> a=Exception(1,2,3) >>> a.args (1, 2, 3) >>> a.message __main__:1: DeprecationWarning: BaseException.message has been deprecated as of Python 2.6 ''
Here’s an example where we provided a single value as part of our Exception; in this case, the message attribute is made available.
>>> b=Exception("Oh dear") >>> b.message 'Oh dear' >>> b.args ('Oh dear',)
The following exceptions are part of the Python environment. There are three broad categories of exceptions.
Here are the non-error exceptions. Generally, you will never have a handler for these, nor will you ever raise them with a raise statement.
Here are the errors which can be meaningfully handled when a program runs.
The following errors indicate serious problems with the Python interepreter. Generally, you can’t do anything if these errors should be raised.
The following exceptions are more typically returned at compile time, or indicate an extremely serious error in the basic construction of the program. While these exceptional conditions are a necessary part of the Python implementation, there’s little reason for a program to handle these errors.
The following exceptions are part of the implementation of exception objects. Normally, these never occur directly. These are generic categories of exceptions. When you use one of these names in a catch clause, a number of more more specialized exceptions will match these.
Input Helpers. There are a number of common character-mode input operations that can benefit from using exceptions to simplify error handling. All of these input operations are based around a loop that examines the results of raw_input and converts this to expected Python data.
All of these functions should accept a prompt, a default value and a help text. Some of these have additional parameters to qualify the list of valid responses.
All of these functions construct a prompt of the form:
your prompt [ valid input hints ,?,q]:
If the user enters a ?, the help text is displayed. If the user enters a q, an exception is raised that indicates that the user quit. Similarly, if the KeyboardInterrupt or any end-of-file exception is received, a user quit exception is raised from the exception handler.
Most of these functions have a similar algorithm.
User Input Function
Construct Prompt. Construct the prompt with the hints for valid values, plus ? and q.
While Not Valid Input. Loop until the user enters valid input.
Try the following suite of operations.
Prompt and Read. Use raw_input() to prompt for and read a reply from the user.
Help?. If the user entered “?”, provide the help message.
Quit?. If the user entered “q” or “Q”, raise a UserQuit exception.
Other. Try the following suite of operations
Convert. Attempt any conversion. Some inputs will involve numeric, or date-time conversions.
Validate. If necessary, do any validation checks checks. For some prompts, there will be a fixed list of valid answers. There may be a numeric range or a date range. For other prompts, there is no checking required.
If the input passes the validation, break out of the loop. This is our hoped-for answer.
In the event of an exception, the user input was invalid.
Nothing?. If the user entered nothing, and there is a default value, return the default value.
In the event of any other exceptions, this function should generally raise a UserQuit exception.
Result. Return the validated user input.
Functions to implement
|ckdate:||Prompts for and validates a date. The basic version would require dates have a specific format, for example mm/dd/yy. A more advanced version would accept a string to specify the format for the input. Much of this date validation is available in the time module, which will be covered in Dates and Times: the time and datetime Modules. This function not return bad dates or other invalid input.|
|ckint:||Display a prompt; verify and return an integer value|
|ckitem:||Build a menu; prompt for and return a menu item. A menu is a numbered list of alternative values, the user selects a value by entering the number. The function should accept a sequence of valid values, generate the numbers and return the actual menu item string. An additional help prompt of "??" should be accepted, this writes the help message and redisplays the menu.|
|ckkeywd:||Prompts for and validates a keyword from a list of keywords. This is similar to the menu, but the prompt is simply the list of keywords without numbers being added.|
|ckpath:||Display a prompt; verify and return a pathname. This can use the os.path module for information on construction of valid paths. This should use fstat to check the user input to confirm that it actually exists.|
|ckrange:||Prompts for and validates an integer in a given range. The range is given as separate values for the lowest allowed and highest allowed value. If either is not given, then that limit doesn’t apply. For instance, if only a lowest value is given, the valid input is greater than or equal to the lowest value. If only a highest value is given, the input must be less than or equal to the highest value.|
|ckstr:||Display a prompt; verify and return a string answer. This is similar to the basic raw_input(), except that it provides a simple help feature and raises exceptions when the user wants to quit.|
|cktime:||Display a prompt; verify and return a time of day. This is similar to ckdate; a more advanced version would use the time module to validate inputs. The basic version can simply accept a hh:mm:ss time string and validate it as a legal time.|
|ckyorn:||Prompts for and validates yes/no. This is similar to ckkeywd, except that it tolerates a number of variations on yes (YES, y, Y) and a number of variations on no (NO, n, N). It returns the canonical forms: Y or N irrespective of the input actually given.|
Built-in exceptions are all named with a leading upper-case letter. This makes them consistent with class names, which also begin with a leading upper-case letter.
Most modules or classes will have a single built-in exception, often called Error. This exception will be imported from a module, and can then be qualified by the module name. Modules and module qualification is covered in Components, Modules and Packages. It is not typical to have a complex hierarchy of exceptional conditions defined by a module.
Readers with experience in other programming languages may equate an exception with a kind of goto statement. It changes the normal course of execution to a (possibly hard to find) exception-handling suite. This is a correct description of the construct, which leads to some difficult decision-making.
Some exception-causing conditions are actually predictable states of the program. The notable exclusions are I/O Error, Memory Error and OS Error. These three depend on resources outside the direct control of the running program and Python interpreter. Exceptions like Zero Division Error or Value Error can be checked with simple, clear if statements. Exceptions like Attribute Error or Not Implemented Error should never occur in a program that is reasonably well written and tested.
Relying on exceptions for garden-variety errors – those that are easily spotted with careful design or testing – is often a sign of shoddy programming. The usual story is that the programmer received the exception during testing and simply added the exception processing try statement to work around the problem; the programmer made no effort to determine the actual cause or remediation for the exception.
In their defense, exceptions can simplify complex nested if statements. They can provide a clear “escape” from complex logic when an exceptional condition makes all of the complexity moot. Exceptions should be used sparingly, and only when they clarify or simplify exposition of the algorithm. A programmer should not expect the reader to search all over the program source for the relevant exception-handling clause.
Future examples, which use I/O and OS calls, will benefit from simple exception handling. However, exception laden programs are a problem to interpret. Exception clauses are relatively expensive, measured by the time spent to understand their intent. | <urn:uuid:bdecee2c-e19a-4494-a529-d2c0c6189381> | CC-MAIN-2013-20 | http://www.itmaybeahack.com/homepage/books/python/html/p02/p02c07_exceptions.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.854342 | 6,338 | 4.125 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
Dinosaurs on Display
Just think if you were the museum director who received all those crates from Tanzania! How would you know how all of the bones went back together? How can any scientist be sure that she is setting up a skeleton in the right way?
When paleontologists are lucky, they keep finding more and more of the same fossil skeletons. But many times, all they have to work with when they attempt to identify a new species is a single, broken bone. Even if they do have a full skeleton, it's only like an outline. How did they know how much it weighed? Usually, they use similar modern-day animals as an example of what they think it should look like.
Comparing dinosaurs to modern animals worked in the case of the Apatosaurus. Its neck looks almost exactly like the neck of a turkey. Unfortunately, this idea didn't work for Elasmosaurus, which was one of the plesiosaurs; the fossil hunter thought its long neck was its tail and put it together with its neck upside down!
Do you think that you would be good at putting fossils back together? One test you could do is to try placing several pictures of dinosaurs upside down on a table. Without turning them around, can you guess what they are? Try holding the pictures up to a mirror. Now what do you see? Can your friends guess which ones they are by doing the same tests?
Who am I?
I am one of the first dinosaurs found that was thought to have possibly had feathers. Although my feathers were never found, the idea of a feathered dinosaur took flight from me. Who am I?
All Mixed Up
What would you think if you went into a people display at the museum and a dinosaur paleontologist had put the head of a gorilla on a human's body? Something like that happened to the Apatosaurus. Museum directors placed another dinosaur's head on its body and left it that way for many years.
Things like this often happen when paleontologists only find parts of several different skeletons, and have to figure out how they go together. Fossil hunters don't usually even find complete dinosaur skulls because the bone that their skulls were made of is very thin. The skulls often break because of the enormous weight of the rocks pressing down on them.
Because scientists believed that Diplodocus dragged its tail on the ground, they displayed it that way in numerous museums. Later they decided that it actually used its tail to balance itself by holding it up in the air! They also had a difficult time trying to decide whether Iguanodon stood on all four feet or only two. For many years, museum directors thought he rested his body on his tail like a kangaroo until they tried to place his skeleton on display. Then they realized that they would have to break his tail to rest it in that position!
Many people often go to natural history museums to see dinosaurs. If you want to find a museum that is close to your area, try looking for one on the Internet or in your phone book. Another place you could visit is a children's museum. Many children's museums offer activities about dinosaurs, and some even display exhibits that include dinosaur robots.
Words to Know
When you reconstruct something, you rebuild it. When the fossil hunters find the many broken pieces of dinosaurs, they take them to museums, where workers put them back together or reconstruct them.
Which Bone Is Which?
If you've seen one bone you've seen them all, right? Well, not exactly. A rib bone is small, while a thighbone is large. The same was true with the dinosaurs. Of course, if you found the thighbone of a very small dinosaur, you might think it was a bone from the lower leg of a large dinosaur.
If you want to quiz your family or friends, you can play the Bone Guessing Game. The next time you have fried chicken, save some bones from the wings and the thighs, and a few from the breast. Then wash and dry the bones. See if your family can guess which bone was a wing bone, a breastbone, or a thigh bone.
Another activity that would be fun to try is to reconstruct a skeleton. All you need is a whole chicken from your grocery store. First you will have to ask an adult to cook the chicken until the meat falls off the bones. Once the bones are washed (they will probably break during cooking and washing), you can try to rebuild the chicken's original skeleton. If you need help, you can try looking up pictures of a skeleton in a book or on the Internet.
Why don't dinosaurs ever forget?
Can you find the seven words that make up the answer to this riddle? | <urn:uuid:2a81f6c2-1ba2-4cf6-815b-7c014fac6f35> | CC-MAIN-2013-20 | http://www.netplaces.com/kids-dinosaurs/the-hunt-begins/dinosaurs-on-display.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.979397 | 972 | 3.890625 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
Andrew Robinson, contributor
NOBEL prizes in science are awarded for the fruits of curiosity moderated by discipline; Ig Nobel prizes for the results of apparently aimless curiosity. Thus, curiosity in science may inspire both respect and wariness.
Knowing where we should draw the line is not always easy, as becomes clear in Curiosity, science writer Philip Ball's excellent, if a little idiosyncratic, investigation into the 17th century's scientific revolution. In 1676, a decade or two after the founding of the Royal Society, Thomas Shadwell's comic drama, The Virtuoso, poked fun at Royal Society fellows and their pursuit of knowledge. The main character, Sir Nicholas Gimcrack, was a "virtuoso" (the term "scientist" did not yet exist) fascinated by such transparently pointless questions as how heavy is air and why plums are blue.
Gimcrack was based on Robert Hooke, the Royal Society's polymathic curator of experiments - as a humiliated Hooke recognised during a performance. Satirising Hooke's fascination with the microscopic world, captured in his pioneering Micrographia, the play gives Gimcrack a tame spider named Nick, who "knew his name so well he would follow me all over the house". Gimcrack's pompous friend, Sir Formal Trifle comments: "Not a Creature so little, but affords him great Curiosities."
That 17th-century suspicion of unbridled curiosity had its roots in ancient Greek philosophy, argues Ball. According to Aristotle, "it is owing to their wonder that men both now begin and at first began to philosophise". Wonder, not curiosity, was the proper educated response to nature for Aristotelian scholastics. Pious Christians agreed, regarding wonder as virtually a religious duty, curiosity as a disrespectful attempt to know God's mind.
Francis Bacon, whose work inspired the founding of the Royal Society, disagreed. For Bacon, omnivorous curiosity was "natural" for humans, and also vital for the growth of knowledge, as he suggested in The Advancement of Learning (1605). Yet for Ball, Bacon belongs less with 17th-century natural philosophers, such as Galileo and Hooke, and more with the natural magicians of the preceding century, such as John Dee, and the alchemists who so intrigued Robert Boyle and Isaac Newton.
"Like the modern scientist, the natural magician believed that natural phenomena are governed by invisible forces," writes Ball. Indeed, he argues that magic - in this Renaissance sense - was crucial to the origins of science. "It is Bacon's picture (derived from the natural magic tradition), and not Galileo's (which drew as much on scholastic deduction from theorem and axiom as it did on observation), that conditioned the emergence of experimental, empirical science."
This is a bold claim, as Ball is keenly aware from his assured writings on cutting-edge research in fields ranging from physics to biology - and one which the historical evidence does not entirely support.
For example, the book begins by quoting Albert Einstein: "The important thing is not to stop questioning... Never lose a holy curiosity." However, Einstein also famously said that Galileo was "the father of modern physics - indeed, of modern science altogether", because he was the first to insist that "pure logical thinking cannot yield us any knowledge of the empirical world". Ball does not quote this, and bases his disavowal of Galileo's pre-eminence mainly on the fact that his mathematical reasoning provided the key only to astronomy and mechanics, not to the rest of science.
Curiosity teems with poets, writers and artists, physicians, philosophers and theologians, and, of course, cranks. Many are familiar figures, while others are known only to specialists. That Ball chooses not to focus on a few pivotal figures is probably inevitable, if a bit bewildering, given the all-encompassing role of curiosity in intellectual activity. Yet for all its erudition, his book does not quite succeed in capturing the difference between Nobel and Ig Nobel prizewinning curiosity.
by Philip Ball >
Published by: Bodley Head | <urn:uuid:c4709840-f4f2-40eb-9c0c-1939f36c23bf> | CC-MAIN-2013-20 | http://www.newscientist.com/blogs/culturelab/2012/05/a-history-of-the-insatiably-curious.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.962531 | 854 | 3.359375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Last week we played with our Alphabet Garden and a commenter asked how I could make it for children who loved cars and trucks. This is the letter sorting game that I came up with for cars and trucks. You could do it as a magnet activity like we did or put it all on a sheet of contact paper like our alphabet garden, whatever best fits your child. This activity is part of our Alphabet for Starters series that is focused on making playing with letters fun and dynamic. This can be adapted to any level. For children just beginning to notice letters they can simply put the letters on the road. Don’t worry about sorting into cases. For older children use the letters to spell. Write words with a missing letter and have your older child fill in the blank. Here is what we did for my daughter who is familiar with both upper and lowercase letters and enjoys sorting them.
- Gather your materials. You will need some black construction paper, green construction paper ( scraps would work great), clear contact paper , pictures of cars and trucks ( mine come from wrapping paper) , self adhesive magnetic sheets, a white crayon, scissors, a marker and a cookie sheet from the dollar store.
- Start by making your cars and trucks. Cut the cars out. Add the letters. I didn’t do every letter in both upper and lowercase. I chose letters that my daughter has trouble with mixed in with some sure fire bets so she would be challenged but confident in her ability.
- Lay a large sheet of contact paper down sticky side up and lay the cars face down. Place another sheet on top to sandwich the cars inside. Or laminate if you have access to a laminator. I am very jealous if you do. Nothing gets a teacher ( even a former teacher) more excited than laminating something. Cut into individual cars and trucks.
- Add the magnets. Now if you have a child who is well past the putting things in their mouth stage cut little squares and stick them on the back of the cars. If you want you could also lay the whole laminated car on the sticky back magnet sheet and then cut . This will make it harder for the to peel any small piece off. Please always remember that all our activities are designed for children to do with a parent within arms reach and only if they are ready for the activity. You don’t have to make the pieces magnetic for the kids to have fun, it’s just a bonus.
- Make a simple road and some signs saying UPPERCASE ROAD and lowercase road . These give visual cues even for kids that aren’t reading independently . You can add magnets to these if you want too. Painter’s tape is a great choice if you are skipping the magnets but want these pieces to stay in place temporarily.
- Ready to play! This is what it would look like if I handed it to my 6 year old. For my almost 3 year old it looked like this. She ended up sorting all the letters but I gave them to her in bite size pieces so she wasn’t overwhelmed.
- She loves cars and trucks right now ( well really bulldozers are the best) so she was all into it. After the first few were put on she asked me for more. Remember to label what your child is doing and to sit back. If they ask for help be ready to support but don’t take over.
- The trickiest part for her were letters like w and o. She thought for a long time before placing them down. She just kept piling them on. And was insistent that she show it off at the end. I was impressed with how many magnets piled together still stayed in place.
Alphabeep!: A Zipping, Zooming ABC by Debora Pearson is a great book for older toddlers and preschoolers. The transportation themed book uses rhymes and colorful illustrations to go from A to Z. The text was a bit long for my young toddler but I shortened it and he was able to enjoy the book , children 2 and up will love it just the way it is! This is on my must buy list. Edited for 2013 : My daughter also loved this book and had me read it twice at the library which is a glowing review.
For more Alphabet Books check out our list of 50 Alphabet Books We LoveThis book review includes an affiliate link.
Shape School Bus
Tire Track Painting
Cut and Paste Garbage Truck
Letter r road
Race Car Crafting with Dad
Diaper Box Firetruck
Upcycled Mat Roadway
School Bus Photo Craft
Cereal Box Gas Pump
Milk Carton Fire Station
Recycled Vehicle Crayons
Drinking Straw Truck
Valentine’s Day Dump Truck
We can’t leave you out without some books too .
Lots of great car and truck book suggestions here.
Just because you haven’t gotten any snow doesn’t mean your kids can’t play with it! We are lucky enough to have a train table that my dad made ( he’s been hacking Ikea since before it was hip) and this week we took some time to play with pretend snow . This is a wonderful multi- age sensory activity and worked great for my 5 year old son and 18 month old daughter, they each explored and played learning different things but having the same amount of fun.
- Gather your materials. We used our train table , extra trains and some cotton balls. If you don’t have a train table grab a bath mat, large shallow bin or just a coffee table and set up some trains or trucks then add in the “snow”.
- Start by being a little goofy and pretending to be clouds that are snowing . Give the kids the cotton balls and let them decide where the snow goes. I talked to my son about weather, asked him to look outside and tell me if he thought it would snow today in our yard. For my daughter we focused on the color white and the word “soft” feeling the soft cotton balls in our hands and on our faces.
- Play. This is where some kids and many parents ( and even teachers) clam up. Now what? Here are some things we did that were fun.
- My son pretended to be delivering snow from one end of the train table to the other and we counted the snow as we loaded up the train, and then the pile when we dropped it off.
- My daughter had a ball putting the snow into the little train house , through the windows. Hello, fine motor and hand eye coordination practice!
- We made a blizzard.
- We pretended to be the wind and blowed the snow.
- And more play. What I loved so much about this was that it made the train table feel new again and we played with it and the snow on and off for days.
Books About Trains
Freight Train by Donald Crewes. Donald Crews’ Freight Train is a classic book. It is rather simplistic in nature, but it is good for the younger train fans as it talks about the different kinds of freight cars and teaches about colors. My son loved this book at 2 and will still grab it at the library and read it when we are there three years later.
Tracks by David Galef and Tedd Arnold is a hilarious book about a man named Arnold who is in charge of directing the crew who lays down the train tracks. Arnold’s glasses break, and his vision becomes a bit skewed. What will the mayor think of this wacky track? You’ve got to read it and find out!
Terrific Trains by Tony Mitton is another great book. My parents bought my son this whole set and at first I was sceptical of it just because it is a set and I guess I judged a book my it’s cover because I love all the books in the set. They are informative, fun, have great rhyming text and my son will sit for them and often requests them at bedtime too!
I love making things with items that would otherwise end up thrown away and with Earth Day coming up now is as good a time as any to reuse things for fun! This isn’t the first roadway we’ve made, we made this one ages ago and it’s still played with daily . If your child wants design and to make it go for it, my son decided he’d “Be the boss.” Which I am sure was a great change from being a kid and he still felt ownership and pride while playing with it knowing he was the designer. He’s already deemed this to be only for big kids and he is right – the tape used on this craft is not safe for babies or toddlers . If you are making this for a toddler I’d do this toddler friendly one instead.
- Gather your materials. You will need a green kitchen or door mat, black duck tape, additional colors of tape of your choice, permanent markers and scissors.
- Start by making a plain black road. I wrapped the tape all the way to the underside to prevent it peeling up.
- Now add the yellow lane markers.
- Time to talk about what sort of buildings to make. A fire station was not surprisingly my son’s first choice.
- Next up a police station.
- He couldn’t wait to get his vehicles on !
- A super market complete with parking lot was next.
- Here he is deciding where we should put houses.
- We also added a school, and a pond with fish.
- It was an immediate hit!
In The Town All Year Round (a perfect book match for this activity).
In the Town All Year ‘Round by Rotraut Susanne Berner is amazing.It’s premise are the comings and goings of a town in all four seasons. There is limited text, which serves only to steer readers to look for specific people in the highly detailed illustrations. Each season has multiple pages and the people remain constant throughout the seasons. So you see inside an apartment building , the town square, the park, railroad station etc… in every season. You see the changes in town, the progression and of course the distinct weather in each section. The pictures also progress within the seasons, so a fire truck with a flashing light can be seen on every page in one season with the last page showing it getting to the fire . I can’t possibly explain the amazing detail and sheer number of things to find, make up stories about and spark your child’s imagination in this book. My son adores it. After renewing it multiple times from our library I bought it as his 2010 Valentine’s gift. It goes everywhere with us, perfect for long drives , waits in the Ob’s waiting room and plain old playtime he picks it up every day and finds something new.
What I really love is that because there is no text but still multiple story lines it’s helped my son to understand that literacy isn’t just about words, it about explaining what’s going on, and reading the pictures too. The absence of text has allowed me to really show him that . Now he has started grabbing books with text and telling me he’d read me the pictures, which boosts both his confidence and his enjoyment of independent reading.
Edited for 2011: My son is still crazy over this book. When I am desperate for him to chill out so I can get my daughter down for a nap nothing keeps him occupied ( and quiet) like this book. It’s magic!
This activity is only for the brave or desperate… we have been home bound with an ear infection and we were all getting squirrely. I have been trying to motivate my son to write and draw more and doing it upright on an easel, wall or window is a great way to naturally use the muscles needed for writing. These window crayons are great but I have a few must follow tips that will make your adventure with this activity much easier to clean than ours. Do not miss them. Seriously.
- Gather your materials. You will need some window crayons, a window, a old dish towel wet on one side and dry on the other and some removable stickers if you want. Notice I have match box trucks in the picture. DO NOT use them… you’ll see why a little later on.
- Draw out some streets.
- Fill them in. Here is my 2nd ” Do as I say not as I do tip” Filling the roads in looked cool, but big flakes of black window marker fell onto my floor. They cleaned up easily but the one that I stepped on was troublesome. I left a little trail all over my kitchen that was reminiscent of those old Family Circle funnies. I am just thankful I didn’t go into my family room where there is carpet. Simply drawing on the window didn’t create these flakes, but the large amount needed to fill the road in did. Look for the flakes and clean them up quickly before they spread.
- Add lane markers.
- Add traffic signs.
- Add your kid to draw the buildings, parks and in my case police stations and fire houses . He loved it and although they may not look exactly like the fire house on your block, the fact that my son was drawing something made me so happy. At preschool he refuses to make any representational pictures saying ” I just like abstract.” so I feel great knowing we may be turning the corner without us pushing him.
- Listen carefully – learn from my oops. Do not add match box cars. He loved running them all over town , but of course their tires picked up the crayons and ….
- Did this. My window sill is normally all white. I blame my 6 month old’s lack of sleep last night for my inability to foresee this obvious result but decided to share my oops.
- Instead grab re usable stickers if you have them and pop them on.Remember peeling stickers are a good workout for fine motor skills too!
- When you are done , wash off. We only left it up for as long as he played with it. I have left the window crayons on for a long time ( think months) and it always comes off, it’s just a matter of how much elbow grease you feel like using. This came off easy peasy because it was only on for an afternoon.
Books About Trucks
The Three Little Rigs by David Gordon is a fresh twist on the classic Three Little Pigs with trucks instead of pigs. My son ate this book up, he loved it. The “wolf” in the story is a wrecking ball that smashes and crashes the Little Rigs garages , I thought he was a little scary but after reading the book I asked my son his favorite part and sure enough he said the wrecking ball. I loved the illustrations and was not surprised one bit to read that the author/illustrator has done work for Pixar.
My Truck is Stuck! by Kevin Lewis is a fun book full of great rhymes and funny illustrations from Daniel Kirk. The story is simple a truck is stuck and even though other vehicles come to help, nothing budges until a tow truck arrives. The best part is the cargo of bones in the truck are slowly stolen by hungry gophers while the others work to free the truck. It’s got a great message about helping people and the illustrations make me giggle, especially the guy in the moving van who is blowing bubbles. I have never understood that but it makes me laugh.
The Mighty Street Sweeper by Patrick Moore is a rare book, it’s rare because it is a story about self esteem clothed in a truck book. The street sweeper isn’t the biggest, the fastest or the most powerful truck but it’s still mighty and proud. I really like this book, we read it before nap and again before bed and I liked it even more the second time. The message about being happy with who you are is really touching . I liked that the book says that you don’t have to be the best at everything to still be proud of your hard work. My son really enjoyed this book as well and it was excited to read it again at bedtime. | <urn:uuid:fee9ac17-842b-4fb6-a553-a385afb3f096> | CC-MAIN-2013-20 | http://www.notimeforflashcards.com/category/transportation | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.962767 | 3,424 | 3.171875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
NASA's Wide-field Infrared Survey Explorer (WISE) satellite has just completed its first survey of the entire sky viewable from Earth -- returning more than a million images that provide a zoomed-in look at celestial objects ranging from distant galaxies to asteroids.
From its orbit several hundred miles above the Earth's polar regions, the spacecraft scans strips of the sky, always staying over the day-night dividing line. Every 11 seconds, an infrared-sensitive digital camera takes a snapshot over the entire sky.
WISE has already observed more than 100,000 known and previously unseen asteroids. Most of these are located in the asteroid belt between Mars and Jupiter, but some are near-Earth objects that pass relatively close to the Earth. The telescope's infrared vision also enables it to detect the glow of brown dwarfs, objects with masses between that of planets and stars, and it can also see the brightest of ultra-luminous infrared galaxies.Less than two months after its December 2009 launch, WISE detected its first comet (named the WISE comet) orbiting about 109 million miles from Earth. Because they are rare in the inner solar system region, comets aren't as easy to find as asteroids. But WISE's powerful telescope is expected to find up to dozens of new comets, which will give astronomers new numbers to crunch in determining the probability of one coming close to Earth's orbit.
WISE will now begin a second full scan of the sky to reveal even more objects and to detect any changes that have occurred since the first survey. In about three months, this second survey will end when the block of solid hydrogen coolant that chills the instrument's detectors runs out. In May 2011, the astronomical community will have access to the first release of WISE data, which will include over a million images that help researchers catalog astronomical objects and answer questions about how planets, stars, and galaxies develop and evolve.
Five amazing, clean technologies that will set us free, in this month's energy-focused issue. Also: how to build a better bomb detector, the robotic toys that are raising your children, a human catapult, the world's smallest arcade, and much more. | <urn:uuid:93eee890-9f8d-4070-a78f-0de2f76c14f7> | CC-MAIN-2013-20 | http://www.popsci.com/technology/article/2010-07/nasas-wise-telescope-completes-first-survey-entire-sky | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.947015 | 444 | 3.5625 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
When applied to users, the terms least user access or least-privileged user account (LUA) are also used, referring to the concept that all users at all times should run with as few privileges as possible, and also launch applications with as few privileges as possible.
The principle of least privilege is also known as the principle of least authority (POLA), an alternative term coined by those who consider authority be a more precise term than privilege to represent "ability to access" in the true spirit of this concept. Specifically, authority represents all effects that a subject can directly or indirectly cause in a system, as opposed to permission which represents the effects that can be directly caused in a single operation.
In most operating systems, like Windows and Linux, code running in "kernel mode" always runs with maximum privileges; therefore there is no security enforcement. The principle of least privilege therefore demands the use of a user mode solutions when given the choice between a kernel mode and user mode solution if the two solutions provide the same results.
Least privilege is widely misunderstood and, in particular, is almost always confused with the Trusted Computer System Evaluation Criteria concept of Trusted Computing Base minimization. Minimization is a far more stringent requirement that is only applicable to the functionally strongest assurance classes, viz., B3 and A1 (which are evidentiarily different but functionally identical). Least privilege is often associated with privilege bracketing, that is, assuming necessary privileges at the last possible moment and dismissing them as soon as no longer strictly necessary, therefore ostensibly avoiding fallout from erroneous code that unintentionally exploits more privilege than is merited. Least privilege has also—and arguably incorrectly—been interpreted in the context of distribution of discretionary access control permissions, even to the point of asserting that, e.g., giving user U read/write access to file F violates least privilege if U can complete his authorized tasks with only read permission.
In an archetypal UNIX implementation, processes execute with a potential privilege set and an active privilege set. Such privilege sets are inherited from the parent as determined by the semantics of fork(). An executable file that performs a privileged function—thereby technically constituting a component of the TCB, and concomitantly termed a trusted program or trusted process may also be marked with a set of privileges, a logical extension of the notions of set user ID and set group ID. The inheritance of file privileges by a process are determined by the semantics of the exec() family of system calls. The precise manner in which potential process privileges, actual process privileges, and file privileges interact may be quite involved. In practice, least privilege is practiced by maintaining in the active privilege set only those privileges that are strictly necessary at the time, claiming and dismissing them from the potential privilege set as appropriate. Strict adherence to this model is quite complex as well as error-prone.
Historically, the oldest instance of least privilege is probably the source code of login.c, which begins execution with super-user permissions and—the instant they are no longer necessary—dismisses them via setuid() with a non-zero argument.
According to Barnum and Gegick, another limitation is the granularity of control that the operating environment (secure operating system) over privileges for an individual processes. In real practice, it is almost never possible to control a process's access to memory, or processing time, or I/O device addresses or modes with the precision needed to eliminate the precise set privileges we can be sure a process will not need. This reduces its usefulness of this principle even more.
Peter J. Denning, in his paper "Fault Tolerant Operating Systems" set it in a broader perspective among four fundamental principles of fault tolerance.
Dynamic assignments of privileges was earlier discussed by Roger Needham in 1972.
Info Security Products Guide Names BeyondTrust Winner of the 2009 Global Excellence in Least Privilege Management Award.
May 04, 2009; BeyondTrust announced that Info Security Products Guide, the industry's leading publication on security-related products and...
US Patent Issued to Microsoft on March 12 for "Granting Least Privilege Access for Computing Processes" (Washington, Illinois Inventors)
Mar 12, 2013; ALEXANDRIA, Va., March 12 -- United States Patent no. 8,397,290, issued on March 12, was assigned to Microsoft Corp. (Redmond,...
Publication No. WO/2009/158405 Published on Dec. 30, Assigned to Microsoft for Granting Least Privilege Access (American Inventors)
Dec 31, 2009; GENEVA, Dec. 30 -- Neil Laurence Coles, Scott Randall Shell, Upender Reddy Sandadi, Angelo Renato Vals, Matthew G. Lyons,... | <urn:uuid:ecbd1b2f-e7b1-4338-847f-c90ea63d5888> | CC-MAIN-2013-20 | http://www.reference.com/browse/Least+privilege | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.927476 | 980 | 2.96875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
The first purely silicon oxide-based ‘Resistive RAM’ memory chip that can operate in ambient conditions – opening up the possibility of new super-fast memory - has been developed by researchers at UCL.
Resistive RAM (or ‘ReRAM’) memory chips are based on materials, most often oxides of metals, whose electrical resistance changes when a voltage is applied – and they “remember” this change even when the power is turned off. ReRAM chips promise significantly greater...
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Be where innovation begins – become a member. Click here to learn more. | <urn:uuid:98f8caf0-8317-440b-be19-63e9c5b5a95b> | CC-MAIN-2013-20 | http://www.sciencebusiness.net/news/75745/UCL-developes-new-silicon-memory-chip | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.942809 | 272 | 2.65625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
The States already have this power. They need to use it.
Nullification, in United States constitutional history, is a legal theory that a State has the right to nullify, or invalidate, any federal law which that state has deemed unconstitutional. The theory is based on a view that the States formed the Union by an agreement (or "compact") among the States, and that as creators of the federal government, the States have the final authority to determine the limits of the power of that government. ----------------------- | <urn:uuid:834b8280-6551-497d-8e7f-d3cc6446d851> | CC-MAIN-2013-20 | http://www.thefirearmsforum.com/showpost.php?p=898199&postcount=5 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.954197 | 105 | 3.625 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
This is what you need to do to create your own farm:
1. First you will need to decide which animals belong on Old MacDonalds farm and which animals belong in a zoo. You will do this by completeing the "Farm Animals" worksheet (attached). Your teacher will give you the worksheet and then you will complete the worksheet and hand it into your teacher.
2. Next, you will take the "Farm Animals" worksheet returned by your teacher, then decide which two animals you want to research.
3. You will then research these animals using the internet and books, there will be some books in the classroom you will have time to look at. You may also find books on your own.
4. You will then fill out an "Animal Research" worksheet (attached) for each of your animals to complete your research. Your teacher will give you a copy of the worksheet for each animal.
5. Once you have finished researching both of your animals, you must choose 1 animal to create a project on and present it to the class. This part will be done at home with the help of your parents. Some examples you may create are a diorama, a painting, a drawing, collage, a poster-board presentation with pictures, a book, or a creation of your choosing. Letters will be sent home to parents explaing the project.
6. Your teacher will inform you when your presentations are due.
*** The 2 worksheets are attached below along with Internet resources (your teacher will give you these).*** | <urn:uuid:e7b16253-59cc-40aa-9deb-a5e0a1d46dda> | CC-MAIN-2013-20 | http://www.zunal.com/process.php?w=6685 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705043997/warc/CC-MAIN-20130516115043-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.939799 | 325 | 3.8125 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
For many people with diabetes, vision loss is a major concern. A condition called diabetic retinopathy, which can affect people with type 1 and type 2 diabetes, results when blood vessels in the eye’s retina are damaged. It can lead to gradual vision loss and, eventually, blindness.
The retina, considered part of the central nervous system, is a layer of tissue at the back of the eye that transforms light into electrical impulses that are sent to the brain, which interprets the signals as the images we see.
Normally, light causes the retina’s blood vessels to dilate, bringing extra oxygen and glucose to active retinal cells to keep them healthy and functioning properly, explains University of Minnesota neuroscientist Eric Newman, Ph.D. But with disease, light doesn’t cause dilation or increase blood flow, and the retina doesn’t get the nutrients it needs.
Newman, a Distinguished McKnight University Professor, has studied how neurons communicate with blood vessels to cause dilation and how that process goes awry in disease. His lab has used a rat model to show that the retina’s light-evoked blood vessel dilation is lost after seven months with diabetes—evidence of diabetic retinopathy in progress.
Now Newman wants to discover whether it’s possible to reverse this loss of blood vessel response using chemical inhibitors.
Newman’s research has been funded by the National Institutes of Health for nearly three decades. And in March, he received word that he’ll be receiving another four-year, $1.51 million grant to support the next steps in his diabetic retinopathy work. Additional grants from the American Recovery and Reinvestment Act of 2009 and Minnesota Medical Foundation are supporting these studies.
So far Newman’s team, which includes graduate students Anusha Mishra and Anja Srienc, has analyzed the retinas of diabetic rats by removing them and examining them under a microscope. He now plans to test whether chemical inhibitors can reverse the loss of blood vessel response in live rats.
The research testing whether chemical inhibitors can slow vision loss caused by diabetic retinopathy is still in an early stage, Newman emphasizes, and is likely years away from any treatment for humans. Still, its potential is exciting.
“Potentially, if you can restore the vascular response, you might be able to slow down or limit the damage [caused by the disease],” Newman says. | <urn:uuid:c4a14d36-5a67-4bae-950a-bb3d0fd72cc8> | CC-MAIN-2013-20 | http://blog.lib.umn.edu/mmf/news/neuro/2010/neuroscientist-looks-for-a-brighter-future-for-people-who-have-diabetic-retinopathy.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.942093 | 507 | 3.390625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Suicide is one of the leading causes of death worldwide but what causes it is still not well understood. Mental-health problems are an important risk factor but most people with a mental-health problem do not think about killing themselves. There is strong evidence that people's experiences contribute more towards their mental-health problems than their genes and that bad experiences in people's childhood are linked to more thoughts about, or attempts at, killing oneself in later life. However, there has been less research into this than into genetic factors or mental-health problems. A team of researchers led by Ronny Bruffaerts from Gasthuisberg University Hospital in Belgium studied an international sample of 55,299 people asking them about their experiences in childhood and whether they had thought about, or tried to kill themselves. They found that bad experiences in childhood were associated with an increased risk of suicide attempts and thoughts of suicide. Sexual and physical abuse, especially during adolescence, were consistently the strongest risk factors.
Bruffaerts, Ronny ... [et al] - Childhood adversities as risk factors for onset and persistence of suicidal behaviour. British Journal of Psychiatry, July 2010, 197(1), 20-27 | <urn:uuid:5cd4bb74-87e1-44e3-bbb8-0f6eced053b4> | CC-MAIN-2013-20 | http://center4familydevelop.blogspot.com/2010/07/suicide-and-child-abuse-link.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.977512 | 242 | 2.953125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
AIDS Stopped in Haiti Before U.S.
New research tracks the spread of HIV from Africa to America
TUESDAY, Oct. 30 (HealthDay News) -- New research into the genetic history of HIV suggests that the virus that causes AIDS stopped in Haiti during the middle of the last century, prior to reaching the United States.
The findings are unlikely to help scientists discover better treatments for AIDS, but they could provide insight into how HIV evolves and moves from place to place, said Michael Worobey, a professor in the University of Arizona's Department of Ecology and Evolutionary Biology and co-author of a study released Monday.
"It matters when these events occurred and how often colonizations of new locales occur," he said. "That helps us predict the future complexity of the HIV pandemic."
The study findings about the spread of HIV are "definitive," added Dr. Beatrice Hahn, a professor in the University of Alabama at Birmingham's departments of medicine and microbiology. Hahn, who studies how the virus developed, said the next step in research is to go "further back in time" and use old blood samples from central Africa to understand more about the early days of AIDS.
Scientists are certain that the AIDS virus developed somewhere in Africa after a virus jumped from monkeys to humans. But there are still questions about the history of HIV and how it incubated in Africa before moving on to the rest of the world.
In the new study, Worobey and colleagues studied a strain of the AIDS virus known as subtype B, which commonly affects people in many countries, including the United States. The researchers tried to figure out how the virus traveled by studying blood samples of Haitian immigrants to the United States who were among the first in the country to be diagnosed as suffering from AIDS.
"For the last few years, we've been thinking it would be good to try to collect and analyze as many archival human samples as possible," Worobey said. "We can travel back in time and look directly at the viruses that were circulating at early time points."
The findings were published this week in an online edition of the Proceedings of the National Academy of Sciences.
After using genetic techniques to study the evolution of the virus, the researchers came to believe that the AIDS strain moved from Africa to Haiti at some time during the mid-1960s. They think it circulated in Haiti for perhaps a few years before moving on to the United States in about 1969.
Doctors didn't begin picking up on the existence of the virus in the United States until 1981, when they noticed that some gay men were developing unusual diseases. "That leaves a 12-year period between when we think it came in, and people realized there was something new," he said.
What could explain that? It's possible that the virus was around and making people sick for a decade or more, but the number of people infected may have been tiny, Worobey said. After all, it can often take 10 to 12 years for someone to become ill with AIDS after being infected by the virus, he said.
Going back even earlier, some scientists suspect that AIDS stalked Africa since the 1930s. "It's not that surprising that it circulated for 30 years before we have any hard evidence of it," Worobey said. "In Africa, most people die of tuberculosis when they have AIDS, and that adds a whole layer of fog" to detecting HIV disease, he said.
What now? Scientists could use the findings about Haiti as they try to develop vaccines, Worobey said. The AIDS strain in question "has a deeper history in Haiti than in all these other countries (that it traveled to). Its genetic diversity is more extensive, and that should be considered when either testing or designing subtype B vaccines in the future."
There's more on the history of HIV and AIDS at the U.S. Food and Drug Administration.
Copyright © 2007 ScoutNews, LLC. All rights reserved. | <urn:uuid:9b4b1f24-bc8f-4352-968a-0d93c92858fe> | CC-MAIN-2013-20 | http://health.usnews.com/usnews/health/healthday/071030/aids-stopped-in-haiti-before-us.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.976422 | 819 | 3.375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
- The Interaction/Isolation Principle: Strengthen interactions with allies (customers, employees, subcontractors, partners, etc.). Isolate opponents (from customers, their own employees, from partners, from subcontractors, etc.)
- When you manage a unit (team, department, etc.), watch the queues!
- When you manage several units (team members, collaborating departments, project portfolio, etc.), manage the interactions between the units, not the units themselves.
- Both Theory X and Theory Y are self-fulfilling. Therefore:
- When you manage people, use Theory Y!
- When you design the organization (structure, rules, etc.), use Theory Y! (Read up on Gore & Associates, Semco, the Virgin Group, Whole Foods, Google, and somewhat surprisingly, the U.S. Marine Corps.)
- People overestimate themselves and underestimate other people. It follows that:
- You are not as smart as you think you are. Therefore, from time to time, you need help!
- People around you are smarter than you think they are. Therefore they are more able to help you than you think they can. (Theory Y says they are also willing - you just need to ask politely.)
- Read at least 4-6 serious management books each year.
- Practice what you read.
- Integrate theory and practice by reflecting on it.
- Learn to read frickin' Process Control Charts! And why!!!
- Learn Little's Law and it's implications!
Wednesday, January 20, 2010
10 Rules for Better Management
It is easy to get so caught up in managing messes that one loses sight of the basics. Here are 10 simple rules that I have found useful: | <urn:uuid:d2f8d429-bb9d-446e-b2b7-abbb9b416580> | CC-MAIN-2013-20 | http://kallokain.blogspot.jp/2010/01/10-rules-for-better-management.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.944021 | 365 | 2.8125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Clearing the answer register to zero had always been a stepchild of Comptometer design. Felt's earliest patents make scant mention of it and the drawings show only a single clearing knob on the left side with no further detail. The emphasis was understanably on the more complex matters of columnar carry, dial overshoot, etc.
Before the first fifty "woodies" had been delivered however, the design had been refined to include the clearing lever and stop post that would be required in actual production. This redesign would not appear on a patent until 1903 coverng the metal case that would engender the famous infringement suit brot by Felt & Tarrant against Burroughs in 1912.
Until the appearance of the H-model in 1920, the clearing handle had been located toward the rear of the case and required a backward and forward action. The H-model dramaticly improved this rather awkward operation by moving the pivot point of the handle forward and requiring only a flick of the operator's little finger to clear the machine. Since the lever was spring-loaded, it automaticlly returned to its "cocked" position, ready for the next clearing action.
Observing the (rather crude) animation below, I'm convinced that this machine was, indeed an early prototype for that change. The pivot point had not yet been moved forward nor had the mechanism been brot "inboard" the case. Also, the spring-loading was woefully inadequate to the job.
So was this machine the missing G-model? Was it, perhaps like the E-model, an alternate approach, pursued in parallel that lost out to the H-model's elegence? | <urn:uuid:055b5b5c-94a2-4946-bd6c-6156d7f95670> | CC-MAIN-2013-20 | http://members.cruzio.com/~vagabond/G-model.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.9657 | 342 | 2.5625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
So we turn to the only strategies we do know. If you’re a man, you might distract yourself by playing video games, tinkering with your tools or drinking alcohol, she said. If you’re a woman, you might shop or eat.
Turning to these tools occasionally is OK, Mininni said. Making them part of your regular coping repertoire, however, is problematic.
Emotions are valuable, and offer a bounty of benefits. Once we’re able to process and cope with them effectively, we can learn a lot about ourselves and our needs, Mininni said. Emotions send us important messages and help us connect with others and accomplish great things, she said.
Using unhealthy strategies can sabotage our relationships, job and even our health, Mininni said. In fact, people who handle stress effectively have healthier immune systems, don’t get sick as often and age up to 16 years more slowly than people who don’t.1
What is an Emotion?
There’s actually no consensus on what an emotion is, Mininni said. She defines emotions as a “full-body experience,” an interplay between our thoughts and physical sensations.
As an illustration, Mininni created the following simple formula:
Thoughts + Body Sensations = Emotion
For instance, a kind of giddy happiness and anxiety have the same sensations, such as tight muscles and a pounding heart. What determines whether we feel happy or anxious are our thoughts.
Mininni created a valuable step-by-step process to help people identify and manage their emotions. The first step is to figure out what you’re feeling – and you just need to choose from four main emotions.
Mininni said that all emotions fall into these categories: anxiety, sadness, anger and happiness. With anxiety, she said, your mind lights up with “What ifs?” What if I lose my job? What if I don’t meet someone? What if I fail my test?
You have thoughts of the future and everything that can go wrong, she said. Your physical sensations include a racing heart, tight muscles and clenched jaw.
With sadness, you have negative thoughts about the past. You feel tired and heavy; you might cry and have trouble concentrating, she said.
With anger, your thoughts are focused on how you or your values have been attacked, she said. The physical sensations are similar to anxiety, including a racing heart and tightness in the body.
With happiness, your thoughts are focused on what you’ve gained. Maybe you landed a great job, found a nice apartment or received a compliment. Physically, you feel light or calm, and you might laugh and smile, she said.
The next step is to identify the message of your emotion. To do so, ask yourself these questions, according to Mininni:
- Anxiety: What am I afraid of?
- Sadness: What have I lost?
- Anger: How have I or my values been attacked?
- Happiness: What have I gained?
Coping with Emotions
Once you’ve identified the emotion and its message, the last step is to take action. Ask yourself if there’s anything you can do to solve the situation, Mininni said. If there is, consider what you can do.
For instance, if you’re upset that you can’t find a good job, maybe you can have friends review your resume or hire a professional resume writer. Maybe you can sharpen your interview skills or extend your search a few zip codes.
Think of these strategies as an emotional toolkit. You simply reach into your kit, and pick out the healthy tool you need, Mininni said. In fact, you can create an actual tote, and pack it with comforting items such as sneakers, your journal, funny films, favorite books and a list of people you’d like to call when you’re upset.
The strategies that work best will vary with each person, depending on your personality, physiology and other individual factors, Mininni said. For some people, running works wonders in alleviating anxiety. For others, meditation is better.
Emotions may seem confusing and threatening but applying the above practical and clear-cut approach reveals emotions for what they really are: useful, informative and far from murky.
Check out Darlene Mininni’s Facebook page, where she shares a variety of stories and articles.Footnotes:
- She cited Michael Roizen’s meta-analysis of over 800 studies, which is featured in his book Real Age. [↩]
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From Psych Central's website:
50 More Things I'm Grateful For | Weightless (7/5/2012)
Last reviewed: By John M. Grohol, Psy.D. on 3 Jul 2012
Published on PsychCentral.com. All rights reserved.
Tartakovsky, M. (2012). How to Manage Emotions More Effectively. Psych Central. Retrieved on June 19, 2013, from http://psychcentral.com/blog/archives/2012/07/03/how-to-manage-emotions-more-effectively/ | <urn:uuid:46e66f5a-2051-4a32-82ff-5f9e5e56ab56> | CC-MAIN-2013-20 | http://psychcentral.com/blog/archives/2012/07/03/how-to-manage-emotions-more-effectively/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.930976 | 1,116 | 2.78125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
A KenKen puzzle is a Latin square divided into edge-connected domains: a single cell, two adjacent cells within the same row or column, three cells arranged in a row or in an ell, etc. Each domain has a label which gives a target number and a single arithmetic operation (+-*/) which is to be applied to the numbers in the cells of the domain to yield the target number. (If the domain has just one cell, there is no operator given, just a target --- the square is solved for you. If the operator is - or /, then there are just two cells in the domain.) The aim of the puzzle is to (re)construct the Latin square consistent with the domains' boundaries and labels. (I think that I have seen a puzzle with a non-unique solution just once.)
The number in a cell can range from 1 to the width (height) of the puzzle; commonly, puzzles are 4 or 6 cells on a side, but consider puzzles of any size. Domains in published puzzles (4x4 or 6x6) typically have no more than 5 cells, but, again, this does not seem to be a hard limit. (However, if the puzzle had just one domain, there would be as many solutions as there are Latin squares of that dimension...)
A first step to writing a KenKen solver would be to have routines that can produce the possible combinations of numbers in any domain, at first neglecting the domain's geometry. (A linear domain, like a line of three cells, cannot have duplicate numbers in the solved puzzle, but we ignore this for the moment.) I've been able to write a Python function which handles addition labels case by case: give it the width of the puzzle, the number of cells in the domain, and the target sum, and it returns a list of tuples of valid numbers adding up to the target.
The multiplication case eludes me. I can get a dictionary with keys equal to the products attainable in a domain of a given size in a puzzle of a given size, with the values being lists of tuples containing the factors giving the product, but I can't work out a case-by-case routine, not even a bad one.
Factoring a given product into primes seems easy, but then partitioning the list of primes into the desired number of factors stumps me. (I have meditated on Fascicle 3 of Volume 4 of Knuth's TAOCP, but I have not learned how to 'grok' his algorithm descriptions, so I do not know whether his algorithms for set partitioning would be a starting point. Understanding Knuth's descriptions could be another question!)
I'm quite happy to precompute the 'multiply' dictionaries for common domain and puzzle sizes and just chalk the loading time up to overhead, but that approach would not seem an efficient way to deal with, say, puzzles 100 cells on a side and domains from 2 to 50 cells in size. | <urn:uuid:1c85f933-1883-4c66-856f-b2bf501425df> | CC-MAIN-2013-20 | http://stackoverflow.com/questions/958678/find-all-possible-factors-in-kenken-puzzle-multiply-domain | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.947449 | 617 | 2.65625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Talking Points for
13. Disadvantaged students have a better chance of succeeding academically when they attend schools with strong library media programs.
Quick Stats Supporting This Talking Point
It is clear from the findings that there are some highly effective school libraries in Delaware—school libraries that are strongly integrated into the learning fabric of the school and which contribute to student learning outcomes. These school libraries have a common set of characteristics:
- a state-certified, full time, library media specialist in the building;
- the availability of para-professional staff who undertake routine administrative tasks and free the library media specialist to undertake instructional initiatives and reading literacy initiatives;
- a library program that is based on flexible scheduling so that library media specialists and classroom teachers can engage in collaborative planning and delivery of information literacy instruction;
- an active instructional program of information literacy integrated into curriculum content, and targeted towards learning curriculum content and skills;
- a school library that meets resource recommendations of 15-20 books per child;
- the provision of professional development on information literacy and technology literacies to the teaching faculty;
- a budget allocation of $12-$15 per student per year to ensure currency and vitality of the information base;
- a strong networked information technology infrastructure that facilitates access to and use of information resources in an and out of school.
Library media specialists (LMSs) exert a complex web of effects on the LM programs. Findings about these effects are summed up in the following description of a strong LM program. A strong LM program is one
- that is adequately staffed, stocked, and funded. Minimally, this means one full-time library media specialist (LMS) and one full-time aide. The relationship, however, is incremental; as the staffing, collections and funding of LM programs grow, reading scores rise.
- whose staff are actively involved leaders in their school’s teaching and learning enterprise. A successful LMS is one who has the ear and support of the principal, serves with other teachers on the school’s standards and curriculum committees, and holds regular meetings of the LM staff. Students succeed where the LMS participates with classroom teachers and administrators in making management decisions that encourage higher levels of achievement by every student.
- whose staff have collegial, collaborative relationships with classroom teachers. A successful LMS is one who works with a classroom teacher to identify materials that best support and enrich an instructional unit, is a teacher of essential information literacy skills to students, and, indeed, is a provider of in-service training opportunities to classroom teachers. Students succeed where the LMS is a consultant to, a colleague with, and a teacher of other teachers.
- that embraces networked information technology. The library media center of today is no longer a destination; it is a point of departure for accessing the information resources that are the essential raw material of teaching and learning. Computers in classrooms, labs and other school locations provide networked access to information resource—the library catalog, electronic full text, licensed databases, locally mounted databases, and the Internet. Students succeed where the LM program is not a place to go, apart from other sites of learning in the school, but rather an integral part of the educational enterprise that reaches out to students and teachers where they are.
At the high school level, ACT scores average almost seven percent higher for schools [that] spend more on their libraries compared to those that spent less. (Lance, Rodney and Hamilton-Pennell 2005)
Increases in eleventh grade reading scores are usually reported by Michigan high school libraries that have:
- higher numbers and weekly hours of librarian and total library staff;
- more total weekly hours of operation, and more weekly hours for flexible access/scheduling;
- librarian spending more time supporting school computer networks;
- larger collections of print volumes and video materials; and
- access to more computers—both in the library and throughout the school—that provide links to Access Michigan, library catalogs and licensed databases, and the Internet and the World Wide Web; and
- more frequent individual visits to the library; and
- more money for library operations.
There is a statistically significant relationship between higher reading scores and larger school media center budgets. Students taking the reading tests in grades 5, 7, 8, and 10 scored between 3 and 6 points higher on those tests in schools with higher media center expenditures. (Baxter and Smalley 2004)
The current study found evidence that student achievement tended to increase as the amount of money spent on books and other print materials from the school budget increased. (Burgin, Bracy, and Brown 2004)
The school libraries in the high-performing schools spent over two and a half times as much money per 100 students on electronic access to information (e.g., online database searching, Internet access) than did those in the low-performing schools. (Burgin, Bracy and Brown 2004)
Oregon reading test scores rise with increases in:
- total staff hours per 100 students (including both professional and support staff),
- print volumes per student,
- periodical subscriptions per 100 students, and
- library media expenditures per student.
Higher achieving schools often spend twice as much—or more—on their school library programs as lower achieving schools. (Lance, Rodney and Hamilton-Pennell 2000b)
Pennsylvania System of School Assessment (PSSA) reading scores increase in the following characteristics of school library information programs: staffing, information technology, and integration of information literacy into the curriculum. (Lance, Rodney and Hamilton-Pennell 2000b)
TAAS performance was associated with different library factors at each educational level. Library variables found to be important were:
- Library staff per 100 students
- Library staff hours per 100 students
- Library hours of operation per 100 students
- Volumes per students
- Current subscriptions to magazines and newspapers per 100 students
- Planning instructional units with teachers
- Providing staff development to teachers
The conclusion to be drawn is that, within the present sample, students in schools that invest more of their per-pupil expenditure in library-related resources tend to perform better on standardized tests at several grade levels. (Roberson, Schweinle and Applin 2003)
A school library program that is adequately staffed, resourced, and funded can lead to higher student achievement regardless of the socioeconomic or educational levels of the community. (Scholastic 2008)
Better-funded school library media programs help to close the achievement gap for poor and minority students and poor and crowded schools. There is a positive relationship between total library expenditures in high schools and both PSAE reading scores and ACT scores of eleventh-graders persists, despite community income, per pupil spending, the teacher-pupil ratio, and student’s race/ethnicity. | (Lance, Rodney and Hamilton-Pennell 2005)
The library media programs in the 25 top scoring high schools [based on tenth grade performance on standardized reading tests] had … 14.9 percent more operating dollars per student [than the 25 lowest scoring schools] ($29.19 vs. $25.40). Students in high school library media programs with larger operating budgets scored [almost eight percent] better on ACT Reading and [more than 18 percent better on ACT] English than students in high schools with library media programs with smaller budgets. [T]he library media programs in the top [25 elementary] schools [based on fourth grade performance on standardized reading tests] had … 7.7 percent more library media program dollars per student [than the 25 lowest scoring schools] ($27.80 vs. $25.80).The library media programs in the 25 top middle/junior high schools [based on eighth grade performance on standardized reading tests] … had … 19.3 percent more operating dollars per student [than the 25 lowest scoring schools] ($24.76 vs. $20.76). | (Smith and EGS Research & Consulting 2006)
At the secondary level… Nine out of ten schools (over 90 percent) with full-time librarians had more students who earned proficient or above proficient test scores. Among [secondary] schools with only part-time librarians, almost seven out of ten (almost 70 percent) had more high-achievement students—a lower proportion than for schools with full-time librarians, but a higher one than for schools with no librarian at all. Among the latter group of schools [i.e., no librarian at all], only about half (just over 50 percent) had more high-achievement students. | (Lance, Hamilton-Pennell and Rodney 2000a)
In elementary schools with a certified (vs. non-certified) library media specialist, students have significantly higher achievement scores on the 4th grade ELA test. | (Small, Shanahan, and Stasak 2010)
In Florida high schools, FCAT scores are higher where:
- The library media center is staffed more hours per week.
- There are more certified library media specialists.
- There are more paid library media staff members.
- There are more interlibrary loans provided to other schools in the district.
- There are more visits to the library media center to use technology.
- There are more networked computers in the school and more computers with Internet access.
- There are more computers in the library media center and more computers have Internet access.
Compliance-related activities accounted for 14.6 percent of the variance in principles correlated with student academic achievement. The individual principles included: intellectual freedom (the single most important factor within that factor), followed by legal practices, curriculum-supportive collection, and program assessment. (Farmer 2006)
Thus, based on this study, for library media programs to optimize the correlation with student academic achievement, the following conditions should be in place: develop, implement and assess a strong library media program in collaboration with the school community; have a solid collection that supports the curriculum; provide optimal access, including flexible scheduling; plan and teach in collaboration with classroom teachers; obtain concrete administrative support; and participate actively in learning communities. (Farmer 2006)
… [H]aving an accessible high-quality collection correlates positively with reading comprehension and vocabulary, but it is not sufficient for overall academic achievement as measured by API scores. For that latter to occur, teaching and administrative principles also need to be implemented. (Farmer 2006)
Collaborative planning and instruction accounted for 17.7 percent of the variance in principles correlated with student academic achievement. The individual principles included: collaborative planning (the single most important factor within that factor), modeling effective teaching, integration of information literacy, facilities for learning, program planning assessment of student academic achievement, administrative support, and communication about the program. (Farmer 2006) | <urn:uuid:e6111363-34b4-46c7-b2e6-ebf6605d6d38> | CC-MAIN-2013-20 | http://www.ala.org/advocacy/advleg/advocacyuniversity/additup/13to18/anntk_13 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.94248 | 2,227 | 3.078125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
HIV/AIDS is soaring among women and adolescent girls in the United States, according to the Centers for Disease Control and Prevention (CDC). The proportion of all AIDS cases reported among women and adolescent girls more than tripled from 7 percent in 1985 to 25 percent in 1999. Women of color have been hardest hit: African-American and Hispanic women, who constitute less than a quarter of all women in America, make up three-fourths of U.S.-reported AIDS cases among women. And the rate of infection among teenage girls is staggering--it rose by 117 percent between 1994 and 1998, according to CDC data.
These sobering statistics are what's driving some clinical psychologists, such as Gail Wyatt, PhD, to push harder for better HIV/AIDS prevention for women and girls. Wyatt views the rise of HIV infections in women partly as a failure of behavioral scientists to develop population-specific interventions.
In fact, the CDC suggests that psychologists and other health professionals develop HIV-prevention programs that:
Place more emphasis on prevention and treatment services for young women and women of color.
Develop and widely disseminate effective female-targeted prevention methods.
Do a better job of integrating prevention and treatment services for all women.
Among those addressing these research needs are Wyatt and her colleagues. They're exploring ways to empower women to make safer sexual choices.
"It is important for women to have HIV-prevention programs and interventions specifically for them," says Wyatt, a professor at the University of California, Los Angeles. Women have reproduction to consider when they have sex; they can become infected with HIV and not have many apparent symptoms; and HIV may affect their bodies differently than men's bodies, she adds.
Negotiating condom use
Another researcher focusing her efforts on women and HIV/AIDS is psychologist Ann O'Leary, PhD, a senior behavioral scientist at the CDC in Atlanta who uses social cognitive theory--created by psychologist Albert Bandura, PhD--as the template for her prevention research on condom negotiation. Such negotiations can be dicey for women who aren't in control of their sexuality--particularly for abused women. Condom-based prevention efforts are only effective if men cooperate, explains O'Leary, but women often can't influence their partners' actions. In fact, many researchers and practitioners warn that interventions intended to encourage women to negotiate for condom use may lead to violent reactions from male partners.
In an effort to seek solutions, O'Leary and psychologist Charles J. Neighbors, PhD, questioned 104 male inmates from a county jail in New Jersey anonymously about how they might respond to 10 hypothetical requests by their partners to use a condom. Men in jail often share risk factors--such as poverty, joblessness, substance abuse and a violent history--identified with domestic violence and contracting HIV.
Key findings of the study, published in Health Psychology (Vol. 18, No. 4) and AIDS Education and Prevention (Vol. 15, No. 1), included that:
Message framing affects how men respond to requests for condom use, and domestically violent men are more likely to refuse to use a condom and react violently to requests that they perceive as relationship threats.
Men were likely to refuse requests for condom use and possibly become violent when they perceived that a woman was unfaithful, selfish or argumentative.
Men were more likely to use a condom when requests had the following themes: avoidance of yeast infections, concern about pregnancy, worry about the future welfare of children, protection from HIV infection and sensitivity to acidic sperm.
O'Leary--who received the APA Committee on Psychology and AIDS's Distinguished Leader Award in 2002--has since incorporated these and other findings into prevention programs. In one, a group of Latina women used the study to develop scenarios for condom negotiation that might work with their husbands. One woman finally convinced her husband to wear a condom by using the yeast-infection scenario--instead of putting him on the defensive about his suspected infidelity. Such strategies are especially important for women stuck in abusive relationships, says O'Leary.
Like O'Leary, Wyatt, associate director of the AIDS Institute at UCLA and Drew Medical University, has also explored the connections between abuse and risky sexual behavior.
In 1999, for instance, she began one of the first, ongoing studies of HIV-positive women with histories of being sexually abused as children. She uses an 11-week intervention that allows women to discuss their histories of sexual abuse, connect these experiences to their current risk-taking practices and learn risk-reduction skills. Participants are encouraged to practice communication skills and learn ways to cope with their past fears and feelings of powerlessness. They also learn problem-solving skills that increase their ability to make healthy decisions about sex, Wyatt says.
"We can't expect people to change their [risky sexual] behavior, until they understand how the violence has affected them," explains Wyatt, the first African-American woman to become a licensed psychologist in California. "Then, they can begin to develop skills for risk reduction with their past histories in mind."
Women are responding "extremely well" to the intervention, she says. The model can be applied to all women with abuse histories, regardless of race, ethnicity or culture.
Window of opportunity
While Wyatt and O'Leary are focusing on women's HIV-prevention needs, health psychologist Jeannette Ickovics, PhD, is targeting an arguably more vulnerable group at risk for HIV infection--pregnant teenagers and young women. Ickovics, an associate professor of psychology and epidemiology and public health at Yale University, is principal investigator of a National Institute of Mental Health study aimed at reducing pregnant 14- to 25-year-olds' risk of contracting HIV and other sexually transmitted diseases (STDs).
The five-year study--which began in 2001--is among the first to focus on reducing risky sexual behavior during pregnancy. Recruitment is more than halfway complete for the randomized controlled trial of 1,120 participants in New Haven, Conn., and Atlanta, where teen pregnancy, HIV and STD rates are very high, according to Ickovics. The intervention uses the Centering Pregnancy Program, a structured approach to group prenatal care developed by certified nurse-midwife Sharon Schindler Rising. Ickovics and her colleagues are testing traditional individual prenatal care versus standard group care versus an "enhanced" group care that promotes good reproductive health--including practicing safer sex--during and after pregnancy.
"Including messages regarding safer sex during pregnancy--a time when the girls are highly motivated to adopt healthy behaviors--gives us a window of opportunity, to instill in them the importance of adopting life-long safe-sex practices," Ickovics says.
She hopes the study will have implications for future intervention research and clinical care that integrates adolescent pregnancy, HIV and other STDs. "We believe that the potential sustainability of this program is one of its greatest strengths, because the intervention is completely embedded in prenatal care and does not require additional group visits," Ickovics says. "The ultimate goal of prevention science is to improve prevention practice."APA's Behavioral and Social Science Volunteer program is seeking psychologists interested in providing HIV/AIDS technical assistance to community-based agencies, health departments and local community groups. Contact John Anderson, PhD, director of the APA Office on AIDS at the APA address; (202) 336-6042. | <urn:uuid:c3f8aaa8-98f2-4b25-91e9-7674eab1836d> | CC-MAIN-2013-20 | http://www.apa.org/monitor/oct03/helping.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.956014 | 1,515 | 2.90625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
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...the Al-Fayyūm depression southwest of Cairo. The resulting stabilization of the water level also drained some of the marshes that had surrounded the old lake. As part of this great work, the labyrinth described by the Greek historian Herodotus was probably built nearby, south of one of Amenemhet’s pyramids at Hawara, in Al-Fayyūm. It was probably a multifunctional...
1. The Egyptian, of which a description is given by Herodotus and Strabo, was situated to the east of the Lake of Moeris, opposite the ancient site of Arsinoë, or Crocodilopolis. According to Egyptologists, the word means “the temple at the entrance of the lake.” According to Herodotus, the entire building, surrounded by a single wall, contained 12 courts and 3,000 chambers,...
What made you want to look up "Egyptian labyrinth"? Please share what surprised you most... | <urn:uuid:8598aaae-2d71-4883-a57d-2e134282adf2> | CC-MAIN-2013-20 | http://www.britannica.com/EBchecked/topic/180729/Egyptian-labyrinth | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.948934 | 240 | 3.171875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
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Make gobs of gum with your bubble gum factory. Create your own unique recipes by mixing and matching different flavors. Over nearly two decades, Scientific Explorer has earned a reputation for creating science activity kits unmatched in the specialty retail market. While it's just as important for children to have as strong a foundation in science as they do in reading and math, test scores indicate that science knowledge is lagging. Kit Includes citric acid packet, corn syrup, confectioner sugar, gum base, watermelon flavoring, blueberry flavoring, mint flavoring, 2 note cards, activity guide, plastic tin with lid.
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Propofol Pregnancy and Breastfeeding Warnings
Propofol is also known as: Diprivan, Propoven
Propofol Pregnancy Warnings
Propofol has been assigned to pregnancy category B by the FDA. Animal studies have failed to reveal evidence of fetal harm or impaired fertility due to propofol. There are no controlled data in human pregnancy. Propofol should only be given during pregnancy when benefit outweighs risk.
Propofol rapidly crosses the placenta and distributes into the fetus. Most investigators have reported no difference in the Apgar scores of infants exposed to propofol alone or compared with other anesthetics (i.e. thiopental with either enflurane or isoflurane) during Cesarean section. Propofol intravenous bolus doses of 2.5 mg/kg or continuous infusions no higher than 6 mg/kg/hour have resulted in no difference in neurological or respiratory evaluation scores. Higher doses (i.e. 9 mg/kg/hour) have been associated with depressed neurological scores. One study found significantly lower Apgar scores at 1 and 5 minutes in infants (n=20) exposed to propofol (2.8 mg/kg) versus thiopental (5 mg/kg). Five infants exposed to propofol had profound muscular hypotonus at birth and 5 minutes after birth. Infants exposed to propofol demonstrated central nervous system and neuromuscular depression 1 hour after birth, but not at 4 hours. Five infants exhibited irritability and crying at 1 hour, but not at 4 hours. Prolonged sedation (12 hours) in an infant delivered by Cesarean section has been reported. Although the reported results of propofol use during Cesarean section appear positive, the manufacturer does not recommend that it be used for obstetrical procedures.
Propofol Breastfeeding Warnings
The amount of propofol received by the infant during breast-feeding is negligible compared to the amount they would be exposed to during placental transfer. Many clinicians feel breast-feeding is safe for the infant after maternal administration of propofol. One group of women undergoing Cesarean section was given a mean dose of 2.55 mg/kg. Another group was given 2.51 mg/kg plus a mean infusion of 5.08 mg/kg/hour. Breast milk/colostrum samples were collected between 4 and 24 hours after delivery. Propofol concentrations varied between 0.048 mcg/mL and 0.74 mcg/mL. The highest levels occurred 4 to 5 hours after delivery. One small study has reported the pharmacokinetic data of five lactating women who underwent induction of anesthesia with propofol. In 24 hours of milk collection, an average of 0.027% (0.004% to 0.082%) of the maternal propofol was collected in the milk representing an average of 0.025% of the elimination clearance of the drug. The author of the study concluded that the amount of propofol excreted into the milk within 24 hours of induction of anesthesia provided insufficient justification to interrupt breast-feeding.
Propofol is excreted into human milk. The manufacturer recommends that propofol not be used during nursing because the effects of oral absorption of propofol in the infant are unknown.
- Propofol use while Breastfeeding (in more detail)
- Propofol Consumer Information
- Pregnancy Support Group
- FDA Pregnancy Categories
- Medicine use during Pregnancy
- Medicine use while Breastfeeding
- Safe Medications during Breastfeeding
Disclaimer: Every effort has been made to ensure that the information provided by Cerner Multum, Wolters Kluwer Health and Drugs.com is accurate, up-to-date, and complete, but no guarantee is made to that effect. In addition, the drug information contained herein may be time sensitive and should not be utilized as a reference resource beyond the date hereof. This drug information does not endorse drugs, diagnose patients, or recommend therapy. This drug information is a reference resource designed as supplement to, and not a substitute for, the expertise, skill , knowledge, and judgement of healthcare practitioners in patient care. The absence of a warning for a given drug or drug combination in no way should be construed to indicate that the drug of drug combination is safe, effective, or appropriate for any given patient. Multum Information Services, Inc. does not assume any responsibility for any aspect of healthcare administered with the aid of information Multum provides. Copyright 2000-2008 Multum Information Services, Inc. The information in contained herein is not intended to cover all possible uses, directions, precautions, warnings, drug interactions, allergic reactions, or adverse effects. If you have questions about the drugs you are taking, check with your doctor, nurse, or pharmacist. | <urn:uuid:3e90e18b-28dc-4226-ab55-dabb18f16491> | CC-MAIN-2013-20 | http://www.drugs.com/pregnancy/propofol.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.910774 | 1,001 | 2.90625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Foundations for the North Eastern Railway roundhouses which were abandoned in the 1960s have been uncovered by Network Rail in York and are being opened to the public this month.
They are believed to date from around 1864.
The roundhouses were used to service steam trains and were uncovered by engineers carrying out site inspections for a planned rail operating and training facility on the site.
Phil Verster, route managing director for the London North Eastern route, said:
“This site is a great example of respecting our rail heritage whilst at the same time making exciting plans for our future.
“We are working closely with experts to make sure the roundhouses are recorded and looked after. Meanwhile, the plans for operating and training facilities are being developed to help us to deliver a modern, efficient railway.
“They will allow us to maintain York’s position as a proud rail city by retaining jobs here as well as bringing future employment benefits which are vital for economic growth and prosperity.”
The intention is that the rail operating centre (ROC) will eventually control all rail operations on the east coast.
The workforce development centre will consolidate training services already provided to rail employees at a number of locations around the route into a single, purpose-built facility.
Around 500 jobs will be spread over the two facilities when fully operational, Network Rail said.
- Previous story Lightning strike causes rail chaos
- Next story One dead & 117 people injured after Dutch train crash | <urn:uuid:2b39c6d3-ad2e-472a-b348-b792f1c1c1ff> | CC-MAIN-2013-20 | http://www.globalrailnews.com/2012/04/20/foundations-for-north-eastern-railway-roundhouses-unearthed/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.969752 | 301 | 2.953125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Description: Brings joy
To have an emotion of happiness or delight. Joy is from Middle English joy (e). It came from old french joie, joye which came from late Latin gaudia
English comes from medieval origins. England was made from many Germanic tribes such as Saxon's, Jutes and Angles. Today the English inhabit England with English as their main language. English names were originally from a mix of Latin, Old English, Hebrew And German such as David and Jessica.Perhaps you
Similar names to Tayte: Tayt
Gender: Tayte can be both a girls or boys name. | <urn:uuid:bcf239c9-2a65-4af5-84e1-6062e0bb46d2> | CC-MAIN-2013-20 | http://www.gurgle.com/name/meaning/tayte/14291 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.97233 | 128 | 3.015625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
OK, let's consider what happens inside a power supply. Firstly, the mains passes through a bridge rectifier in which short bursts of high current pulse into a big electrolytic capacitor. That's the kind of capacitor T6 is always warning us about, but a big one. This gives you a capacitor with approximately 1.4 x your nominal mains voltage across it. Then a small feed from this is taken to a transistorised oscillator (probably in a chip) which pulses a switching transistor on and off a few tens of thousands of times per second. This pulses current from that big capacitor through a coil of wire (the chopper transformer primary), inducing current in a second coil called (you've guessed it) the secondary. This has multiple taps which are in the right places to deliver the voltages in the right ratio for the computer. One of these is measured and the pulses to the chopper transistor are adjusted to set the output to the right voltage. The pulses from the secondary are rectified, smoothed with more of those nasty capacitors, and fed out to the various parts of the computer. Every time the load varies (say a disc spins up or down or you plug something into a USB port) the voltages dip and the pulses have to be adjusted again to return them to the right value.
Now the problem is that interrupting current through a big coil generates very big voltage spikes. We're talking about thousands of volts, and these are lethal to transistors, so the spikes have to be controlled with beefy networks of diodes and resistors to protect the transistor from these spikes while still ensuring the switching generates the right shape pulses to feed the correct output voltages. That took decades to get right, as it's not easy. It only takes one big pulse to destroy that transistor, under all the changes of pulse timing which might be required of it to keep those voltages right. And then there's the heat. That transistor along with everything else in the PSU gets hot, so hot it has to be cooled with a fan, which sucks in dust which clogs the airways and makes the cooling efficiency fall with time, and hot components change value, so all those carefully calculated protective networks start to change their characteristics and might no longer offer that transistor full protection. And I haven't mentioned the spikes. Cables can and do get struck by lightning. Cities need different amounts of power at different times of day, so power stations have to be switched on and off to supply the right amount, and that all causes spikes - momentary pulses of double or treble the normal voltage which only last a thousandth of a second or so, but that's a long time when you're switching on and off 20,000 times a second or more. One of those spikes adding to the normal pulses inside the PSU and it's curtains for that transistor.
The marvel isn't that power supplies occasionally fail. It's that they last as long as they do. | <urn:uuid:3e599a11-fe9f-4c40-ae40-cdccd79f884b> | CC-MAIN-2013-20 | http://www.pclinuxos.com/forum/index.php?topic=112379.0 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.95584 | 606 | 2.609375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
The International Energy Agency (IEA) Implementing Agreement for Cooperation in the Field of Fluidized Bed Conversion (FBC) of Fuels Applied to Clean Energy Production provides a framework for international collaboration on energy technology development and deployment. Currently 11 countries are active Contracting Parties: Austria, Canada, France, Finland, Italy, Japan, Korea, Portugal, Spain, Sweden and United Kingdom.
Fluidized beds offer several advantages over pulverised fuel combustion, notably low NOx emission, in-process capture of SO2 and the ability to burn a wide range of low-grade and potentially difficult fuels (including waste and biomass), as well as mixed fuels. The "conversion" (combustion or gasification) of solid fuels for production of heat and/or electricity can be made by various fluidised bed techniques working at atmospheric pressure or under pressure, usually: "bubbling" and "circulating" fluidized beds. Supercritical steam conditions can be used for fluidised bed boilers (atmospheric and pressurised) and efficiencies in the range of 45 per cent may be attained in the near future.
In addition, the technology can be employed for incineration and existing units have been successfully used for the disposal of high level PCB contaminated wastes, oil remediation and the elimination of low calorific wastes. The technology is also used in the metallurgical industry among others.
The Implementing Agreement on Fluidised Bed Conversion aims to bring together experts wishing to work on common problems. The main activity is technical exchanges during meetings and workshops. Participants are carrying out research on operational issues in support of local commercial fluidised bed conversion activities and sharing the results. Mathematical modelling has been a major activity in the past and a "1D" model for atmospheric fluidised bed combustion of coal has been developed and the exchanges in "3D" modelling of gas/solid flows as been very fruitful in permitting the development of knowledge of local solid concentration and heat transfer.
In addition, efforts are undertaken in the field of:
The Agreement has published a series of compilation of outstanding papers on R&D activities in fluidised bed conversion and a guide book for the use of the "1D" CFB | <urn:uuid:2c726890-aac1-4890-9d3d-a267e86fcfa0> | CC-MAIN-2013-20 | http://www.processeng.biz/iea-fbc.org/index.php?site=About%20iea-fbc | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.934741 | 455 | 2.546875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Homelessness in Norway
A report on increasing homelessness in Norway, causes and attempts to stem the tide against entrenched social/political indifference.
Few actually live on the streets: many stay temporarily with friends or family, or live in institutions, prisons, hostels or shelters. Legally, the social services are obliged to provide temporary lodging for all who are unable to manage for themselves. Public rental homes are scarce and are only granted on very strict socio-medical-economic criteria. Waiting-time can be up to 1-2 years. The results can be devastating: families with children, for instance, can be placed in rooms in hostels which also accommodate drug addicts.
The housing policy in Norway after 1945 aimed to ensure that everyone could own his or her own home - this to be made possible by subsidized loans, municipal economic support and site-provision, price-regulation, and co-operative organizations building new housing. Today about 80 per cent of all households own their own homes. The rental sector accounts for less than 4 per cent of housing in Norway, as compared with Sweden, Denmark and Holland where 20-40 per cent of housing is public rental.
Since the late 1970s a gradual adaptation to the market-economy has led to an almost completely deregulated housing market with no significant social goals. The cost of renting or buying has exploded to exorbitant levels in areas under pressure, resulting in increasing numbers being marginalized simply because they cannot afford to live there. In Oslo there is a housing crisis with people moving into the city while no new housing is being built.
Who is most at risk? The elderly, living on minimum pensions, single parents, the unemployed, the disabled, students, young people, immigrants and refugees (who face an extra struggle against racial discrimination) and others in the low-income bracket. If the situation does not change Norway can only expect an increase in the numbers who cannot find affordable accommodation - as has already happened in many other European countries.
An interesting fact of homelessness in Norway is that about 9 per cent do not abuse drugs or alcohol, have no mental illness and have never lived in institutions. Who are they, and how is it that they have fallen into the homeless trap?
Osman is now 22; he came to Norway as a 6-year-old orphan from Somalia. At first he received help, support and education and now holds down a full-time job. For a number of years, until recently, he lived in an official housing scheme for young people, where one can stay for a maximum of three years. Osman does contract work, which automatically excludes him from the ‘credit-worthy class’; he is therefore unable to take a loan to buy his own flat. What are his options? Private renting, because social services can offer him nothing more than a room in a hostel. What’s wrong with that? Osman does not want to live in a room in a hostel. Why not? Apart from being expensive (a good market for speculators), they are nothing but drug- and violence-ridden ‘hell-holes’. His alternatives? In spite of numerous attempts to find a home, he has had to sleep on sofas at the homes of various friends for the last four months. He finds this situation of always being ‘a guest’ very stressful and difficult. Unfortunately, Osman is not alone in this plight.
On the other side of the coin, about 61 per cent of the homeless are drug or alcohol addicts while 21 per cent have a mental illness which needs treatment. Like the trend in many other countries, psychiatric services have seen their capacity to cope greatly reduced in the last 10-15 years. Again, as in many countries, the voluntary sector and charities are picking up the pieces that governmental welfare services cannot deal with. Organizations like the Salvation Army and other voluntary groups do much to help the most needy homeless people and also co-operate with the official network. Many rehabilitation centres are privately owned but receive some state subsidies. Workers in the field, however, express frustration because their clients are given a low priority in society and there is a general lack of appropriate alternatives. Many people are forced to remain in institutions longer than necessary because it is difficult to find a place to live.
Although the overall picture is fairly grim there is, nevertheless, an economic safety net for all inhabitants in Norway. Most of the homeless receive social support; some get a pension. But at the same time fewer people than before are linked into the labour market; more people become homeless earlier in life and public support is minimal and decreasing. Another problem is that the bureaucracy involved for a homeless person claiming benefits can be daunting and requires knowledge and resources to orient oneself within the system and ascertain one’s rights. Those unable to find their way through the bureaucratic maze can easily give up, faced with the complexity and inaccessibility of the official organizations.
During the very cold winter (even by Scandinavian standards) of 1996/1997 the Salvation Army established emergency shelters in Oslo for homeless people. This caught the media’s attention, who have since become more involved, putting pressure on politicians. The media have also focused on the fact that government housing ‘policy’ seems to be reactive - crisis intervention and ‘fire extinction’ - rather than long-term and pro-active. Now the Ministry of Municipal Affairs is currently developing a social housing programme for people in "straitened circumstances".
"The poor house"
Human resourcefulness and the recognition of a simple need lies behind a self-help organization - The Poor House - run by and for people who are in an "involuntary relationship of dependency on the government". Their aim is to increase the quality of life and living conditions of those whom society rejects and strengthen the individual’s ability for self-help and care. All those involved work as volunteers. Members can get assistance with tackling bureaucratic red-tape, and are offered courses and information on social rights and duties. An important aim is to create a place where people can meet. A member says: "The moment I walked in here the first time, the stigma of being on social security immediately dropped away. Here I was looked on as a resource."
Poor House members actively co-operate with other organizations to oppose injustice, and influence political decisions which will directly affect people of limited means. Says Trond Olsen, one of the initiators of The Poor House: "Norway ratified the UN Convention of Children’s Rights. And still there are children in Norway whose parents are homeless. Norway is a very rich country, we cannot blame it on the economy. Besides, if we are not able to implement it here where there is a good economy, where else will they be able to do so? Then one might as well give up the whole convention. Really, the true issue is a lack of will to do something about the situation."
It would appear that politicians tend to trust ‘market mechanisms’ to solve the problem. The issue and the need are taking on a political dimension. In Oslo, unlike some other Norwegian cities where there has been a real effort to improve conditions, local politicians have been reluctant to accept responsibility for the difficult housing situation and little has been done to alleviate the problem and associated negative effects. To local politicians homelessness is a moral issue; the larger picture of structural conditions and how and why people are marginalized in society is ignored. Having a home thus becomes a matter of fitting oneself to ‘deserve’ - having a home is a sort of prize for being a model citizen, rather than a simple, legitimate human need.
From the October 1998 issue of Share International | <urn:uuid:2f28a278-4b97-4f3e-8f40-1d7afb0cdeb1> | CC-MAIN-2013-20 | http://www.shareintl.org/archives/homelessness/hl-asbNorway.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.970724 | 1,576 | 2.640625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
SPAGHETTI could be one of the new super foods of the future with Australian and Italian researchers joining forces to develop a healthier type of wheat.
And the news has been applauded by local restaurants.
University of Adelaide researchers will be part of an international team investigating ways to increase the amount of healthy soluble fibre in durum wheat, which is commonly used to make pasta.
The researchers from the university's ARC Centre of Excellence in Plant Cell Walls, in collaboration with the University of Bari, will explore how the growth of durum wheat affects levels of starch and dietary fibre.
Salamanca Italian restaurant Maldini manager Tyson Ryan said the research could boost the reputation of spaghetti.
"Our signature dish, spaghetti alla marinara is our most popular dish," Mr Ryan said.
He said spaghetti was sometimes not seen as healthy because of the carbohydrates but research could help.
"It would definitely be an advantage for us."
Meanwhile, a second stage with the University of Molise will research the role of two major dietary fibre components -- arabinoxylans and beta-glucans -- in the quality of pasta and bread dough.
University of Adelaide Associate Professor Rachel Burton said the goal was to develop a wheat to improve the health benefits of pasta.
"In simple terms, 'super spaghetti' means that it contains a range of potential health benefits for the consumer, such as reducing the risk of heart disease or colorectal cancer," she said. | <urn:uuid:65137ace-5ba5-4467-a027-7dcde5b88d58> | CC-MAIN-2013-20 | http://www.themercury.com.au/article/2012/08/30/357291_food-wine.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.951227 | 302 | 2.796875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
1 class period that runs 45 minutes.
From the day you were born, you began preparing yourself to become a parent. Preparation for parenthood does not begin when a couple decides to have a baby. It is a life long process that involves good eating habits and physical health which will someday influence your children.
Main Curriculum Tie:
Standard 3 Objective 1
Discuss the importance of early prenatal and on-going prenatal care.
Use the powerpoint presentation as a lecture guide on nutrition and exercise during pregnancy. Other attachments are information on above presentation. Lecture usually takes 30-45 minutes depending on student discussion and questions. This is also when I use the empathy belly to demonstrate the weight gain and difficult movement that are experienced during pregnancy.
Pregnancy, childbirth, parenting.
- Baby Center
Contains any information you need to know about pregnancy and parenting.
Created Date :
May 02 2003 20:27 PM | <urn:uuid:c2cf7e81-793d-4489-af82-e4a2bad7350f> | CC-MAIN-2013-20 | http://www.uen.org/Lessonplan/preview?LPid=4308 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708690512/warc/CC-MAIN-20130516125130-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.893742 | 190 | 3.21875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
3-81. DRAW FORMING. Draw forming is defined as a method where a male die (punch) and a female die is used to
form a sheet blank into a hollow shell. Draw forming is accomplished by forcing the male die and the metal blank into
the female die. Generally mechanical press either single or double action and hydraulic presses are used to perform the
drawing operation. Results will depend on die design, radii of die forming surfaces, finish of die, surface clearance
between punch and female die, blank hold down pressure, shape of blank, material allowance on blank, elongation factor
of material, temper, shape of part being formed, drawing speed, and lubricant. Optimum results usually requires
experimentation and adjustment of one or more of these factors. Drawing of very deep shells require more
experimentation and the utilization of a succession of limit draws. Because of the work hardening resulting from each
draw, reduction in successive draws must be less. In severe conditions an intermediate anneal is sometimes used.
Condition "O" material of the heat treatable alloys can be heat treated after drawing to obtain higher strength and to
relieve the effect of work hardening. However, the non-heat treatable alloys can only be annealed to relieve the effect of
work hardening. This material should not be annealed if high strength is the major requirement.
3-82. The recommended material to manufacture drawing dies is hardened tool steel for large scale production; kirksite
and plastic for medium or short run production; and phenolic and hardwood for piece production.
3-83. STRETCH FORMING. This process involves stretching a sheet or strip to just beyond the elastic limit where
permanent set will take place with a minimum amount of springback. Stretch forming is usually accomplished by
gripping two opposite edges fixed vises and stretching by moving a ram carrying the form block against the sheet. The
ram pressure being sufficient to cause the material to stretch and wrap to the contour of the form block.
3-84. Stretch forming is normally restricted to relatively large parts with large radii of curvature and shallow depth, such
as contoured skin. The advantage is uniform contoured parts at faster speed than can be obtained by hand forming with
a yoder hammer or other means. Also, the condition of the material is more uniform than that obtained by hand forming.
The disadvantage is high cost of initial equipment, which is limited to AMA level repair facilities.
3-85. Material used for stretch forming should be limited to alloys with fairly high elongation and good spread between
yield and tensile strength. Most of the common alloys are formed in the annealed condition. It is possible to stretch form
the heat treatable alloys in tempers T4 or T6, where the shape is not too deep or where narrow width material is used.
For the deeper curved shapes, the material is formed in the annealed "O" temper, heat treated and reformed, to
eliminate distortion resulting from heat treatment. As previously stated the material should be reformed as fast as
possible after heat treatment. In some instances the material is formed immediately after heat treating and quenching.
Selection of a system or condition of material to be utilized will require experimentation and the subsequent utilization of
the system that gives the best results.
3-86. HYDRAULIC PRESS FORMING . The rubber pad hydropress can be utilized to form many varieties of parts from
aluminum and its alloys with relative ease. Phenolic, masonite, kirksite and some types of hard setting molding plastic
have been used successfully as form blocks to press sheet metal parts such as ribs, spars, fans, etc. The press forming
operations are usually accomplished by setting the form block (normally male) on the lower press platen and placing a
prepared sheet metal blank on the block. The blank is located on the block with locating pins, to prevent shifting of blank
when the pressure is applied (the sheet metal blank should be cut to size and edges deburred prior to pressing). The
rubber pad filled press head is then lowered or closed over the form block and the rubber envelope, the form block
forcing the blank to conform to the form blocks contour. This type forming is usually limited to relatively flat parts having
flanges, beads and lightening holes. However, some types of large radii contoured parts can be formed with a
combination of hand forming and pressing operations. It is recommended that additional rubber be supplemented in the
form of sheets when performing the above to prevent damage to the rubber press pad. The rubber sheet used should
have a shore hardness of 50-80 durometers. The design of foam block for hydropress forming require compensation for
springback even through the material normally used is Condition "O" or annealed. Normal practice is to under cut the
form block 2-7° depending on the alloy and radii of the form block.
3-87. DROP HAMMER FORMING . The drophammer can be used to form deep pan shaped and beaded type parts.
Kirksite with a plastic surface insert is satisfactory for male and female dies. The surface of kirksite dies used without
plastic insert should be smooth to prevent galling and scratching of the aluminum surface. When forming deep pans
and complicated shaped parts it is often necessary to use drawings rings, pads or 2-3 stage dies. An intermediate anneal
is sometimes used to relieve the hardened condition (cold work) resulting from the forming operation.
3-88. JOGGLING. A joggle is an offset formed to provide for an -overlap of a sheet or angle which is projecting in the
same plain. The inside joggle radii should be approximately the same as used for straight bending. | <urn:uuid:9d4cb3da-6033-42bf-926f-855bb88b11b0> | CC-MAIN-2013-20 | http://aviationandaccessories.tpub.com/TM-43-0106/css/TM-43-0106_172.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698150793/warc/CC-MAIN-20130516095550-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.914324 | 1,245 | 2.953125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
The first official American combat troops arrived in Vietnam in 1965, but the roots of the conflict go back many decades earlier. In the nineteenth century, France expanded its colonial empire by taking control of Vietnam as well as neighboring Cambodia and Laos, rechristening the entire region as French Indochina. French rubber production in Vietnam yielded such riches for the colonizers that the latex oozing from rubber trees became known as “white gold.” The ill-paid Vietnaese workers, laboring on the plantations in harsh conditions, called it by a different name: “white blood.”
By the early twentieth century, anger at the French had developed into a nationalist movement for independence. Its leaders found inspiration in communism, specifically the example of Russian Bolshevism and Lenin’s call for national revolutions in the colonial world. During World War II, when Vietnam was occupied by the imperial Japanese, the country’s main anticolonial organization — officially called the League for the Independence of Vietnam, but far better known as the Viet Minh — launched a guerrilla war against the Japanese forces and the French administrators running the country. Under the leadership of the charismatic Ho Chi Minh, the Vienamese guerrillas aided the American war effort. In return they received arms, training, and support from the U.S. Office of Strategic Services, a forerunner of the Central Intelligence Agency. In 1945, with the Japanese defeated, Ho proclaimed Vietnam’s independence, using the words of the U.S. Declaration of Independence as his template.
“All men are created equal,” he told a crowd of half a million Vietnamese in Hanoi. “The Creator has given us certain inviolable rights: the right to life, the right to be free, and the right to achieve happiness.” As a young man Ho had spent some years living in the West, reportedly including stretches in Boston and New York City, and he hoped to obtain American support for his vision of a free Vietnam. In the aftermath of World War II, however, the United States was focused on rebuilding and strengthening a devastated Europe, as the Cold War increasingly gripped the continent. The Americans saw France as a strong ally against any Soviet designs on Western Europe and thus had little interest in sanctioning a communist-led independence movement in a former French colony. Instead, U.S. ships helped transport French troops to Vietnam, and the administration of President Harry Truman threw its support behind a French reconquest of Indochina.
Soon, the United States was dispatching equipment and even military advisers to Vietnam. By 1953, it was shouldering nearly 80 percent of the bill for an ever more bitter war against the Viet Minh. The conflict progressed from guerrilla warfare to a conventional military campaign, and in 1954 a Gallic garrison at the well-fortified base of Dien Bien Phu was pounded into surrender by Viet Minh forces under General Vo Nguyen Giap. The French had had enough. At an international peace conference in Geneva, they agreed to a temporary separation of Vietnam into two placeholder regions, the north and the south, which were to be rejoined as one nation following a reunification election in 1956.
From the 1950s on, the United States would support an ever more corrupt and repressive state in South Vietnam while steadily expanding its presence in Southeast Asia. When President John Kennedy took office there were around 800 U.S. military personnel in South Vietnam. That number increased to 3,000 in 1961, and to more than 11,000 the following year. Officially listed as advisers involved in the training of the South Vietnamese army, the Americans increasingly took part in combat operations against southern guerrillas — both communist and noncommunist — who were now waging war to unify the country.
After Kennedy’s assassination, President Lyndon Johnson repeatedly escalated the war with bombing raids on North Vietnam, and unleashed an ever more furious onslaught on the South. In 1965 the fiction of “advisers” was finally dropped, and the American War, as it is known in Vietnam, began in earnest. In a televised speech, Johnson insisted that the United States was not inserting itself into a faraway civil war but taking steps to contain a communist menace. The war, he said, was “guided by North Vietnam … Its goal is to conquer the South, to defeat American power, and to extend the Asiatic dominion of communism.” To counter this, the United States turned huge swaths of the South Vietnamese countryside — where most of South Vietnam’s population lived — into battered battlegrounds.
At the peak of U.S. operations, in 1969, the war involved more than 540,000 American troops in Vietnam, plus some 100,000 to 200,000 U.S. troops participating in the effort from outside the country. They were also aided by numerous CIA operatives, civilian advisers, mercenaries, civilian contractors, and armed members of the allied “Free World Forces” —South Korean, Australian, New Zealand, Thai, Filipino, and other foreign troops. Over the entire course of the conflict, the United States would deploy more than 3 million soldiers, marines, airmen, and sailors to Southeast Asia. (Fighting alongside them were hundreds of thousands of South Vietnamese troops: the Army of the Republic of Vietnam would balloon to a force of nearly 1 million before the end of the war, to say nothing of South Vietnam’s air force, navy, marine corps, and national police.) Officially, the American military effort lasted until early 1973, when a cease-fire was signed and U.S. combat forces were formally withdrawn from the country, though American aid and other support would continue to flow into the Republic of Vietnam until Saigon fell to the revolutionary forces in 1975. | <urn:uuid:0c36d1a7-e94d-4ee8-8db6-e3707e344e91> | CC-MAIN-2013-20 | http://billmoyers.com/2013/02/08/excerpt-kill-anything-that-moves/3/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698150793/warc/CC-MAIN-20130516095550-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.969641 | 1,188 | 3.96875 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
Saturday, 31 October 2009
The perils of palm oil plantations
Your coverage of the issues surrounding palm oil production is most welcome (report and leading article, 28 October). But simply scoring companies on whether they are using "sustainable" palm oil, as WWF have done, is rather oversimplifying things and assumes the existence of truly sustainable palm oil.
Greenpeace has capably demonstrated that plantations and companies are being certified as sustainable while still converting forests to palm plantations, albeit in other regions or under different subsidiary names, and Friends of the Earth categorically stated that "the vast scale of palm oil production means that it cannot be sustainable".
Claiming that palm oil can simply be grown on existing "marginal" land ignores the reality that much of the land designated as marginal is actually vital to local people who use the land for growing food or collecting materials for crafts such as boat-building.
I have spent time with the Orang Rimba tribe in Indonesia and seen first-hand how their culture, way of life and very means of survival are threatened by encroaching palm plantations. War on Want has also documented how increased demand for palm oil from Colombia has led to mercenaries forcibly evicting people from their land to clear the way for the palm industry. Palm plantations provide very little in the way of jobs and are more likely to displace people and deprive them of their traditional livelihoods and food security.
Until we cut the global demand for palm oil and switch to a broad spectrum of edible oils, much of which can be grown on existing agricultural land, and ensure that companies are not simply buying the cheapest oils on the global commodities market, then these problems will persist.
Campaigns Manager, Lush Cosmetics, Poole, Dorset
You are right to highlight the environmental damage caused by the monoculture plantations which are invading virgin rainforest at an accelerating rate to grow the world's cheapest vegetable oil. But you fail to mention the human cost of this increasingly lucrative commodity.
Christian Aid supports several small farming communities in Colombia who have been driven off their land by violence or threats of violence. A few years later, that same land, which they had been using to grow food, is covered in African palm plants from which the valuable oil is extracted.
In July this year, riot police removed 123 families from land they were farming to make way for a new plantation run by a company which supplies several UK retailers.
Colombia has had a higher proportion of its population forced to flee their homes than anywhere in the world, apart from Sudan. Palm oil cultivation is only making this problem worse. Certification of sustainable plantations is not protecting people who rely on the land to feed themselves. It is time to question the whole direction of palm oil production.
Colombia Country Representative, Christian Aid, Bogota
It is the ultimate irony that the climate change negotiations at Copenhagen now contain a clause permitting virgin rainforest to be felled and replaced by commercial palm oil monocultures because these plantations can be classed as "forests". This is like saying that it is OK to destroy a priceless Leonardo Da Vinci painting as long as you replace it with a poster.
The tropical rainforests act not only as the lungs and heart of our planet's weather system but contain a host of irreplaceable genetic bio-diversity. If these ancient forests, and their indigenous peoples and diversity are destroyed, the Copenhagen talks will be no more than hot air and will give us no hope. Never was the saying that "The road to hell is paved with good intentions" more apt.
West Didsbury, Manchester | <urn:uuid:70f77af8-1381-464a-a3bc-06f5dd101bf0> | CC-MAIN-2013-20 | http://bio-fuel-watch.blogspot.com/2009/10/biofuelwatch-independent-letters-on.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698150793/warc/CC-MAIN-20130516095550-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.962379 | 736 | 2.515625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Indigenous peoples of Siberia
Including the Russian Far East, the population of Siberia numbers just above 40 million people. As a result of the 17th to 19th century Russian conquest of Siberia and the subsequent population movements during the Soviet era, the demographics of Siberia today is dominated by native speakers of Russian. There remain a considerable number of indigenous groups, between them accounting for below 10% of total Siberian population.
Classifying the diverse population by language, it includes speakers of the following language families (number of speakers reflect the 2002 Russian census):
- Yukaghir (nearly extinct)
- Turkic
- Yakuts (456,288 speakers)
- Dolgans (population: 7,261; speakers: 4,865)
- Tuvans (population: 243,442; speakers: 242,754)
- Tofa (population: 837; speakers: 378)
- Khakas (population: 75,622; speakers: 52,217)
- Shors (population: 13,975; speakers: 6,210)
- Siberian Tatars (populations: 6,779)
- Chulyms (population: 656; speakers: 270)
- Altay (some 70,000 speakers)
- Mongolic (some 400,000 speakers)
- Tungusic (some 80,000 speakers)
- Ket (some 1,400 speakers)
- Chukotko-Kamchatkan (some 25,000 speakers)
- Nivkh (some 5,000 speakers)
- Eskimo–Aleut (some 2,000 speakers)
Simplified, the indigenous peoples of Siberia listed above can be put into four groups,
Altaic has not been proven to be a language family, a phylogenetic unit. It may be a Sprachbund. Paleosiberian is simply a geographic term of convenience. Here, these two terms are listed just to serve as portal-like starting points – without suggesting genetic considerations.
Uralic group
Ugric peoples
Samoyedic peoples include:
- Northern Samoyedic peoples
- Southern Samoyedic peoples
The Yukaghir (self-designation: одул odul, деткиль detkil) are people in East Siberia, living in the basin of the Kolyma River. The Tundra Yukaghirs live in the Lower Kolyma region in the Sakha Republic; the Taiga Yukagirs in the Upper Kolyma region in the Sakha Republic and in Srednekansky District of Magadan Oblast. By the time of Russian colonization in the 17th century, the Yukagir tribal groups (Chuvans, Khodyns, Anauls, etc.) occupied territories from the Lena River to the mouth of the Anadyr River. The number of the Yukagirs decreased between the 17th and 19th centuries due to epidemics, internecine wars and Tsarist colonial policy. Some of the Yukagirs have assimilated with the Yakuts, Evens, and Russians. Currently Yukagir live in the Yakut-Sakha Republic and the Chukchi Autonomous region of the Russian Federation. According to the 2002 Census, their total number was 1,509 people, up from 1,112 recorded in the 1989 Census).
Turkic people
Mongolic group
The Buryats number approximately 436,000, which makes them the largest ethnic minority group in Siberia. They are mainly concentrated in their homeland, the Buryat Republic, a federal subject of Russia. They are the northernmost major Mongol group.
Buryats share many customs with their Mongolian cousins, including nomadic herding and erecting huts for shelter. Today, the majority of Buryats live in and around Ulan Ude, the capital of the republic, although many live more traditionally in the countryside. Their language is called Buryat.
Tungusic group
"Paleosiberian" group
- 1. The Chukotko-Kamchatkan family, sometimes known as Luoravetlan, includes Chukchi and its close relatives, Koryak, Alutor and Kerek. Itelmen, also known as Kamchadal, is also distantly related. Chukchi, Koryak and Alutor are spoken in easternmost Siberia by communities numbering in the thousands. Kerek is close to extinction, and Itelmen is now spoken by fewer than 100 people, mostly elderly, on the west coast of the Kamchatka Peninsula.
- 2. Yukaghir is spoken in two mutually unintelligible varieties in the lower Kolyma and Indigirka valleys. Other languages, including Chuvantsy, spoken further inland and further east, are now extinct. Yukaghir is held by some to be related to the Uralic languages.
- 3. Ket is the last survivor of a small language family on the middle Yenisei and its tributaries. It has recently been demonstrated to be related to the Na-Dene languages of North America. In the past, attempts have been made to relate it to Sino-Tibetan, North Caucasian, and Burushaski.
- 4. Nivkh is spoken in the lower Amur basin and on the northern half of Sakhalin island. It has a recent modern literature and the Nivkhs have experienced a turbulent history in the last century.
Culture and customs
|This section requires expansion. (December 2009)|
- Rubcova, E.S.: Materials on the Language and Folklore of the Eskimoes, Vol. I, Chaplino Dialect. Academy of Sciences of the USSR, Moskva * Leningrad, 1954
- Menovščikov, G. A. (= Г. А. Меновщиков) (1968). "Popular Conceptions, Religious Beliefs and Rites of the Asiatic Eskimoes". In Diószegi, Vilmos. Popular beliefs and folklore tradition in Siberia. Budapest: Akadémiai Kiadó.
- Barüske, Heinz: Eskimo Märchen. Eugen Diederichs Verlag, Düsseldorf and Köln, 1969.
- Merkur, Daniel: Becoming Half Hidden / Shamanism and Initiation Among the Inuit. Acta Universitatis Stockholmiensis / Stockholm Studies in Comparative Religion. Almqvist & Wiksell, Stockholm, 1985.
- Kleivan, I. and Sonne, B.: Eskimos / Greenland and Canada. (Series: Iconography of religions, section VIII /Arctic Peoples/, fascicle 2). Institute of Religious Iconography • State University Groningen. E.J. Brill, Leiden (The Netherland), 1985. ISBN 90-04-07160-1.
See also
- Demographics of Siberia
- First All Union Census of the Soviet Union
- Indigenous people
- List of ethnic groups
- Y-DNA haplogroups in Central and North Asian populations
- Kola Norwegians
- Uralic languages
- Shamanism in Siberia
- List of indigenous peoples of Russia
- List of small-numbered indigenous peoples of Russia
- Small-numbered indigenous peoples of Extreme North
- http://www.perepis2002.ru/ct/doc/English/4-1.xls Russian Federation 2002 census; National Composition of Population and Citizenship
- http://www.perepis2002.ru/ct/doc/English/4-4.xls Russian Federation 2002 census; Knowledge of Languages (except Russian)
- The New Encyclopædia Britannica, 15th Edition. (1977). Vol. II, p. 396. ISBN 0-85229-315-1.
- Russian Association of Indigenous Peoples of the North
- UNESCO Red Book on endangered languages: Northeast Asia
- Endangered Uralic Peoples
- Minority languages of Russia on the Net
- The Red Book of the peoples of the Russian Empire
- Survival International page on the Siberian Tribes
- L'auravetl'an Indigenous Information Network by Indigenous Peoples of Russia
- (Russian) В погоне за малыми, an article about treatment of minorities in the Russian Empire, Kommersant-Money, October 25, 2005 | <urn:uuid:e8a7723c-869d-405c-9bd0-015f855e090c> | CC-MAIN-2013-20 | http://en.wikipedia.org/wiki/Indigenous_peoples_of_Siberia | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698150793/warc/CC-MAIN-20130516095550-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.86302 | 1,808 | 3.359375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
The Permian-age Capitan reef is a confined aquifer that is recognized by the New Mexico Office of the State Engineer and U.S. Geological Survey as a significant brackish water resource with a history of industrial use.
The Capitan aquifer is the most viable water supply option for the Ochoa project because (1) no water rights are needed to develop deep brackish water in New Mexico, (2) the New Mexico Office of the State Engineer and Bureau of Land Management are both supportive of the use of deep brackish groundwater for industrial purposes, (3) there is a track record of previous deep brackish groundwater development from the Capitan Reef, and (4) the hydrogeology of the system is favorable in that there would be no expected impacts on other water-right holders.
The Capitan aquifer is composed of the Capitan Formation, parts of the Goat Sheep Formation, and the Artesia Group (all referred to as the Capitan Reef complex). The Capitan Reef complex is a horseshoe-shaped limestone deposit surrounding the Delaware Basin, and is present in southeastern New Mexico and western Texas. The complex extends over a distance of approximately 200 miles. Within Lea County, the aquifer ranges from 800 to 2,200 feet thick and is approximately 12 miles wide near the Eddy County and Lea County boundary and 6 miles wide near Jal, New Mexico.
Brackish groundwater from the Capitan Reef has been used historically for secondary oil recovery, thus establishing a precedent for using this resource for industrial purposes. Historical sources discuss a number of brackish groundwater development projects in the Capitan Reef, including the Jal Water System near Jal, New Mexico, and El Capitan Well Field near Kermit, Texas.
The El Capitan system was developed in the mid-1960s by Shell Oil as a water source for secondary oil recovery. These wells were completed in the Capitan Reef with plans to pump up to 28,000 acre-feet per year. The New Mexico Office of the State Engineer documented water use from this well field in the range of 8,000 acre-feet per year in 1964, expected to be in the range of 13,000 acre-feet per year in 1965. In 1965, the estimated total fluid withdrawals from the Capitan Reef in Texas were in the range of 30,000 to 40,000 acre-feet per year from 1945 to 1965.
Thus there is clear evidence of significant historical usage of brackish water from the Capitan Reef, indicating a high probability of success for its use as a supply source for the Ochoa project.
The total water demand for the project is expected to be approximately 2,000 gallons per minute. Of the total supply required for the project, approximately 73% of the total supply (or 1,460 gpm) will be used for ore processing and 27% of the total supply (or 540 gallons per minute) will be treated to drinking water standards and provided to the plant facilities building.
ICP intends to use a desalination system to treat the brackish water obtained from the Capitan Reef. A preliminary design for the desalination system has been developed. The reverse osmosis (RO) water treatment system was designed assuming the Capitan Reef well water contains Total Dissolved Solids of 10,000 parts per million and is close to calcium sulfate saturation. The preliminary system includes a design feed rate of 4,000 gallons per minute (a high, conservative estimate) and will operate at a recovery rate estimated to be greater than 90% to provide at least 3,600 gallons per minute of purified water containing less than 250 parts per million of Total Dissolved Solids. The primary system consists of three skids, each providing 1,000 gallons per minute of low- Total Dissolved Solids source water. The secondary system includes an interstage precipitation reactor and will treat the concentrate stream from the primary system to recover an additional 750 gallons per minute of low- Total Dissolved Solids water, resulting in a final concentrated stream of only 250 gallon per minute. The membrane skids, interstage precipitation reactor, and associated pumps, tanks, motor control center (MCC) room, and cleaning skid will require a building approximately 125 feet long and 70 feet wide. The total power requirement for the entire system is approximately 2,000 kilowatts. | <urn:uuid:9c45dacc-af1c-4513-926b-d0763eda00d8> | CC-MAIN-2013-20 | http://icpotash.com/ochoa/hydrology/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698150793/warc/CC-MAIN-20130516095550-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.934865 | 898 | 3.109375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Authentic Materials and Cultural Content in EFL ClassroomsFerit Kilickaya
kilickay [at] metu.edu.tr
Middle East Technical University (Ankara, Turkey)
This paper aims to answer the questions of when and how authentic materials should be used in EFL classrooms, and how cultural content may be included in the curriculum. To address these questions, the paper is organized in two parts. In the first part, the definition of authentic materials is given. Then advantages and disadvantages of the use of authentic materials are discussed. In the second part, the definition of culture is given and then, why and how cultural content should be used is discussed.
IntroductionThe use of authentic materials in an EFL classroom is what many teachers involved in foreign language teaching have discussed in recent years. We have heard persuasive voices insisting that the English presented in the classroom should be authentic, not produced for instructional purposes. Generally, what this means is materials which involve language naturally occurring as communication in native-speaker contexts of use, or rather those selected contexts where standard English is the norm: real newspaper reports, for example, real magazine articles, real advertisements, cooking recipes, horoscopes, etc. Most of the teachers throughout the world agree that authentic texts or materials are beneficial to the language learning process, but what is less agreed is when authentic materials should be introduced and how they should be used in an EFL classroom.
Authentic Materials: DefinitionThe definitions of authentic materials are slightly different in literature. What is common in these definitions is 'exposure to real language and its use in its own community'. Rogers (1988) defines it as 'appropriate' and 'quality' in terms of goals, objectives, learner needs and interest and 'natural' in terms of real life and meaningful communication (p. 467). Harmer (1991), cited in Matsuta (n.d., para. 1) defines authentic texts as materials which are designed for native speakers; they are real text; designed not for language students, but for the speakers of the language. Jordan (1997, p. 113) refers to authentic texts as texts that are not written for language teaching purposes. Authentic materials is significant since it increases students' motivation for learning, makes the learner be exposed to the 'real' language as discussed by Guariento & Morley (2001, p. 347). The main advantages of using authentic materials are (Philips and Shettlesworth 1978; Clarke 1989; Peacock 1997, cited in Richards, 2001):
- They have a positive effect on learner motivation.
- They provide authentic cultural information.
- They provide exposure to real language.
- They relate more closely to learners ' needs.
- They support a more creative approach to teaching.
Disadvantages of Using Authentic MaterialsRichards (2001, p. 253) points out that alongside with these advantages, authentic materials often contain difficult language, unneeded vocabulary items and complex language structures, which causes a burden for the teacher in lower-level classes. Martinez (2002) mentions that authentic materials may be too culturally biased and too many structures are mixed, causing lower levels have a hard time decoding the texts. There comes the question of when authentic materials should be introduced and used in a classroom; in other words, can we use authentic materials regardless of our students' level?
Using Authentic Materials: At Which Level?Guariento & Morley (2001) claim that at post-intermediate level, the use of authentic materials is available for use in classroom. This might be attributed to the fact that at this level, most students master a wide range of vocabulary in the target language and all of the structures. They also note that at lower levels, the use of authentic materials may cause students to feel de-motivated and frustrated since they lack many lexical items and structures used in the target language. Matsuata (n.d.) states that the use of authentic materials is a burden for the instructors teaching beginning students as they have to spend a lot of time to prepare for authentic materials regarding the ability level of the students.
Do all these mean we are not able to use authentic materials in lower-level classes apart from post-intermediate and advanced levels? According to the findings of the survey carried out by Chavez (1998), learners enjoy dealing with authentic materials since they enable them to interact with the real language and its use. Also they do not consider authentic situations or materials innately difficult. However, learners state that they need pedagogical support especially in listening situations and when reading literary texts such as the provision of a full range of cues (auditory and visual including written language).
What Can be Done to Overcome Difficulties We Face?We may conclude that learners feel better with authentic materials helping them involve in the 'real' language as long as we, as teachers, provide them with pedagogical support. In order to achieve this, we have a wide range of choices.
Martinez (2002) suggests that teachers may use authentic materials for the learners to listen for the gist of the information presented and also he adds that by using authentic materials teachers will have the opportunity to encourage students to read for pleasure especially certain topics of their interest. Matsuta (n.d.) claims that using audio-visual materials aiding students' comprehension is beneficial since it will prevent students especially beginning ones from being frustrated about authentic materials. Materials such as popular and traditional songs will help us to create a non-threatening environment.
Guariento & Moley (2001) suggest that authentic materials should be used in accordance with students' ability and adds that suitable tasks can be given to learners in which total understanding is not important. According to Jordan (1997), in the earlier stages, non-authentic materials can be used, but stresses that upon students' dealing with materials from their own subject area, authentic materials should be introduced.
Cultural ContentWesterhuis (as cited in Cheung, 2001, p.56) defines 'culture' as the customs, values, laws, technology, artifacts and art of a particular time or people. Culture in English language teaching materials has been subject to discussion for many years. The reason for the use of cultural content in classroom is for the supposition that it will foster learner motivation (McKay, 2000, p.7).
Changes in linguistic and learning theory suggest that culture can be used as an important element in language classrooms, but many students say that they do not want to learn about the culture of the target language . This might be because of the fear of assimilation into what they perceived as something strange to them. Also, misrepresenting cultures by reinforcing popular stereotypes and constructing these cultures as monolithic, static 'Others', rather than as dynamic, fluid entities might result in failure in making cultural content an effective element in language learning and teaching (Guest, 2002).
I believe that cultural content is a key to effective teaching and learning a language provided that problems arising from introducing culture into EFL classroom are dealt with effectively and teaching strategies and learning materials are chosen appropriately.
Why Should We Use Cultural Content?As all we know, knowing a language goes beyond the knowledge of grammatical rules, vocabulary items and pronunciation of these items. Successful language learning requires language users to know that culture underlying language in order to get the meaning across. Also, Tseng (2002) suggests that culture effects changes in individual perception and is vital for expanding an individual's perspective of the world.
According to Stuart and Nocon (1996),
Learning about the lived culture of actual target language speakers as well as about one's own culture requires tools that assist language learners in negotiating meaning and understanding the communicative and cultural texts in which linguistic codes are used" (p. 432).Also, Shanahan (1997, p. 168) states that cultural content provides exposure to living language that a foreign language student lacks. So, culture is not something consisting of facts to be learnt, but a helpful tool to make learners feel the need to speak and use the target language.
How Can We Deal with Problems?Today, English teachers have a lot of choices in terms of textbooks, and it is surprising that many of them rely on uninteresting textbooks that focus students' attention on grammatical structures, and on practice in isolation. Also, the activities chosen are based on teacher-talk and student-listen routines as suggested by Cheung (2001). These practices are unlikely to lead students to develop a genuine interest in learning English. Students lacking motivation to learn a language need variety and excitement. We should help them to notice that learning a language is not just learning its grammatical rules, vocabulary items and so on.
The reason for the use of cultural content in classroom is that it will foster learner motivation (McKay, 2000, p. 7). She, like many other experts, believes that there should be a variety of culture in the materials and not only an overload of western culture in ELT classrooms. Besides, learning about a culture does not mean accepting that culture. If the role of the culture in the materials is just to create learner interest towards contents and thus towards language, that is highly desirable. But overuse of cultural material in the language classrooms will constitute problems not for students but also for the teachers and decrease the motivation.
McKay identifies three types of cultural materials: target culture materials, learners' own culture materials and international target culture materials. For her, the best one is international target language materials, which supposedly covers a variety of knowledge from different cultures all over the world using the target language (McKay, pp. 9-10). That will most probably increase the learners' interest rather than imposing only one culture all the time and prevent learners from having the fear of assimilation into a specific culture, and help them respect other people's cultures. Students' own culture should be discussed together with target culture. In other words, home and target culture should be integrated. Robinson (as cited in Stuart and Nocon, 1996, p. 435) refers to this integration as 'Color Purple'. According to Stuart and Nocon, this synthesis is created when one becomes aware of one's own cultural lens (e.g. blue) through the recognition that a person from another culture has a different lens (e.g. red). Neither person can escape his or her own cultural lens, but each can choose to overlap lenses (e.g. purple) in order to understand better the other's perspectives and arrive at shared meaning. While using cultural content in classrooms, teachers should keep in mind that English is an international language, and culture is an aid to motivate our students rather than something to be taught.
How Can We Introduce Cultural Content in Our Classrooms?There are a lot of activities we can use in our classrooms in order to create interest towards the target language by using cultural content. The key point is that we should create a relaxing environment where our students can discuss their own culture together with the target culture in meaningful and communicative tasks and activities. This will ensure that students are doing something with a purpose in their mind.
Sources and Techniques for Cultural ContentToday, with the help of technological developments, we have access to many sources easily and quickly. Almost all the printed materials are on the Internet in electronic forms and we can easily search anything anytime. As a result, we do not lack cultural content to use in our classrooms. Cullen and Sato (2000) suggest practical techniques and a wide range of sources for teaching culture in the EFL classroom using three different parameters, namely, information sources, activity-types and selling-points and also Kodotchigova (2002) discusses the role of role-play in teaching culture for classroom suggesting quick steps for classroom implementation. Jordan (1997, p. 105) lists sources of cultural information:
- Newspapers: these are a good source of cultural information: local papers will give more of a flavour of everyday life in towns.
- Video: a number of published ELT video tapes are a good visual source of cultural information. (Today, we have CD/DVD versions of these video tapes, which provide us with better quality.)
- Talks/discussions: some topics may be suitable for giving information to students in a plenary session.
- Role play/dramatizations: these can be used to initiate discussion and introspection.
- Culture quizzes/tests.
ConclusionAuthentic materials enable learners to interact with the real language and content rather than the form. Learners feel that they are learning a target language as it is used outside the classroom. Considering this, it may not be wrong to say that at any level authentic materials should be used to complete the gap between the competency and performance of the language learners, which is a common problem among the nonnative speakers. This requires the language patterns being put into practice in real life situations. Since learning about a culture is not accepting it and the role of the culture in the materials is just to create learner interest towards the target language, there should be a variety of culture in the materials, not a specific one.
- Chavez, M. (1988). Learner's perspectives on authenticity. International Review of Applied Linguistics in Language Teaching, 36(4), 277ff.
- Cheung, C. (2001). The use of popular culture as a stimulus to motivate secondary students' English learning in Hong Kong. ELT Journal, 55(1), 55-61.
- Cullen, B., & Sato, K. (2000). Practical techniques for
teaching culture in the EFL classroom. The Internet TESL Journal,
Retrieved July 11, 2004 from http://iteslj.org/Techniques/Cullen-Culture.html
- Guariento, W. & Morley, J. (2001).Text and task authenticity in the EFL classroom. ELT Journal 55(4), 347-353.
- Guest, M. (2002). A critical 'checkbook' for culture teaching and learning. ELT Journal, 56(2), 154-161.
- Jordan, R. R (1997). English for Academic Purposes: A Guide and Resource for Teachers. Camxbridge. Cambridge University Press.
- Kodotchigova, M. A. (2002). Role play in teaching culture: Six
quick steps for classroom implementation. The Internet TESL Journal,
Retrieved July 11, 2004 from http://iteslj.org/Techniques/Kodotchigova-RolePlay.html
- Martinez, A. (2002). Authentic materials: An overview. Karen's
Retrieved November 20, 2003 from http://www3.telus.net/linguisticsissues/authenticmaterials.html
- Matsuta, K. (n.d.) Applications for using authentic materials in
the second language classroom.
Retrieved June 5, 2004, from Asia University Cele Department Web site:
- McKay, S. L. (2000). Teaching English as an international language: Implications for cultural materials in the classroom. TESOL Journal, 9(4), 7-11.
- Richard, J.C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
- Shanahan, D. (1997). Articulating the relationship between language, literature and culture: Toward a new agenda for foreign language teaching and research. The Modern Language Journal, 81(2), 164-174.
- Stuart. G., & Nocon, H. (1996). Second culture acquisition: Ethnography in the foreign language Classroom. The Modern Language Journal 80(4), 431-449.
- Tseng, Y. (2002). A lesson in culture. ELT Journal, 56(1), 11-21.
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Scientific Toolworks Understand 2.6.575 [x86/x64] [Windows/Linux/MacOSX] | 303 MB
Package for analysis with the source code for many languages: C, C + +, C
Understand is a static analysis tool for maintaining, measuring, & analyzing critical or large code bases. From metrics and graphs to dependency analysis, Master your source code with Understand.
* Class Count
* File Count
* Function Count
* Line Count
* Blank Line Count
* Code Line Count
* Comment Line Count
* Inactive Line Count
* Declarative Statement Count
* Executable Statement Count
* Ratio Comment to Code
Advanced Metrics (Partial list)
* Cyclomatic Complexity
* Class Coupling
* Percent Lack of Cohesion
* Path Count
* Max Inheritance
* Base Class Count
* Inherited Class Count
* Number of Instance Methods
* Weighted Methods per Class
The following list provides a brief overview of the language versions and / or compilers supported:
Ada: Understand supports Ada83, Ada95, and Ada05 code, separately, or in combination.
C / C + +: Understand analyzes K & R or ANSI C source code and most constructs of the C + + language. Understand works with any C compiler, and has been tested with most of the popular ones. Note that C + + templates are not yet supported.
C : Understand supports C .
FORTRAN: Understand supports FORTRAN 77, FORTRAN 90, FORTRAN 95, and FORTRAN in 2003 in both free and fixed format. Extensions supported include Harris FORTRAN and DEC FORTRAN. We often expand Understand to support common compiler extensions. If you find that the compiler extensions you are using are not currently supported, contact us at [email protected].
Java: Understand supports most of JDK 1.3, 1.4, 5, and 6. Specifically, the generics introduced in JDK 5 are not currently supported. Source code containing generics may be analyzed but generics information will be ignored.
JOVIAL: JOVIAL73 and JOVIAL3 are supported.
Pascal: Understand supports all versions of Borlands Delphi language and Borlands Turbo Pascal language. It also supports ISO 7185: 1990 (also known as Unextended Pascal) with DEC Pascal extensions. You can also enable support for Ingres embedded SQL statements.
PL / M: The standard version for PL / M 80/86 is supported.
VHDL: We aim to support VHDL-1987, VHDL-1993, and VHDL-2001.
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Best Known For
Russian-born American poet Joseph Brodsky was awarded the Nobel Prize for Literature in 1987 for his important lyric and elegiac poems.
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Joseph Brodsky left school at age 15 and thereafter began to write poetry while working at a wide variety of jobs. He was charged with “social parasitism” by the Soviet authorities, who sentenced him in 1964 to five years of hard labor. The sentence was commuted in 1965. Exiled from the Soviet Union in 1972, he lived thereafter in the United States. He served as U.S. poet laureate 1991–'92. Brodsky died on January 28, 1994, in Brooklyn, New York.
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Hill Nubian languages
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distribution in Sudan
...hill cultivators who have tended to be isolated from adjacent peoples in the Nile valley. They speak various Eastern Sudanic languages, among them Midobi and Birked, that are collectively known as Hill Nubian. Another southern group is the Dinka, who live near the border with South Sudan. The capital, Khartoum, in the centre of Sudan, is also home to non-Muslim populations.
subdivision of Nubian languages
...of languages spoken in Sudan and southern Egypt, chiefly along the banks of the Nile River (where Nobiin and Kenzi [Kenuzi] are spoken) but also in enclaves in the Nuba Hills of southern Sudan (Hill Nubian) and in Darfur (where Birked [Birgid] and Midob [Midobi] are spoken). These languages are now considered to be a part of the Nilo-Saharan language family.
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- SW Climate
Published July 25, 2011
New Mexico Reservoir Levels(data through 6/30/11)
Data Source(s): National Water and Climate Center
The total reservoir storage in New Mexico declined by only 3,400 acre-feet in June (Figure 7). While there were substantial increases in storage in reservoirs in northwestern New Mexico, including Navajo, Heron, and El Vado, decreases occurred in most other reservoirs in the state. In June, storage in Elephant Butte Reservoir decreased by more than 183,000 acre-feet, a reduction of about 10 percent of its capacity. This brings the state’s largest reservoir to its lowest level since July 2006. Elsewhere, storage in reservoirs in the Pecos River Basin decreased by 31,400 acre-feet in June. Compared to one year ago, storage is lowest in all of the 15 reservoirs monitored here.
In water-related news, irrigators in the Elephant Butte irrigation district are experiencing the shortest irrigation season on record (Associated Press, July 13). Farmers in the Hatch, Rincon, and Mesilla valleys have been allocated a scant 4 inches of water per acre this year. In the Carlsbad irrigation district, irrigators have been depending on groundwater pumping since March to augment anemic Pecos River flows. Also, Portales imposed mandatory water restrictions in July (KOB Eyewitness News 4, July 5). The restrictions are expected to remain in place throughout the summer and will limit outdoor water use.
The map gives a representation of current storage levels for reservoirs in New Mexico. Reservoir locations are numbered within the blue circles on the map, corresponding to the reservoirs listed in the table. The cup next to each reservoir shows the current storage level (blue fill) as a percent of total capacity. Note that while the size of each cup varies with the size of the reservoir, these are representational and not to scale. Each cup also represents last year’s storage level (dotted line) and the 1971–2000 reservoir average (red line).
The table details more exactly the current capacity level (listed as a percent of maximum storage). Current and maximum storage levels are given in thousands of acre-feet for each reservoir. One acre-foot is the volume of water sufficient to cover an acre of land to a depth of 1 foot (approximately 325,851 gallons). On average, 1 acre-foot of water is enough to meet the demands of 4 people for a year. The last column of the table list an increase or decrease in storage since last month. A line indicates no change.
These data are based on reservoir reports updated monthly by the National Water and Climate Center of the U.S. Department of Agriculture’s Natural Resource Conservation Service (NRCS). For additional information, contact Wayne Sleep, [email protected].
Portions of the information provided in this figure can be accessed at the NRCS website:
Southwest Climate Outlook Staff
- Michael Crimmins, UA Extension Specialist
- Stephanie Doster, Institute of the Environment Editor
- Dan Ferguson, CLIMAS Program Director
- Gregg Garfin, Founding Editor, Institute of the Environment
- Zack Guido, CLIMAS Associate Staff Scientist
- Gigi Owen, CLIMAS Assistant Staff Scientist
- Nancy J. Selover, Arizona State Climatologist
- Jessica Swetish, CLIMAS Publications Assistant
Please direct your Southwest Climate Outlook comments and suggestions to Zack Guido.
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Held: Friday, April 17, 1998
If we are going to study the history of computing and related issues, we'll need to consider some basic terms. In particular, we'll need to talk about computers, computer science, networking, and hypertext. We'll be covering hypertext, in part, because it's become a very important topic in computing.
Currently, we may think of a computer as an electronic device used to perform calculations and computations. These computations are typically based on some sort of symbolic data. Those symbols are often numbers, but may also be letters, glyphs, bits on the screen, and many other things. In the recent past, computers were also built from both electronic and mechanical parts and even from only mechanical parts.
As recently as the 1940's, "computer" was a profession rather than a device. That is, a computer was someone whose profession was computing values (again, based on numbers or symbolic values). As you might guess, that use has fallen into disfavor, but it was used for over one hundred years.
In general, we divide computational devices into two kinds: special-purpose computers automate some selected computation, but are usually able to perform only that computation. Special purpose computers have been developed to support simple mathematics, the construction of ballistics tables, encoding, and many other processes. On the other hand, general-purpose computers are designed in such a way that they can be configured or programmed to perform any reasonable process.
In the standard model of computers, a computer has five parts:
Here's one picture of how they all relate (other people may draw things differently).
+-------+ +--------+ +--------+ +--------+ | Input | -----> | Memory | <----> | Arith. | ----> | Output | +-------+ ^ +--------+ ^ +--------+ ^ +--------+ | ^ | ^ | | | | | | | v | | | | +---------+ | | +----------| Control |------+-------+ | Unit | +---------+
As the picture suggests, the control unit controls "everything". It reads instructions from the memory and, according to those instructions, tells memory to load information from input; the arithmetic unit to read information from memory, perform computations, and store or output the results; and the memory unit to provide further instructions.
Modern computers are often referred to as digital computers. This is to indicate that they work with discrete digits rather than continuous values. This is in contrast to analog devices, that tend to work on a more continuous spectrum. For example, an LP record produces a continuous waveform while a CD produces a set of values which are used to simulate that waveform.
Most modern computers are also binary. That is, they are based on a system in which there are only two values, typically called zero and one.
Although there are many definitions of computer science, it is often useful to think of computer science as the study of computers, computation, and computability. Often, the emphasis of computer science is the development, analysis, and implementation of algorithms, processes by which computation is done. In addition, a select group of computer scientists attempt to determine what is computable (it turns out that there some things we could never compute, even given an arbirtrary amount of time, processing power, and memory).
In modern computing, networking is often as important as computation. In general terms, networking is the sharing of information between a number of computers.
As you may know, one of the most powerful transformations of computing was wrought by the World-Wide Web. More than almost any other computing application, the web has created an enormous growth in the number of computers, the number of networked computers, and the number of networked users. Ten years ago, there were less than three million networked users. Now there are over three hundred million networked users (numbers are approximate). The web is responsible for much of that growth.
The web is a hypertext system that takes advantage of computer technology and computer networking. What is hypertext? Hypertext is a mechanism for organizing information in which the information is segmented into small nodes or pages which are then connected by links. Unlike traditional texts, which are often intended to be read linearly (and are certainly represented that way), hypertexts are exprected to support multiple sequences of reading (and, perhaps, to challenge the notion of "sequence").
As computers have evolved and people have found new things that computers can do, there has been a changing notion of what computers are. Originally, computers were considered devices that did simple computations. However, if you ask a child what a computer is, (s)he might say that computers are "things that help me draw, communicate with my friends, and do my homework." Similarly, much of the work the most of us do on the computer seems to have little to do with computation (e.g., writing this handout). Nonetheless, at the heart of everything we do on the computer is some form of symbolic manipulation, which is what many consider to be the heart of any type of automated computation.
One sense of the evolution (some of which happened in parallel) is:
My notes on the history of computing are based on a variety of sources and experiences, not all of which are things I've seen, used, or heard recently. Recent and remembered sources include:
On to History of Computing II
Back to Iterating Trees
Outlines: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53
Current position in syllabus
Disclaimer Often, these pages were created "on the fly" with little, if any, proofreading. Any or all of the information on the pages may be incorrect. Please contact me if you notice errors.
Source text last modified Tue Jan 12 11:52:29 1999.
This page generated on Mon Jan 25 09:49:52 1999 by SiteWeaver. Validate this page.
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Nov. 30, 2004 GAINESVILLE, Fla. --- Light from oceanfront hotels and houses is making life tougher for the endangered beach mouse, according to a University of Florida study.
“We already know that light pollution can have an adverse impact on sea turtles and coastal birds,” said Lyn Branch, a professor of conservation biology at UF’s Institute of Food and Agricultural Sciences. “Now we’re finding that it can also have an effect on coastal mammals.”
Branch and her fellow researchers found that artificial lighting interferes with the foraging behavior of the Santa Rosa beach mouse, one of seven mouse subspecies that live in dunes along the Florida and Alabama coasts. The results of their study appeared in the October issue of the journal Conservation Biology.
Closely related to the common field mouse, the various subspecies of beach mouse sport light-colored coats that help them blend in with sand, live in burrows in the dunes, and come out at night to feed on sea oat seeds and insects.
In recent decades, the mice have been threatened by both development and the forces of nature. The mice typically are found in primary dunes -- the high-standing dunes closest to the water’s edge -- and in shrub-covered “scrub dunes” found on the bay side of many barrier islands. Primary dunes often are destroyed when hurricanes make landfall, while many scrub dune areas have been destroyed by development.
One beach mouse subspecies, the Pallid beach mouse, already has become extinct. Of the remaining seven, only the Santa Rosa beach mouse -- found on Eglin Air Force Base and Gulf Island National Seashore -- is not listed as endangered or threatened. Because of its similarity to other subspecies, and because of the difficulties of conducting research with protected species, researchers often use the Santa Rosa beach mouse as a stand-in for its endangered cousins.
Like other nocturnal mammals, the Santa Rosa mouse doesn’t spend much time foraging when the moon is full.
“Increased lighting makes the mice more visible, and that can only increase their vulnerability to predators,” said Brittany Bird, the former UF graduate student who set up the study. “Beach mice are particularly vulnerable to predation by domestic cats, because they evolved in a cat-free environment and haven’t evolved ways to recognize and avoid them.”
The UF researchers wanted to find out if artificial lighting might have the same effect. They put up two sets of artificial lights -- 18-watt low-pressure sodium lights and 40-watt incandescent bug lights -- at four locations on an undeveloped area of Santa Rosa Island managed by Eglin Air Force Base. They set up trays filled with food at locations around each set of lights, and placed similar arrays along darkened stretches of beach.
After observing each site during a new moon, the researchers found that mice were less likely to eat from trays in lighted areas, indicating that light may discourage foraging. The effect was strongest near the bug light, where mice ate one-third as much as they ate in darkened areas, but the researchers also saw a decrease in foraging near the sodium bulb.
The researchers say the study may underestimate the effect light has on mice in developed areas. They note that the lights in the study were placed near the ground, on otherwise darkened stretches of beach, with lots of vegetation where mice can hide. Many beachfront buildings have multiple outside lights, and vegetation is typically sparse on dunes in developed areas.
“There’s more than just one house on the beach, and there’s usually more than one light per house,” Branch said. “And there are large portions of beach that are lit by taller, brighter lights than the ones used in the study.”
Reduced foraging could hamper the recovery of the endangered mice, the researchers say.
“If they have fewer resources, that could reduce their reproductive rate, which would make it tougher for endangered subspecies to increase their numbers,” said Debbie Miller, a UF associate professor of ecology and wildlife conservation and co-author of the study.
Even the glare from off-beach sources can be bright enough to cause problems for wildlife, said Lorna Patrick, a biologist with the U.S. Fish and Wildlife Service’s Panama City field office, which partially funded the study.
“The urban glow from areas far behind the dunes can cast a lot of light on the beach,” Patrick said. “We’ve seen light ordinances put in place in quite a few coastal communities in recent years, but with continuous coastal development, the amount of light in these areas is still growing.”
Patrick said coastal residents concerned about threats to beach mice should try to limit the amount of light they allow to escape their property.
“People often want bright lights because they believe they will make them safer in the urban environments,” she said. “For a long time, the philosophy was ‘the brighter, the better.’ But putting the right light in the right place can work just as well.”
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Making an impact on a particular audience has as much or more to do with how your songs are performed than how they're written. True, it would seem to be a correct strategy for today's songwriters to listen to today's music in order to know how it should sound. But if all you're doing is listening to the latest tunes, you're missing an opportunity to improve your songwriting skills. The hits from decades ago, even though they've faded from the radar a bit, are still fantastic examples of song structure that we can be learning from, even today. [Continued below..]
Looking for some examples of excellent tunes from the past that can help you today? Here's a short list. You'll be amazed how much some of the old songs, even from the 1920s, used chords and a basic song structure that's still being used today.
- "Swanee" - Al Jolson (1920) Written by George Gershwin, Irving Caesar. A major Billboard hit in 1920 - number 1 for 18 weeks. The song starts with an intro in F major, switches to F minor for the verse, then moves back to F major for the chorus. This idea of major to minor and back to major became a popular harmony technique in many genres and eras: "You've Got a Friend" (Carole King), for example.
- "Somewhere Over the Rainbow" - Judy Garland (1939) Written by Harold Arlen and E.Y. Harburg. That distinctive octave leap at the beginning shows the power that melodic leaps can have when partnered with a powerful lyric.
- "Paper Doll" - The Mills Brothers (1943) Written by Johnny S. Black. The irony here is that the Mills Brothers revived this song, which was actually written in 1915 by Johnny Black. The beauty of this song is in its melodic structure: a 2 part verse that shows a very clear climactic high point ("I'd rather have a paper doll to call my own..") with the melody moving downward to a final cadence. That's still a melodic technique that's used in the more modern era of pop music: "Bridge Over Troubled Water" (Simon & Garfunkel), and "Billie Jean" (Michael Jackson).
- "Que sera sera (Whatever will be will be)" - Doris Day (1956) Written by Jay Livingston and Ray Evans. This song shows an aspect of melodic contouring that's still prevalent today: upward moving melodic motifs in the verse, followed by downward moving shapes in the chorus. You still see this today, with songs like Taylor Swift's "You Belong With Me", and Adele's "Rolling in the Deep"
- "Stand By Me" - Ben E. King (1961) Written by King, Jerry Leiber, and Mike Stoller. This shows proper verse-chorus lyric progression in a very clear snapshot: a verse that describes (people, situations, circumstances), with a simple chorus that emotes ("Stand by me..")
If you consider yourself a true student of songwriting, you need to be listening to music from all genres, and acquainting yourself with successful music that was written even many, many years ago.
In a very real way, the basic structure of songwriting hasn't changed all that much, though the performance style has changed considerably. Any one of the songs in the list above could be redone (and are being redone) by artists today. That one fact alone tells us that the basics of song construction really haven't changed.
And what that means to you as a songwriter is that there is a treasure trove of literally thousands of hits from many decades that are waiting for you to rediscover. For every song from the past that you listen to, simply ask yourself: what can I learn from this that I can apply to the songs I'm writing today?
Learn the principles that create great songs:
- “The Essential Secrets of Songwriting” 6-e-book bundle for your laptop/desktop: CLICK HERE
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Other natural toxins are produced when the food i s damaged, or when moulds or Toxins in our environmen t T What to do if expose d to hazardous chemicals?
environmental toxins by Joar Opheim, CEO of Nordic Naturals Environmental toxins include a large number of different substances. Some are designed to be toxic (e.g., pesticides, herbicides), while others are used for industrial purposes.
MOLD AND LYME TOXINS Richard Loyd, Ph.D. Introduction: Mold toxins are one of the reasons that there are so manymysterious conditions that baffle the medical community.
ANNEX 2: TOXINS 1. Introduction As a category, toxins have recently acquired greater prominence in the literature on biological warfare (1, 2) , though not because of any increase in their potential for weaponization, despite their being among the most toxic substances known today.
Reproductive Toxins The OSHA Laboratory Standard defines a reproductive toxin as a chemical "which affects the reproductive capabilities including chromosomal damage (mutations) and effects on fetuses (teratogenesis)".
Toxins Toxins are noxious or poisonous substances which can be harmful to the body. Although mostly of plant or animal origin toxins can also include inorganic elements or compounds some of which are essential and form the mineral constituents of cells.
Algal Toxins263 Chapter 36 Algal Toxins Synonyms Red tide toxins, phycotoxins Periodic blooms of algae, including true algae, dinoflagellates, and cyanobacteria or blue-green algae have been reported in marine and freshwater bodies throughout the world.
Kidney International, Vol. 63 (2003), pp. 1934-1943 Review on uremic toxins: Classification, concentration, and interindividual variability R AYMOND V ANHOLDER ,R ITA D E S MET ,G RIET G LORIEUX ,A NGEL A RGILE ´ S, U LRICH B AURMEISTER ,P HILIPPE B RUNET ,W ILLIAM C LARK ,G ERALD C OHEN , P ...
Many microorganisms, toxins, vectors and other infectious substances and biological materials require permits from the Department of Commerce for import into the United States or Export from the U
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One of the most colourful and exotic-looking birds in the skies, the rose-ringed parakeet is also one of the most destructive.
Commonly known as the ring-necked parakeet, Psittacula krameri wreaks havoc with crops, vegetation and infrastructure, and is described by Dr Reza Khan, the director of Dubai Zoo and a bird specialist, as “one of the worst birds in the country”.
“They are terrible for the farmers, gardeners, city park managers and even road departments,” he says.
Flocks of the birds descend on farms, consuming everything in their path: buds, fruits, vegetables, nuts, berries and seeds – including dates at every stage of their growth.
Highly adaptable, they usually nest in tree holes. But any available high cavity will do, including wall crevices, masonry holes and under roofs.
In doing so, they can create a headache for the authorities. At one point in the late 1990s the birds discovered that the type of lamp post in use in Dubai at the time made an excellent home.
Across the city, the birds began to crawl into the posts, tearing out the electrical wires to use for their nests.
“They had to change all the lamp posts in Dubai,” winces Dr Khan, although he cannot help but be impressed by the parakeets’ ingenuity.
Native to the Asian subcontinent and parts of Africa, the birds were introduced to the UAE in the 1970s and 1980s.
At that time, despite the passage in India in 1972 of the Wildlife Protection Act, visitors to the subcontinent often returned with rare and wild animals – including the rose-ringed parakeets, whose splendid looks and ability to mimic human speech made them popular pets.
“Pet owners who became fed up with their parakeets and pet shop owners who could not sell them released them into nature,” explains Dr Kahn. “They thought they were doing nature a favour.”
The newly wild parakeets have thrived. “They are not shy of people and are used to living in farmland and urban edges in India,” says Oscar Campbell, chairman of the Emirates Bird Records Committee. “There was an unoccupied niche for them here when city parks and farms were created.”
Dr Khan adds that neither adults nor chicks have any natural predators, nor are they prone to disease.
The result is that feral populations can now be found in cities, towns and parks throughout the country.
“In 1990-91 there were just a few pairs in Dubai and none beyond Jumeirah,” Dr Khan says. “Now it has not only crossed Abu Dhabi, but flocks have reached up to Jebel Dhana in the extreme north-west.”
The Environment Agency-Abu Dhabi and the Dubai government have both tried to control them, trapping and killing thousands of birds, to little effect.
“I received three truckloads of trapped or hunted down birds,” says Dr Khan. “But I don’t see their numbers going down.”
What is needed, he says, is a joint effort by all emirates and their environmental and wildlife agencies to stamp them out altogether.
“They need to be eradicated from the whole country. A co-ordinated effort which includes the designs of buildings, street lamps, types of trees planted in gardens, and destroying nesting sites needs to be undertaken.”
Not everyone agrees. Abdullah TP, 43, a supervisor at the Creature Oasis pet shop in Dubai, believes the problem is overstated.
“In India they come in big groups and destroy farms,” he says. “But there are few of them here and they are not as much of a problem or disturbance.”
Having worked with the birds for more than 15 years, he says they are friendly animals that make popular pets. “They are funny birds who don’t make too much noise but can talk and sing. They are good pets.”
Florend Sayo, 35, who manages the Barsha branch of Pet Plus, agrees that the parakeet is a sociable bird.
“They don’t fight with each other as much as other parrots, [and they] can be trained and hand held.”
He, too, is opposed to eradication. “All animals have a right to live, they just need to be brought to their proper environment.”
But Dr Khan wants them dead, and the importing of them stopped.
“There must be a uniform system in the whole UAE so that all pet birds and animals are tagged or micro-chipped and entered into a local and national database,” he says. “That would allow those that escape to be traced and hunted down or returned to the legal owners.”
Dr Khan believes harsh penalties must be handed out to those found intentionally violating this system.
“People tend to love pet birds but they and their birds have to be controlled and regulated,” he says. | <urn:uuid:e9809d05-59a7-4803-a56d-48a8be48c9b8> | CC-MAIN-2013-20 | http://www.thenational.ae/news/uae-news/not-such-a-pretty-boy-then-uae-plagued-by-parakeets | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698150793/warc/CC-MAIN-20130516095550-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.972948 | 1,082 | 2.890625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Narrator: This is Science Today. Terrestrial gamma-ray flashes, or TGFs, are very short blasts of gamma rays emitted into space from the Earths upper atmosphere. David Smith, a professor of physics at the University of California, Santa Cruz led a recent observation of flashes of gamma rays that appear over thunderstorms, which revealed surprising features.
Smith: The x-rays and gamma-rays that come from these flashes extend in energy all the way up to about three hundred times the energy of one of the x-rays that a dentist or a doctor would use. So, these are extremely high energy photons and I was very surprised to find that the Earth is capable of making gamma-rays at those very high energies.
Narrator: Usually, energies this high are emitted from black holes and neutron stars.
Smith: Of course, here on Earth, one of these flashes is a miniscule total number of photons. I mean, the black hole is so bright we could see it across the galaxy. So, the total amount of energy is not comparable, but the energy per gamma-ray is which to me, is fascinating.
Narrator: For Science Today, Im Larissa Branin. | <urn:uuid:94d48380-39f7-495d-bd53-454b5c7ff374> | CC-MAIN-2013-20 | http://www.ucop.edu/sciencetoday/article/2482 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698150793/warc/CC-MAIN-20130516095550-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.933575 | 248 | 3.578125 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
Country of Origin: United States of America
Overall: 18 in. tall x 4 in. diameter (45.72 x 10.16cm)
This is a 1:30 scale model of the Manned Orbital Laboratory (MOL), a U.S. Air Force space-based reconnaissance platform. After being launched into Earth orbit onboard a Gemini capsule by a Titan rocket, the crew of two astronauts would enter the attached laboratory module. Missions would last two to four weeks. The Gemini capsule with crew would then detach from the MOL and return to Earth, while the laboratory module would remain in orbit. When it became clear that automated reconnaissance satellites like Corona could do the same job at less cost and without hazard to humans, Project MOL was cancelled in the late 1960s. This model was made and donated by McDonnell Douglas in 1972.
Transferred from the United States Air Force. | <urn:uuid:d1557055-ea67-46c1-8b5a-aa90afbd0a2a> | CC-MAIN-2013-20 | http://airandspace.si.edu/collections/artifact.cfm?id=A19720968000 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.945453 | 180 | 2.90625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Following the fuel tag fiasco (Fission Stories #70) and the earlier, equally embarrassing, misadventure with a plastic booty (Fission Stories #69), the Tennessee Valley Authority (TVA) established a tracking program for anything that dropped into the reactor vessel or spent fuel pool at their Browns Ferry nuclear plant in Alabama. A log sheet was maintained on a metal clipboard tied to the refueling platform railing like shown in the figure above. Any time something fell into the water and could not be immediately retrieved, it was entered on the log sheet. When the item was later recovered, its removal was recorded on the log. At the end of the refueling outage, all of the unrecovered items on the lost article log had to be located and retrieved or analyzed.
One midnight shift in the early 1980s, the reactor engineer in the control room received a call from a worker on the refueling floor. The worker said that something had fallen into the reactor vessel. The reactor engineer directed the worker to record it on the log.
After a long silence, the worker confessed that the string broke and the clipboard had fallen into the water. The lost article log was lost in the reactor vessel. The reactor engineer directed that everything be stopped on the refueling floor until that clipboard was recovered.
Workers fished the clipboard from the reactor vessel within an hour. They transferred the information from the soggy, and slightly contaminated, log sheet to a fresh log sheet on another clipboard.
The good news is that from that moment on the clipboard and log sheet were maintained at a desk far removed from the water.
The better news is that the desk–so far–has not fallen into the water.
“S**t Happens” is the motto of those who repeatedly experience miscues like this one. Those who learn from others’ miscues would think carefully when evaluating a plan to tie the lost article log by string to the refueling platform railing.
They would think that the log might be dropped while being tied to or untied from the railing. They would think that pages from the log might slip into the water while being reviewed. They would think that the pen or pencil being used to record data on the log sheets might fall into the water. They would think that the desk far away from the pool’s edge is the better place for the log to start its life than being secured to the refueling platform’s railing.
All that thinking would preclude much explaining.
“Fission Stories” is a weekly feature by Dave Lochbaum. For more information on nuclear power safety, see the nuclear safety section of UCS’s website and our interactive map, the Nuclear Power Information Tracker.
Support from UCS members make work like this possible. Will you join us? Help UCS advance independent science for a healthy environment and a safer world. | <urn:uuid:64c894c8-4873-421b-b365-faa5a2f695bc> | CC-MAIN-2013-20 | http://allthingsnuclear.org/fission-stories-71-waterlogged/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.969104 | 589 | 2.78125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
The steam dome is a vessel fitted to the top of the boiler of a steam locomotive. It contains the opening to the main steam pipe and its purpose is to allow this opening to be kept well above the water level in the boiler. This arrangement acts as a simple steam separator and minimises the risk that water will be carried over to the cylinders where it might cause a hydraulic lock - this is also known as priming.
A steam dome should not be confused with a sand dome.
The first locomotive with a deliberate dome added to the boiler barrel was Stephenson's Rocket, although this was so small as to have little effect against priming. Many other locomotives built shortly after this date instead used either the 'haycock' boiler, where the firebox outer casing was raised high above the main part of the boiler, forming a steam dome, or Gooch's development of this where the semi-cylindrical firebox wrapper was raised above the boiler barrel.
The most vigorous boiling in a locomotive boiler takes place around the hottest part, the firebox. This was a drawback to the haycock arrangement, and led to the general adoption of the separate dome instead. The dome is placed forward of the firebox, in an area of less vigorous boiling and thus fewer suspended water droplets.
Dome position
From the 1840s, boiler barrels were constructed from hoops of rolled iron, or later steel, sheet. As boilers were longer than the width of the available iron sheet, two or three hoops were required. For strength, the dome was always placed in the centre of a hoop, rather than spanning a joint. Early boilers used narrow plates and thus had a centrally located dome, in the centre of the middle hoop. Later boilers could use the wider plates then available and used two hoops, so as to reduce the number of riveted joints. These domes were thus placed at a quarter of the barrel's length (from the front of the firebox wrapper).
Traction engines
Traction engines in Britain were rarely fitted with a steam dome. As their cylinder block was mounted directly onto the top of the boiler barrel, the casting for this was cast with a large steam jacket around the cylinder(s). This jacket was large and tall enough to act as a steam dome. The base of the cylinder casting was a curved saddle to fit directly onto the boiler. Holes drilled in the boiler allowed steam to pass through, usually more than one smaller hole, to avoid reducing the boiler strength.
The passages of the steam jacket were large enough that the safety valve could also be mounted on the cylinder block. The regulator could also conveniently be built into the casting, immediately between the dome passage and the valve chest, without requiring long steam pipes.
US traction engines were commonly fitted with domes, as were the British-built Howard engines.
Stationary boilers
Most designs of stationary boilers did not generally require a steam dome, as they were built large enough to allow adequate steam space within their main drum. Water-tube designs had a suitable steam drum mounted high above their evaporating surface and this performed a similar function.
Some designs retained a steam dome: German and French practice often fitted them to Scotch marine boilers and other naval boilers such as the Normand, where British practice would do without. Where Cornish boilers were unusually fitted with a dome, in Cornwall this was known as a 'Dolly Varden', from the stovepipe hats forming part of the local women's traditional costume.
|Wikimedia Commons has media related to: Steam domes| | <urn:uuid:a14b10fa-142c-439c-afa2-82a9f1be4328> | CC-MAIN-2013-20 | http://en.wikipedia.org/wiki/Steam_dome | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.979498 | 739 | 3.890625 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
(Bill Yenne, "The Atlas of the Solar System," Brompton Books Corp., Greenwich, 1987, p. 33.)
* Venus was spoken of by the Greek poet Homer and the Romans who named it for their goddess of beauty, Venus.
* It was the Astronometer Giovanni Cassini (1625-1712) who sketched the first known drawing of Venus' surface features in 1667. Of course these features would quickly change as he was only seeing clouds which moved.
* In the early 1900s most astronomers believed Venus' surface features were obscured by cloud cover.
* Mariner 2 passed within 21,600 miles of Venus in December of 1962 and discovered much about Venus' atmosphere and the planet's surface temperature.
(Bevan M. French and Stephen P. Maran, eds., "A Meeting with the Universe," NASA EP-177, U.S. Government Printing Office, 1981.)
* Venus ground-based radar measurements in the early and mid-1960s showed that the rotation period of Venus is about 240 days and that the rotation is retrograde, so that it spins in the opposite sense with respect to the Earth.
* The 1962 flyby of Venus by Mariner 2 led to an accurate determination of the planet's mass. This spacecraft, and ground-based observations, also measured high temperatures, around 300° C, in the atmosphere of Venus.
* Ground-based observations detected various minor components of the Venus atmosphere, including the gases hydrochloric and hydrofluoric acid (1967), carbon monoxide (1968), water (1972), and sulfuric acid (1978). In 1973, it was found that the upper cloud layer is composed of sulfuric acid droplets.
* From the USSR's Venera 7 in 1970, it was found that the atmosphere is largely carbon dioxide, with a pressure at the planetary surface about 100 times that of the Earth's atmosphere. Venera 7 also measured a surface temperature of about 500° C.
* Mariner 10 flew past Venus in 1974. Among the results were
* Venus has no significant magnetic field.
* A notable disturbance in the solar wind is produced as it flows past Venus.
* Venus is closer to a perfect sphere than the Earth.
* Ultraviolet images of the atmosphere revealed streamline and circulation patterns, including Y- and C-shaped structures.
* The upper atmosphere was found to rotate much more rapidly (once in about 4 Earth days) than Venus itself, a result also suggested by ground-based measurements.
* Hydrogen and helium were detected in the atmosphere.
*In 1975, the Venera 9 and 10 lander spacecraft found that the surface of the planet is firm and rocky. Their other results included
* The measured surface winds had velocities of about 3 to 13 kilometers per hour (2 to 8 miles per hour).
* A significant amount of sunlight reaches the surface.
* The surface rocks vary in radioactivity and have compositions resembling those of granite and basalt.
* The 1978 Pioneer Venus mission included both atmospheric probes and an orbiting spacecraft. Among the results were
* The atmosphere was found to circulate in large planetwide systems, much simpler than the circulation patterns on the Earth.
* A collar of polar clouds was discovered, which may be part of a large atmospheric circulation vortex.
* At least four distinct cloud and haze layers were found at different altitudes.
* The haze layers contain small aerosol particles, perhaps sulfuric acid droplets.
* Accurate measurements of the atmospheric composition showed that it was about 96 percent carbon dioxide, 4 percent nitrogen, with small amounts of water, oxygen, and sulfur compounds. Rare gases such as argon and neon detected in the atmosphere suggest that Venus is richer in volatile elements than the Earth or Mars.
* The surface of Venus was found to be generally smooth, much less irregular than that of the Earth.
* Radar measurements from the Pioneer Venus Orbiter and from ground-based observatories revealed the presence of two broad plateaus as well as apparent volcanic structures, craters, and canyons.
*Lightning and thunder are present on Venus, according to results from the Venera 11 and 12 1anders in 1978.
(The following is from "The Solar System" NASA/ASEP, 1989, p. 3.)
* Venus is the Roman goddess of love and beauty.
* This is the second planet from the Sun.
* Venus is covered by clouds.
* These clouds move three times faster than hurricane winds.
* These clouds move east and west.
* Venus' surface temperature is 900° F.
* The atmospheric pressure of Venus is 97 times that of Earth.
* Venus' upper clouds contain sulfuric acid.
* Because Venus rotates "backward," the Sun rises in the West.
* Venus' orbit is near circular.
* There is evidence of two major activity volcanic areas on Venus' surface.
* The concentration of lightning over the volcanic regions suggests frequent volcanic activity.
* Venus has nickel-iron core.
* No magnetic field is found on Venus.
* Venus circles the Sun every 224.7 Earth days.
* One Venus day would equal 243 Earth days.
* Venus' gravity is .91 of Earth's gravity.
* The diameter of Venus is 7,502 miles.
* Venus probably had seas at one time.
* There have been 17 space missions to Venus‹12 Russian and 5 American.
(NASA, Jet Propulsion Laboratory, "Our Solar System at a Glance," NASA Information Summaries, PMS 010-A (JPL), June 1991.)
Veiled by dense cloud cover, Venus, our nearest planetary neighbor, was the first planet to be explored. The Mariner 2 spacecraft, launched on August 27, 1962, was the first of more than a dozen successful American and Soviet missions to study the mysterious planet. As spacecraft flew by or orbited Venus, plunged into the atmosphere or gently landed on Venus' surface, romantic myths and speculations about our neighbor were laid to rest.
On December 14, 1962, Mariner 2 passed within 34,839 kilometers (21,648 miles) of Venus and became the first spacecraft to scan another planet; on-board instruments measured Venus for 42 minutes. Mariner 5 launched in June 1967, flew much closer to the planet. Passing within 4,094 kilometers (2,544 miles) of Venus on the second American flyby, Mariner 5's instruments measured the planet's magnetic field, ionosphere, radiation belts and temperatures. On its way to Mercury, Mariner 10 flew by Venus and transmitted ultraviolet pictures to Earth showing cloud circulation patterns in the Venusian atmosphere.
In the spring and summer of 1978, two spacecraft were launched to further unravel the mysteries of Venus. On December 4 of the same year, one of these travelers‹the Pioneer Venus Orbiter‹became the first spacecraft placed in orbit around the planet.
Five days later, the five separate components making up the second spacecraft‹the Pioneer Venus Multiprobe‹entered the Venusian atmosphere at different locations above the planet. The four small, independent probes and the main body radioed atmospheric data back to Earth during their descent toward the surface. Although designed to examine the atmosphere, one of the probes survived its impact with the surface and continued to transmit data for another hour.
Venus resembles Earth in size, physical composition and density more closely than any other known planet. However, spacecraft have discovered significant differences as well. For example, Venus' rotation (east to west) is retrograde (backward) compared to the west-to-east spin of Earth and most of the other planets.
Approximately 96.5 percent of Venus' atmosphere (95 times as dense as Earth's) is carbon dioxide. The principal constituent of Earth's atmosphere is nitrogen. Venus' atmosphere acts like a greenhouse, permitting solar radiation to reach the surface but trapping the heat that would ordinarily be radiated back into space. As a result, the planet's average surface temperature is 482 degrees Celsius (900 degrees Fahrenheit), hot enough to melt lead.
A radio altimeter on the Pioneer Venus Orbiter provided the first means of seeing through the planet's dense cloud cover and determining surface features over almost the entire planet. NASA's Magellan spacecraft, launched on May 5, 1989, has orbited Venus since August 10, 1990. The spacecraft uses radar-mapping techniques to provide ultrahigh-resolution images of the surface.
Magellan has revealed a landscape dominated by volcanic features, faults and impact craters. Huge areas of the surface show evidence of multiple periods of lava flooding with flows lying on top of previous ones. An elevated region named Ishtar Terra is a lava-filled basin as large as the United States. At one end of this plateau sits Maxwell Montes, a mountain the size of Mount Everest. Scarring the mountain's flank is a 100-kilometer (62-mile) wide, 2.5-kilometer (1.5-mile) deep impact crater named Cleopatra. (Almost all features on Venus are named for women; Maxwell Montes, Alpha Regio and Beta Regio are the exceptions.) Craters survive on Venus for perhaps 400 million years because there is no water and very little wind erosion.
Extensive fault-line networks cover the planet, probably the result of the same crustal flexing that produces plate tectonics on Earth. But on Venus the surface temperature is sufficient to weaken the rock, which cracks just about everywhere, preventing the formation of major plates and large earthquake faults like the San Andreas Fault in California.
Venus' predominant weather pattern is a high-altitude, high-speed circulation of clouds that contain sulfuric acid. | <urn:uuid:7fb43b77-9e9a-4104-8256-55bf93ea1674> | CC-MAIN-2013-20 | http://er.jsc.nasa.gov/seh/venus.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.935112 | 2,023 | 3.9375 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
This allowed the 14th and 15th centuries to mark a new style for artists of all kinds. With the spread of humanist ideas, artists of the Renaissance became majorly influenced and wanted to reflect this positive outlook on humanity through their artwork, such as Michelangelo, a great artist who painted the Sistine Chapel... displayed 300 characters
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With using persepective and depth, artists started creating a more realistic image and by focusing on the ideal human form instead of our imperfections, artwork reflected a time of optimissum. Therefore depicting nudes in artwork took up a renewed interest in the minds of many painters and sculpters... displayed next 300 characters
The invention of cannon and the rise of new military tactics in warfare gave light to a new vision ending with the completion of the Sistine chapel and election of Pope Leo X, previously known as one of the de Medici sons and family friend of Michelangelo's family for decades...
This allowed the 14th and 15th centuries to mark a new style for artists of all kinds. With the spread of humanist ideas, artists of the Renaissance became majorly influenced and wanted to reflect this positive outlook on humanity through their artwork, such as Michelangelo, a great artist who painted the Sistine Chapel...
Michelangelo, an unmarried man, was very involved in his art, both personally and making a living doing commissioned works. As earlier stated painting was not his favorite medium and to ask him to do such an important project such as the chapel would be putting him on the spot...
Artists now used what Masaccio had discovered in all of the paintings and drawings. And now the importance of lines was emphasized. Outlines in paintings made a huge difference in proportion and weight...
Our aim is to provide a new option which can help students write their researches taking as guideline excellent examples of any kinds of papers. This option is new and progressive; it is even easier than buying a custom written paper! Due to this service you can find and choose what you need by yourself without paying almost anything. | <urn:uuid:3f6ac1e8-cbd8-4046-9c5d-75e40fcdbe74> | CC-MAIN-2013-20 | http://essaysbank.com/essay/the-renaissance-12 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.973239 | 576 | 2.546875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Also known as gardnerella, bacterial vaginitis, or “B.V.,” is an infection caused by rod-shaped bacteria. These bacteria normally live in the vagina in small numbers, but can increase and cause symptoms if the normal balance of the vagina is upset. It is not a sexually transmitted disease, although it may be more likely to occur after intercourse. It can also occur in women who have never had sex.
The symptoms of bacterial vaginosis can vary. But the most frequent one is increased vaginal discharge with a strong smell. This discharge is usually thin and may be white, yellow, gray or frothy in appearance. It may also cause some itching or burning.
To diagnose bacterial vaginosis, a sample of the vaginal discharge is examined under the microscope to identify the bacteria.
Bacterial vaginosis can be treated several ways. Treatment varies from a vaginal cream to oral antibiotics. It is very important to finish all of the medication so the infection does not recur. Male partners do not need to be treated.
Call (651) 645-0478 | <urn:uuid:42fd282b-4300-4097-b191-a4ea12629035> | CC-MAIN-2013-20 | http://familytreeclinic.org/resources/stis/bacterial-vaginitis/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.934034 | 225 | 2.546875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Some time back, Aristotle took his first baby steps into the world of entrepreneurialism when he opened his own cookie stand for half a day. I encouraged him wholeheartedly when he first broached the idea of running a store to make money because I believe that financial education should be an integral part of our children’s learning experiences.
I’m not sure how much he took away from that experience, but I’m sure a few things were learned that day. The only downside to running a store like that with a 5 year old is that it is hard work – especially for Mummy who also has to mind the 2 year old and make sure he doesn’t get into trouble all the while helping the 5 year old manage his store because he’s too young to be left on his own in a city not particularly known for safety.
Since the store was not a practical option for Aristotle’s continuing financial education and our trip to Kidzania failed to spark any enthusiasm in him, I needed to find another way to teach him about money. That’s when I came across a very interesting program called PlayMoolah.
What is PlayMoolah?
PlayMoolah is an online program that helps parents to give their children financial education. By playing various games, children learn about managing money. The curriculum covers the 5 important aspects of money management:
- giving (donations to worthy causes)
Like a lot of other online educational programs, PlayMoolah allows parents to monitor their children’s progress via a parent’s dashboard. The parent’s dashboard also allows parents to get involved in their children’s financial education by bringing it into the real world.
1. Teaching Children about Earning Money
Parents can set a list of tasks for their children to complete in order to earn money and provide deadlines by which time they must complete the task. Your child will have the option of accepting or rejecting the task (as they would in the real world when deciding what they are willing to do in order to earn money). Some examples of tasks you can set for your child:
- walk the dog – $1
- wash the dishes – $2
- mow the lawn – $5
In addition to these real life tasks, children can play the games on PlayMoolah to earn “Moops”. Some of the games your child can play to earn “Moops”:
- Coin Drop – collect falling coins in a basket
- Spin&Guess – spin the wheel to determine how many “moops” you will win for answering the question correctly then select the correct multiple choice answer to the question given
- Restaurant – run a restaurant to earn money
- Hospital – run a hospital to earn money
- Hotel – run a hotel to earn money
- Carnival Shootout (Aristotle hasn’t reach the level to unlock this game yet)
- Task Monsters (Aristotle hasn’t reach the level to unlock this game yet)
For the games involving business operations, your child will learn about spending money to make money. For instance, he will have to buy ingredients to make food to serve his customers at the restaurant; and he will have to buy supplies to treat patients at the hospital.
2. Teaching Children about Saving Money
Children can set goals to save a certain amount of money in order to buy something that they want through the goal setting feature on their dashboard. Learning about saving money helps children learn delayed gratification. The PlayMoolah program allows children to break down the goal into smaller steps so they know how much money they need to save each day in order to have enough money to buy what they want by a certain time. Whenever your child saves money, he can log it into his PlayMoolah goal machine and parents can monitor this progress on the parents’ dashboard. Parents can also encourage their children by matching their children’s savings to help motivate them.
Very often, parents buy things on their children’s demand which feeds the child’s expectation for instant gratification. Additionally, when children get whatever they want easily, they don’t appreciate the money spent to buy the toy and they don’t treasure the toy as much. By encouraging our children to save money to buy the things that they want, they will learn more about the value of money.
3. Teaching Children about Giving Money
Children can learn about supporting worthy causes and donating money. They have the option to choose which charities they want to support and what kind of support they want to offer those charities – money, time, or expertise.
4. Teaching Children about Spending Money
Children can learn about spending money wisely through PlayMoolahs games. The moops that they have earned from playing the earning games can be spent at the mall. There they will learn about spending money wisely by checking the unit cost for an item and comparing the prices to see which one is cheaper.
At the goal setting machine, children are linked to Amazon so they have a rough idea for how much the items they want to purchase might be in the real world. Since there are multiple listings for the same item on Amazon, children are encouraged to search for the cheapest option for their goal so they are not spending money unnecessarily.
5. Teaching Children about Investing Money
This feature is not currently available but it will be available soon.
PlayMoolah is recommended for children age 6 and above, however, a younger child with an interest can also start playing the games. From what I’ve seen, it is a pretty comprehensive program for teaching children about financial matters from understanding the value of money to managing money. I have been looking for a fun program to teach children about money for some time now and this program looks like a terrific way to do that.
The best part of PlayMoolah is that it also encourages children to develop other important life skills, such as:
- delayed gratification
- goal setting
Probably the most important part is that Aristotle – my difficult-to-please child – has given it his thumbs up. He loves playing PlayMoolah so much that he looks at it as a reward when I let him play the game! If he likes it, I can’t imagine a child that won’t. Now it really doesn’t get any better than that. All that’s missing right now is the section on investing – I’m looking forward to see what PlayMoolah has in store for their investing lessons.
PlayMoolah subscription memberships are available at US$69 a year. Sign up for a free trial to see if your child likes it. Use the promotion code: figur8 to extend your free trial to 30 days (regular trials are 14 days only). There are a limited number of 30 day trial subscriptions for the promotion code so hurry and sign up for your free trial today!
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My understanding of this tool card is that when it is necessary to firmly enforce boundaries, there are times when it will be best for the me as the parent to follow through on what I say I will do without a lot of "I told you so"s or lectures or even any commentary at all.
The example on the card is to pull over if the kids fight while I am driving and not continue until they have quieted down. The idea being that I would have explained before starting the trip that I can't drive safely with too much commotion from the back seat and will pull over if necessary.
However, my daughter is an only child for a few more months, so this situation doesn't directly apply to me. I wondered in what other situations Act Without Words would be effective.
So, I looked up some other bloggers' experience with this tool card. On the Positive Discipline blog, there are more examples of how to use it that are age appropriate for my 3.5 year old daughter, such as simply walking over and taking her hand to remove her from something she shouldn't be getting into or doing.
I liked the quote from the parent who tried Acting Without Words for her young son:
“I know actions without words won’t work all the time, but this day sure helped me realize how important it is to at least get close enough to see the white in his eyes before I talk—and then to use more action and fewer words.”
Another blogger expressed some concern about this tool's potential to veer into the silent treatment here. What do you think?
An alternative approach is to use one-word reminders of previous agreements and household rules. The temperament of the child and parent as well as tone of voice and body language used will make all the difference in how this is received. The intent is to make it a kind reminder, not a harsh command or shaming statement from a drill-sergeant.
Putting the Tools Into Practice
I can easily imagine using these tools in my home now. If C kicks off her shoes and leaves them where they fall, I can remind her quickly that they need to be picked up and put in her shoe bucket by using one of these two tools. I could either put my arm around her and guide her back to the shoes and point to them with a smile (Act Without Words), or I could say "Shoes" or "Shoe bucket" (One Word).
In a way, these tools are each shorthand for the Mirror tool card. Instead of saying, "I see shoes that need to go in the shoe bucket," which C has heard umpteen times, I can show faith that she knows what to do and provide a simple visual reminder with silent signals or one word. | <urn:uuid:b7b7c777-009f-4057-adf4-2c95e87ef8ad> | CC-MAIN-2013-20 | http://gracefuldiscipline.blogspot.com/2012/03/52-tool-cards-double-feature-act.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.971861 | 566 | 2.765625 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
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In This Issue:
Acute vs. Chronic HCV Diagnosis
HCV viral load testing may help distinguish individuals with acute versus chronic infection, according to a report in the October 1, 2009 Clinical Infectious Diseases. Standard HCV antibody tests do not differentiate between acute and chronic infection. B. McGovern and colleagues conducted a study to determine whether virological parameters could provide more precise information about duration of infection.
Low-level HCV viremia (< 100,000 IU/mL) and large viral load fluctuations (> 1 log) were both found to be very common among a cohort of known acute seroconverters, or people who only recently developed antibodies against HCV (81% and 86%, respectively); in contrast, just 13% of patients with chronic infection had such low virus levels. Next, looking at a group of injection drug users with suspected acute infection, 77% had low-level viremia and 36% experienced viral load fluctuations. "The diagnosis of acute infection in HCV-seropositive patients is strengthened by the use of virologic parameters that are uncommon in chronic disease," the researchers concluded.
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Spontaneous HCV Clearance in Children
Approximately 25% of adults exposed to HCV will spontaneously clear the virus without treatment, but it is not clear how often this occurs in children. As reported in the November 2009 Journal of Viral Hepatitis, S.T. Chen and colleagues conducted a long-term follow-up study of 42 children in Taiwan with chronic HCV infection. Participants were categorized as having high or low HCV viral load at the time of enrollment (above or below 4.5 x 104 IU/mL). Overall, six children (14%) experienced spontaneous viral clearance during a median follow-up period of 10 years. Children who had low HCV RNA levels at enrollment and during the course of follow-up had a significantly higher likelihood of spontaneous viral clearance in the absence of therapy than those with higher viral loads.
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Treatment Response in Older Patients
Response to interferon-based therapy in older individuals is an important issue, as the average age of chronic hepatitis C patients is rising and the risk of advanced liver disease increases with longer duration of infection. In a study described in the October 2009 Journal of Viral Hepatitis, K.R. Reddy and colleagues analyzed data from 569 patients with chronic genotype 1 HCV infection enrolled in two randomized Phase III studies of 180 mcg/week pegylated interferon alfa-2a (Pegasys) plus 1000-1200 mg/day weight-adjusted ribavirin for 48 weeks.
The investigators found that patients older than 50 years had a significantly lower sustained virological response (SVR) rate 24 weeks after completing therapy compared with those age 50 or younger (39% vs. 52%, respectively; P = 0.0073). However, older patients who achieved rapid virological response (undetectable HCV RNA at week 4 of treatment) or complete early virological response (detectable HCV RNA at week 4 but < 50 IU/mL at week 12) had high SVR rates (83% and 61%, respectively).
Overall, the older group had a significantly higher relapse rate compared with the younger patients (41% vs. 25%, respectively; P = 0.0042). Older patients were found to have lower cumulative pegylated interferon and ribavirin blood concentrations¾despite being prescribed the same doses¾and low drug levels predicted failure to achieve SVR. The researchers suggested that more frequent ribavirin dose reductions among the older patients likely contributed to the higher relapse rate. Higher baseline viral load, lower ALT ratio, and liver cirrhosis also predicted poorer response in older patients.
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Retreatment of Nonresponders
A significant proportion of people who receive interferon-based combination therapy for chronic hepatitis C do not achieve a sustained response to the first course of treatment. Numerous studies have evaluated the efficacy of retreatment, but results have been mixed. As reported in the October 2009 Journal of Hepatology, C. Cammà and colleagues from Italy conducted a meta-analysis of clinical trials using pegylated interferon plus ribavirin for retreatment of nonresponders to a prior course of either conventional or pegylated interferon plus ribavirin.
Using MEDLINE and a manual search, the researchers identified 14 published controlled or uncontrolled trials that met the inclusion criteria. In a pooled analysis of the data, the estimated overall SVR rate for retreatment was 16.3%. However, there was considerable variation in response based on several factors. Studies that included fewer patients with hard-to-treat HCV genotype 1, overweight participants, and patients with cirrhosis typically produced higher SVR rates. The use of a 24-week stopping rule during retreatment (discontinuing therapy if response is inadequate at 24 weeks) did not affect sustained response rates. "The overall modest efficacy argues against an indiscriminate retreatment with [pegylated interferon] and ribavirin of all non-responders," the investigators concluded. "Restricting retreatment to non-overweight patients or to those with genotype 2 or 3 infection, using a 24-week retreatment stopping rule, would optimize the potential benefit with a scarce likelihood of missing a curative response."
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Response and Relapse in HIV/HCV Coinfected Patients
HIV/HCV coinfected individuals tend to experience faster liver disease progression and respond less well to interferon-based therapy than people with HCV alone, but there is little information about relapse after treatment in this population. As described in the November 1, 2009 Clinical Infectious Diseases, J. Medrano and colleagues retrospectively analyzed medical records from 604 chronic hepatitis C patients in Spain¾including 386 who were also HIV positive¾who were treated with pegylated interferon plus ribavirin.
HIV/HCV coinfected patients achieved an end-of-treatment response less often than HCV monoinfected patients (37% vs. 61%, respectively) and were more likely to relapse after completion of therapy (33% vs. 22%, respectively). Furthermore, relapse occurred more often in patients with HCV genotypes 1 or 4 compared with 2 or 3. In both HIV positive and HIV negative participants, HCV relapse usually happened within 12 weeks after finishing treatment; three patients tested HCV positive after this point, but two of these cases appeared to be due to re-infection rather than relapse.
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Coinfection with Advanced Immune Suppression
HIV/HCV coinfected patients with advanced immune suppression, indicated by low CD4 cell counts, are particularly prone to faster fibrosis progression and poorer response to interferon-based therapy, relative to those with better preserved immune function. J.A. Mira and colleagues, also from Spain, studied the safety and efficacy of pegylated interferon plus ribavirin in coinfected patients with advanced immune suppression. Results were reported in the October 15, 2009 Clinical Infectious Diseases. The analysis included 542 HIV positive patients treated for hepatitis C between June 2001 and April 2007, stratified according to whether they had a CD4 count above or below 250 cells (under 350 is the current threshold for starting antiretroviral therapy for HIV, and under 200 qualifies as an AIDS diagnosis).
Patients with a CD4 count below 250 cells were somewhat less likely to achieve SVR than those with higher counts (26% vs. 39%, respectively), but the difference did not reach statistical significance (P = 0.09). In a nested case-control study with matched patients, the difference in sustained response rates was smaller (26% vs. 32%, respectively) and further from statistical significance (P = 0.5). Patients with CD4 counts below 250 cells had a trend toward greater likelihood of severe hematological toxicity (41% vs. 29%, respectively) and requiring interferon or ribavirin dose reductions (31% vs. 20%, respectively), but again these differences were not significant (P = 0.1). "The efficacy of pegylated interferon plus ribavirin in HIV/HCV coinfected patients with advanced immunosuppression is substantial and not significantly different [from] that observed in the overall coinfected population," the researchers concluded.
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Mental Stress May be Damaging Mom’s Heart
May 10, 2012 Leave a comment
The study, presented at a recent annual Experimental Biology meeting, showed men and women given the same stressful math problem all had an increase in blood pressure and heart rate while solving it. Normally, when heart rate and blood pressure rise, blood flow to the heart muscle increases so it can compensate. However, findings showed while the men’s heart increased blood flow, the women’s heart did not.
With many mothers overextending themselves, cardiologists say stress management is a key factor in maintaining a healthy heart.
“Stress reduction is important for everyone. This study suggests women especially need to monitor their stress to avoid heart problems,” says Jeffrey Rothfeld M.D., F.A.C.C., a cardiologist at Bradenton Cardiology Center.
Studies of heart attack patients found that 15 to 30 percent of those admitted to a medical center had suffered from severe emotional stress.
Being able to identify stressors in life and releasing the tension they cause is critical in learning to cope with everyday pressure, as well as significant traumatic life events. Below are some common triggers that can affect mothers at all stages of life.
- Illness, either personal or of a family member or friend
- Death of a friend or loved one
- Problems in a personal relationship
- Work overload
- Financial concerns
After identifying the cause of stress, the next step is to learn coping techniques. Some common techniques for coping with stress include:
- Eat and drink sensibly- Abusing alcohol and food may seem to reduce stress, but it actually adds to it.
- Stop smoking - Aside from the obvious health risks of cigarettes, nicotine acts as a stimulant and brings on more stress symptoms.
- Exercise regularly - Choose non-competitive activities and set reasonable goals. Aerobic exercise has been shown to release endorphins (natural substances that help you feel better and maintain a positive attitude).
- Relax every day - Choose from a variety of different techniques, such as meditation, to unwind.
- Get enough rest – Even with proper diet and exercise, you can’t fight stress effectively without rest. You need time to recover so the time you spend asleep should be long enough to relax your mind as well as your body.
Bradenton Cardiology Center is a full service heart center. For more information, visit www.BradentonCardiology.com | <urn:uuid:5fa57ae7-ebb2-4a8e-b594-6ce0a6948ff8> | CC-MAIN-2013-20 | http://impactpublishing.wordpress.com/2012/05/10/mental-stress-may-be-damaging-moms-heart/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.933272 | 510 | 2.796875 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Egg - Nearly spherical and about 1 mm in diameter, the translucent egg has a slightly greenish tint.
Larva - The first instar of the sweetpotato hornworm has a white body and a black anal horn. Later instars are basically green or brown with prominent, slanted black markings on each side of the body and a black anal horn. The head is also green or brown with 3 dark stripes on each side. A fifth instar hornworm may be 90 mm or more in length.
Pupa - The reddish-brown pupa is about 15 mm wide and 64 mm long. The large tongue case has a pitcher-handle-like appearance.
Host Plants - Sweetpotato and morning glory are the primary food plants of this hornworm although jimsonweed has also been reported as a host.
Damage - These large worms consume much foliage leaving only bare stems and petioles on plants. Sweetpotato hornworms have been reported to display armyworm-like habits in Florida; however, their movement in large groups has not been observed here in North Carolina. Larvae often hide under large leaves at the base of plants.
Life History - The biology of this pest is not well documented. Its life history is probably very similar to that of tomato and tobacco hornworms (see TOMATO: Hornworms). Moths appear in early June, again in August and September, and once more in early fall. There are probably 2-1/2 generations per year.
Return to AG-295 Table of Contents | <urn:uuid:dc3df452-a399-4627-b572-66ff8bb47950> | CC-MAIN-2013-20 | http://ipm.ncsu.edu/AG295/html/sweetpotato_hornworm.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.951975 | 318 | 2.703125 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Study uses stem cells to boost red blood cell production
New method could dramatically increase transfusion blood supply, researchers say.
(HealthDay) -- Using human stem cells, scientists have developed methods to boost the production of red blood cells, according to a new study.
Their discovery could significantly increase the blood supply needed for blood transfusions, the researchers said, and their methods can be used to produce any blood type.
"Being able to produce red blood cells from stem cells has the potential to overcome many difficulties of the current system, including sporadic shortages," Dr. Anthony Atala, editor of the journal Stem Cells Translational Medicine, in which the study appeared, said in a journal news release.
"This team has made a significant contribution to scientists' quest to produce red blood cells in the lab," said Atala, who is also director of the Wake Forest Institute for Regenerative Medicine.
How does the new process work?
"We combined different cell-expansion protocols into a 'cocktail' that increased the number of cells we could produce by 10- to 100-fold," said researcher Eric Bouhassira, of the Albert Einstein College of Medicine in New York City.
Currently, the blood needed for life-saving transfusions is obtained only through donations. As a result, blood can be in short supply, particularly for those with rare blood types. The researchers produced a higher yield of red blood cells by using stem cells from cord blood and circulating blood as well as embryonic stem cells, according to the release.
"The ability of scientists to grow large quantities of red blood cells at an industrial scale could revolutionize the field of transfusion medicine," Bouhassira said. "Collecting blood through a donation-based system is serving us well but it is expensive, vulnerable to disruption and insufficient to meet the needs of some people who need ongoing transfusions. This could be a viable long-term alternative."
The study, which appeared online Aug. 2, was partially supported by the funding agency of the New York State Empire Stem Cell Board.
More information: Visit the U.S. National Institutes of Health to learn more about stem cells.
Copyright © 2012 HealthDay. All rights reserved.
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Last updated: October 30, 2011
Annotated Old Testament Bibliography. By Richard S. Hess and M. Daniel Carroll R. Denver Journal
The Authority of the Bible Phyllis Bird
A Basic Vocabulary of Biblical Studies for Beginning Students. By Fred L. Horton, Kenneth G. Hoglund, and Mary F. Foskett
Bible and Interpretation Much current news, articles, and reviews.
The Bible and our Ethics. A discussion of the ethical importance of the Bible with special attention to the issue of homosexuality by Ralph W. Klein.
Bible Basics. Provides "basic" information about the Bible, including pronunciation of words.
Bible Origins Humanist approach to the Bible. Walter Mattfield.
The Bible: the Book that Bridges the Millennia. By the United Methodist Church. History of interpretation; hermeneutical suggestions.
Studies after Seminex. A lecture by Ralph W. Klein at the 25th
Anniversary of Christ Seminary--Seminex.
Biblical Studies Digital Library
Biblical Studies Foundation The Biblical Studies Foundation is a non-profit organization founded for the purpose of distributing sound, evangelical Bible study materials in electronic format so those with small personal libraries or without access to a local Bible college or seminary library, etc., may have access to sound biblical studies from their home.
Biblical Studies on the Web Many fine links and a scriptural index of biblical commentaries on the web. Also quite dependent on the Catholic Encyclopedia of nearly a century ago. Connection to the biblical periodical Biblica.
The Children of Israel: Reading the Bible for the Sake of our Children. By Danna Nolan Fewell. Reviewed by Marian Broida in Journal of Hebrew Scriptures.
Contextual Interpretation of the Bible. Excerpt by Maxine Clarke Beach
Early History of God: Yahweh and the Other Deities in Ancient Israel. By Mark S. Smith
Gutenberg Digital. Info on the Gutenberg Bible.
A History of Biblical Interpretation. By Alan J. Hauser and Duane F. Watson. Published by Bible and Interpretation website
Homosexuality and Early Christianity. Many interesting links, including medieval history.
Hyptertext Bible Dictionary
Image Datebase for Biblical Studies. Yale Divinity School.
Index of Articles on Jewish Studies "Rambi". From the Jewish National and University Library.
Introduction to and Outline of all the Books in the Old Testament. Published by the Net Bible
Introduction to the Hebrew Bible. By John J. Collins. Reviews by Tim McLay and Thomas Römer in Review of Biblical Literature.
An Introduction to the Old Testament:
The Canon and Christian Imagination. By Walter Brueggemann.
Reviewed by Thomas Hieke for Review of Biblical Literature
Old Testament Life and Literature by Gerald Larue. Links to the complete text of this introduction to the OT.
Old Testament Story Chart. By Tyler F. Williams.
Online Bible Study Crosswalk.com Bible Study Tools
Review of Biblical Literature Search Page Excellent reviews from the Society of Biblical Literature.
Skeptic's Annotated Bible Caustic comments from a former Christian.
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Dictionary of Eastern Penan
by Ian Mackenzie
The Eastern Penan language is spoken by approximately ten thousand people in the Malaysian state of Sarawak on the Island of Borneo. This work is the first attempt to fully describe the language.
The Penan Dictionary is a project that I embarked on in 1994. It is a continuing effort, and every year I gather more data in the field and enlarge, refine, and correct my text. As of 2010 I have accumulated more than ten thousand entries, each of which describes a word taken in one of its senses, or a fully-fledged idiom. In addition, there are about six thousand collocations (i.e. idiomatic or semi-idiomatic combinations). The text of the dictionary proper, which includes numerous examples, consists of approximately eight hundred thousand words.
In addition to the dictionary, I have created an English - Penan index, as well as a basic grammar of the language.
This is a new kind of dictionary, making use as it does of some of the formalisms of a lexicographic model known as the Explanatory-Combinatorial dictionary. It is above all a production dictionary, that is a tool that assists its user to produce well-formed texts of the Penan language, rather than just interpret existing texts.
The dictionary remains a work in progress. However, beginning in about 1996 I have been making available copies of the latest version of my manuscript to various interested persons.
Here are three sample entries from the dictionary.
§ ipa I § -- ipa [tong] X Y jin Z || ipa jin Z tong X Y n = ‘Z ‘s reply to request or question X , voiced by Y’ + ha’ ipa X jin Y ‘answer from Y to request [voiced in] X’ + [ha’] ipa éh li’eu ‘tardy answer’ + [ha’] ipa éh laho ‘prompt answer’ + Z maneu ha’ ipa [tong] X Y ‘Z makes or issues a reply to Y’s request voiced in X’ + Y mena [ha’] ipa X jin Z ‘Y awaits a reply from Z to Y ‘s request voiced in X’ | Avé hun iteu bé’ pu’un ipa jin peritah tong surat mé’. = Avé hun iteu bé’ pu’un ipa tong surat mé’ jin peritah. ‘Up until now there has been no reply from the government to our letter.’ Amé mena ipa jin peritah. = Amé mena ha’ ipa jin peritah. ‘We are waiting for the government’s answer.’ Amé mena ipa surat jin peritah. ‘We are waiting for the government to reply to the letter.’ Amé mena ha’ ipa surat mé’ rai jin peritah. ‘We are waiting for the government’s reply to our letter (that we have sent).’ Ha’ ipa jin peritah li’eu mu’un. ‘The answer from the government was very tardy .’ Peritah bé’ juk maneu ha’ ipa [tong] surat mé’. ‘The government does not want to issue a reply to our letter.’
§ jaji 2 § -- jaji X ngan Y juk V n = ‘promise of X to Y that X will V’ + X pu’un jaji ngan Y juk V ‘X has made a promise with Y to V’ + jaji X éh tatu’ ‘X ‘s firm promise’ + jaji X éh petem ‘X ‘s firm promise’ + ha’ jaji X V ‘X ‘s stated promise to V’ + X bet jaji ‘X breaks a promise’ + X ngelapah jaji ‘X breaks a promise’ + X kivu jaji ‘X keeps a promise’ + X teneng tong jaji ‘X does as X promises’ (including ‘X comes when X promises X will’) + X maneu jaji ngan Y ‘X makes a promise with Y’ + ha’ jaji X ngan Y ‘X ‘s stated promise to Y’ + X pepiso ha’ jaji X ngan Y ‘X alters X ‘s promise to Y’ + X pepiso ha’ X tong jaji X ngan Y ‘X alters X’s promise to Y’ + pu’un X tong jaji X ‘X sticks to X ‘s promise’ + bé’ avé tong jaji X N Y ‘before the promised period of N Y set by X has elapsed’ | Pu’un ku’ maneu jaji ngan rételeu inah. ‘I have made a promise with those three.’ La’ah akeu kivu jaji ké’ ngan ko’ rai. ‘Then I will keep the promise I made to you.’ Bé’ éh omok pepiso ha’ néh tong jaji néh ngan redo inah uban iah maneu éh ngan ha’ supa néh. ‘He could not change his word as far as his promise to that woman was concerned because he had made it under oath.’ Bé’ éh omok pepiso ha’ jaji néh ngan redo inah uban iah maneu éh ngan ha’ supa néh. ‘He could not alter his promise to that woman because he had made it under oath.’ Kelé da’ pu’un éh tong jaji néh sagam nah. ‘Let’s see if he really holds to his promise tomorrow.’ Kio pu’un Balang tong jaji néh sagam. ‘I think Balang will keep his promise tomorrow (e.g. to come).’ Ma’o inah bé’ avé tong jaji balei iri’ pat laséh nah, avé jah laséh vevilang keruah, pu’un duah redo éh poho lua’ Katen. ‘But long before those promised four months had elapsed, after the moon had run its course but one time and a half, there came two women from Katen’s community.’
§ mihin 2 § -- X mihin Y [ngan X ] jin Z tai W / nihin vb = ‘X brings, leads or guides Y [with X] from Z to W—Y being able to travel independently of X’ + X mihin Y ngan pengelakau éh jian ‘X carefully leads Y’ + X mihin Y kivu X ‘X leads or takes Y along with X’ | Iah mihin uleu. ‘He is guiding us.’ Iah mihin akeu ngan pengelakau éh jian. ‘He led me carefully.’ Jian ke’ seruh jian jian, mai ke’ mihin anak ké’ iteu tai sinah kepéh. ‘Be careful not to take my son back there.’ Iah mihin kekat réh ngan néh molé kepéh. ‘She brought all of them back with her.’ Akeu mihin ka’au masek lamin ké’. ‘I invite you into my house.’ Boh réh mihin Awang Item kivu réh. ‘So they took Awang Item along with them.’ syn patet
Here are some more excerpts from the dictionary. | <urn:uuid:8ff717b3-f67f-49ac-b550-e947cab7ea42> | CC-MAIN-2013-20 | http://rimba.com/pendict/pendict1.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.824995 | 1,802 | 2.609375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
WE don’t know what to make of this yet, but the news is breaking out all over so we’ll mention it. The BBC reports: Scientists hail stunning fossil. Here are some excerpts, with bold added by us:
The beautifully preserved remains of a 47-million-year-old, lemur-like creature have been unveiled in the US.
The preservation is so good, it is possible to see the outline of its fur and even traces of its last meal.
The fossil, nicknamed Ida, is claimed to be a “missing link” between today’s higher primates – monkeys, apes and humans – and more distant relatives.
But some independent experts, awaiting an opportunity to see the new fossil, are sceptical of the claim.
And they have been critical of the hype surrounding the presentation of Ida.
Let’s read on:
The investigation of the fossil’s significance was led by Jorn Hurum of the Natural History Museum in Oslo, Norway.
He said the fossil creature was “the closest thing we can get to a direct ancestor” and described the discovery as “a dream come true”.
The team concluded that she was not simply another lemur, but a new species. They have called her Darwinius masillae, to celebrate her place of origin and the bicentenary of the birth of Charles Darwin.
Independent experts are keen to see the new fossil but somewhat sceptical of any claim that it could be “a missing link”.
Dr Henry Gee, a senior editor at the journal Nature, said the term itself was misleading and that the scientific community would need to evaluate its significance.
“It’s extremely nice to have a new find and it will be well-studied,” he said. But he added that it was not likely to be in the same league as major discoveries such as “Flores man” or feathered dinosaurs.
There’s more, so click over to the BBC and check it out. And if you want to see how the media can wildly hype things, check out this breathless report from Sky News: Scientists Unveil Missing Link In Evolution . That “news” article is formatted almost as crazily as The Time Cube.
There appears to be a serious publication about this fossil in PLoS ONE: Complete Primate Skeleton from the Middle Eocene of Messel in Germany: Morphology and Paleobiology.
Make of it what you will. We prefer to withhold judgment for a while.
Addendum: The Discovery Institute’s first reaction is pretty much what one would expect. They refer to those hyping the fossil as “atheists,” and then they nonchalantly dismiss the fossil as being meaningless, like Tiktaalik Archaeopteryx.
Follow-up post here: Creationist Reactions to “Darwinius Masillae”.
Copyright © 2009. The Sensuous Curmudgeon. All rights reserved. | <urn:uuid:81912050-0c3a-4301-9391-12a538827f93> | CC-MAIN-2013-20 | http://sensuouscurmudgeon.wordpress.com/2009/05/19/media-hype-about-darwinius-masillae/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.956195 | 635 | 2.859375 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
1st Trimester of Pregnancy
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Pregnancy is divided into three trimesters – the first, second and third. The first trimester of pregnancy lasts from conception to twelve weeks (three months of gestation)
Your Baby – Early Development
Your pregnancy begins at the time of conception (when fertilisation occurs). During the week that follows, a woman’s egg, evolves into a little ball of cells (called a blastocyst), which is so tiny, it’s microscopic. This egg then implants itself into the wall of the uterus.
Between the third and eighth week of gestation, the baby (now referred to as an ‘embryo’) develops the majority of important body organs. Whilst this is occurring, the expectant mother must be very careful with her health and lifestyle choices, as the development of the embryo may be impacted upon by alcohol, illegal substances, medications and radiation.
After the ninth week of gestation, your baby is now commonly referred to as a ‘fetus’. The uterus has grown significantly, and is now approximately the size of a grapefruit.
Symptoms and Indicators of Pregnancy
Often the first indication that a woman is pregnant, is the absence of her menstrual period. Other symptoms, caused mainly by the hormonal changes occurring, include
General Information
Throughout the duration of your pregnancy, you may notice a variety of changes happen to your body. Some reported side effects of pregnancy in the first trimester are. | <urn:uuid:e2c5f4e9-cfa8-421b-8182-45678eaffc6a> | CC-MAIN-2013-20 | http://wikiparenting.parentsconnect.com/wiki/1st_Trimester_of_Pregnancy | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.945671 | 334 | 3.515625 | 4 | HuggingFaceFW/fineweb-edu/sample-100BT |
According to the U.S. Environmental Protection Agency, levels of organic pollutants in our homes – the place where we spend about 90 percent of our time – are between two and five times more polluted than the air outside. And all along you thought not smoking, buying an air purifier and that can of Oust air sanitizer you keep next to your lounge chair for moments when you just aren’t feeling clean enough, were all making a big difference. Indeed, this statistic is frightening, but it’s not one we have to live with.
The Daily Herald online has outlined 10 of the easiest, most effective and cost-friendly ways to get greener – and cleaner – in you home.
1) Dump the dry cleaning. Dry cleaning requires harsh chemicals, and those chemicals don’t stay at the dry cleaners when you bring those clothes home. Try steaming your clothes while you’re in the shower and buying more washable fabrics.
2) Think green and concentrated. For products that you use on the surfaces in your home, look for organic, toxin-free and those without the bold disclaiming “dangerous” tag. The toxins in household products, at least many of them, contain such caustic chemicals that can cause severe skin reactions and asthma.
3) Trade water bottles for water filters. Americans go through 3.3 million plastic water bottles a year, and recycle only one in five. Try buying a water filter system and using a metal water bottle. If you want to save even more money with water, drink from the tap.
4) Put paper towels in the past. Instead of using hundreds of these addictive sheets per month, use sponges and old t-shirts to clean up those messes. You’ll save some trees and some space in the local landfill.
5) Make a trip to your local library. Save paper by going to the local library to check out books instead of spending money on filling your bookshelves with books you might not even read from the bookstore.
6) Bring your own coffee. Think of all those coffee chain lovers out there who visit coffee shops at least once a day. That’s a lot of those plastic and Styrofoam cups. Buy a travel mug and make it at home to save.
7) Change those bulbs. Use energy-saving lights in your home. They use at least two-thirds less energy than regular bulbs, so they’ll definitely save you money in the long run.
8) Leave those pesky papers online. Instead of getting a paper bill in the mail each month for every bill you receive, go green, go paperless, and ask your billing company for online-only bills.
9) Pump up those tires. Proper tire inflation can save you up to 3 percent on your gas mileage.
10) Power rooms with power strips. By plugging in all electronic devices in a room into a power strip, you save on energy. You save even more when you unplug the strip when you’re not using the devices.
All in all, these tips could save you around $1,000 a year. So you can go green, get clean and save money? Wow, what a concept. | <urn:uuid:9f0b972f-afc9-453c-87bb-feffd350e5e1> | CC-MAIN-2013-20 | http://www.26magazine.com/top-10-ways-to-go-green-and-get-clean/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702414478/warc/CC-MAIN-20130516110654-00015-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.930235 | 673 | 2.75 | 3 | HuggingFaceFW/fineweb-edu/sample-100BT |
Subsets and Splits