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The latest news from academia, regulators research labs and other things of interest Posted: Feb 17, 2015 A new technique for making graphene competitor molybdenum disulfide (Nanowerk News) Graphene, a single-atom-thick lattice of carbon atoms, is often touted as a replacement for silicon in electronic devices due to its extremely high conductivity and unbeatable thinness. But graphene is not the only two-dimensional material that could play such a role. University of Pennsylvania researchers have made an advance in manufacturing one such material, molybdenum disulfide. By growing flakes of the material around “seeds” of molybdenum oxide, they have made it easier to control the size, thickness and location of the material. Unlike graphene, molybdenum disulfide has an energy band gap, meaning its conductivity can be turned on and off. Such a trait is critical for semiconductor devices used in computing. Another difference is that molybdenum disulfide emits light, meaning it could be used in applications like LEDs, self-reporting sensors and optoelectronics. The study was led by A. T. Charlie Johnson, professor in the Department of Physics & Astronomy in Penn’s School of Arts & Sciences, and includes members of his lab, Gang Hee Han, Nicholas Kybert, Carl Naylor and Jinglei Ping. Also contributing to the study was Ritesh Agarwal, professor of materials science and engineering in Penn’s School of Engineering and Applied Science; members of his lab, Bumsu Lee and Joohee Park; and Jisoo Kang, a master’s student in Penn’s nanotechnology program. They collaborated with researchers from South Korea’s Sungkyunkwan University, Si Young Lee and Young Hee Lee. "Seeding" the growth of molybdenum disulfide flakes gave the researches enough control over their location to spell a message. “Everything we do with regular electronics we'd like to be able to do with two-dimensional materials,” Johnson said. “Graphene has one set of properties that make it very attractive for electronics, but it lacks this critical property, being able to turn on and off. Molybedenum disulfide gives you that.” Graphene’s ultra-high conductivity means that it can move electrons more quickly than any known material, but that is not the only quality that matters for electronics. For the transistors that form the basis for modern computing technology, being able to stop the flow of electrons is also critical. “Molybedenum disulfide is not as conductive as graphene,” Naylor said, “but it has a very high on/off ratio. We need 1’s and 0’s to do computation; graphene can only give us 1’s and .5’s.” Other research groups have been able to make small flakes of molybdenum disulfide the same way graphene was first made, by exfoliating it, or peeling off atomically thin layers from the bulk material. More recently, other researchers have adopted another technique from graphene manufacture, chemical vapor deposition, where the molybdenum and sulfur are heated into gasses and left to settle and crystalize on a substrate. The problem with these methods is that the resulting flakes form in a scattershot way. “Between hunting down the flakes,” said Kybert, “and making sure they’re the right size and thickness, it would take days to make a single measurement of their properties” The Penn team’s advance was in developing a way to control where the flakes form in the chemical vapor deposition method, by “seeding” the substrate with a precursor. “We start by placing down a small amount of molybdenum oxide in the locations we want,” Naylor said, “then we flow in sulfur gas. Under the right conditions, those seeds react with sulfur and flakes of molybdenum disulfide being to grow.” “There's finesse involved in optimizing the growth conditions,” Johnson said, “but we're exerting more control, moving the material in the direction of being able to make complicated systems. Because we grow it where we want it, we can make devices more easily. We have all of the other parts of the transistors in a separate layer that we snap down on top of the flakes, making dozens and potentially even hundreds, of devices at once. Then we were able to observe that we made transistors that turned on and off like they were supposed to and devices that emit light like they are supposed to.” Being able to match up the location of the molybdenum disulfide flakes with corresponding electronics allowed the researchers to skip a step they must take when making graphene-based devices. There, graphene is grown in large sheets and then cut down to size, a process that adds to the risk of damaging contamination. Future work on these molybdenum disulfide devices will complement the research team’s research on graphene-based biosensors; rather than outputting the detection of some molecule to a computer, molybdenum disulfide-based sensors could directly report a binding event through a change in the light they emit. This research also represents first steps that can be applied toward fabricating a new family of two-dimensional materials. “We can replace the molybdenum with tungsten and the sulfur with selenium,” Naylor said, “and just go down the periodic table from there. We can imagine growing all of these different materials in the places we choose and taking advantages of all of their different properties.” Source: By Evan Lerner, University of Pennsylvania

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It might seem like a suicide mission for an injured animal to expose itself to dangerous predators like lions and hyenas, but one injured dog knew it was the only way she would ever survive. When one puppy from Botswana was just a few weeks old, her spine was crushed, and she’s been paralyzed ever since. She did her best to survive and had to drag herself on her belly in order to get anywhere, but it was clear she wouldn’t last much longer without help. In spite of the risks, the brave puppy decided to set out in search of help and recently dragged herself into a remote elephant research camp in the northern Okavango region of Botswana. “She came crawling — literally crawling because her back legs were completely immobilized — into our research camp,” Amanda Stronza, a worker from the camp, “She came crawling — literally crawling because her back legs were completely immobilized — into our research camp,” Amanda Stronza, a worker from the camp, said about the puppy they named Poppy. “She was unable to walk, but full of love and seeking help.” “Our camp is in a remote region, filled with elephants, but also lions, hyenas, and other predators,” Stronza said. “Poppy had somehow made it to us, emaciated and soaking wet from the rain.” But the risk was worth it since the workers in the camp immediately took Poppy in and even drove her eight hours to the closest vet for treatment. The vet examined the seven-month-old and determined she would eventually need surgery to fix her spine. “He said the chances were ‘slim’ she could make it through the surgery or recovery afterward,” Stronza said. “But she had so much life in her, and I knew we needed to honor her will to live and the hard fight she had already fought to find us and stay alive. I couldn’t agree to euthanize her.” Instead, they focused on giving Poppy plenty of food, water, and anti-inflammatory medicine, and they’re amazed at how much progress Poppy has already made. “Her eyes pulled us in immediately,” Stronza said. “They are huge, imploring, and sparkling with life. She bursts with the sweetest spirit, and we could see that clearly, despite the desperate condition she was in.” For now, Poppy is being cared for by the camp workers who refuse to give up on her as long as she doesn’t give up. After another month of rest, the team will see if she’s strong enough to survive surgery and have already started a GoFundMe to raise money for the surgery. Can you believe how much this dog went through to find help? Let us know what you think in the comments below and please SHARE this with friends on Facebook. [Featured image: Amanda Stronza]

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Catchers: Tips, Drills, Information, Catching Equipment, Catchers Gear Cutoffs, and Plays at Home Calling A Game Misc. Situations and Plays A proper stance is fundamentally important to being a good catcher. There are two basic stances to learn, a relaxed stance and a ready stance. Click the images for more information on A general stance most catchers use with the bases empty and less than two strikes is called a relaxed stance. The relaxed stance begins by squatting with your feet shoulder-width apart. Keep your hips and shoulders square to the pitcher and your feet straight across or slightly staggered. Stay low and in a comfortable position. Relax your receiving arm (mitt hand) and point your palm at the pitcher. Place your throwing hand behind your back or behind your shoe. Present the pitcher with a good low target. Read more about a relaxed Use the ready stance with runners on base and/or two strikes on the batter. In both cases you need to be ready to block a wild pitch or quickly throw out a base runner. The ready stance is simply a raised squat where the weight is now on the balls of your feet instead of the instep and your butt is slightly raised. Keep your hips and shoulders square to the pitcher, relax your receiving arm, and point your palm at the pitcher. Place your thowing hand in a fist behind your mitt. Present the pitcher with a good low target. Read more about a ready

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HEALTH NEWSLETTER #24 EVOLUTIONARY THINKING, EATING AND EXERCISING 1st May 2017 This month's newsletter is all about thinking. We'll be taking a whistle stop tour around cognitive biases and errors in reasoning. Read on to begin thinking about thinking! Reading time: 3 mins Are you an irrational and illogical thinker? Whether you know it or not, we are all totally flawed in the thinking department. As the great physicist, inventor and thinker, Richard Feynman said: In 2013, whilst travelling across India, I read Thinking, Fast and Slow by Daniel Kahneman and discovered exactly how often we fool ourselves. It was the perfect way to keep myself entertained during an 18 hour train journey! The book is an absolute tome and a real window into the workings of the human mind. Kahneman and his former colleague, Amos Tversky (passed away in 1999), spent their lives investigating errors in thinking and reasoning. They call these errors: heuristics, cognitive biases and logical fallacies. What are Heuristics, Cognitive Biases and Logical Fallacies? Heuristics are rules which people use to form judgments and make decisions. They are mental shortcuts that often involve focusing on one aspect of a problem and ignoring others. A Cognitive Bias is a deficiency or limitation in our thinking. A flaw in judgment that arises from errors of memory, social attribution, and miscalculations. A logical fallacy is an error in reasoning that renders an argument invalid. Thinking, Fast and Slow divides our thinking into two systems, System 1 and System 2: - System 1 thinking is fast, automatic, intuitive - System 2 thinking is slower, analytical, reasoning In an ideal world these systems would be perfect and we could call upon the right system for the right occasion. Unfortunately for us, this isn't the case. Our minds result from billions of years of complex biological evolution. As a species, homo sapiens have spent the vast majority of our time, as hunter-gatherers. We lived in nature surrounded by our extended family and tribe. In the blink of an evolutionary eye, we are now living in towns and cities, surrounded by strangers, watching propaganda driven news on a loop! The best thing about being a human being, is having a human mind, this is what sets us apart from other mammals. But if we want to negotiate life successfully we must understand how it works. We must understand where our strengths and weakness lie. Thinking, Fast and Slow is a book that documents the strengths and weaknesses of System 1 and System 2 thinking. According to Kahneman's research, humans tend to be dominated by System 1 thinking. We are dominated by fast automatic and intuitive thinking, which evolved in tribal times. Yet we also have System 2 thinking, which we can use but only if we are aware of our thinking. The scariest thing I learnt from their research, was that System 1 makes a decision and then System 2 quickly creates a story to make us feel like we made a conscious decision. We are fooled by our own minds, which makes us feel like we're in the driving seat, when in fact, our primal and reptilian brains are in control. Our minds are an incredible thing to study, I enjoy reading about it but I also find great benefit from sitting and watching it work, AKA meditating. Try this little game I created: Sit comfortably with your eyes closed. Now, observe your breathing. With your mind watch each breath go in and out of your body. Feel the chest and stomach move with each breath, feel the air enter and leave through your nose. Now at the same time be aware of any thoughts you're having. Be aware of any internal dialogue or narration you might be having. I want you to count every time you breathe in and out. The aim of the game is to get to 20 (that's 20 complete breaths, in and out = 1 full breath). But each time you witness yourself having a thought, you must start from zero. Try this game for the next few minutes and see how you get on. This a game I get people to play when I teach them how to meditate. I call it "chasing your tail." I use it to show people how difficult it is to deliberately silence the mind. But in this case I hope you will discover that there are different voices or narrators in our own mind. There's a thinking mind and observing mind. Where thoughts originate from, nobody knows but what Gautama Buddha, also known as Siddhārtha Gautama, discovered was that the mind can be trained. We can train the mind through meditation to be less reactive and more disciplined. By training the mind through meditation we begin to use more System 2 thinking and less System 1 thinking. Once we understand the evolved strengths and weaknesses in our thinking then we can begin to make much better decisions for ourselves and for others. To begin your education in cognitive biases I have made an infographic for you. It introduces 12 cognitive biases that will turn you into a better decision maker. You can also download it in PDF form, by clicking on the download button below the picture. For more information, I recommend clicking on the picture below to see a larger list of cognitive biases. For those brave thinkers, then I'd recommend reading Thinking, Fast and Slow by Daniel Kahneman. This month I've been out and about, enjoying the fantastic Spring weather in the Peak District. I've also been busy on the farm learning more about Biodynamic Farming and getting a good workout at the same time. I now have my own hammock and have tested it out ready for my wilderness retreat this weekend. I also have a new axe and some carving tools so watch this space to see what I can make! If you're not on Instagram, head over there and create an account and give us a follow. Even if you don't have pictures to share, you can find some inspiration for your interests and hobbies. Be careful not to get sucked in though. Be mindful of your social media use - it's designed to keep you locked in!!! As ever, thanks for taking the time to read my work and I hope it provides you with the insight you need to become healthier and happier. Just remember what the great Socrates said: Your feedback is always welcome, so don't be shy and don't forget to forward this email onto friends and loved ones. The healthier we all are, the better the world will be, for everyone. All the best

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Tritonia parvula - Indigenous South African Bulb - 10 Seeds Tritonia is a cormous genus in the Iridaceae family from southern Africa. Most of them are in the winter rainfall regions or areas with some rain year round, but there are summer rainfall species too. They occur in a variety of habitats: grassland in summer rainfall areas, renosterveld, karroid scrub, and fynbos in winter rainfall areas. USDA Zone - 8 Season to sow - Autumn

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Guinea pigs have a high demand for water of around 100ml per day. However the amount of water needed varies from guinea pig to guinea pig and also depends on the climate (e.g. summer heat or dry air). Water should be available all the time, even when it seems as if the guinea pigs rarely drink. Like all living organisms guinea pigs need water to survive. Therefore it is necessary that guinea pigs have constant access to fresh and uncovered water, so that they can decide when and how much they want to drink. It can either be served in a bowl or in a water bottle, depending on what the guinea pig prefers. Bowls are the appropriate solution for guinea pigs because in a natural environment guinea pigs would find water in natural pools such as puddles or creeks. Therefore guinea pigs should receive water from a container near ground level. To ensure that it stays clean and free from hay or litter, the bowl can be put on a small piece of wood or a stone and stabilized. Probably the best feature of ceramic bowls is their easy cleaning. They can even be washed in the dishwasher from time to time. Guinea pigs living outside sometimes encounter problems with metal bowls or water bowls containing a small metal tube. Metal retains the cold, which can lead to health problems for guinea pigs with an unstable immune system. Therefore ceramic bowls should be used for outside since they enable the stabilization of the water temperature. Water bottles are in fact not appropriate for guinea pigs because the pets have to twist their heads, but some guinea pigs get used to it. There are two types of water bottles, those with a metal pin and those with a metal ball. The advantage of water bottles with a metal pin is that as long as the pin is pushed, the liquid runs and the guinea pig can drink. Therefore it is easier for the guinea pig to drink and more understandable how to use.

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Geologists have long puzzled over anecdotal reports of strange atmospheric phenomena in the days before big earthquakes. But good data to back up these stories has been hard to come by. In recent years, however, various teams have set up atmospheric monitoring stations in earthquake zones and a number of satellites are capable of sending back data about the state of the upper atmosphere and the ionosphere during an earthquake. Last year, we looked at some fascinating data from the DEMETER spacecraft showing a significant increase in ultra-low frequency radio signals before the magnitude 7 Haiti earthquake in January 2010 Read the rest of the story: Best of 2011: Atmosphere Above Japan Heated Rapidly Before M9 Earthquake.

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SYDNEY, March 29 (Xinhua) -- Australian researchers have for the first time identified proteins that allows malaria parasites to "walk through" cell walls. The team from Melbourne's Walter and Eliza Hall Institute of Medical Research (WEHI) were the first in the world to discover the 'superpower' of malaria to walk through cell walls by using an insectary to grow malaria parasites. They have now identified the two proteins that are key to the parasite's unique ability, providing hope that they could be targeted to develop antimalarial drugs or even a vaccine. Justin Boddey, the lead researcher of the project, explained that when a person is infected by malaria the parasite multiplies in the liver then bursts out and infects the blood. He said that the research had confirmed that the deadly parasite, Plasmodium falciparum, had the ability to 'walk through cell walls' when seeking liver cells where it could hide and multiply. "The malaria infection cycle begins with a mosquito bite, when parasites are injected into the skin, and then rapidly move to the liver," Boddey said in a media release on Wednesday. "We have shown that P. falciparum employs a technique called cell traversal to quickly move through host cells in their path as they seek out liver cells to infect. "Our study identified that P. falciparum parasites traverse human cells effectively walking through cell walls using two proteins called SPECT and PLP1 to achieve this superpower. This allows parasites to get from the skin to the liver very quickly following a mosquito bite." Malaria is responsible for 650,000 deaths globally every year, predominantly children and pregnant women, making it one of the most deadly diseases in the world. Boddey said pinpointing the proteins was the best avenue for developing new therapies. "Our long-term goal is to eradicate malaria, so we have to look at ways of breaking the cycle of infection," he said. "A vaccine or treatment that halts the liver-stage infection offers the best chance of eradication because it stops parasites before they take hold."

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Big thanks to commenter Jinxie Lynx for sending me a PDF of the book Odd Girls and Twilight Lovers: A History of Lesbian Life in Twentieth Century-America by Lillian Faderman. This book is excellent! I didn’t realize how interested I was in lesbian history until I started reading it. The first thing I learned is that lesbian history doesn’t go back very far. The identity “lesbian” didn’t even exist until the second half of the twentieth century! Of course, that doesn’t mean that there were no women who loved women before then, just that there was no identity category to label them with. “That identity is peculiar to the twentieth century and owes its start at least partly to those sexologists who attempted to separate off women who continued to love other women from the rest of humankind. The sexologists were certainly the first to construct the conception of the lesbian, to call her into being as a member of a special category. (p11)” In the 19th century there are lots of examples of “romantic friendships” between women, which were in fact encouraged and not taboo, although they were not seen as being sexual. These consisted of passionate friendships between women, sometimes while living together, which would continue only if the women could support themselves. Sometimes they had to eventually marry men because women couldn’t earn enough wages on their own. However, wealthy women had the opportunity to live with women throughout their lives. Historians have found love letters written between women, but there is often no proof of a sexual relationship. Romantic friendships had an air of innocence because this was before the time of the sexologists who said that lesbians were abnormal and sick and before the time of Freud who said everything was sexual. Sometimes the wealthy women who lived in romantic friendships with other women actively denied that anything sexual was going on, but occasionally love letters were found with distinctly erotic writing in them. Women’s colleges were an important development in lesbianism. Upper class women were able to escape from marriage and domestic life by going to college and pursuing a career, and in these colleges lots of same-sex relationships flourished. “But it was not the facts of their education alone that permitted those who wanted an alternative to domesticity to create one. Rather, it was that the young women’s relationships with one another while away at college helped to make them new people. With or without the administration’s or their families’ blessings, college allowed them to form a peer culture unfettered by parental dictates, to create their own hierarchy of values, and to become their own heroes and leaders, since there were no male measuring sticks around to distract, define, or detract. In those ways the early women’s colleges created a healthy and productive separatism such as radical lesbian-feminists of the 1970s might have envied. (p. 20)” This last quote I find enthralling! How absolutely beautiful that college provided a place for women to form their own culture and become their own heroes in a safe environment away from men! This is what the lesbian separatists are talking about when they say that female-only feminist space creates lesbians. While reading this section I pondered whether this bit about colleges creating lesbians was true for me. I did have attractions to other girls right from childhood, but since I was drowning in heteronormativity I ended up dating men anyway in young adulthood. When I first had a relationship with a woman it was in college, of course—it was when I had an opportunity to live away from the watchful eyes of my parents and spend lots of quality time with female friends. The time I was able to spend with a close female friend is what gave me the opportunity to develop feelings of love for her and to act on those feelings. “Although romantic friendships were not yet uncommon outside of women’s colleges, such passions were encouraged even more strongly in an academic setting, since females could meet each other there in large numbers and the colleges afforded them the leisure necessary to cultivate those relationships. With men living in a distant universe outside of their female world and the values of that distant universe suspended in favor of new values that emerged from their new settings, young women fell in love with each other. They became academic, athletic, and social heroes to one another; they shared a vast excitement and sense of mission about their mutual roles in creating new possibilities for women; they banded together against a world that was still largely unsympathetic to the opening of education and the professions to women. How could such excitements not lead to passionate loves at a time when there was not yet widespread stigma against intense female same-sex relationships? (p21)” After reading this section, I realize how lucky I am, for so many reasons. I’m lucky I was born at a time when it was possible for the average girl to attend college, I’m lucky I can work and support myself without relying on a man, I’m lucky I was able to name myself as a lesbian while still young and find other lesbians, and I’m lucky that I am able to live with a female partner. A few decades ago this would not have been possible. I owe it to the feminists who came before me, the suffragettes and the first women to have careers instead of families, who made it all possible for the following generations. Thank you, women! If I try to imagine what my life would have been like if I married a man, the overwhelming feeling I think of is resentment. I would have resented having to clean up after a man, having to be a maid and a housekeeper, having to submit to sex acts that do nothing for me, and being impregnated. I would have drowned in resentment and I would have never felt comfortable in my own home. I don’t know how women can live with men. To me, living with a man sounds absolutely dreadful. I don’t think I’d ever be able to relax and be myself, I’d always be on guard. This section focuses on wealthy women because there are historical records available about them. Working class women in the 19th century were often illiterate so there are no love letters to read by them, and they likely did not have the leisure time required to form the types of romantic friendships that wealthy women had. The wealthy women discussed in this chapter were often feminists as well as lesbians, and they often pioneered new avenues for women in education and professional work. I felt very proud reading about them. Although the term “lesbian feminist” didn’t exist back then, they certainly fit the description! In the last section of the chapter are some erotic letters written between 19th century women. What a delightful surprise! Check out this letter that Almeda Sperry wrote to Emma Goldman: “Dearest. … If I had only had courage enuf to kill myself when you reached the climax then—then I would have known happiness, for at that moment I had complete possession of you. Now you see the yearning I am possessed with—the yearning to possess you at all times and it is impossible. What greater suffering can there be—what greater heaven—what greater hell? And how the will to live sticks in me when I wish to live after possessing you. Satisfied? Ah God, no! At this moment I am listening to the rhythm of the pulse coming thru your throat. I am surg[ing] along with your life blood, coursing thru the secret places of your body. I wish to escape from you but I am harried from place to place in my thots. I cannot escape from the rhythmic spurt of your love juice. (p.30)” This book is absolutely fantastic so far—and not just because of “I cannot escape from the rhythmic spurt of your love juice,” which is now my favourite sentence, but because the history of lesbians is fascinating and beautiful, in many ways. If you’d like to read this book I can email you the PDF.

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Let go. Less is more. Autonomy – the ability to do a task on one’s own – is at the cornerstone of so much literature on what motivates children in their development. Your children remind you of this often, as they push your hands away from their sneakers or art projects, “No, let me do it!” Or, as my almost-2yr-old says as I zip his jacket, “No no dada!!” We tend to think, because it makes logical sense, that helping out will breed more successful experiences – If I tell her how to spell the word this time, she’ll know next time; If I help mediate a conflict on this playdate, the play can continue and she’ll have a positive experience. Except that’s not actually how it works, from the child’s perspective. Sure, it makes us feel like good parents: “Ah, yes, another problem solved, situation managed, conflict resolved.” The problem is that from the child’s perspective, at the best it’s a persistent reminder of how little you can do: “Oh man, they still don’t believe I can open that yogurt!” while at the worst it becomes a needed life raft: “Boy am I glad they helped out when that girl grabbed my toy; I know I won’t be navigating any tough moments any time soon.” When we offer what we see as an (un-asked for) helping hand, it can often lead to the erosion of a child’s self-confidence, plateauing of their developmental skills, and a dependency on external intervention in difficult moments. At our school, our teachers have a three-tiered response to most calls for assistance from their students, ranging from help opening a lunch box to negotiating a calamity in the block area. They’ll first ask the child, “Did you try to solve this yourself?” followed by, “Did you ask a friend for help?” and lastly, “Yes, if you tried yourself and couldn’t do it, and a friend tried to help and also couldn’t do it, of course I’ll help.” This allows a child to feel a sense of autonomy and competence in the moment (“They trust me with this, even though I’m not sure I can do it!” and “I kept trying and found a way to do it I didn’t know about before”) while at the same time giving them the essential background of support a young child needs (“I’m glad they’ll always be there for me, even when I fail”). And what about during sandbox, playground, or other social play, when the children don’t necessarily come to us but our heart lurches as we see our child’s toy grabbed or pushed out of line at the slide? Let go. Less is more. Jennifer Lahey writes in her new book, The Gift of Failure, “The most important lessons of play and friend time are interpersonal, and these lessons are best learned when uninterrupted and free of adult manipulations and machinations.” She has it spot on. Children learn through play, and not only about the right-angles, polygons, and symmetry that the block area has to offer. They learn about how to read body language and social cues. They learn how much is too much, how far is too far, and when they need to stop. They learn this from their peers, not from us grown-ups. Lahey continues that in play, children “begin a lifelong education in rules of social conduct and the vocabulary of the subtle cues human beings use to communicate with each other. Fluency in the language of human social interaction will determine the success of all their future relationships, and failure to develop fluency is a significant handicap of life.” I find her concept of “fluency” very helpful here. Imagine yourself travelling abroad with a friend trying to learn a new language that you already know. As she tries to direct the cab driver, you shout out clear directions. As she tries to order lunch, you knowingly point the waiter to what she’s trying to order off the menu. Your friend, of course, not only loses opportunities to learn through speaking but also loses her self-confidence. All of this because you took away her autonomy. The single most important achievement of early childhood is social fluency. Think of your child as if in an immersion environment; they need to be deeply involved in all forms of social cues. They need to learn the grammar of relationships, and not only the sweet, smiley grammar. They need it all. Lahey continues, “those fights, tussles, silent treatments, and breakups are, despite the tears and heartbreak they cause, invaluable opportunities for growth. Squabbles are opportunities to be valued, not emergencies to be managed.” Let go. Less is more. Give your child fluency in the language of social interactions by allowing them to participate fully in the range of interactions that make up life. Yes, there are many, many times that children need us, desperately so, to do their work for them. They need our hugs, our kisses, our soothing. They need us to pick up after them and to feed them. But those times need to be balanced with long stretches of autonomy where they are on their own, where struggles encountered are theirs to face alone. How do you know which is which: when to help and when to let go? Well, I never said it would be easy! Parenting is hard; there are no easy decisions, there are no clear choices. I deeply believe that parenting is made easier when we do it together. Talk about this with your friends, your peers, your fellow JCC parents. When do they pull back, and when do they dive in? These are the questions that raise us all up as parents. When we parent together, we parent stronger. Let go. Less is more.

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Special Discounts for Pupils, Newly Called & Students Browse Secondhand Online French law displays many characteristics that set it apart in a world class of its own. It can be said to proceed from a number of independent streams that coexist despite apparent contradiction. More than half of the 2283 articles of the famous Code Civile of 1804 remain unaltered; yet French administrative judges jealously guard their prerogative to create their own public law. And yet again, since the 1974 law empowering the legislature to convene the Constitutional Council that judges the constitutionality of laws under the 1958 Constitution, the courts’ distinction between ‘rules’ and ‘fundamental principles’ has grown steadily—a process that has been greatly accelerated since the 2003 law authorizing the government to ‘simplify the law.’ Introduction to French Law is a very practical book that makes clear sense out of the complex results of the various streams of influence observable in the various fields of legal practice in France today. Seventeen chapters, each written by a distinguished French juridical scholar, cover the following fields in substantive and procedural detail, with lucid explanations of such elements as the following and much more:-

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The Spanish alphabet has 27 letters and 5 digraphs. This has been approved by the Royal Spanish Academy in 2010 and this rule applies to all the Spanish speaking countries. Be careful when you find material in Spanish that is not up to dated and it shows there are 29 letters. There are also 5 diagraphs or a pair of letters that represent one single sound: ch / ll / gu / q / rr. Some good news for those Spanish teachers willing to immigrate to other countries. There is a growing interest in learning Spanish in China and Brazil, so there is higher demand of Spanish teachers. The number of Chinese university students learning Spanish has increased from 1,500 in the year 2000 to 25,000 these days. In India, there are 4,250 students registered to learn Spanish, which is the triple of six years ago. Also, in Brazil, there is need of about 20,000 of Spanish teachers. All this data was presented in the yearly report “El español en el mundo 2012” (“The Spanish in the world 2012”) by the Cervantes Institute. Read the full news and practice your written comprehension visiting this link: “Se busca profesor de español en China y Brazil: razón, el Instituto Cervantes” (“Spanish teacher wanted in China and Brazil: details from the Cervantes Institute”). The Royal Spanish Academy (RAE – Real Academia de la Lengua Española) has admitted the inclusion of “estadounidismos” for the next edition of its dictionary. The “estadounidismos” are the words or uses that are characteristic of the Spanish spoken in the United Stated of America (according to the DRAE – Diccionario de la Real Academia de la Lengua Española). Some of these new words include the following: “email”, “hispanounidense”, “paralegal” (asistente de abogados), “van” (microbús), “aplicar” (from apply, which means solicitar); “departamento” (of a Ministry, not only in the sense of an apartment), “parada” (from parade, which means desfile); or “elegible” (from eligible, which means beneficiario). According to Gerardo Piña-Rosales, president of the North American Academy of the Spanish Language (ANLE – Academia Norteamericana de la Lengua Española ), the inclusion of those terms by the RAE shows the growing influx of the Spanish language in the United States. However, it is necessary to distinguish the “estadounidismos” from the “spanglish”. The first implies the use of some words admitted by the RAE, while the latter involves the mix of both languages: Spanish and English. You can find the whole article for your Spanish practice here: “Los ‘estadounidismos’ entran en el diccionario de la RAE”, by Eva Sáiz. El País (October 15th, 2012). The article below reminds us that Spanish is the language of 450 millions of people all over the world and it is the second language in teaching (after English) and the second most used on the Internet. Also, Spanish is the obligatory foreign language studied in Brazil (about 200 millions of inhabitants) and its use is spreading all over the United States. In the book «El español en las relaciones internacionales» (“The Spanish language in the international relashions), by the diplomatic and writer Javier Rupérez and David F. Vitores, Phd in Linguistics and Literature, it is mentioned that English and French are the languages used in international forums, while the Spanish remains as a “translated language.” However, according to Rupérez, who was the former Ambassador of Spain in the United States, that situation could change if there were a significant increase of native Spanish speakers, which could likely happen in the United States. In the same sense, Humberto López Morales, the Secretary-General of the Spanish Language Academies’ Association since 1994 and academician of the Language Academy of Puerto Rico, assured on his book “La andadura del español en el mundo (“The journey of the Spanish in the world”) that in 2050 the Spanish will be the language most spoken in the United States, even above the English. While I do not like the idea of a fight among predominance of languages, the truth is the facts demonstrate that the use of Spanish is increasing, either for business, tourism or international development work. Only time will say if the use of languages in international forums will change in order to be more functional and reflect the actual usage of the language. In the meantime, let’s keep practicing our Spanish with this article: “La “guerra” del español contra otros idiomas predominantes” by Javier Parra. Retrieved in: http://www.practicaespanol.com (September 23, 2012). The article below highlights the constant switch between the Spanish and English languages and the use of Spanglish in the Oliver Stone film “Savages” (Salvajes), which includes on its cast the actors Salma Hayek and Benicio del Toro. This is not the only film that has included the use of Spanglish, but what is interesting here is that through this film it is displayed the importance of the Spanish language in the United States. As it is indicated in the final part of the article: “… this time it seems that Stone knew how to capture the inalienable truth that the Spanish language should not be seen as a minor language and that North Americans must assume that they need to know the essential expressions of the language that is spoken beyond Rio Grande, since there are many millions of Hispanics that crossed its rich waters in order to settle in the old British colony, but without forgetting their mother tongue.” Enjoy the reading in Spanish by clicking the following: Películas en “spanglish”, by Javier Parra In: http://www.practicaespanol.com (October 1st, 2012). Alfredo Bryce Echenique, 2012 Guadalajara International Book Fair Award Alfredo Bryce Echenique (Lima, February 19, 1939) is one of my favourite Peruvian novelists and he just won the 2012 Guadalajara International Book Fair. This is the most important book fair in the Spanish language. His books published between the seventies and eighties are some sort of link between the Latin-American boom and the post-boom, influenced by the Noth American “dirty realism.” You can practice your Spanish reading with this short article: Alfredo Bryce Echenique, premio FIL Guadalajara. I also recommend you this article-tribute: “Permiso para celebrar” (“Permission to celebrate”), by Iván Thays, where you can learn more about Bryce’s work :). Spanish has been the second language most spoken during the Olympic games According to the article below, during the last 2012 London Olympics, there were more than 10,000 athletes speaking up to 62 languages. The ranking of the most used languages during the Olympics goes this way: 1) English (official language of 42 participant nations); 2) Spanish (official language of 28 States); and 3) French (official language of 25 States). However, French is the official language used during all the ceremonies, and it is translated into English. Another thing worth to mention is that during these last games several next-generation digital appliances and social networks were used. The most used tool has been the online-dictionary, which has made possible that the athletes can communicate in any language. Enjoy your Spanish reading practice with this short article: El español ha sido el segundo idioma más hablado durante los Juegos Olímpicos.

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A 300-metre high wooden skyscraper has been proposed for central London by a team of architecture researchers from the University of Cambridge. London mayor Boris Johnson is currently considering the project, with architects hoping to erect the 80-storey timber building in the capital's Barbican complex—a residential area built during the 1960s and '70s. The skyscraper would apparently provide more than 1,000 new flats. “The Barbican was designed in the middle of the last century to bring residential living into the city of London—and it was successful. We’ve put our proposals on the Barbican as a way to imagine what the future of construction could look like in the 21st century,” Dr Michael Ramage, director of Cambridge’s Centre for Natural Material Innovation, told the Cambridge University News. The researchers—whose project is supported PLP Architecture and Smith and Wallwork—said that, when compared to materials such as steel and concrete, timber is cheaper and lighter. Apparently, it also takes less time to build multi-storey buildings based on a timber structure. Additionally, it's a renewable resource, because the type of wood needed doesn't have to come from troubled rainforests. Canada alone could produce enough wood of the "crop" type in the next 70 years to house a billion people, the researchers claimed. Addressing the obvious concern of fire safety, they asserted that the proposed skyscraper "would eventually meet or exceed every existing fire regulation currently in place for steel and concrete buildings." "If London is going to survive it needs to increasingly densify," Ramage said. "One way is taller buildings. We believe people have a greater affinity for taller buildings in natural materials rather than steel and concrete towers." The proposed skyscraper—if built—would be the second tallest structure in London after The Shard, and significantly higher than the 14-storey apartment block in Bergen, Norway, which currently holds the world record for the highest wooden house. "We’ve designed the architecture and engineering and demonstrated it will stand, but this is at a scale no one has attempted to build before," said Ramage.

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Sinusitis It is a swelling of the inner lining of the sinuses. The sinuses are the spaces between the bones in the face where air passes and where a fluid called mucus drains into the nose Symptoms The most common symptom of sinusitis, and often the most unpleasant, is pain. You have several different sinuses above and below your eyes, and behind your nose. Any of these can hurt when you have a sinus infection. Inflammation and swelling in the sinuses causes them to ache with a dull pressure. You may feel pain in your forehead, on either side of your nose, in your upper jaws and teeth, or between your eyes. Tretment Analgesics - used to reduce fever and relieve headache, toothacheand facial pain caused by infection or congestion in the sinuses.Over-the-counter pain relievers such as acetaminophen and ibuprofen can be used. Decongestants – a decongestant to help your sinuses drain. Decongestants are for short-term use. Should not be used beyond their recommended use, usually four to five days, or they may actually increase congestion Antibiotics – used for bacterial sinus infections. Your doctor may prescribe antibiotics when symptoms of sinusitis are severe and do not respond to home treatment, or complications (such as pus formation in sinus cavities) develop. Synthetic penicillin like amoxicillin is used most commonly. Statistics An estimated 134 million Indians suffer from chronic sinusitis, the symptoms of which include but are not limited to debilitating headaches, fever and nasal congestion and obstruction. That's more than population of Japan. The National Institute of Allergy and Infectious Diseases' (NIAID) estimate does not even take into account those of us who suffer from acute sinusitis. Among Indians this disease is more widespread than diabetes, asthma or coronary heart disease. One in eight Indians suffer from chronic sinusitis caused by the inflammation of the nasal and throat lining, which results in the accumulation of mucus in the sinus cavity, and pressure build-up in the face, eyes and brain. What's worrying, say Mumbai doctors, is that the disease is likely to be higher in Mumbai given the pollution levels and unhealthy lifestyle of its citizens.

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Duck. Cover. Hold on. The “big one” just hit Southern California. That’s what nearly 2,000 employees, students, volunteers, and visitors at Scripps Institution of Oceanography were asked to envision and respond to during an otherwise calm and sunny spring morning this week. As the sound of alarms and bullhorns rang through the buildings across the Scripps campus, people dove under desks, covered their heads, and held on for dear life as if the earth was shaking violently and things were falling all around them. Birch Aquarium at Scripps was evacuated. But this was only a drill. The flurry of activity was part of a UC San Diego campus-wide emergency planning exercise, a serious and well-planned test of emergency preparedness across the oceanfront campus. In a simulation of a major earthquake affecting the San Diego region, employees were instructed to duck under a table or other heavy object, cover their heads, and hold on to the leg or side of the desk or table for a minute or longer. Then, crawling out from under cramped desk cubbyholes and lab tables and taking only essential items such as keys, wallets, and emergency kits, employees left their buildings to meet at designated assembly areas, where head counts were taken to ensure everyone was accounted for. Visitors to Birch Aquarium at Scripps – including a few hundred school children attending onsite classes – also participated in the emergency drill. About 25 minutes after the first alarm sounded, building safety contacts announced the drill as complete, and employees wandered back into the safety of their unscathed laboratories and offices to resume the day’s business. The aquarium resumed operations. Had this been an actual major earthquake, the range of possible emergency scenarios and extent of destruction would be difficult to calculate. With aftershocks likely, it would have been several days, if not weeks, before damaged buildings could be inspected and safely re-entered. A key objective of the exercise was to encourage all university employees to consider and evaluate their own readiness for an event such as a major earthquake. Employees were asked to familiarize themselves with earthquake and emergency preparedness and to learn where to find critical information resources available online, such as: http://earthquakecountry.info.

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Worship Flags and Banners Raising the Standard One of the names of God is Jehovah Nissi, which means “The Lord is my banner”. When we raise our flags in worship, we are symbolically exalting the name of Jesus. Banners, standards and ensigns are used interchangeably throughout the bible. The word “flag” is a more recent word used to refer to banners, standards and ensigns. Flags are used to break the atmosphere, stir emotion and patriotism and are important symbols that can be used in a variety of ways. Throughout scripture, we find that there are three main purposes for raising a standard or banners which are still applicable today. “The sons of Israel shall camp, each by his own standard, with the banners of their fathers’ households: they shall camp around the tent of meeting at a distance.” Numbers 2:2 NASB Flags used for identification Flags are used for identification. Each of the twelve tribes of Israel had a banner that symbolized their tribe. Whenever the tribes moved or went into battle the standard was raised so that the leaders could identify the tribe and their location. Banners are a symbol of the tribes of the Lord going forth. Banners and flags used during worship are a visual demonstration of the ever raging supernatural battle that is being waged. As imitators of our savior, we are to be a physical display of the Kingdom of God here on the earth. As followers of Jesus, we identify under his banner of love and go forth into spiritual battle! Flags used to claim or show ownership of land or territory Banners or flags are used to claim or display possession of land or territory. Most of the scriptures referring to standards or flags are in military descriptions. Numbers 2:10 says “they set the standards according to the armies.” When we raise our banners in worship, we are… ”as an awesome army with banners.” Song of Songs 6:4. Just as in the physical realm, flags and banners represent victory in the spiritual realm. Flags can be used to break down spiritual strongholds and put the enemy on the run. As we raise our banners in worship, we become a beacon of hope and encouragement to occupy and take possession of the land, both physically and spiritually, that God has given us. We are reminded of our freedom in Christ and the dominion inheritance that he has given to us. Flags and Banners are used in Celebration and Victory Banners and flags are used in celebration and victory. Whenever there is a military victory, flags are flying! It is also true that when we have a personal victory we want to celebrate. Waving flags and banners is a way to celebrate our ultimate victory over sin and death in Jesus as our savior. Jesus is considered God’s banner. “And in that day there shall be a root of Jesse, who shall stand as a banner to the people; for the Gentiles shall seek him, and his resting place shall be glorious.” Isaiah 11:10 Jesus is our ultimate banner, he is the “standard” that we look to, the rally point of all nations, and the emblem of our ambassadorship on the earth. Whether you are identifying with Jesus, claiming new territory for Him or Celebrating His and our victory, grab a flag or banner and start worshiping today! Flags and Banners from our Shop showing below…

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Year A: October 19, 2014 First Reading: Exodus 33:12-23 Images of God for Young Children by Marie-Helene Delval (Written for ages 5-8) Comment: The Exodus passage for this Sunday describes God in terms of human anatomy. Moses is able to see the back of God, but is covered with God’s hand, as God’s front passes by. Moses is not allowed to see the face of God. Imagining what God looks like is a fun and difficult task for children and adults alike. The scriptures and the culture in which we live shape the image of God we develop over our lifetime. I think it is safe to say that most Americans have at one point pictured God as an old man with a long beard. But the scriptures are filled with images and descriptions of God. In Images of God for Young Children, Marie-Helene Delval draws the different images of God from the scriptures and describes them in terms children will understand. Delval describes over 30 different images of God ranging from the familiar ones of shepherd, light, word and strength to the less drawn upon images of night, tears, secret and justice. Second Reading: 1 Thessalonians 1:1-10 Corduroy Writes a Letter By Alison Inches (Written for ages 5-8) Comment: Letter writing is a lost art and for most of the young children today it might be an unknown concept. Communication today is done in an instant and in short bursts. The reading today is the beginning of a letter Paul writes to the church in Thessalonica. Paul’s purpose in writing this letter is to encourage and lift up the Christians, and Paul begins by reminding them of their importance to him and successes so far. In Corduroy Writes a Letter, Corduroy and Lisa write letters to businesses around their community to let them know what each business can do to be better. They learn the difference that can be made when we write a letter with the purpose of encouraging and uplifting the recipient of the letter. Note: This book is out of print and you will be astounded at how much a paperback used copy costs from the link above! A check of WorlcCat shows that nearly 1000 libraries hold a copy of this book. If you think you may want to use this book, we strongly recommend using interlibrary loan to borrow the book from another library if your public library doesn’t have it. Gospel Reading: Matthew 22:15-22 Church Harvest Mess-tival by Mike Thaler (Written for ages 6 and up) Comment: Halloween is just around the corner. If Jesus and the Pharisees were here today, I can imagine the Pharisees asking Jesus about celebrating Halloween as a Christian. I expect Jesus’ answer would be similar to what the little boy in Church Harvest Mess-tival learns. His mom has told him he can’t celebrate in the traditional way of trick or treating or dressing in scary costumes. Instead he has to go to church and be dressed as a biblical character. This little boy is expecting to sit in the pew, but his mom continues to describe what is planned for the festival, and he begins to get excited about it. Jesus says to the Pharisees “Give therefore to the emperor the things that are the emperor’s, and to God the things that are God’s.“ The good and difficult news for us is that everything belongs to God. God wants to be involved in every aspect of our life. We don’t have the luxury of boxing God into an hour on Sunday mornings. Giving to God what is God means we get to include God in all our celebrations, including Halloween. The Lectionary Links this week are written by Union Presbyterian Seminary alumna Elizabeth Boulware Landes.

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Architecture & public spaceShow more Architecture: The art of creating something that is not an artwork What architecture can and also has to achieve today becomes obvious when you look at some of the amazing examples included in the “Architecture and Urban Design” category of Red Dot 21. Virtually no other creative discipline is able to shape habitats – and therefore also our environment and cultural identity – as much as architecture and urban design. The Austrian architect and theorist, Adolf Loos, once wrote in an essay on architecture, “A house has to please everyone, contrary to the work of art which does not. A work is the private concern of the artist. A house is not.“ Indeed, buildings can never be seen independently of people’s perception. They are not a private matter as we constantly encounter them in the street-, city- and landscape. Their size alone means they always relate to their environment and can either blend in or stand out. Both approaches can be justified. However, ultimately, architecture first and foremost sets out to define and create spaces in which we can live or learn, work or manufacture something, store things or party. Architecture must therefore get to grips with the environment, but primarily also with the intended use of the building and should take into account functional, technical, social, ecological as well as emotional, cultural and aesthetic considerations. When the jurors of the Red Dot Design Award evaluate entries in this discipline, they initially differentiate submissions based on the purpose of the building. Is it an educational facility, a church, an office or a residential building? Does the formal design address this need in the best way possible? Was the design of the building planned so as to improve the experience of the user or inhabitant? Does it ensure he or she feels at ease and can focus on what brought him/her into the building in the first place? The aesthetic merits and practical use of a building play an equally important part in architecture. Add to that considerations such as position and integration of the building into its immediate surroundings, its proportions, the design of the façade, in other words the face the building shows the public, as well as construction, choice of materials, energy consumption, environmentally-friendly construction methods and sustainability. All these are further aspects that jurors take into account in their assessment. In our image gallery, you will find impressive buildings by renowned and still relatively unknown architectural firms for residential and education buildings, amongst others, that meet these criteria for good architecture. Public space: design for a better quality of life Designing public spaces is extremely complex. Here on Red Dot 21, we present successful examples of outstanding urban design from around the world. Design takes on one of the most difficult challenges when planning and design concern our surroundings. They shape our cultural identity at least as much as our contact with industrially manufactured goods. The design of streets, squares and buildings, as well as residential, office and business areas exerts an influence on our quality of life that should not to be underestimated. In no other area do humans interfere more with nature through the creation of artificial objects than in urban spaces. It is therefore all the more important for urban design to founded on a keen sense of responsibility towards nature and the environment. What matters is to create open spaces, buildings, streets, etc. in short surroundings in such a way that the use of non-renewable resources and raw materials is reduced and harmful influences on the environment are minimised. Another important aim is to create urban surroundings that are worth living in, that offer space for relaxation, for coming together, for celebrating and for going out, but also for working and shopping, for visits to the authorities, for learning and for culture. Frequently, it is only possible to tell decades later whether planning was successful or not. But there are smaller components that shape public spaces where acceptance by the inhabitants reveals itself much more quickly. They include installation of urban furniture such as benches or rubbish bins, carefully considered signposting systems or robust and welcoming playgrounds. Take the time to explore our “Urban Design” image gallery at leisure to find out which approaches cities around the world have taken when attempting to make inner-city life a little more pleasant.

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Salman Rushdie’s novel East, West in a way build’s on the idea of imaginary homelands Rushdie discusses in his essay. Rushdie uses different narrator’s throughout the the many short stories contained to propel the action of his narratives. Each narrator adds to the story through its unique voice and method of story-telling; both of which are shaped by the narrator’s perception of their reality. The two most memorable narrators with the most distinct voices of the first half of the book are arguably the narrators of the stories The Free Radio and Yorick. The Free Radio narrator is an old man that seems to be a bit of a town outsider, perhaps once an important man but now seemingly incidental to the rest of the people that live in it. Interestingly enough, the reader does not find out who the gender of the narrator is until kind of late in the story, and I was fairly surprised to realize that he was in fact a male. Due to his description of Ramani’s handsomeness and mostly his gossipy attitude that reminded me a bit of Sheila’s social circle from the Shakti segment of Vikram Chandra’s love and longing in Bombay. The narrators longevity in the town, and knowledge of people that once lived there but no do, as well as his clinging to old ways of life all effect the way he tells his story, and consequently, how the reader hears it. In the Yorick portion of the story, Rushdie in a way explicitly states a lot of what this book seems to imply about storytelling. The narrator creates a new, previously unknown back-story to the well known tale of Shakespeare’s Hamlet. The narrator seems to imply Rushdie’s sentiment of perception and the point of view of the narrator of a story being crucial to how a reader’s reality is formed in the line “It may be that the vellum is not wholly to be relied upon in regard…” In this story about a story, and about all stories recorded and passed on, Rushdie seems to be saying, like he did in his imaginary homeland’s essay, that while an author (or narrator) of a story can create an incredible depiction of the world as they perceive it or remember it, this does not mean that the world we are being drawn into is an objective reality. All literature, and all stories, is dramatically impacted by the experiences and the position of the author or narrator that relays them. Salman Rushdie uses the voice of many different narrators of East West. The use of this element allows Rushdie to enable the reader to see a world not just directly through his own eyes, but to see a world as Rushdie sees it through the eyes of others (if that makes any sense).

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Be a Mentor! Help us change the world for the better by being a role model for a young woman! You can help spread the word that technology and engineering are both fun, challenging and worthwhile. Mentors are a great way to help guide a young woman to success. Our ideal mentors are women and men in tech (undergraduates, graduates, or industry) who have some background in computer science, engineering, design or related fields. Here are some of the things that you as a mentor will be to a girl exploring tech: - A Cheerleader: Provide an encouraging, can-do attitude. You don’t need to have the answers! Just the ability to say “I don’t know, let’s check it out and learn together.” Encourage your mentee to attend monthly ChickTech events or other events in the tech community that might interest her. When possible, attend these events with her or help with transportation — getting the girls there is half the challenge, once they’re at the event we can engage and excite them. - A Sounding Board: Be a resource she can bounce ideas off of. Share your passion, experiences, lessons learned, and things you can envision for a young woman getting started. - An Advocate: Encourage her in considering college and depending on her age, support her school research (College Mapper is an excellent tool for narrowing down choices–it’s even free!). If your time allows, help her in the college application process. No time to help? That’s ok, let us know and we can connect her to resources that can. The typical time commitment is 4-5 hours per month. Not sure you know how to be a mentor? That’s ok! We’ll help with ideas and support you along the way. You’ll get to know other mentors and can exchange inspiration with one another as well. Please let us know if you’re interested by completing the registration form. If you have any questions, send them our way to [email protected]. Your enthusiasm and support can really make a difference in a girl’s career choice!

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3Robert HookeHe was an English scientist who cut a thin slice of cork and looked at it with a homemade microscope in 1665.Hooke compared what he observed to the cells, or box-like rooms, in which monks slept.Therefore he named the structures that make up cork “cells.” 4Review: Who am I? Anton van Leeuwenhoek was a Dutch lens maker, who was the first person to observe living cells. 5Anton van Leeuwenhoekused a simple microscope he had made to observe such things as blood, rainwater, and teeth scrapings.In 1675, he observed single-celled organisms in a drop of pond water, which he called these tiny living things “animalcules.” 6Review: Cell Theory Key players in the Cell Theory: Matthias Schleiden Theodor SchwannRudolph Virchow 7Cell structure and Function In the cell theory, cells are described as the basic unit of structure and function in living things.Do you know why the cell is described this way?Example: brick house 8Cell structure and Function (cont.) Many different kind of cells make up your body.In fact, every cell in your body is adapted to its function.Most cells are very small.Plant and animal cells usually are between 10 and 50 micrometers in size.The smallest cell may be 0.2 micrometers in diameter. 9Cell structure and Function (cont.) Some cells may be very large.Several nerve-cell axons in your legs are about 1 meter long.A large cell that is found in many animals is an egg.Ex: a single cell that you probably see everyday is a chicken egg.How many cells do you think make up and ostrich egg? 10Main Cell PartsWhat are the 3 main cell structures that control most of the activities in the cell?Cell membraneNucleusCytoplasm 11Cell MembraneCells are enclosed by a thin structure called the cell membrane.It is a living part of the cell made mostly of lipids and proteins.It is sometimes called the plasma membrane. 12Cell Membrane (cont.) The cell membrane has 3 important jobs: Protect the inside of the cell by separating the cell from its surroundings.Support the cell and give it shape.Controls the passage of substances into and out of the cell. 13Cell WallSome cells, such as plant cells, have a structure surrounding the cell membrane called the cell wall.Unlike the cell membrane, the cell wall is not a living part of the cell.Cell wall is made mostly of cellulose.It is a carbohydrate made up of many sugar molecules linked together.The cell wall also contains pectin, which is a starch used to thicken jams and jellies. 14Cell Wall (cont.) The cell wall has several functions: It protects the cell and give it shape.Provides cell with support.Because of the support provided by the cell wall, large plants do not need a skeleton. 15Nucleus The nucleus is the “control center” of the cell. It controls most of the activities that take place in the cell.It controls cell reproduction.What would happen to a cell if the nucleus were removed?The cell would not be able to carry on its activities or reproduce. It would die. 16Nucleus (cont.)The nucleus is separated from the rest of the cell by the nuclear membrane.Like the cell membrane, the nuclear membrane has 3 jobs. What do you think the 3 jobs are?Protects the inside of the nucleus.Support the nucleus and give it shape.Controls the passage of substances into and out of the nucleus. 17Nucleus (cont.)Within the nucleus there are nucleoli, which makes rRNA.These molecules are involved in making proteins.Chromosomes are also located in the nucleus.They control heredity.Heredity is the passing of traits from parent to offspring. 18CytoplasmCytoplasm is all the living substance in a cell except the nucleus.Most of the life processes take place within the cytoplasm of the cell.

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A team of University of Wollongong researchers say recycled tyres may be the solution to delivering high-speed rail and more efficient freight services in Australia. The Centre for Geomechanics and Railway Engineering is developing rubber shock mats to absorb energy from track movement. Professor Buddhima Indraratna said our country has one of the longest rail track networks in the world but we also have poor soil conditions, particularly along the east coast. “The weight of train traffic will eventually cause the track to sink and buckle in places, leading to unusable track that is costly to repair or increase the risk of derailments,” he said. The cost effective mats are made of chopped up tyres and bonded together. They can be placed under the track’s rock foundation or beneath the sleepers to absorb the energy from trains.

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People all over the world love Nutella. No kidding: A French family actually tried to name their kid after the stuff, someone invented a lock specifically to secure Nutella jars, and McDonald's Italia recently unveiled a Nutella burger. But where did this addictive treasure come from? As it turns out, the story runs thick with cocoa, hazelnuts, and blood. That last part isn't literally true, but hey! Now that we have your attention, buckle up: You're in for a crash course on the history of Nutella. Let's start at the beginning -- in 1806, that is, during the peak years of the Napoleonic Wars. You can credit the origin of the first cocoa and hazelnut combination to the tiny French emperor himself: It was his Continental Blockade that hampered trade and cut off access to the Piedmont region of Italy -- which, at the time, was the producer of the finest chocolate in the world. Cocoa prices skyrocketed due to high demand and low supply, and chocolatiers in the capital city of Turin began adding hazelnut -- an ingredient that was bountiful in Piedmont -- in an attempt to stretch out their batches, resulting in product called gianduja. While delicious, the combination didn't replace chocolate entirely; once the war ended and cocoa was accessible again, pure chocolate came back in style.

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Meaning of fairway Pronunciation: (fâr'wā"), [key] - an unobstructed passage, way, or area. - More important than long drives is keeping your ball on the fairway. - the part of the course where the grass is cut short between the tees and the putting greens, exclusive of the rough, trees, and hazards:More important than long drives is keeping your ball on the fairway. - the mowed part of any hole between the tee and the green:The foursome is now on the tenth fairway. - the navigable portion of a river, harbor, or other partly enclosed body of water. - the channel customarily navigated by vessels in such a body of water. - fairway (Thesaurus)

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Farm and companion animals need appropriate methods to administer authorised veterinary medicines to restore or safeguard their health and welfare. The provision of prescribed medicines, via medicated feed, allows for the treatment of farm animals and, in the future, companion animals in a stress-free and safe manner. This document outlines why we sometimes need to treat animals via medicated feed, the main types of in-feed medicines available and the regulatory controls that are in place safeguarding our food derived from animals. Medicated feed is one method that can be used to administer authorised veterinary medicines to animals. It complements other forms of administration such as injection, in-water, tablet or drench. It is an effective way to treat animals in a controlled, safe and welfare friendly manner. The production, supply and use of medicines, including those for in-feed treatment is highly regulated at all stages by UK and EU legislation. Farm Animal Health and Welfare In the production of a sustainable supply of nutritious and safe food, farmed animals and fish are often reared in groups i.e. in herds, or flocks. An important aspect of herd and flock health is the development of health plans with veterinary surgeons. These plans focus on preventative health measures, including good biosecurity, hygiene and nutrition to reduce the incidence of disease. The use of vaccines, where available, is also an important tool to reduce disease on farm. Preventing or reducing the incidence of disease in the first instance is a welfare-friendly and sustainable approach to farm animal medicine – by reducing pain and suffering in animals and reducing the costs involved in treating disease outbreaks. However, despite all these measures, animals – just like people, can and do succumb to disease. Importantly, safeguarding the health and welfare of animals reared in groups means taking into consideration the fact that when an animal becomes ill, other in-contact animals are at risk of acquiring that infection also. Practically, this means that groups of animals, which may be sub-clinically infected (infected but not yet showing clinical signs of being ill), may also require treatment based on veterinary advice. This mode of treatment, called metaphylaxis, ensures that in addition to those animals that are clinically ill, those that are sub-clinically infected and those with a high likelihood of becoming infected are also treated so their welfare does not suffer. Handling larger groups of animals to administer a medicine, for example by injection, to each individual is stressful for the animals concerned, impractical and can pose animal and farmer safety risks. The provision of prescribed veterinary medicines in-feed is often an appropriate route to treat those groups of animals. This is particularly relevant to the UK, where pig welfare has been a priority and, for example, outdoor pig production now accounts for 40% of total pig production (1). It is also essential for administering medicines to farmed fish, which is an important industry here in the UK. Companion Animal Health and Welfare Our companion animals also have the potential, in certain circumstances, of benefitting from receiving their medication via feed. Examples include long-term treatments for chronic conditions in animals that can become stressed or are unmanageable for owners using alternative routes of administration e.g. giving tablets to cats. Current proposals to update the EU legislation that governs medicated feed aim to expand and encourage the development and innovation of medicated feed products for our companion animals (2). The animal health sector welcomes these proposals and supports the need to increase the range and availability of in-feed veterinary medicinal products In-feed Veterinary Medicines The main types of medications that are currently available for in-feed treatment reflect the prevalent infection and disease threats on farms. These are primarily antibiotics and antiparasitics, but also include pain-relieving medication. There is potential to expand this list in the companion animal sector in the future to address specific companion animal health problems. Commonly occurring bacterial diseases in farm animals include respiratory and gastrointestinal (gut) infections. When these infectious bacterial diseases occur on farm, within a group of animals, in-contact animals may also be at risk. The treatment of bacterial disease, via antibiotics in a medicated feed can only occur with a veterinary prescription. This is because all antibiotics are classified as ‘POM-V or Prescription Only Medicines – Veterinary Surgeon’ meaning they can only be supplied on prescription by the vet. The animal health sector supports the use of antibiotics in a responsible manner. This means antibiotics should be used ‘as little as possible, but as much as necessary’. The routine, on-going or continuous, treatment of animals with antibiotics in-feed is not supported. Furthermore, antibiotics must not be used to compensate for poor hygiene or for inadequate husbandry conditions or where improvements in animal husbandry could reduce the need for antibiotic treatment. These important medicines should be used according to the approved recommendations issued when they were licensed by the veterinary regulator and in accordance with responsible use principles (3) (further information is available in the NOAH ‘Responsible Use’ briefing document). Antibiotics are not used in animals for growth promotion purposes. This practice was banned in the EU in 2006. Parasitic diseases, in farm animals and our pets, are very common and should be effectively controlled to avoid poor health and welfare. In poultry flocks and pig herds, the control of internal parasites (endo-parasites) and external parasites (ecto-parasites) can be managed practically through the provision of an anti-parasitic medicated feed. Anti-parasites are generally classified as POM-VPS medicines, meaning they can only be supplied on prescription by a veterinary surgeon, pharmacist or suitably qualified person. The Responsible Use of Medicines in Agriculture Alliance (RUMA) have produced advice on the responsible use of anti-parasitic medicines in farmed species (4) and further information will also be available in the NOAH anti-parasitics briefing documents. There are a comprehensive range of regulatory control measures in place that govern the authorisation, manufacture, distribution, marketing, sale and use of veterinary medicine products and medicated feed. These include UK veterinary medicine regulations and a framework of EU legislation (5, 6). All veterinary medicines, including those used to make medicated feed have been approved according to strict quality, efficacy and safety criteria. Veterinary medicines, which have been approved for use in-feed, are only supplied on prescription to licensed and approved feed business operators for incorporation into feed. In the UK, feed business operators are subject to licensing and inspection and they must comply fully with the full provision of Veterinary Medicines Regulation (7). These controls provide a framework whereby medicated feeds are prepared in a quality controlled and safe manner according to international standards with full traceability. Another important safeguard of special importance for food producing animals is adherence to withdrawal periods: the time during which treated animals, including those treated with medicated feed, cannot be slaughtered for food, nor can their products (e. g meat, milk and eggs) enter the food chain (8). Extensive surveillance testing for veterinary medicines residues by highly sensitive methods and enforcement of the required withdrawal period by regulatory authorities ensures the safety of food from such animals, with results being published (9). - The provision of veterinary medicinal products via medicated feed is a stress-free and safe way to safeguard farm, and in the future, companion animal health and welfare. - The main types of veterinary medicinal products in medicated feed represent the key disease threats and include antibiotics and anti-parasitics. - Animals raised in groups require special consideration to prevent and treat disease in those animals in-contact to protect their health and welfare. - There are a comprehensive range of regulatory controls imposed on the manufacture, supply and use of medicated feed and on the surveillance of residues in food from animals. Updated May 2016 - AHDB Pork statistics on UK pig production: http://pork.ahdb.org.uk/pig-production/outdoor/ - European Commission proposal for Medicated Feed Regulations: http://ec.europa.eu/food/food/animalnutrition/labelling/medicated_feed_en.htm - Responsible Use of Medicines Alliance (RUMA): ruma.org.uk - RUMA advice on the responsible use of anti-parasitic medicines in farmed species ruma.org.uk/antiparasitics/ - UK 2013 Veterinary Medicine Regulations, schedule 5: Medicated feedingstuffs and specified feed additives legislation.gov.uk/uksi/2013/2033/pdfs/uksi_20132033_en.pdf - Legal framework governing medicinal products for veterinary use in the EU: http://ec.europa.eu/health/veterinary-use/legal-framework/index_en.htm - Veterinary Medicines guidance note no 17 on medicated feedingstuffs and specified feed additives: Updated October 2014 gov.uk/government/uploads/system/uploads/attachment_data/file/424676/VMGNote17.PDF - NOAH publishes a comprehensive listing of manufacturers’ recommended and approved withdrawal periods in the Compendium of Data Sheets for Animal Medicines: www.noahcompendium.co.uk. - VMD guidance on residue surveillance: gov.uk/guidance/residues-surveillance

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Why China’s middle class supports the Communist Party Those in the West commonly believe that economic growth and a burgeoning middle class in China will lead to democratic reform. But research on China’s middle class shows its lack of opposition to the Communist regime as well as some support for the party-state. Sydney — Much is expected of China’s growing middle class. Since 2002, the Chinese Communist Party has embraced the idea of expanding the middle class so that it becomes more than half the total population by 2050 in order to encourage consumption and to ensure social stability. For China’s urban population, middle-class growth is the promise of increased prosperity and a consumer society. For the rest of the world, an expanding middle class in China suggests market demand to be fulfilled and through their understanding of social history in Europe and North America, the prospect of a democratic China. The common belief of the last 20 years outside China is that economic growth, a growing middle class, and the rise of entrepreneurs inevitably lead to democracy. Everyone knows democratic countries do not go to war with each other, and that a democratic China means thereby less of a "China threat." The China threat may indeed disappear, but this is unlikely to be because of a rising middle class. The problems with these various equations are that different meanings of the middle class have been elided, even though they may have nothing in common. However it is conceptualized, the middle class in China is actually small despite the current rhetoric. And last but by no means least, China’s socio-political experience is not that of Europe or North America. The middle class in China remains an essential part of the state from which it has emerged and is not very likely to be the Chinese equivalent of the European or North American bourgeoisie with whom it is often equated. The middle class has at various times been many things, and it makes little sense to equate the bourgeoisie, the professional and managerial classes, the leisured classes, and the comfortably well-off, though they clearly overlap. The idea that the middle class leads to liberal democracy comes from two sources. The first was American political sociologist Barrington Moore’s interpretation of social and political change in Europe. It centered on the well-known mantra of “no bourgeoisie, no democracy.” The other was the political scientist Samuel Huntington’s much later argument that complex societies generate middle classes who demand political pluralism. Most usually and most recently, social scientists have generally distinguished the middle class in advanced industrial societies as those whose social position comes from their possession of skills, knowledge, and experience, as opposed to the dominant class who possesses or controls economic wealth, and the subordinate classes dependent on their manual labor. Despite appearances to the contrary, China is neither particularly advanced nor capitalist. Though economic growth has been spectacular since 1978, GDP per capita in 2013 (in purchasing power parity) is still only $9,300 in US dollars. This compares to $50,700 for the United States and $37,500 for Britain. China's 2013 GDP per capita is roughly at the same level as the Soviet Union in 1989 – $9,211 – at the height of its economic growth. China is also not a capitalist system, despite elements of its development having capitalist characteristics. Since 1978, the People's Republic of China has been a reforming, socialist, market economy. It has elements of a redistributive economy alongside and interacting with elements of a market economy. There is a vast and growing marketized sector of the urban economy, and market forces have impacted the operation of the public sector. At the same time, though, the state sector and the redistributive economy have remained politically superior. The public sector now only produces about 25 percent of GDP, but the remainder of economic production is not private, though often regarded as such. There is some private enterprise, but the majority of enterprises are public-private hybrid enterprises. This is even true of the foreign-invested enterprises that contribute 15 percent of GDP. And even leaving the public-private enterprises aside, some 25 percent of all enterprises registered as private enterprises are in fact owned by state-owned parent companies. There is, of course, private wealth in China – some 212 billionaires (in US dollars) in 2012 and some 1 million-plus millionaires (defined in China for some reason in terms of 10 million Chinese dollars) – but considerably less than sometimes suggested. Statistics identify 1.3 percent of the workforce as private entrepreneurs, and 9.5 percent as self-employed individual businesspeople. The difference between the two categories is largely one of scale: Individual businesses can hire up to eight people; anything bigger is a private enterprise. Most of the self-employed are not so much enterprise owners as part of the informal economy, working largely for themselves, with a preponderance of small shopkeepers, stall holders, peddlers, and the like. Even many of the designated private entrepreneurs are rather small-scale and more part of the informal economy. The profile of both entrepreneurs and the professional and managerial middle classes is remarkably similar, not least because the majority of the former – entrepreneurs – were previously part of the latter – the professional and managerial middle classes. Repeated surveys have demonstrated not only that about two-thirds of private entrepreneurs previously worked in the party-state, but that about 1 in 5 previously held an official position of leadership in either the government or the party. The majority of today’s professional and managerial classes are largely to be found in the party-state, as before. And they are found not just in the institutions of the government and the party, but in the health, education, and welfare sectors, though there are increasing numbers in managerial positions in the expanding economy. The middle class has certainly grown with the reform era and economic growth, but the central role of the state acts as a check on greater growth, and the consequence is that it is currently relatively small, at about 12 percent of the working population. While the entrepreneurial, professional, and managerial middle classes are close to the party-state – having emerged from within its ranks – the party-state has also certainly acted to ensure their loyalty. About 40 percent of entrepreneurs are members of the Chinese Communist Party, and most participate in political activities in other ways, such as sitting on representative bodies and joining local government associations, not least because this is seen by businesspeople themselves as good business practice. The state-employed professional and managerial classes have been effectively allowed to maintain their lifetime employment tenure, despite reforms to the contrary elsewhere in the economy. Moreover, they have been the prime beneficiaries of housing privatization since the mid-1990s, gaining subsidized access to ownership of their previously public-owned housing. Research on China’s middle classes repeatedly demonstrates not just the lack of political opposition to the regime but (in their view) a degree of support for a party-state operating under difficult conditions. Where there is criticism, it is a desire for greater efficiency and social justice within the current system, not a change of regime. David Goodman, professor of Chinese studies at the University of Sydney and Nanjing University is co-author with Beatriz Carillo of “China’s Peasants and Workers: Changing Class Identities." © 2013 Global Viewpoint Network, Distributed by Tribune Content Agency, LLC. Hosted online by The Christian Science Monitor.

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Managing Invasive Plants in Your Woodlot At the Thursday, June 11th Cumberland Woodland Owners Association Meeting, PA DCNR specialists, Kelly Sitch, Bureau of Forestry Botanist, and John Schwartzer, Bureau of Forestry Service Forester will speak about the impact of invasive plants and control methods. Invasive plants are impacting the regeneration and management of private and public forests. They are slowly changing the character of our natural ecosystems by displacing native plants, impacting native wildlife habitat, increasing soil erosion, and limiting forestry management options. Private landowners need more information about how to identify invasive plant species problems and how to apply effective management practices. The meeting will be at 7:00 PM, at the Cumberland County Extension Office which is located at 310 Allen Road in Carlisle. You do not have to be a member and there is no cost to attend. Invasive insects, plants, and microbes have had and continue to have a significant harmful impact on U.S. forests. Invasive plants easily colonize the disturbed areas and enter adjacent woodlands. Invasive plants also can interfere with the growth of new trees. Competition from invasive plants reduces native plant diversity, and can harm animals that depend on native plants for food and shelter. Invasive plants threaten the habitat of two-thirds of all threatened and endangered wildlife species. It is estimated by the U.S. Forest Service that economic damages caused by nonindigenous species and costs for control and management of these species exceed $137 billion per year. One of the best ways to control these plants is for woodland owners to familiarize themselves with the plants and work with local officials and agencies to start eradication programs. The Cumberland Woodland Owners Association is an organization of forestland owners and others interested in forestry issues in south central Pennsylvania. For more information about the meeting or the Cumberland Woodland Owners Association, contact Fred Peabody at 717/776-3565 (email: [email protected]).

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Manufacturing is one of the most lucrative sectors within the United Kingdom. As there is always a demand for goods and services, countless aspiring applicants will opt for a position in this industry. As should already be realised, this is quite a diverse category and the job titles are just as disparate. A few examples include: These are quite broad in scope and more specific roles such as industrial product design and food production are just as important to the consumer. Manufacturing Job Education Requirements As is frequently the case with large fields, the qualifications necessary to enjoy a lucrative career in manufacturing will depend primarily upon the role desired. An entry-level fabricator or in-house factory worker may need few qualifications while management positions normally dictate that the applicant possess a four-year degree in fields such as business management, accounting, personnel management or even engineering. Another route that can be chosen is to attend a vocational school that specifies in a certain industry. For example, one who is applying for a position as a materials scientist will need to provide accreditation that includes a university degree, the proper certification and prior experience in a similar field. While this scholastic knowledge is important, skills such as attention to detail and the ability to work within a high-pressure environment are just as necessary. Manufacturing Job Market Like many modern countries, the United Kingdom is a consumer-driven economy. Thus, the manufacturing sector is extremely diverse. While this is true from a broad perspective, it also needs to be recognised that computers and information technology now exhibit a pronounced presence in the industry. Therefore, many analysts believe that applicants who are proficient in these skills are thought to stand a better chance within the employment market. Manufacturing Job Salaries Statistics have shown that the average salary within general manufacturing is £24,595. It is expected that these wages should moderately increase in the future along with the competition itself.

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It is during the new-math era, for example, that calculus was introduced as a high school subject, albeit only for a select group of students. Ironically, a curricular reform designed to introduce new rigor and bring higher-order subjects lego racers 1 full game more racets in secondary school appears to have resulted in a strong movement away from math at the collegiate level. Given that the substitution of rigor for practicality appears to have turned students off to math, it childrens book prints to reason that substitution in the reverse direction would undo the effect. And indeed, the wane of the new-math movement in the late 1960s and early 1970s might explain the resurgence of interest in math-intensive majors, the only such episode observed over a period of 75 years, among those graduating from college in the late 1970s and early 1980s. The resurgence was short-lived.

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Mother's Day: Google Doodle celebrates the day with image of cycling family Google has celebrated Mother’s Day with a Doodle that depicts a mum cycling with her young son and daughter. While Mother’s Day has set dates in other countries, in Ireland Mothers' Day is marked on the fourth Sunday of Lent. The day's origins lie in domestic servants and apprentices being given the day off by their employers to visit their mother and the rest of their family. The occasion is also linked to customs dating back to the 16th century, when it is believed that people would visit the ‘mother church’ – the main church or cathedral in their area - in the build up to Easter. Giving a bouquet of flowers on Mothering Sunday is said to come from children picking newly-blossomed wild flowers and violets on their way to church. Mothering Sunday was also known as Refreshment Sunday, as the strict Lent rules in some denominations were relaxed. Both Old and New Testament lessons on mid-lent Sunday address the topic of food, including the well-known Gospel telling of how Jesus fed five thousand people with only five small barley loaves and two small fish. Families were therefore allowed to indulge briefly on Mother's Day, and would eat Simnel which was customarily topped with moreish sugar violets.

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Negro Building: Black Americans in the World of Fairs and Museums Mabel O. Wilson University of California Press, 2012 Focusing on black Americans’ participation in world’s fairs, Emancipation expositions, and early black grassroots museums, Negro Building traces the evolution of black public history from the Civil War through the civil rights movement of the 1960s. Mabel O. Wilson gives voice to the figures that conceived the curatorial content — Booker T. Washington, W.E.B. Du Bois, Ida B. Wells, A. Philip Randolph, Horace Cayton and Margaret Burroughs. As the 2015 opening of the National Museum of African American History and Culture in Washington, D.C., approaches, the book reveals why the black cities of Chicago and Detroit became the sites of major black historical museums rather than the nation’s capital — until now.

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One of the mysteries of the English language finally explained. A chemical, biological or radioactive weapon capable of causing widespread death and destruction. - ‘This sounds like a weapon of mass destruction to me.’ - ‘Police departments across the country lack the protective gear necessary to secure a site struck by a weapon of mass destruction.’ - ‘Several people end up seeking out the case for all sorts of different reasons, most of them not knowing that there is a weapon of mass destruction inside.’ - ‘The use of depleted uranium in shells has been twice condemned as a weapon of mass destruction by the United Nations Commission on Minorities and Human Rights.’ - ‘Not only do we have our own weapons of mass destruction but we are investing in new ones!’ - ‘Terrorist use of a weapon of mass destruction is a frightening prospect.’ - ‘We are campaigning for the abolition of nuclear weapons and all other weapons of mass destruction.’ - ‘It had never attacked a nation to stop it from obtaining either nuclear weapons or any other weapon of mass destruction.’ - ‘For instance, he might not have bothered at all about the weapons of mass destruction.’ - ‘Yes, I'm talking about the alleged weapons of mass destruction that were never found.’ - ‘What precisely is a weapon of mass destruction?’ - ‘In the months since, the allies have been scouring the place and have not come up with a single weapon of mass destruction.’ - ‘Like a nuclear bomb, a chemical or biological weapon is a weapon of mass destruction.’ - ‘Weaponised ricin is a weapon of mass destruction.’ - ‘An atomic bomb is a weapon of mass destruction which uses nuclear fission to produce vast amounts of energy.’ - ‘Ricin has the potential to be used as an agent of biological warfare and as a weapon of mass destruction.’ - ‘At the time of writing the big question is, where are the weapons of mass destruction?’ - ‘He then spoke about what might happen if terrorists used a weapon of mass destruction against the United States.’ Top tips for CV writingRead more In this article we explore how to impress employers with a spot-on CV.

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Natchitoches Indians, Natchitoches tribe. The word “Natchitoches” is generally supposed to be derived from “nashitosh”, the native word for pawpaw but an early Spanish writer, Jose Antonio Pichardo, was told that it was from a native word “nacicit” signifying “a place where the soil is the color of red ochre,” and that it was applied originally to a small creek in their neighborhood running through red soil. The following are synonyms: Enter a grandparent's name to get started. - Nachittoos, Yoakum, 1855-56, vol. 1, p. 392. - Nachtichoukas, Jefferys, 1761, pt. 1, p. 164. - Nacitos, Linares (1716) in Margry, 1875-86, vol. 6, p. 217. - Nactythos, Iberville (1699) in Margry, 1880, 1875-86, vol. 4, p. 178. - Nadchito, Bienville (1700), in Margry, 1875-86, vol. 4, p. 434. - Naketosh, Gatschet, Caddo and Yatassi MS., p. 77, B. A. E. - Napgitache, McKenney and Hall, 1854, vol. 3, p. 82. - Naquitoches, Belle-Isle (1721), in Margry, 1875-86, vol. 6, p. 341. - Nashi’tosh, Mooney, 1896, p. 1092. - Nasitti, Joutel (1687) in Margry, 1875-86, vol. 3, p. 409. - Natsytos, Iberville (1699) in Margry, 1875-86, vol. 4, p. 178. - Notchitoches, Carver, 1778, map. - Yatchitcohes, Lewis and Clark, 1840, p. 142. Natchitoches Connections. They belonged to the Caddo division of the Caddoan linguistic stock, their nearest relatives being the Indians of the Kadohadacho and Hasinai Confederacies. Natchitoches Location. In northwestern Louisiana. - Doustioni, appearing sometimes as Souchitioni, a small tribe near the present Natchitoches. - Natchitoches, close to the present site of Natchitoches. - Ouachita, on Ouachita River not far from the present Columbia. Yatasi, on Red River near Shreveport. - A tribe called Capiché is mentioned by Tonti, but it is otherwise never referred to. Another called Nakasa, Nakasé, Natches or Natache was probably a part of the Yatasi, and Tonti mentions a tribe called Choye, probably the Chaye of Joutel (1713), as a people associated with the Yatasi. At a relatively late date part of the Yatasi went to live with the Indians of the Kadohadacho Confederation while the rest settled close to the Natchitoches. Moscoso, De Soto’s successor, perhaps encountered some of the tribes of this group though his route lay farther north and west. On February 17, 1690, Tonti reached the villages of these Indians coming from the Taensa on Lake St. Joseph, and went on up the river to the Kadohadacho, visiting the Yatasi on the way. In March 1700 Bienville followed the same route from the Taensa and reached the Natchitoches Indians in April, stopping at the Ouachita town en route. He went up Red River as far as the Yatasi and then returned to Biloxi. In 1702 the Natchitoches tribe, having lost their crops, descended the Red River and the Mississippi to the French fort near the mouth of the latter, then commanded by Louis Juchereau de St. Denis, who received them kindly and sent them to live with the Acolapissa Indians on Lake Pontchartrain. A few years later St. Denis visited the Natchitoches country himself. In 1707 four Indians of this tribe took part in an expedition against the Chitimacha to avenge the death of the missionary St. Cosme. In 1713-14 St. Denis sent for the Natchitoches Indians in order to take them back to their old country, where he had planned to establish a post. On learning of the intentions of their neighbors, the Acolapissa Indians fell upon them, killed 17 and captured 50 women and girls, but the latter were apparently recovered soon afterward and all were returned to their old town, where the post was established according to plan in 1714. From this time until his death St. Denis’ career was intimately bound up with this post and the Indians about it, though he was frequently engaged in expeditions into and across Texas. He was formally appointed commandant of the post July 1, 1720, and retained it until his death in June 1744. In 1731, with the assistance of his Indians and a detachment of soldiers from the Spanish post of Adai, he won a signal victory over a large body of Natchez Indians, the only clear-cut advantage which the French gained in the Natchez War. In the meantime Natchitoches had become the center of a flourishing trade with the Indians extending far to the north and west, and when St. Denis died his son, Louis de St. Denis continued to enjoy the advantages of it and to share the prestige of his father. During all of this time, however, the Natchitoches Indians seem to have been decreasing, and toward the end of the eighteenth century they parted with most of their lands to French Creoles, though their relations with the latter seem to have been uniformly cordial. Part of them remained in their old country permanently and either died out or mixed with the newcomers, while the rest joined their relatives of the Kadohadacho and Hasinai Confederations and followed their fortunes. Natchitoches Population. In 1700 Bienville estimated that there were 400-450 warriors in the Natchitoches Confederacy, but in 1718 he reported that the number had fallen to 80, while La Harpe (1831) reported a total population of 150-200. In 1805 Sibley (1832) reported 52 warriors and for the Natchitoches tribe by itself, 32, and 20 years later a total population of 61 was returned. An estimate of 1,000 for all of these tribes before White contact would probably be ample. Connection in which they have become noted. The city of Natchitoches, La., is named after this group of tribes and is noteworthy as the oldest permanent settlement in the State. The victory which they enabled St. Denis to win over the Natchez Indians occupies a noteworthy place in the history of the section.

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HMS Java (1811) |It has been suggested that this work be split into multiple pages. If you'd like to help, please review the style guidelines and help pages. Journal of Commodore William Bainbridge Extract from Commodore Bainbridge's Journal Kept on board the U. S. Frigate Constitution Tuesday 29th December 1812: At 9 AM, discovered two Strange Sails on the weather bow, at 10. AM. discovered the strange sails to be Ships, one of them stood in for the land, and the other steered off shore in a direction towards us. At 10.45. We tacked ship to the Nd & Wd and stood for the sail standing towards us,-At 11 tacked to the Sd & Ed hauld up the mainsail and took in the Royals. At 11.30 AM made the private signal for the day, which was not answered, & then set the mainsail and royals to draw the strange sail off from the neutral Coast. Wednesday 30th December 1812, (Nautical Time) Commences with Clear weather and moderate breezes from E.N.E. Hoisted our Ensign and Pendant. At 15 minutes past meridian, The ship hoisted her colours, an English Ensign, --having a signal flying at her Main Red Yellow-Red At 1.26 being sufficiently from the land, and finding the ship to be an English Frigate, took in the Main Sail and Royals, tacked Ship and stood for the enemy At 1 .50. P.M, The Enemy bore down with an intention of rakeing us, which we avoided by wearing. At 2, P.M, the enemy being within half a mile, of us, and to wind ward, & having hawled down his colours to dip his Gafft, and not hoisting them again except a Union Jack at the Mizen Mast head, (we having hoisted on board the Constitution an American Jack forward Broad Pendant at Main, American Ensign at Mizen Top Gallant Mast head and at the end of The Gafft) induced me to give orders to the officer of the 3rd Division to fire one Gun ahead of the enemy to make him show his Colours, which being done brought on afire from us of the whole broadside, on which he hoisted an English Ensign at the Peak, and another in his weather Main Rigging, besides his Pendant and then immediately returned our fire, which brought on a general action with round and grape. The enemy Kept at a much greater distance than I wished, but Could not bring him to closer action without exposing ourselves to several rakes.-Considerable Manoeuvers were made by both Vessels to rake and avoid being raked. The following Minutes Were Taken during the Action At 2.10. P.M, Commenced The Action within good grape and Canister distance. The enemy to windward (but much farther than I wished). - At 2,30. P.M, our wheel was shot entirely away - At 2.40. determined to close with the Enemy, notwithstanding her rakeing, set the Fore sail & Luff'd up close to him. - At 2,50, The Enemies Jib boom got foul of our Mizen Rigging - At 3 The Head of the enemies Bowsprit & Jib boom shot away by us - At 3.5 Shot away the enemies foremast by the board - At 3.15 Shot away The enemies Main Top mast just above the Cap - At 3.40 Shot away Gafft and Spunker boom - At 3.55 Shot his mizen mast nearly by the board - At 4.5 Having silenced the fire of the enemy completely and his colours in main Rigging being [down] Supposed he had Struck, Then hawl'd about the Courses to shoot ahead to repair our rigging, which was extremely cut, leaving the enemy a complete wreck, soon after discovered that The enemies flag was still flying hove too to repair Some of our damages. - At 4.20. The Enemies Main Mast went by the board. - At 4.50 [Wore] ship and stood for the Enemy - At 5.25 Got very close to the enemy in a very [effective] rakeing position, athwart his bows & was at the very instance of rakeing him, when he most prudently Struck his Flag. Had The Enemy Suffered the broadside to have raked him previously to strikeing, his additional loss must have been extremely great laying like a log upon the water, perfectly unmanageable, I could have continued rakeing him without being exposed to more than two of his Guns, (if even Them) After The Enemy had struck, wore Ship and reefed the Top Sails, hoisted out one of the only two remaining boats we had left out of 8 & sent Lieut [George] Parker 1st of the Constitution on board to take possession of her, which was done about 6. P.M, The Action continued from the commencement to the end of the Fire, 1 H 55 m our sails and Rigging were shot very much, and some of our spars injured-had 9 men Killed and 26 wounded. At 7 PM. The boat returned from the Prize with Lieut. [Henry D.] Chads the 1st of the enemies Frigate (which I then learnt was the Java rated 38 - had 49 Guns mounted--) -and Lieut Genl [Thomas] Hislop-appointed to Command in the East Indies,-Major Walker and Capt Wood, belonging to his Staff. -Capt [Henry] Lambert of the Java was too dangerously wounded to be removed immediately. The Cutter returned on board the Prize for Prisoners, and brought Capt [John] Marshall, Master & Commander of The British Navy, who was passenger on board, as also Several other Naval officers destined for ships in the East Indies. The Java had her whole number complete and nearly an hundred supernumeraries. The number she had on board at the commencement of the Action, The officers have not candour to say; from the different papers we collected, such as a muster book, Watch List and quarter Bills, she must have had upwards of 400 souls, she had one more man stationed at each of her Guns on both Decks than what we had The Enemy had 83 wounded & 57 Kill'd. The Java was an important ship fitted out in the compleatest manner to [carry out] the Lieut. Genl & dispatches. She had Copper &c. on board for a 74 building at Bombay, and, I suspect a great many other valuables, but every thing was blown up, except the officers baggage when we set her on fire on the 1st of January 1813 at 3 P.M. Nautical Time. Lieutenant Chads was the senior surviving officer of HMS Java, her Captain's wound being mortal. United States Frigate Constitution off St Salvador Janr 1st 1813 Sir, It is with deepest regret that I write you for the information of the Lords Commissioners of the Admiralty that His Majesty's Ship Java is no more, after sustaining an action on the 29th Inst for several hours with the American Frigate Constitution which resulted in the Capture and ultimate destruction of His Majestys Ship. Captain Lambert being dangerously wounded in the height of the Action, the melancholy task of writing the detail devolves on me. On the morning of the 29th inst at 8 AM off St Salvador (Coast of Brazil) the wind at NE. we perceived a strange sail, made all sail in chace and soon made her out to be a large Frigate; at noon prepared for action the chace not answering our private Signals and backing towards us under easy sail; when about four miles distant she made a signal and immediately tacked and made all sail away upon the wind, we soon found we had the advantage of her in sailing and came up with her fast when she hoisted American Colours. she then bore about three Points on our lee bow at 1:50 PM the Enemy shortened Sail upon which we bore down upon her, at 2:10 when about half a mile distant she opened her fire giving us her larboard broad-side which was not returned till we we were close on her weather bow; both Ships now manoeuvered to obtain advantageous positions; our opponent evidently avoiding close action and firing high to disable our masts in which he succeeded too well having shot away the head of our bowsprit with the Jib boom and our running rigging so much cut as to prevent our preserving the weather gage At 3:5 finding the Enemies raking fire extremely heavy Captain Lambert ordered the Ship to be laid on board, in which we should have succeeded had not our foremast been shot away at this moment, the remains of our bowsprit passing over his taffrail, shortly after this the main topmast went leaving the Ship totally unmanageable with most of our Starboard Guns rendered useless from the wreck laying over them At 3:30 our Gallant Captain received a dangerous wound in the breast and was carried below, from this time we could not fire more than two or three guns until 4:15 when our Mizen mast was shot away the Ship then fell off a little and brought many of our Starboard Guns to bear, the Enemy's rigging was so much cut that he could not now avoid shooting ahead which brought us fairly Broadside and Broadside. Our Main yard now went in the slings both ships continued engaged in this manner till 4:35 we frequently on fire in consequence of the wreck laying on the side engaged. Our opponent now made sail ahead out of Gun shot where he remained an hour repairing his damages leaving us an unmanageable wreck with only the mainmast left, and that toterring; Every exertion was made by us during his interval to place this Ship in a state to renew the action. We succeeded in clearing the wreck of our Masts from our Guns. a Sail was set on the stumps of the Foremast & Bowsprit the weather half of the Main Yard remaining aloft, the main tack was got forward in the hope of getting the Ship before the Wind, our helm being still perfect. the effort unfortunately proved ineffectual from the Main mast falling over the side from the heavy rolling of the Ship, which nearly covered the whole of our Starboard Guns. We still waited the attack of the Enemy, he now standing toward us for that purpose. on his coming nearly within hail of us & from his manoeuvre perceiving he intended a position a head where he could rake us without a possibility of our returning a shot. I then consulted the Officers who agreed with myself that on having a great part of our Crew killed & wounded our Bowsprit and three masts gone, several guns useless, we should not be justified in waisting the lives of more of those remaining whom I hope their Lordships & Country will think have bravely defended His Majestys Ship. Under these circumstances, however reluctantly at 5:50 our Colours were lowered from the Stump of the Mizen Mast and we were taken possession a little after 6. by the American Frigate Constitution commanded by Commodore Bainbridge who immediately after ascertaining the state of the Ship resolved on burning her which we had the satisfaction of seeing done as soon as the Wounded were removed. Annexed I send you a return of a killed and wounded and it is with pain I perceive it so numerous also a statement of the comparative force of the two Ships when I hope their Lordships will not think the British Flag tarnished although success has not attended us. It would be presumptive in me to speak of Captain Lamberts merit, who, though still in danger from his wound we still entertain the greatest hopes of his being restored to the service & his Country. It is most gratifying to my feelings to notice the general gallantry of every Officer, Seaman & Marine on board. in justice to the Officers I beg leave to mention them individually. I can never speak too highly of the able exertions of Lieuts. [William A.] Herringham & Buchanan and also Mr. [Batty] Robinson Master who was severely wounded and Lieuts Mercer and Davis [David Davies] of the Royal Marines the latter of whom was also severely wounded. To Capt Jno Marshall RN who was a passenger I am particular]y obliged to for his exertions and advice throughout the action. To Lieutt Aplin who was on the Main Deck and Lieutt Sanders who commanded on the Forecastle, I also return my thanks. I cannot but notice the good conduct of the Mates, & Midshipmen. many of whom are killed & the greater part wounded. To Mr T. C. [Thomas Cooke] Jones Surgeon and his Assistants every praise is due for their unwearied assiduity in the care of the wounded. Lieutt General [Thomas] Hislop, Major Walker and Captain [J. T.] Wood of his Staff the latter of whom was severely wounded were solicitous to assist & remain on the quarter Deck I cannot conclude this letter without expressing my grateful acknowledgement thus publicly for the generous treatment Captain Lambert and his Officers have experienced from our Gallant Enemy Commodore Bainbridge and his Officers. I have the honor to be [&c.] W [H] D Chads, 1st Lieut of His Majestys late Ship Java To John Wilson Croker Esquire PS. The Constitution has also suffered severely, both in her rigging and men having her Fore and Mizen masts, main topmast, both main topsailyards, Spanker boom, Gaff & trysail mast badly shot, and the greatest part of the standing rigging very much damaged with ten men killed. The Commodore, 5 Lieuts and 46 men wounded four of whom are since dead. - National Archives, Record Group 45, Captain's Letters, 1813, Vol.1, No.8 1/2. - British Public Record Office, Admiralty 1/5435.

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Multimeter Facts And How To Buy One Digital multimeters are very popular testing units for electronic gadgets and anything else that involves electronic properties like resistance, current, capacitance, frequency etc. You might want to buy a DMM to check the battery voltage output of your car, or maybe check if a circuit that you made for your school project is working out okay. No matter what purpose you are buying your DMM for, there’s always a suitable product. Fluke multimeters are pretty good, and you can check the online marketplaces for the best multimeter for the money. For a basic one, you shouldn’t need spending above $20. DMM: What is it? An automated tool that measures voltage, current, resistance, temperature etc. and shows the final result on a screen. It is called a multimeter because an ammeter, a voltmeter and an ohmmeter is combined into one setup. Some DMMs combine a lot more than that – for example, some DMMs can measure some complex frequency right on board, and they cost very high. Those are intended for researchers, apprentices and regular professionals are would just be fine with the regular DMMs. Why a DMM should be used? For accurate valuation. Depending on where you are using your DMM, the voltage input and output ranges could be different. For example, if you own a DMM to assess the battery voltage levels, you would only check if the output is above 12 volts or 24 volts, depending on what vehicle you have and the battery size. Checking other aspects like a fuse, or a short circuit etc. are also easier with a DMM. How to use a DMM? Just put the red pole on the positive node of the circuit and ground the DMM by touching the black pole to the circuit’s ground. You need to have some basic knowledge on circuitry. Make sure the DMM is set to the accurate mode, and if your DMM has a range selector you might have to use that as well. These are basic knowledge you need to know to buy and operate a multimeter.

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Rural internet access is a problem for both residents and providers alike. Low population density and geographical challenges like mountain ranges or big hills can make the business case for building in rural areas a hard sell. However, as CivSource has previously reported, the demand for rural internet remains strong. Commercial uses of white space spectrum may be the answer. White space is the part of the broadband spectrum that is unused, given how spectrum is allocated white space is also usually unlicensed. White space comes with the power of TV signals which are much stronger and can transmit over large spaces or rocky geography. Now, companies like Google and others are looking at ways to use this spectrum for areas where broadband access has been hard to come by. Google has created a searchable map of white space spectrum and where it might be useful. In addition, they recently announced a large white space trial in Cape Town, South Africa. Not that many places have white space networks, but there is one in the Gold Country of California, and now residents there will be able to access broadband over white space on a network called Cal.net. “Over 59,000 residents in our rural service area have had little or no quality Internet access,” explained Cal.net CTO Ken Garnett, in a statement. “When I discovered Carlson, their White-Space network equipment was a quantum leap ahead of all other contenders. This new product allows us to serve a large contingent of these people.” Cal.net will be working with another company, Carlson which can provide rugged terrain communications access. Carlson has been focused on rural broadband access as business line for some time. Both companies were given Special Temporary Authority by the FCC to build out the white space access in California. (See our previous discussion of STA here.) The project comprises multiple transmission sites delivering broadband to several hundred heretofore un-serviceable subscribers in El Dorado County. The success of their project will help qualify the potential of white space access. Late last month Carlson began shipping its RuralConnect system to FCC authorized customers in fulfillment of pre-orders.

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AM I IN LABOR? What is labor? Labor is the work that your body does to birth your baby. Your uterus (the womb) contracts. Your cervix (the mouth of the uterus) opens. You will push your baby out into the world. What do contractions (labor pains) feel like? When they first start, contractions usually feel like cramps during your period. Sometimes you feel pain in your back. Most often, contractions feel like muscles pulling painfully in your lower belly. At first, the contractions will probably be 15to 20 minutes apart. They will not feel too painful. As labor goes on, the contractions get stronger, closer together, and more painful. How do I time the contractions? Time your contractions by counting the number of minutes from the start of one contraction to the start of the next contraction. What should I do when the contractions start? If it is night and you can sleep, sleep. If it happens during the day, here are some things you can do to take care of yourself at home: ● Walk. If the pains you are having are real labor, walking will make the contractions come faster and harder. If the contractions are not going to continue and be real labor, walking will make the contractions slow down. ● Take a shower or bath. This will help you relax. ● Eat. Labor is a big event. It takes a lot of energy. ● Drink water. Not drinking enough water can cause false labor (contractions that hurt but do not open your cervix). If this is true labor, drinking water will help you have strength to get through your labor. ● Take a nap. Get all the rest you can. ● Get a massage. If your labor is in your back, a strong massage on your lower back may feel very good. Getting a foot massage is always good. ● Don’t panic. You can do this. Your body was made for this. You are strong! When should I go to the hospital or call my health care provider? ● Your contractions have been 5 minutes apart or less for at least 1 hour. ● If several contractions are so painful you cannot walk or talk during one. ● Your bag of waters breaks. (You may have a big gush of water or just water that runs down your legs when you walk.) Are there other reasons to call my health care provider? Yes, you should call your health care provider or go to the hospital if you start to bleed like you are having a period—blood that soaks your underwear or runs down your legs, if you have sudden severe pain, if your baby has not moved for several hours, or if you are leaking green fluid. The rule is as follows: If you are very concerned about something, call. LABOR? WHAT DO I DO NOW? First . . . If your baby is due more than 3 weeks from today and you are having back pain or stomach cramps, or there is fluid leaking from your vagina, or your baby has not moved for several hours, or you have other troubling symptoms, call your health care provider now! Or . . . If you are overdue, be sure to see your health care provider at least once a week and talk with her about a plan for your care.

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CC-MAIN-2017-26

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The evils of the internet are seeping into the increasingly connected world of health care. On Thursday, the Food and Drug Administration called on medical device manufacturers to double down on security, referencing an increase in cyberattacks against medical devices and hospital network operations. Over the years, the health-care system has built up its reliance on technology — from patient-monitoring devices to pacemakers to electronic health records — in efforts to improve patient care and boost efficiency. But the FDA said it’s become more aware of security shortcomings and incidents that could put hospital operations and patients at risk. For example, it said: - Medical devices are becoming infected with and disabled by malware. - Patient data, monitoring systems and implanted patient devices are being compromised by malware in smartphones and mobile devices. - Passwords for privileged device access aren’t being properly protected. - Older devices aren’t getting timely security updates and passwords. “Over the last year, we’ve seen an uptick that has increased our concern,” William Maisel, deputy director of science and chief scientist at the FDA’s Center for Devices and Radiological Health, told The Washington Post. “The type and breadth of incidents has increased.” Previously, he told the Post that they heard about security issues once or twice a year; now, he said they hear about problems weekly or monthly. In the draft guidelines released Thursday, the FDA encouraged medical device makers to review their policies and practices to make sure security protections are in place. For example: finding ways to limit unauthorized device access to trusted users only or implementing “fail-safe modes” that ensure a device’s critical functionality even when compromised. The agency said that later, it will issue final guidelines that could enable it to block the release of devices that don’t meet its standards. As we’ve covered before, the FDA is expected to release final guidance on how it will regulate mobile health technology later this year, so presumably, these new recommendations will apply to a subset of mobile health apps as well.

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CC-MAIN-2017-26

https://gigaom.com/2013/06/13/fda-to-medical-device-manufacturers-batten-the-hatches-the-hackers-are-coming/

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Purpose of lesson Students must recognize the relevance of the Holocaust in our world affairs today and the role of individuals and communities in preventing dehumanization. Exploring Elie Wiesel’s speech at the opening of the Holocaust Museum in depth shows students several things. First, it demonstrates that in this country a private citizen can question the President of the United States and urge action. Elie Wiesel put President Clinton on the spot, in a very public way. I would like to believe that this had something to do with the way the President addressed the Balkan crisis. When action was taken, the President called in Wiesel to let him know that he had been heard. It is important for students to know that one individual can make a difference, and that the government is accountable to us! Second, we have a responsibility to make our voices heard in a democratic nation. With rights, comes responsibility. Goals for student understanding Ultimately, I want students to walk away from this lesson with three things in mind. - Remembrance: The Holocaust is not just about the six million. It is also about the loss of future generations. What future doctors, scientists, artists, writers, philosophers were never allowed to develop? As the Jews were killed, their progeny, our future leaders and our human potential were also lost. - Relevance: Students must understand that the lessons of the Holocaust are present in our daily lives and directly connected to world events. The names and places may change, but the lessons are still applicable. - Responsibility: Students need to recognize their own responsibility in making sure that genocide does not happen again. We must all take action and respond whenever we see hatred, prejudice, and antisemitism. What students will do to build their understanding: Lesson objectives - Students recognize the impact of the Holocaust on postwar and future generations. - Students begin to understand the importance of moral decision making in both their individual and public lives. - Students delineate and learn to appreciate their role and importance as a citizen of their own communities and the larger global community. - Habits of Mind: Understand the significance of the past to their own lives, both private and public, and to their society - Vital Themes and Narratives: Values, beliefs, political ideas, and institutions

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CC-MAIN-2017-26

https://www.ushmm.org/educators/lesson-plans/holocaust-unit/purpose

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The concept of beauty is one that revolves around beauty creams and chemicals long known to grant the host pale and fair skin. It is a fact that beauty creams and skin whitening chemicals have been in use since the 18th century periods, where men and women alike turned to chemicals like mercury with the intention of attaining a certain skin tone that was deemed beautiful. This trend still holds till now, and more often than not, you will find that most of the skin care products and creams still employ the same ingredients that allow the user to bleach one’s skin in order to get a desired and even skin tone. Skin whitening chemicals are useful, and there is no denying the results, but at what cost does one pay after long-term use of skin whitening chemicals? Components of skin whitening chemicals Most of those skin creams and whitening chemicals are products of various types of ingredients and compounds, such as hydroquinone, steroids, and tretinoin. Others also use mercury as the primal ingredient. These particular chemical compounds are the ones responsible for skin bleaching and whitening in beauty creams, but each of these components has their own level of risks upon the skin, hence the ill effects of harsh skin whitening chemicals. Research has shown that in some places where there is prolonged use of such skin creams, for example, India, women around the age of 30-40 years have reported such ill effects of harsh skin whitening chemicals, which mostly involve the prolonged whitening of the skin, a highly irreversible condition referred to as ochronosis. Additional ill effects In addition to prolonged skin discoloration, other ill effects of harsh skin whitening chemicals include: - Aging of skin: occurs prematurely and the direct result of the long use of skin creams. - Development of various skin allergic reactions and other forms of skin irritations. - Cancer-related effects: the skin deteriorates to the extent that it becomes much easier to succumb to skin cancer as a result of exposure to radiation from the sun. - Development of a blue-black skin tone and cracking along with blistering of the skin. These are some of the more general effects of beauty chemicals, so be informed of what kind of beauty creams you are using to fit your goals. Recall that chemical compounds like steroids, hydroquinone and mercury can do more harm than good upon application on the skin. Prolonged use of skin whitening chemicals that have steroids in them can make the skin lose its density and become thinner. In addition, it loses its ability to heal when it gets wounded, and you become more prone to dangerous skin infections. Besides causing the irreversible discoloration condition, hydroquinone has been proven to cause intense allergic reactions to the skin, such as rashes, itching, and swelling, even around the face and throat. In some severe cases, it also causes breathing difficulties and dizziness. In conclusion, mercury in its natural form is poisonous, so any application of a skin chemical containing it can cause untold and severe effects. So, you should avoid this chemical especially when you are aiming to lighten the skin on your private parts. Click on www.analbleachadvice.com/creams-and-kits-review and take a look at the safest products that you can utilize.

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Test your knowledge of the 11th U.S. President and learn Polk trivia with our Online Quiz. - James K. Polk had the shortest retirement of all the U.S. Presidents…three months. His wife Sarah outlived him by forty-two years making her the longest widowed first lady in American history. - James K. Polk was the first president to be elected under the age of 50. - James K. Polk graduated first in the class of 1818 at the University of North Carolina despite not going to school until he was 17 years old. - James K. Polk was buried three times. Because he died of a highly contagious disease, he was buried the day after he died on the outskirts of town. A year later, he was exhumed and buried under an elaborate tomb in the side hard of Polk Place, his wife’s home in Nashville. After Sarah’s death, they and the tomb were moved to the Tennessee State Capitol grounds where they remain today. - James K. Polk had surgery as a 17 year old boy to remove urinary bladder stones. Anesthesia was not invented until he was President…he was awake for the procedure! James K. Polk: A Frontier Upbringing The career of the eleventh U.S. President reflected and fulfilled the young nation’s commitment to westward expansion. The son of a North Carolina farmer and surveyor, James Knox Polk was ten years old when his family crossed the Appalachian Mountains. Growing up on the Tennessee frontier, he inherited his neighbors’ work ethic, resourcefulness, and democratic ideals. Although young Polk was accustomed to the rigors of frontier life, he lacked physical stamina. Shortly before his seventeenth birthday, he needed surgery for stones in his urinary bladder. The successful operation, performed by noted Kentucky surgeon Ephraim McDowell, enabled Polk to pursue an education with renewed enthusiasm. Sarah C. Polk: Sarah was born on the Tennessee frontier, but she grew up amidst wealth and refinement. Her father Joel Childress was a successful businessman and planter who wanted his children to have a good education. The frontier offered few opportunities for girls, however. After briefly attending a local school that taught the social graces, Sarah enrolled in the Moravian Female Academy in Salem, North Carolina. The Academy’s strong curriculum included arithmetic, grammar, Bible study, Greek and Roman literature, geography, music, drawing, and sewing. Sarah’s stay at Salem was cut short by the unexpected death of her father, but her education there had helped prepare her for her future role on the national stage. Lesson plans, educational activites and links for further reading are available here. President James K. Polk here. First Lady Sarah Polk here. Watch videos about President and First Lady Polk here. For school field trips, the Polk Home’s staff will work with teachers to develop tours that relate to class studies. Click here or call (931) 388-2354 for more information.

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Leica 28 mm lenses for rangefinder cameras, part 1 The number 2, in its various incarnations, has a wide use in photography. The amount of light that is being transmitted by the aperture or shutter speed doubles or halves with every step. The aperture numbers themselves increase or decrease by a factor 1.4 which is the square root of 2. Every aperture stop has an increment or decrement by 40%. The various lenses have a focal length that also follows the factor 1.4. Starting with a 50 mm lens as the reference value, the range would be 50 mm, 35 mm, 25 mm, 18 mm. The only lens range that follows this pattern was the one for the Zeiss Contarex camera, with lenses of focal length 50, 35, 25 and 18 mm. Leica is close with focal lengths 50, 35, 24, 18 mm. In this case the horizontal viewing angle would be: 39, 52, 74 and 90 degrees. Such a range would make sense, because the change in viewing angle would be substantial and justifies a change of lens. Because most negatives and (now) image files are enlarged to the same size and are observed for the same viewing distance (irrespective of focal length) there is also a change in virtual perspective. The size of foreground objects, relative to the size of the background objects and the distance between foreground and background objects become important compositional elements. There would be no logical reason to fill in ‘gaps’ between these steps in focal length. The 28 mm and the 21 mm are in a sense compromises. The 35 mm focal length was quite easily added to the 50 mm as a universal wide angle when Leitz decided to introduce cameras with interchangeable lenses. A wider angle of view was optically problematic and 28 mm was the next stage. Almost at the same time Leitz adopted the Schneider Angulon lens with a focal length of 21 mm. This very symmetrical design was a scaled down version of the large format lenses. Its heavy vignetting at wider apertures was a problem when used with color slide films. The 28 mm focal length sits between the 35 and 24 mm lenses and could in fact replace both these lenses. For many Leica photographers the choice would be 28 mm, 50 mm to cover the ‘normal’ and wide angle views. Until recently, the iconic Summilux 35 mm ASPH would be the prestige high speed wide angle lens for available light (a rather curious term, because all light is ‘available’) handheld photography. Now the Summilux-M 1:1.4/28 mm ASPH is a serious competitor with a more flexible and universal use. Below the old Summaron design Below the new Summaron-M design Below the Elmarit-M Below the Summilux-M 28 mm The SX 28 mm is one of most modern of Leica lenses and is now accompanied by a truly vintage lens, the Summaron-M 1:5.6/28 mm. The physical layout of this lens is identical with the original and even the choice of material emulates the feeling of the vintage version. The only cosmetic change is the designation which now gives the focal length in millimeters and not in centimeters as the classical version (Summaron f=2.8 cm 1:5.6). The optical prescription follows the classical version quite well. New glasses have replaced the older ones and this has brought a small change in the radii of the surfaces, but all in all, the performance of the lens may be described as vintage. For modern eyes the aperture of f/5.6 is modest, but in 1955 it was quite acceptable and a focal length of 28 mm was a must for many reportage photographers. The 28 mm allows the photographer to be close to the main object and still capture enough of the surroundings to tell a story with one picture. The negative aspect is the danger that the wide viewing angle captures too much and will produce a very untidy composition. This lens separates the amateur from the professional, unless one uses the lens only for (urban) landscapes. The Summaron-M lens is extremely compact and has the infinity lock. This lock is needed when one needs to attach or detach the lens, but is a bit cumbersome when focusing because then the lens snaps into the lock position inadvertently. This is the reason why this mechanism was gradually phased out on all Leica lenses. The other extreme is the SX 28. This is a lens with a much larger volume, It handles very well with smooth controls and lens plus body have a good balance. The Elmarit-M 28 is one of the smallest modern Leica M lenses. The volume (length times square radius times pi) of the three lenses is as follows: 65 cubic cm, 104 cubic cm and 196 cubic cm. These values are a bit deceptive because the diameter of the mount is not related to the maximum diameter of the optical cell, but to the handling ergonomics. The length of the lens from bayonet to front rim is a good indicator: 18 mm, 31 mm, 67 mm. The weight of the three lenses is: 165 grams, 175 grams and 440 grams. It is surprising that the Summaron subjectively feels heavier than the Elmarit. Performance as measured: MTF graphs. The original Summaron was derived from the standard Double-Gauss design and had relatively large diameters of the front and back elements to battle vignetting. Even so, the lens has substantial vignetting of 20% at f/5.6 and 50% at f/16. Remember that in the era of film emulsions a fall-off of 50% represented a half stop and this could easily be corrected in the darkroom. The current Summaron has the same amount of vignetting (not surprisingly because the optical design and the mount are identical), but on a digital camera the vignetting might be reduced. We will see. Below the MTF of the Summaron-old The MTF of the original Summaron presents the classical solution for a rangefinder lens: very high central definition and a steep drop after the 12 -15 mm image height. Remember too that an image height of 12 mm equals the vertical negative size. Stopping down produces a more even balance between center and edges: the edges improve and the center contrast is lower. The designers of the original Summaron controlled astigmatism very well in the central disc of 9 mm radius and then focused on the sagittal plane, leaving the tangential plane alone. This is a logical choice because the somewhat diffused vertical line pattern is less disturbing visually than the diffused horizontal line pattern. This choice also helps to reduce distortion which is indeed almost zero. The new vintage Summaron-M lens follows the same MTF pattern, but the values for the tangential plane are higher. Below the MTF of the new Summaron-M The Elmarit-M 28 mm has an aspherical surface and an optical prescription that departs from the symmetrical design and follows the now standard retrofocus design for Leica wide angle lenses. At f/5.6 the performance is very commendable: the line of the 40 lp/mm hovers around the 80% from center to an image height of 9 mm and the performance fall-off, so prominently visible in the Summaron design, is now corrected to a large degree. At f/2.8 the subject outlines are crisply rendered and the textural details are reproduced with high contrast. Given the physical compact size, aperture and angle of view this lens is very well balanced in its performance. Below the MTF of the Elmarit-M 28mm The Summilux-M 28 mm is proof that a larger size and more degrees of freedom in the optical sense can deliver high quality imagery even at very high speed. At f/5.6 and at f/2.8 the performance emulates the one delivered by the Elmarit-M. The performance at f/1.4 is (by the nature of things) lower with an excellent on axis imagery and a central disc over an area of image height 9 mm that does not drop below 40% for the 40 lp/mm criterion. Below the MTF of the Summilux-M 28 mm Assuming that such a lens will be used handheld in low intensity ambient light (also known as available light) the rendition of very fine detail will be of limited need and value. The Leica rangefinder approach has always set the priority on the focus on the central area because that is where the focus patch will place the plane of sharp focus. The edges of the field are for most picture situations less important. The standard remark by many reviewers who note a difference in image quality between center and edge is in many cases non-informational. Almost every lens shows this behavior and it depends on the application for the lens and the seriousness of the difference (in combination!) whether the choice for a lens is justified. Leica users are a bit spoilt with the number of lenses in the scuderia and the choices. See the next part.

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CC-MAIN-2017-26

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Because young people have concerns about their identities, it is important for those of us who work with adolescents to consider how young adult literature addresses its readers’ search for self-knowledge. As part of our exploration, we have been interested in the issues faced by young people who are artists; we wonder whether their art makes life more confusing and whether, in their search for self, it could be helpful to read about other artists. How might reading about young people who use art in crafting their identities help these students better negotiate their real worlds and find a place where they fit in? In this article and annotated bibliography, we look at how adolescent artists are portrayed in young adult literature geared for older middle and high school students, and we explore what role art plays in the lives of these characters who are musicians, visual artists, photographers, dancers, or thespians. We also provide examples of how to use art-based bridges, or “ways in” to literature and “ways out” of literature to a) appeal to those students in our classrooms who identify themselves as artists, b) appeal to students who may not self-identify as artists but who have diverse learning styles, and c) stretch all our students to think creatively and explore alternative strategies for self-expression. We hope that this process provides to these students a route to self-understanding and healing. The books we reference could, in some cases, be used for whole-class instruction, given the strong characterization, use of language, or other literary elements; others could be used in classrooms in which students read one of several books centered on a particular theme, such as “Who am I?” “Finding My Place,” “Family Conflicts,” or “Courage.” We begin our exploration with Junior, who draws cartoons, Billie Jo, who plays the piano, and Kate, who paints. In Alexie’s National Book Award winner The Absolutely True Diary of a Part-Time Indian (2007), Junior is feeling the constraints of his identity as a Spokane Indian, and he is determined to break away from the life he seems destined to live. Junior wonders if he is a traitor when he chooses to leave the reservation to attend an all-white school. He knows that he is a good basketball player, but he is also a budding cartoonist who draws in an effort to negotiate his confusing world and figure out who he is. The complexity of his life is portrayed in his drawing. His words illustrate why he must draw: I draw all the time. I draw cartoons of my mother and father; my sister and grandmother; my best friend, Rowdy; and everybody else on the rez. I draw because words are too unpredictable. I draw because words are too limited. If you speak and write in English, or Spanish, or Chinese, or any other language, then only a certain percentage of human beings will get your meaning, But when you draw a picture, everybody can understand it. . . . So I draw because I want to talk to the world. And I want the world to pay attention to me. I feel important with a pen in my hand. I feel like I might grow up to be somebody important. An artist. Maybe a famous artist. Maybe a rich artist. . . . So I draw because I feel like it might be my only real chance to escape the reservation. I think the world is a series of broken dams and floods, and my cartoons are tiny little lifeboats. ( Alexie, 2007 , pp. 5–6) For Junior, it is his drawing. For Billie Jo in Hesse’s novel Out of the Dust (1997), it is music, specifically playing the piano, which is her “lifeboat.” Faced with the desperation and tragedy of her life during the depression in Oklahoma, she finds solace in playing the piano. springs straight out of me. playing notes sharp as telling stories while the buttery rhythms back me up on the left. Folks sway in the grinning and stomping and out of breath, and the rest, eyes shining, feet tapping. It’s the best I’ve ever felt, playing hot piano, swinging with the Black Mesa Boys, or on my own, pestering the keys. January 1934 ( Hesse, 1997 , pp. 13–14) Both Junior and Billie Jo find solace through the making of their respective arts as they also find a way into their sense of self. Through drawing or playing the piano, these young people are able to make sense of the chaos in their lives. A host of other young adult characters use myriad art forms to help explore their identity and order their worlds: Yuki, in Shizuko’s Daughter ( Mori, 1993 ), uses her mother’s art and her own photography to move beyond her sorrow over her mother’s death; Patty Yoon, from Good Enough ( Yoo, 2008 ), figures out what she wants out of college and a way to negotiate with her parents through playing her violin; Rosie, in House of Dance ( Kephart, 2008 ), manages to reconcile her family through learning ballroom dancing; Gemma, in The Sweet, Terrible, Glorious Year I Truly Completely Lost It ( Shanahan, 2008 ), is able to discover some of her core values after being cast as Miranda in The Tempest ; and in Skin Deep ( Crane, 2008 ), Andrea adds color to her world and stands up to her mother as she learns about pottery and new ways of seeing. In our bibliography there are many more examples of young adults who engage in artistic endeavors as part of their quest for identity. Why bother knowing about these stories of young artists? Both of us, now teacher educators, also crafted our identities, at least in part, through our involvement in musical ensembles and theater, so our interest in the topic of the young adult artist comes, in part, from personal awareness of the importance of such activities. Thus, as teachers, we find it relatively easy to make personal connections with our students who juggle their involvement in the school musical, concert choir, or orchestra with their academic responsibilities. However, we both know the limits of our artistic abilities, and while we appreciate visual arts—painting, sculpture, and photography—we do not view ourselves primarily as artists. But then we met Kate, from Oneal’s In Summer Light (1985). Kate lives and breathes painting; she sees the world as a painter. Climbing a rock along the shore of the island where she’s spending the summer, Kate finds herself itching to paint its craggy surface with the wet clay of the beach: . . . she scooped up a handful of clay and made a first great swooping curve low down on the smooth surface. . . . she made a series of curves, scooping clay and sweeping it higher on the rock, using the palms of her hands and her fingers like brushes. . . . She scooped and painted, laying down great overlapping strokes, interlocking curves, spiraling patterns. She did a series of snail whorls that she remembered having seen on a Cretan vase. Then a sort of free-form octopus shape. Shapes and patterns came to her from pictures she’d looked at, from pottery she’d seen in glass cases in echoing museum rooms. . . . Her whole body became a brush. . . . She wanted to keep climbing, to keep painting, to go on and on painting her way into the layers of blue above her. ( Oneal, 1985 , pp. 91–92) Being with Kate as she paints her rock takes our breath away; we begin to understand that the need of the painter to paint is as strong as the need to breathe. Later in the novel, Kate has fallen in love with Ian; we know this because of the way her painter’s mind and heart see him: When the kite dipped in the evening sky, Kate looked at Ian, looking up. She watched him swim across the pond, walk up through the meadow, butter his toast. She made a hundred drawings in her mind of the angle of his shoulders, the shape of his chin. She imagined painting the terra-cotta of his hair, the white spaces between his fingers when he spread his hand. She learned him in the way she had once learned the meadow, in the smallest, most particular detail–the frayed edge of his shirt sleeve, the crease of his elbow, the squinting lines at the corners of his eyes. ( Oneal, 1985 , p. 119) As Kate describes how she sees the world, putting into words the artist’s way of being, we have an “aha” moment, we learn a vocabulary for an approach to the environment that we can use to connect not just with Kate, but with those students who are artists in our classrooms. Young adult literature that is centered on characters using art of all sorts to navigate their worlds helps us as teachers make such connections. These books can also give our artistic students a sense of their own worth by letting them find themselves in the pages. And, other students who may at times view their “artsy” peers as outsiders, as “weird,” might better appreciate what is going on in their minds and hearts as a result of reading these works. There are powerful examples of literature where it is the young person’s art that has helped her face very difficult life situations. For example, Melinda, in Anderson’s Speak (1999/2006), has been traumatized as a result of date rape. It is through an art assignment that she gains perspective and strength enough to express her feelings. In this passage, she looks at her art work and thinks about how she will move on: My tree needs something. I walk over to the desk and take a piece of brown paper and a finger of chalk. Mr. Freeman talks about art galleries and I practice birds—little dashes of color on paper. . . . I draw them without thinking—flight, flight, feather, wing. Water drips on the paper and the birds bloom in the light, their feathers expanding promise. IT happened. There is no avoiding it, no forgetting. No running away, or flying, or burying, or hiding. . . . And I’m not going to let it kill me. I can grow. ( Anderson, 2006 , pp. 197–198) Melinda can now speak. With the help of her art, she has reclaimed her voice. Similarly, in Krisher’s Spite Fences (1996), set in Georgia during 1960, Maggie Pugh uses her camera to record the things she witnesses but cannot speak about. Her lack of trust about her own voice is like a fence she cannot climb until she confronts the racism and the abuse in her family and her community. In the meantime, she views life through the lens of her camera, a gift from her black friend Zeke. Everything was out of control. The colors melted together like a watercolor gone wild: Missy’s purple scarf, Bigger’s yellow vest, Virgil’s black pants, Cecil’s blue neckerchief. I saw that it didn’t matter what side you were on. When it came to this, it was wrong. . . . I held the camera to my eye. . . . The images before me swam red, filling up the lens. Trip the shutter, Maggie Pugh. What filled my lens was more than the blood gushing from my sweet friend. It was the red color of the fence, the red color of the earth on which I stood. It was red, the color of my life this summer. Cock. Trip. Red: it was the color of Kinship. ( Krisher,1996 , pp. 271–272) Krisher paints vivid, colorful images with her words in Maggie’s story, and it is the gift of the camera that gradually helps Maggie find the words to tell what is inside her. Like Maggie, Georgia, in Bryant’s Pieces of Georgia (2006), is struggling with what she feels inside. She has been sad and lonely since her mother, an artist, died. She knows her parents met at the Savannah College of Art and Design, but her daddy turns away when he sees her sketchbook, and he doesn’t say much. Soon after Georgia’s thirteenth birthday, she receives a letter from an anonymous giver with a gift of free admission to the Brandywine River Museum. Her life then begins to change, particularly after her art teacher shows the class Georgia O’Keefe’s paintings. Young Georgia had assumed her parents named her for the state where she was born, but when she looks at O’Keefe’s works, she remembers her mother’s sketches and wonders if maybe you named me Georgia for the artist who painted flowers and bones so that you see them fresh, like they are secret worlds you can lose yourself inside if the real one gets too bad. ( Bryant, 2006 , p. 15) This lyrical novel by Bryant is an excellent example of how art helps a young person face life’s difficulties and come to realize who she really is. It might be the gift of the sketchpad, the camera, or the museum membership that can open up the world to young people like Melinda, Maggie, Kate, and Georgia. As teachers, we, too, in the spirit of Gardner’s multiple intelligences theory, can make the gift—of the journal, the crayons, the part in the play, the space to dance or move creatively—available to our students. In so doing, we invite them to explore and perhaps discover an ability or talent previously latent in them that, when tapped, can help them better negotiate the difficult waters of adolescence. Introducing students to such characters is one option for providing them with productive ways of making sense of their pain or confusion, their search for self, while also giving them insights into the artist’s way of being in the world. While the visual arts are the keys to identity for Melinda, Kate, and Georgia, for Patti, in Good Enough ( Yoo, 2008 ), it is music. An accomplished violinist, her world is expanded during her senior year when she auditions for the state high school orchestra and meets “Cute Trumpet Boy.” She then begins both to develop an appreciation for jazz and a clearer appreciation for the role music can and should play in her life. To introduce Good Enough , we can begin by asking students to discuss with a partner the following questions: “How do you define ‘the zone’? When do you enter it? What does it feel like? What do you have to do to get there? What brings you back out?” Then we ask students to free-write individually about a time when they’ve had to give in to the moment, had to relinquish control of every aspect of a situation in order to be successful. Or, as an alternative, we say they can write about tensions they have experienced between the “shoulds” and “wants’” of their lives and how they resolved them. We give the students two minutes to write and then tell them we are going to introduce them to Patti Yoon, whose story is told in Good Enough ( Yoo, 2008 ). Patti has always been able to enter the zone when she’s playing her violin. She describes herself as a “B-tier violin prodigy” (p. 15). But music isn’t “safe,” according to her parents, so she’s focused on scoring 2300 or better on her SATs, rounding out her resume with lots of school and church activities, and just using her violin abilities as a hook to help her stand out from the crowd of other exceptional students applying to Harvard, Yale, and Princeton. However, from “Cute Trumpet Guy” Ben, she learns to truly value what music means to her, and, in the process, becomes an even better musician. After this introduction, we have students listen to an excerpt from Mendelssohn’s Violin Concerto in E Minor, Op. 64: Allegro molto appassionato as played by Itzhak Perlman. (There is a YouTube video of Perlman playing this piece at age 13, which can be found at http://www.youtube.com/watch?v=zd48nEKIr94 .) As they listen, we have them close their eyes and let their thoughts run loose, keeping track of what they are seeing and feeling. Here’s how Patti describes what happens when she plays: My bow seems to melt in my right hand, becoming an extension of my arm as I begin the first twenty-four measures of the Mendelssohn Violin Concerto in E Minor . The opening melody is played entirely on the E string and is really challenging to play in tune. One tiny slip and the music falls apart. It’s like walking on a tightrope with no safety net. I get into the zone immediately. I’m focused and each note is perfect. As I play, I remember how Mendelssohn was only nine years old when he decided he wanted to write a violin concerto. . . . It took him seven years before he finally finished it. In fact he was so frustrated he almost quit. . . . Remembering all this helps me feel the true emotion behind the music. Of course the opening melody gave Mendelssohn no peace—it’s haunting and poignant. The entire concert is filled with tension, with its sweeping lines and complex rhythms. And knowing the composer felt just as frustrated as I do makes me feel better too. . . . ( Yoo, 2008 , pp. 184–185.) We tell students that as they read Good Enough , they will learn more about Patti’s development as both a musician, as a “perfect Korean daughter,” and as a young woman growing in self-confidence. Clearly music can also be used in combination with dance as a related art form to pull students into the world of a character for whom movement becomes a language richer than their everyday vocabulary provides. Rosie, from House of Dance ( Kephart, 2008 ), is an example of how students might be guided into the heart of such a young person. We ask students to stand up and close their eyes and suggest they picture their favorite travel destination—an unusual place they have been to and loved, a place revisited many times, a place they long to visit often. As they listen to Ella Fitzgerald singing “How High the Moon,” we suggest they let her take them to that place. (There is a recording of her performing this piece at http://www.youtube.com/watch?v=XauJVEUHXCY .) We might say, “Let your body move and feel the music taking you away from your daily life, away from your nagging siblings or friends, away from the drama and pressures of school. Let your feet follow the path to wherever it is you’re going.” As Ella sings, we let our students move, or sit still and imagine themselves moving for two minutes. Then we tell them that in House of Dance ( Kephart, 2008 ), Rosie is spending the summer looking after her grandfather who is dying of multiple myeloma, “an apocalypse business” (p. 203). In the process, she connects with him, learning of her grandmother’s passion for dancing and his own longings to explore the world, which he never did because, in his own words, he was a “nest-egg man.” We follow by reading pages 137–141, a dialogue between Rosie and her grandfather in which he describes his wife, Rosie’s grandmother, Aideen, dancing to this piece, telling Rosie a bit about Ella in the process: She came from nothing to become something . . . a schoolgirl dreaming of becoming a dancer who became a singer almost by accident. Aideen adored her. I’d come home from the refinery, and I’d find her here, in this room, all the furniture all shoved aside and Fitzgerald on the radio, live from Birdland or the Apollo or someplace. Aideen would be dancing with the moon. Whole moon or quarter. Never mattered. She’d have the music dialed up so loud that she wouldn’t have heard me come in. . . . Nothing was more sensational than Aideen when she danced. . . . ( Kephart, 2008 , pp. 137–138) Then we learn Rosie’s response to Ella: She sang raspy and demanding, giving the song speed. She held some notes forever and chopped others into bits, turned syllables into a million words. . . . There are a hundred million different ways of feeling you’re alone, I once wrote in a paper for Mr. Marinari. There’s the alone of no one home but you. There’s the alone of losing friends. There’s the alone of not fitting in with others. There’s the alone of being unfathered. But then there’s also the alone of a summer day, just after noon, when there’s stillness all around and someone you love nearby is nearly asleep. I sat where I was, didn’t budge one inch, and watched my granddad dreaming. ( Kephart, 2008 , pp. 140–141) We tell students that because Rosie becomes intrigued by the images her grandfather conjures up of her grandmother, she steps into the “House of Dance” and enters a very different world of light, color, music, and movement. She is then determined to bring dance to her grandfather’s home, giving him the gift of other times and places. We end by reading a scene in which she talks her friend Nick into helping her out, explaining why dance is so important: “Dancing is the opposite of dying. . . . Dancing is going somewhere without packing your bags. . . . . Dancing is the thing I’m giving Granddad” ( Kephart, 2008 , p. 228). When students read the book, they better understand Rosie and the importance of dance in her life. Before class, we have to do some preparation. When we are in class, we distribute to groups of three students the baggies with the swatches of color that do not have the actual crayon names on them. The students then work in their groups to explore the differences, though the colors may seem too similar to distinguish. Their task is to come up with names for these colors and reasons for those names; the trick is to be precise enough that someone else can label them in the same way. We distribute the bags of actual crayons to the same groups, which is fairly easy to do because we have different baggies labeled #1 a, b, c, and #2, a, b, c, etc. We ask the groups to compare the names they gave the colors to the actual names provided by the manufacturer. We ask which names are most descriptive, which ones they prefer, and why. Then we tell the groups, “Collectively, let the colors take you somewhere on the paper; draw something using the colors you have.” We ask the students what colors they might want to add and suggest they swap their bag of colors for another group’s and continue to build their own piece. This activity serves as an introduction to Skin Deep ( Crane, 2008 ), in which Angela learns to see color and to experience a wonderful diversity of points of view, first through caring for Zena, the St. Bernard who is owned by Honora, a potter, and then through caring for Honora herself, who is dying of cancer. Angela is not herself an artist, but by listening to Honora and her friends, and by opening up her mind and heart to the world as Honora sees and experiences it, Angela grows in wisdom, confidence, and self-understanding. At a memorial service for Honora, Angela reads this poem: Live like you are extraordinary. Love like you admire someone’s most painful burden. Breathe like the air is scented with lavender and fire. See like the droplets of rain each are exquisite. Laugh like the events of existence are to be cherished. Give freedom to your instincts, to your spirit, to your longing. ( Crane, 2008 , p. 254) Another approach is simply to distribute the same bags of crayons to groups of three students, and then, without having them go through the naming of colors activity, ask them to share the colors they have been given, swapping them to draw a geometric shape that will capture in some way their sense of their core identity. We ask them to use the colors they’ve been given in their group to shade and elaborate on the shape. As a safe option, we let them make a shape symbol for a friend or family member. We then ask them to discuss what’s hard about this activity and what’s useful about it. At this point, we show students the cover of The Other Half of Me ( Franklin, 2007 ). We ask them to make a prediction about the story, and we read a description of the artist’s self-portrait. We explain that they can find out more about the main character’s (Jenny’s) longing to discover her father’s identity and how, through her art, she explores her own identity. At one point, Jenny is standing in front of a piece she’s created and she tells us: I stand in front of it and remember each slash of color, each stroke of purple and orange, the wax I put in to delay the drying time. Tate once commented that my paintings are filled with circles, and I guess he’s right. Now I realize the spheres are like family, everything joined together in teams. Maybe the point of art—and of everything—is that you can’t predict the outcome, that the crazy upheaval of it all is part of life. ( Franklin, 2007 , p. 237) Later, Jenny uses her art as a metaphor when she writes a letter to her half-sister: A lot of painting techniques involve “broken color.” You use one or more colors in choppy layers over a different base coat to create a stippled or textured effect—maybe this sounds way more complicated than I mean. What I’m trying to say, in my own broken way, is that I’m sorry. And I miss you. ( Franklin, 2007 , p. 243) At the end of the book, Jenny captures what she’s learned about herself and life in general: Just when you think you have summed everything up, painted it clearly and given meaning to what was once just a pool of colored paint, another canvas crops up blank and is ready to be filled. ( Franklin, 2007 , p. 246) An important goal in the language arts curriculum involves helping students develop and apply a variety of strategies to comprehend and interpret text. Therefore, art activities as bridges out of literature are significant components in our repertoire of approaches. As opposed to the “bridges in” activities that help students get ready to read a text, bridging from their world into that of the artist, we can use art activities to help them, in a more holistic way, make sense of a text they have already read, or to revisit a text to expand their understanding and find a deeper meaning from it. We have invited readers to first go back into a book by asking them to draw (or describe) one vivid image that comes to mind as they think about a story they have already read. Their responses to literature grow as they think about and articulate what pictures are left in their minds and as they hear what other students see. Their understanding is deepened as they talk about the significance of the images in the story. For example, after reading Wolff’s Make Lemonade (1993), students talk about the images of poverty in Jolly’s apartment: the dirt and filth, little Jeremy and Jilly leaking liquids everywhere, the headless doll with its arm twisted in a direction no person could reach, and the small lemon seed that finally sprouts. And who can forget Archie’s black box in Cormier’s The Chocolate War (1974), or the shadows of the goalposts that resemble a network of crosses or the grotesque faces of the other football players coming at Jerry? Rief’s Vision & Voice: Extending the Literacy Spectrum (1999) includes powerful examples of ways she invites her students to participate in a literary work by using visual images and other forms of art, including musical creations, to explore and extend their understanding and appreciation of a piece of literature. We have also begun a book discussion by telling students we are going to read a picture to them. We ask them to draw a picture of what they visualize as they listen to us read a select passage. A powerful example in Make Lemonade ( Wolff, 1993 ) is when Jeremy puts LaVaughn’s purse on his head to become King of the Bus, and he’s in charge until they are back on earth to buy shoes they can’t afford (p. 78). To draw a picture of the many colorful scenes from Krisher’s Spite Fences (1996), students need crayons or colored pencils. When they recall the vivid imagery in the story, the issues of prejudices, family relationships, social consciousness, deep friendships, and the liberation that comes from art are all made more powerful. When listeners hear a selected passage read to them after their own reading, they are surprised by what they see in their mind’s eye, which can then lead to a discussion of how the selected image relates to the rest of the story. The powerful images brought to mind by carefully chosen words in well-written literature are examples of how the artistic dimension contributes to a work’s impact on readers and their growing understanding of the human condition. These art activities work even if the characters in the stories are not artists. The protagonist in Staples’s book Shabanu: Daughter of the Wind (1989) does not draw, but when she sings, her beloved camel Mithoo dances. Staples’s work is filled with the art of her rich figurative language, excellent examples of the power of metaphor and simile: “I know without a doubt that my heart is crumbling up inside me like a burning piece of paper” (p. 62). Readers probably have not owned a camel, but who could not feel Shabanu’s loss when her Dadi must sell Mithoo: “But the dull ache around the hole where my heart used to be leaves me drained of all energy” ( Staples, 1989 , p. 65). As in Staples’s more recent work Under the Persimmon Tree (2005), readers’ personal responses to the powerful and vivid imagery lead to their understanding of how the literary elements in these works also deepen their knowledge of young people’s lives in contemporary Pakistan and Afghanistan. By using art activities that help ready students to move into a piece of literature and then to enhance the meaning of a text after reading it, and by giving our students opportunities to read about young artists portrayed in literature, we show them what can happen when we participate with art. The possibilities are endless. For example, the love and practice of art is a topic that matters to author Kathe Koja. For her characters, art is a comfort as they negotiate their world, and it is a guide to help them become who they really are. Maggy, in Koja’s story The Blue Mirror (2004), likes being in the art room at school: “the smell of it, chalk and oils and turpenol, that underwater-skylight glow that reminds me a little of the Blue Mirror” (p.12). In this book filled with gritty street scenes, Maggy goes to the café called the Blue Mirror as an escape from her alcoholic mother. As she sits there, she creates her own personal paper world in her sketchbook, which she also calls “The Blue Mirror.” She makes everything she sees come alive again in a different way, like a fairy tale she tells herself: “Anything can happen in ‘The Blue Mirror,’ anything I want” (p. 6). But Maggy can’t seem to draw the mysterious, charming, homeless Cole. When she realizes the destructive nature of their relationship, she uses her art to draw away from him and his group. Her art has both reflected and illuminated her world. For Rachel in Koja’s Straydog (2002), it is writing; for Jinsen in Buddha Boy ( Koja, 2003 ) and Maggie in The Blue Mirror ( Koja, 2004 ), it is drawing; and for Kit in Koja’s Talk (2005), it is acting. Kit, who is struggling with his sexual orientation, seeks to become someone else for awhile by auditioning for the school play and finds out he has a talent for acting. But when he and Lindsay, the female lead, must rally to save the controversial play Talk , they face issues about truth and confront questions about themselves. It is interesting to note that a significant adult often helps young people find a way to use the arts to help them make sense of their world and to learn more about themselves and others. In Speak ( Anderson, 2006 ), it is the art teacher Mr. Freeman who encourages Melinda to complete her art project; in Klass’s You Don’t Know Me (2001), it is the band teacher Mr. Steenwilly who helps John discover the healing power of music; in Levine’s Dave at Night (2001), it is the art teacher who comes to the Hebrew Home for Boys and encourages Dave to express his feelings or moods through drawing. When the teacher sees what Dave has drawn and tells him he has a gift, Dave is delighted: “Gift! I didn’t just like to draw, I didn’t just have the beginnings of an eye, I had a gift!” (p. 225). While most of us, as English language arts teachers, probably lack the specific skills and abilities of Mr. Steenwilly and our colleagues who teach art, music, or theater, we can be that significant adult for our artistically inclined students. Books such as those in our bibliography can help teens explore their worlds—and our curriculum—by using their gifts. And, by sharing these books with students who are less artistically inclined, we help them enlarge their understanding of how artists see the world. Tracy Mack’s speech, “Lighting the Dark Places: The Longing for Beauty and the Restorative Power in Art,” delivered during the SIGNAL session at the IRA Conference in New Orleans, May 3, 2001, pointed out that “art had lit a path on the sometimes dark journey of my own childhood and adolescence . . . it not only buoyed and sustained me through turbulent times but it actually healed[. . . . M]ore than anything I could think of, I longed to find the beauty in this world and add some of my own to it.” She drew on her own experiences with art when creating Rory for the book Drawing Lessons ( Mack, 2002 ). Rory’s father is an artist, but she must find her own way of creating and her own way of being. Rory’s father has taught her about light and color, perspective and form. But when he leaves the family, she is lost. Rory ultimately learns that “The great thing about painting is you can bring back something you’ve lost and keep it forever” (p.166). She comes to understand her father better, but also herself: I looked back at my mural, painted in bold greens and browns and blues and pinks across the barn wall. I saw my tree, standing strong and tall on the riverbank, its sturdy branches reaching for me again like outstretched arms. I saw this place, our world that was real, that I painted all on my own just for Mom. I saw my painting style, rooted in my father’s but branching out in new directions that were entirely my own. I felt him watching from the other side of the river, and even though that wasn’t where I wanted him to be, at least I knew he was there. But most of all, in every solid layer of paints and within every sure stroke of the brush, I saw that I was there, breathing out the colors of my own voice. (pp. 167–168). Like Rory, the young artists who populate the books referenced in our bibliography are buoyed and sustained through the turbulence of their relationships, school and family environments, and their journey toward identity and self-acceptance. These young adults provide great role models for our students who are struggling to answer their own questions about who they are. Young adult literature has an important role in the lives of our students, whether they are the ones who create art or we are the ones encouraging various art activities; either way, these students have an opportunity to understand themselves and others more deeply as they read and respond to literature in their search for self-knowledge. Connie S. Zitlow , a former English and music teacher, is Professor Emerita of Education at Ohio Wesleyan University where she taught courses in young adult literature, content-area literacy, and secondary teaching methods, and also directed the Adolescence to Young Adult and Multi-Age Licensure Programs. She is a past-president of ALAN and the author of numerous chapters and articles about young adult literature and its teaching, many of which she coauthored with Lois Stover. Her publications include the books Lost Masterworks of Young Adult Literature and Teaching the Selected Works of Walter Dean Myers. A former teacher of high school and middle school English and drama, Lois Thomas Stover is Professor and Chair of Educational Studies at St. Mary’s College of Maryland, where she teaches courses in young adult literature, secondary methods of teaching, and educational psychology. A past-president of ALAN, she is the author of Presenting Phyllis Reynolds Naylor, Presenting Jacqueline Woodson: The Real Thing, Teaching the Selected Works of Katherine Patterson, and Young Adult Literature: The Heart of the Middle School Curriculum, as well as numerous articles about using young adult literature in the classroom,including several others with Connie Zitlow. Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York: Little Brown. Anderson, L. H. (2006). Speak. New York: Puffin. Bryant, J. (2006). Pieces of Georgia: A novel. New York: Yearling. Cormier, R. (1974). The chocolate war. New York: Pantheon. Crane, E. M. (2008). Skin deep. New York: Delacorte. Franklin, E. (2007). The other half of me. New York: Delacorte. Hesse, K. (1997). Out of the dust. New York: Scholastic. Kephart, B. (2008). House of dance. New York: Harper Collins,Harper Teen. Klass, D. (2001). You don’t know me. New York: Farrar, Straus & Giroux. Koja, K. ( 2002). Straydog. New York: Farrar, Straus & Giroux, Frances Foster Books. Koja, K. (2003). Buddha boy. New York: Farrar, Straus & Giroux, Frances Foster Books. Koja, K. (2004). The blue mirror. New York: Farrar, Straus & Giroux, Frances Foster Books. Koja, K. (2005). Talk. New York: Farrar, Straus & Giroux, Frances Foster Books. Krisher, T. (1996). Spite fences. New York: Laurel-Leaf. Levine, G. C. (2001). Dave at night. New York: HarperTrophy. Mack, T. (2002). Drawing lessons. New York: Scholastic. Mori, K. (1993). Shizuko’s daughter. New York: Henry Holt. Oneal, Z. (1985). In summer light. New York: Bantam. Rief, L. (1999). Vision & voice: Extending the literacy spectrum. Portsmouth, NH: Heinemann. Shanahan, L. (2008). The sweet, terrible, glorious year I truly completely lost it. New York: Delacorte. Staples, S. F. (1989). Shabanu: Daughter of the wind. New York: Random House. Staples, S. F. (2005). Under the persimmon tree. New York:Farrar, Straus & Giroux. Wolff, V. E. (1993). Make lemonade. New York: Scholastic. Yoo, P. (2008). Good enough. New York: HarperCollins, Harper Teen.

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The climate of North Cyprus is of an extreme Mediterranean type with very hot dry summers and mildly cold winters and between December and February is when most of the rainfall is concentrated. Because the effect of the sea on atmospheric humidities is always present you will find that the coastal parts are less extreme. Around January and February the sea temperature itself does not fall below 16ºC and in August it can rise to 28 ºC. From around early May to late September the bright sun shines on a daily average of around 11 hours. Temperatures may reach the occasional highs of 50º C on the Mesaoria Plain, though lower on the coasts with a north-westerly breeze prevailing. The skies are cloudless with a low humidity, 40% – 60%, thus the high temperatures are easier to bear. There are also times when the dry, hot and dust-laden wind blowing from Africa finds its way to the Island. Autumn and spring are always short, typified by changeable weather, with occasional storms battering the coast in spring and a westerly wind. With about 60% of rain falling between December and February, short-lived stormy conditions resulting from fairly frequent small depressions prevail throughout the winter. While the Northern Range receives around 550 mm of rain per year, the Mesaoria Plain receives only around 300-400 mm. Snow and frost are almost unknown in Northern Cyprus, although night temperatures can fall to low levels in winter and snow is occasionally found high on the mountain tops. The main rain-bearing air currents reach the island from the south-west, so that precipitation and atmospheric humidity are at their greatest on the western and south-western sides of the Southern Range. Eastwards, precipition and humidity are reduced by the partial rain-shadow effect of the Southern Range, a similar effect is caused by the Northern Range too, which cuts off the humidity associated with proximity to the sea from the northern Mesaoria Plain. Eastwards of the Northern Range towards the bays of the Karpaz Peninsula, humidity increases progressively towards the end of the peninsula. Most of the rivers are simply winter torrents and only flow after heavy rain, and the rivers running out of the Southern and Northern Ranges rarely flow all the year round.

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Polycystic Kidney Disease What is Polycystic Kidney Disease Autosomal-dominant polycystic kidney disease is a systemic hereditary disorder transmitted in an autosomal-dominant manner. It is genetically heterogeneous; so far, two genes have been identified. The systemic manifestations include cystic and noncystic renal and extrarenal abnormalities. Renal cysts occur in 100% of gene carriers. Autosomal-dominant polycystic kidney disease occurs throughout the world. The prevalence in reported series varies between 1 in 400 and 1 in 1,000 in people of European descent. The age- and sex-adjusted yearly incidence rate in the United States is 1.38 in 100,000. This figure almost doubles if those people in whom the diagnosis was made at autopsy are included. Overall, approximately 600,000 Americans have the disease, making Autosomal-dominant polycystic kidney disease one of the most common hereditary disorders in the United States. The frequency of the disease in people of non-European ethnic background is not known; it may be less frequent in blacks. Autosomal-dominant polycystic kidney disease is an important cause of ESRD; it accounts for approximately 4% of ESRD in the United States and 8% to 10% in Europe and Australia . In Japan, approximately 5% of patients with ESRD have Autosomal-dominant polycystic kidney disease. Clinical Features of Autosomal-Dominant Polycystic Kidney Disease Multiple renal cysts and progressive renal enlargement are the main clinical features present in 100% of gene carriers after 30 years of age. Extrarenal manifestations occur with variable frequency and in various combinations in both Autosomal-dominant polycystic kidney disease-1 and -2. As mentioned earlier, the polycystin proteins are expressed in virtually all tissues. Why only the renal phenotype is expressed in 100% of mutation carriers is unknown. The molecular basis for this variability could relate to the frequency with which "second hits" occur in different tissues or cells of an individual. The renal disease course is variable as well. This is in part due to genetic heterogeneity. As stated previously, the mean age at onset of ESRD is 53 to 56 years in ADPKD-1 families, but 70 to 73 years in Autosomal-dominant polycystic kidney disease-2 families. However, even in Autosomal-dominant polycystic kidney disease-1 families, marked variability of the disease course is observed. Some subjects may remain asymptomatic until old age, others enter ESRD in middle age, and a child of the same family may present with enlarged kidneys and hypertension at birth. Diagnosis of Polycystic Kidney Disease History, physical examination, and laboratory findings are neither sensitive nor specific for Autosomal-dominant polycystic kidney disease. Therefore, the diagnosis is usually made by renal imaging in combination with the family history, or by gene linkage analysis if at least two affected family members in addition to the proband are available for testing. However, because gene linkage analysis is cumbersome and expensive, it is used only if imaging studies are not informative and there is a need to know the diagnosis. In clinical practice, ultrasound imaging is the primary tool for diagnosis. Ultrasound is sensitive, noninvasive, does not expose to ionizing radiation or contrast material, and is relatively inexpensive. It can be safely performed in children and pregnant women. Unlike gene linkage analysis, ultrasound imaging also gives information about the structural severity and involvement of other organs. Typical ultrasonographic findings are enlarged kidneys with multiple, often innumerable, bilateral cysts diffusely scattered throughout the parenchyma. If these findings are present in a patient with a family history of Autosomal-dominant polycystic kidney disease, the diagnosis is certain. The diagnosis can be more difficult to establish if only a few cysts are found in normal-sized kidneys or if there is no family history. The first problem can arise when an asymptomatic, young member from an Autosomal-dominant polycystic kidney disease family wants to know whether he or she (or his or her child) is affected. Because renal cysts in Autosomal-dominant polycystic kidney disease develop and enlarge with age, young family members may have only one or a few cysts in otherwise normal-appearing kidneys. Simple renal cysts are rare in children, but relatively common in the general population, particularly over the age of 50 years. One study examined the prevalence of simple kidney cysts in the general population by performing ultrasound imaging in older subjects with normal renal function and without renal-related symptoms. Simple cysts were seen in 11.5% of subjects 50 to 70 years of age and in 22.1% of those older than 70 years. Bilateral cysts are less common in the general population, occurring in approximately 9% of people older than 70 years of age. Simple renal cysts are very rare in children; only 0.1% of children younger than 16 years of age have simple renal cysts. Pregnancy in Polycystic Kidney Disease The question of fertility and the influence of pregnancy on both the mother and the fetus are important issues in counseling women with polycystic kidney disease. Because of reports of ovarian cysts in women with polycystic kidney disease and immotile sperm in some men with ADPKD, the question of fertility in polycystic kidney disease is relevant. A large study of pregnancy outcomes did not find a difference in fertility between men and women with polycystic kidney disease and unaffected family members. That study also assessed maternal and fetal complications of pregnancy, comparing 235 women with polycystic kidney disease with 108 unaffected female family members. Overall, 77% of the 605 pregnancies in the women with polycystic kidney disease resulted in a live birth, compared with 82% of 244 pregnancies in unaffected family members, which was not significantly different. The frequency of fetal complications was similar as well. However, maternal complications, mostly new or worsening hypertension, preeclampsia, and edema, were more common in the women with polycystic kidney disease than in the unaffected women (35% vs. 19%; P < 0.001). Whereas pregnancies in normotensive women were usually uncomplicated, preexisting hypertension was the most important risk factor for a maternal complication. There was no increased risk for infection: uncomplicated urinary tract infections were diagnosed in only 5 of 235 affected compared with 4 of 108 unaffected women. A renal cyst infection or acute symptoms due to nephrolithiasis occurred in three women with polycystic kidney disease. Renal function remains normal in most women with polycystic kidney disease during their childbearing years. However, having four or more pregnancies seems to exert a negative effect on renal function in women with polycystic kidney disease who are hypertensive. Rarely, women with polycystic kidney disease have decreased renal function before pregnancy. In these women, the risk for a complication and for accelerated progression to ESRD is high. This is similar to other renal diseases, in which underlying renal insufficiency carries a relatively high risk of worsening renal function during and after pregnancy. Polycystic Kidney Disease in the Elderly Although polycystic kidney disease can be diagnosed by imaging studies in children and often becomes symptomatic in the third and fourth decades of life, some patients remain asymptomatic until their seventh and eighth decades. Asymptomatic older subjects may be evaluated for an elevated serum creatinine or because their children are diagnosed with polycystic kidney disease. Some of these elderly subjects have unrecognized complications such as hypertension and renal insufficiency and progress to ESRD, whereas others truly have mild disease without progression to ESRD. Mild disease with late presentation is characteristic of polycystic kidney disease-2, but some polycystic kidney disease-1 families also have a mild course. In polycystic kidney disease-1 families, late presentation occurs in some parent generations, whereas their children have significantly more severe disease. Thus, an unexpected finding of multiple bilateral renal cysts in a patient aged 70 years or older with normal or only mildly decreased renal function is entirely compatible with a diagnosis of polycystic kidney disease. The oligosymptomatic nature of polycystic kidney disease in some patients is consistent with the epidemiologic data from Olmstead County, Minnesota, in which one half of all subjects with polycystic kidney disease were diagnosed only at autopsy. Renal Replacement Therapy in Autosomal-Dominant Polycystic Kidney Disease When patients with polycystic kidney disease reach ESRD, treatment options include hemodialysis, peritoneal dialysis, and renal transplantation. The latter is the treatment of choice if no contraindications to surgery or immunosuppressive therapy are present. Patient and graft survival with polycystic kidney disease are similar to survival in other primary renal diseases, excluding diabetic patients, who do worse. Pretransplantation native nephrectomy usually is not necessary. Exceptions are patients with a history of recurrent or recent severe renal infections, with recurrent gross hematuria, or when graft placement is difficult because of the size of the cystic kidneys. Pretransplantation evaluation should include assessment of cardiovascular status, but routine screening for colonic diverticula or intracranial aneurysms is not necessary because complications from these manifestations after transplantation are uncommon in previously asymptomatic subjects. However, one study recommends that patients with a history of diverticulitis consider colectomy before renal transplantation. Similarly, patients with a previously ruptured intracranial aneurysm or a family history of ruptured aneurysm should be screened for intracranial aneurysms (see earlier). During the first year after transplantation, patients with polycystic kidney disease may experience one complication more frequently than other patients, posttransplantation erythrocytosis. In one report, 14% of patients with polycystic kidney disease required phlebotomy compared with 4% of control subjects (P = 0.02). Peritoneal dialysis can be offered to patients who do not have extremely large kidneys, diverticulosis, or abdominal wall hernias. Outcomes are comparable with those in patients with other underlying renal diseases, and no excess complications due to the polycystic kidneys were noted in several reports. Hemodialysis is usually well tolerated by patients with polycystic kidney disease, and they appear to have a survival advantage over patients without polycystic kidney disease on dialysis, particularly at older ages. This has been attributed to a lower prevalence of severe coronary disease in polycystic kidney disease, although cardiovascular disease remains the most common cause of death among patients with polycystic kidney disease on renal replacement therapy . Specific complications in patients on dialysis related to polycystic kidney disease include renal pain, infection, recurrent gross hematuria, and, rarely, liver cyst infection. These complications can usually be managed conservatively, but in some cases unilateral or bilateral nephrectomy may become necessary. This can now be accomplished laparoscopically, which minimizes operative risk. The kidneys decrease in size during dialysis in some but not all patients , and in some patients they further increase in size, suggesting superimposed acquired cystic disease. Renal carcinoma was rare in all studies that followed patients with polycystic kidney disease on renal replacement therapy or after transplantation.

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Whether you know it or not, coffee affects your psyche and sense of identity in powerful ways. The influence of coffee is felt on chemical, emotional and physical levels; it’s also highly psychological. The style of brew can indicate the likelihood of a number of psychological traits. A 2013 study found that latté drinkers are more likely to be comfort seekers and generous with their time, but also to overextend themselves; that decaffeinated coffee drinkers are often obsessive, controlling and perfectionistic; that those who order sweet, frozen drinks enjoy trends and trying lots of new things; and that black coffee drinkers are generally patient and simple but also stubborn, resistant to change and, as the journal Appetite disturbingly revealed, are more likely to possess anti-social and psychopathic personality traits. Of course, the simple pleasure of a hot cup of coffee can have significant psychological effect—sometimes even through the act of holding it. In 2008, researchers at the National Institute of Health discovered that participants who held a warm cup of coffee in their hands tended to attribute warm feelings to strangers and even found them more trustworthy. A more surprising reason to drink hot coffee—especially in the summer—is that it actually helps to cool us off. The body’s thermosensors, located in the stomach, are stimulated by hot drinks; they in turn send a signal to the hypothalamus that the body is hot, which initiates sweating, cooling us down. Does this response qualify as psychological or strictly physiological? Perhaps a bit of both. Everyone knows, at least in theory, that coffee is a classic mood-booster—it seems like every office has at least one employee who can’t function without a cup of coffee in hand—but what does the research say? Quite a lot, it seems. A 2011 study of over 50,000 American women conducted by the Nurses’ Health Study found that depression risk decreases with increasing caffeinated coffee consumption. The study was longitudinal, encompassing a decade’s worth of follow-ups with subjects. Coffee—specifically caffeine—is a well-known contributor to a host of neuropsychological effects. While moderate caffeine intake is rarely problematic, too much ingestion of caffeine can actually lead to a state of intoxication known as caffeinism, which can involve agitation, rambling thought and speech, and insomnia—symptoms which also characterize a host of psychiatric disorders. The American Psychiatric Association officially recognizes caffeine intoxication, caffeine-induced anxiety disorder, caffeine-induced sleep disorder, and unspecified caffeine-related disorder as psychological syndromes. Put Coffee Psychology to Work for You Simply put, people love coffee—the taste, the smell, the routine, and the very idea. This is the kind of psychology that the astute coffee drinker can use in her favor. A 2013 study revealed that seven out of ten bosses trusted coffee drinkers more than non-coffee drinkers and that 62% were more likely to hand promotions out to them. Sometimes psychology is as easy as wearing the right shirt or making the right joke: it suddenly makes you the center of attention—in a good way.

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schwit1 writes: Astronomers have spotted a star whizzing around a vast black hole at about 2.5 times the distance between Earth and the Moon, and it takes only half an hour to complete one orbit. To put that into perspective, it takes roughly 28 days for our Moon to do a single lap around our relatively tiny planet at speeds of 3,683 km(2,288 miles) per hour. Using data from an array of deep space telescopes, a team of astronomers have measured the X-rays pouring from a binary star system called 47 Tuc X9, which sits in a cluster of stars about 14,800 light-years away. The pair of stars aren't new to astronomers -- they were identified as a binary system way back in 1989 -- but it's now finally becoming clear what's actually going on here. When a white dwarf pulls material from another star, the system is described as a cataclysmic variable star. But back in 2015, one of the objects was found to be a black hole, throwing that hypothesis into serious doubt. Data from Chandra has confirmed large amounts of oxygen in the pair's neighborhood, which is commonly associated with white dwarf stars. But instead of a white dwarf ripping apart another star, it now seems to be a black hole stripping the gases from a white dwarf. The real exciting news, however, is regular changes in the X-rays' intensity suggest this white dwarf takes just 28 minutes to complete an orbit, making it the current champion of cataclysmic dirty dancers. To put it in perspective, the distance between the two objects in X9 is about 1 million kilometers (about 600,000 miles), or about 2.5 times the distance from here to the Moon. Crunching the numbers, that's a journey of roughly 6.3 million kilometers (about 4 million miles) in half an hour, giving us a speed of 12,600,000 km/hr (8,000,000 miles/hr) - about 1 percent of the speed of light. DEAL: For $25 - Add A Second Phone Number To Your Smartphone for life! Use promo code SLASHDOT25. Also, Slashdot's now on IFTTT. Check it out! Check out the new SourceForge HTML5 Internet speed test! ×

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Fleas in Dogs What they are: For most dogs and owners, these small insects are a minor nuisance and easily prevented; however, some dogs have sensitivity to flea bites and can develop severe skin lesions and secondary infections. Young or debilitated animals that have an overwhelming number of flea bites can develop anemia. - Excessive scratching - Excessive licking - Areas of hair loss - Presence of flea dirt - Weakness and pale mucous membranes in severe cases Live fleas may or may not be seen. Animals with a high sensitivity to flea bites often remove the insects via scratching and licking before they can be observed by the veterinarian or owner. Dogs often accidentally ingest fleas, which can cause infection with tapeworms. Treatment: Almost all dogs should be given a flea preventative every month. There are oral and topical (on the skin) preventatives available. Some dogs with increased susceptibility or higher than average exposure to fleas may require preventative care more often. A thorough cleaning of the pet’s home environment (home, car, yard) is also recommended. Many dog health insurance plans offer wellness and routine care coverage to help pay for flea and other parasite prevention. Return to the Dog Health Problems glossary.

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SIX CRITICAL PRINCIPLES OF PARENTING Developed by Dr. Sylvia Rimm, author of See Jane Win 1) Teach healthy competition. This refers to the title, See Jane Win, and how the women in the book mentioned most frequently, as a positive experience, winning in competition to contributing to their high self-esteem. "What we have to teach girls is the excitement, exhilaration, motivation of winning, but the resilience of dealing with failing experiences. You can't win all the time. We have to let them lose and recover from losses." 2) Teach girls how to be smart. Smart doesn't necessarily mean girls have to get all A's. There are all kinds of smarts: common sense, humorous, creative. If we can help kids realize that there are many ways they can feel smart, that frees them up. Reading is also so important. "It opens up the whole world. Even growing up, I knew there was another world beyond my circumstances," admitted Oprah. 3) Encourage math. Dr. Rimm deeply believes, math is an important threshold subject. It opens up opportunities in business, science, medicine, computers and engineering. Math is the opener. Any mom, even if she's not comfortable with math herself, can encourage their daughter to be comfortable with math. 4) De-emphasize appearance and popularity. This is about perspective. If appearance is everything, we forget about the whole child. As Dr. Rimm asserts, "The whole child is smart, is strong." A girl who believes her self-esteem depends on being admired makes her dependent, and we need them to be independent. Being popular means to conform with whatever the popular norm is. In some schools that's okay, but in some schools that means the worst drinking and drug parties. 5) Be a coach, not a judge. Don't punish. Problem solve; even though it can seem so time consuming, as Oprah said. Dr. Rimm suggests that parents not ground their children. Parents don't have to take away social privileges. Instead, set limits. The belief that you'll do the right thing is what will make the difference. Kids will have this inner sense that parents are coaches, that they're on their side in an alliance, which permits them to have that inner motivation that gives them that extra boost. Also, referential speaking helps. In other words, if you can say to someone else that your daughter is doing well, that really builds her confidence. 6) Fulfill your own dreams. If you haven't fulfilled your own dreams, how can you expect your daughter to

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Presper Eckert, with John Mauchly , designed and built several significant computers in the 1940s-- ENIAC, EDVAC, BINAC , and UNIVAC. Eckert was born in Philadelphia, where his father was a real estate developer. He received a B.S.in 1941 and an M.S. in 1943 from the University of Pennsylvania 's Moore School of Electrical Engineering. Eckert began working with Mauchly, a faculty member, because they were both interested in electronic computer design. WorldWar II was in progress, and the university had a United States Army contractto develop a calculating machine known as ENIAC (Electronic Numerical Integrator And Computer). Eckert and Mauchly designed and patented ENIAC. It was much faster than earlier computers and featured electronic processing with vacuum tubes. However, it used punched cards for the program and intermediate processing results, which greatly slowed its speed. Also, each processing sequence had to be set up by hand. The school's next computer was EDVAC (ElectronicDiscrete Variable Automatic Computer), a computer milestone, featuring a stored program in which the program and data are both in the computer's memory and treated alike. Eckert and Mauchly designed the memory, which used mercury-filled delay lines to retain the incoming electronic signal as a much slowersound wave. In 1948, the University wanted control of all patents for equipment produced by its faculty. Eckert and Mauchly resigned and formed their ownfirm, the Electronic Control Company, to produce stored-program computers based on the patents. BINAC (BINary Automatic Computer), a fast and relatively small computer to be used on a guided missile, was their first computer, in 1949. It was the first computer to use magnetic tape for input and output, andfeatured two processing units that performed the same calculations for accuracy. At the same time, Eckert and Mauchly were building the much larger UNIVAC(UNIVersal Automatic Computer), which they completed in 1950. It was the first widely-available commercial computer to use stored programs. After financial losses in 1950, Eckert and Mauchly sold their company and patents to the typewriter and calculator manufacturer Remington Rand. Eckert remained with Remington Rand to continue development of UNIVAC, eventually becoming a vice-president of the successor company, Sperry Univac. During the 1960s, Eckert andMauchly were sued by the computer manufacturer Honeywell and John Atanasoff,a physics professor at Iowa State University. They claimed that the patentswere based on Atanasoff's A-B-C computer, which he had demonstrated for Mauchly in 1941, before ENIAC was built. Eckert and Mauchly maintained that much of their design work was completed before Mauchly met Atanasoff, and that thetwo machines were different. However, in 1973, the judge ruled in Atanasoff'sfavor, declaring Eckert and Mauchly's patents invalid.

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- Alternative Agriculture – The debate over genetically engineered crops rages on, but other technologies offer new hope for sustainable farming. - The Genes of Parkinsons Disease – Parkinson’s cases with genetic origins are shedding light on the cellular mechanisms of the disease, bringing researchers closer to a cause — and perhaps a cure - New nanomaterials unlock new electronic and energy technologies – A new way of splitting layered materials to give atom thin "nanosheets" has been discovered. This has led to a range of novel two-dimensional nanomaterials with chemical and electronic properties that have the potential to enable new electronic and energy storage technologies. - Scripps Research scientists develop powerful new methodology for stabilizing proteins – A team of scientists at The Scripps Research Institute has discovered a new way to stabilize proteins — the workhorse biological macromolecules found in all organisms. Proteins serve as the functional basis of many types of biologic drugs used to treat everything from arthritis, anemia, and diabetes to cancer. - ‘Tall order’ sunlight-to-hydrogen system works, neutron analysis confirms – Researchers at the Department of Energy's Oak Ridge National Laboratory have developed a biohybrid photoconversion system — based on the interaction of photosynthetic plant proteins with synthetic polymers — that can convert visible light into hydrogen fuel. Robert Slinn refluxes the chemistry news and extracts a goodly yield for Reactive Reports in his regular column: Slinn Pickings.

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Need another fun summer activity? Make your own goop, gak, flubber! It’s slimy fun that gives kids math, science, and sensory play. Talk about learning fun, right? 1. Pour 8 oz. of white (Elmers) glue into a large bowl. I used a glue bottle to measure the amount easily. 2. Pour 8 oz. of warm water into the bowl. (Fill the empty glue bottle to measure the water, too.) 3. Add food coloring (I like cake coloring because it’s a stronger color.) 4. Add 4 Tablespoons of Borax. Use your hands to mix. –>Experiment with the amount of Borax to see if there’s a difference in consistency with more or less. * Borax, is in the laundry aisle of your grocery store. Be safe; borax is toxic so don’t eat it. 6. Store in a plastic bag or glass jar. Activity Ideas For Playing With Goop 1. Make goop in different colors. Layer. Mix. Swirl. 2. Cut up straws and poke into your goop. (Also try toothpicks and sticks.) 3. Make a goop swamp with plastic animals. 4. Play goop monsters. Make Popsicle stick cages for your monsters. 5. Pretend the goop is snot and gross out your friends. 6. Add 3 teaspoons of glow-in-the-dark paint and play goop in the dark. (Find at craft stores.) Play Dough Play After your goop play, how about Play Dough? This week Nurture Store, Imagination Tree, and Sun Hat and Wellie Boots invite you to creatively play and learn with play dough. See their Play Dough Pinterest page and their blogs for lots of imaginative ideas! In fact, we made pink play dough with sprinkles for some extra sparkle . . . So much fun! I wonder what you’ll make? Upload your photos to the Imagination Soup Facebook page so we can see what you made! You Might Also Like . . . Pretend Play Bakery

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What is the name of the smallest virus? Others answers (1) - eAnswers...Dec 4, 2013 "Porcine circovirus" (PCV) is the smallest known virus to man as it is approximately 8 nanometers in radius. It is a single-stranded DNA virus and the member of the Circoviridae virus family. This DNA virus is of types : "PVC 1" which was found in the year 1974 and "PVC 2" which was found in the year 1997. - RelationshipsMay 14, 2014 - 16 Acts Of Random Kindness That Will Revive Your Hope For The Future Of Mankind - Show More

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Reading, writing and arithmetic have been taught in this country for hundreds of years. Most adults have learned these skills in school at some point. The days of students never attending school is pretty much a thing of the past. Gone are the days that students worked on the family farm and were so isolated they never got the opportunity to attend school. Schools have changed tremendously over the past 100 years and will continue to change as we move through this decade. The standards and concepts students are taught continue to evolve but some things have remained more constant. Students learn many social and emotional lessons at school in addition to the content standards they are taught. Students learn to get along with peers and to work collaboratively. Students learn to control their emotions or at least manage them to respond in a socially acceptable manner. Just like math standards, some students learn these emotional skills better than others. Obviously home life also has a tremendous impact on student learning. Public school continue to engage in a balancing act that tries to stress academic goals while teaching life lessons that will impact the students for the remainder of their lives. Life lessons are very difficult to quantify and many times get overlooked during the discussion of public education. We must continue to remember that a person has many dimensions to their life and as a society we must try to help parents as they instill the values that will help our young people become citizens of a well adjusted society. Many issues such as bullying have been plaguing mankind for centuries are still around to day. While diseases such as polio may have been basically eradicated from the human population, conflict between human beings continues to plague us today. While we will never totally eradicate social problems, we must continue to try and teach students to cope with conflict in a constructive manner. Each year when state legislatures meet across the nation and education budgets are debated I hope legislators will stop and see the big picture and realize that schools are crucial for the fabric of our society to remain intact. While reading, writing, and arithmetic are crucial and are at the center of what public schools offer, they are not all that schools offer society.

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It sounds like a science fiction scenario: engineer a fish with a gene for growth hormones to accelerate maturation and create a giant “super fish.” Freakish as it may seem, for more than a decade, corporations and researchers in the U.S. and abroad have been seeking to do just that. Their incentive, of course, is financial: to create a more profitable fish by genetically engineering farmed fish to grow bigger faster, thereby bringing fish to the market in less time. Instead of focusing on the survival and recovery of wild fisheries, corporations seek to force fish to fit within the industrial production model of factory fish farming (also called industrial aquaculture). At least 35 species of fish are currently being genetically engineered around the world, including trout, catfish, tilapia, striped bass, flounder, and many species of salmon. These fish are being engineered for traits that allegedly will make them better suited for industrial aquaculture, such as faster growth, disease resistance, larger muscles, and temperature tolerance. The genes engineered in these experimental fish come from a variety of organisms, including other fish, coral, mice, bacteria, and even humans. In November 2015, FDA approved the AquAdvantage® Salmon, produced by AquaBounty Technologies. The same company claims that it is also developing genetically engineered tilapia and trout for commercial approval, while others are developing other genetically engineered catfish and salmon. While corporations continue to engineer fish and push for their commercial use, scientific evidence mounts regarding the extraordinary environmental danger these fish pose. Additionally, the human health impacts of eating GE fish are entirely unknown. In approving the AquaBounty transgenic salmon, FDA ignored millions of Americans and more than 40 members of Congress who have expressed vocal opposition. FDA also neglects the concerns of more than 300 environmental, consumer, health and animal welfare organizations, salmon and fishing groups and associations, food companies, chefs and restaurants. Center for Food Safety is suing the Food and Drug Administration (FDA) to block the agency’s approval for sale.

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What is Cell Ready Technology? The technique used to produce minerals which can both enter and leave a cell without causing damage was developed by a Minnesota company which produces human grade nutritional supplements in liquid form. Copying the method used by plant root systems the mineral particles are reduced in size to obtain maximum absorption. The key is the specific size of the particles called angstrom size. In normal solutions containing mineral and vitamin particles the particles are suspended between the water molecules using a protein. This format is called colloidal. A colloidal mineral/vitamin particle is usually between 5000 to 10,000 times larger than the angstrom sized particles used in the Environmental Farmacy products. These angstrom particles now effectively become one with the water molecule. Unlike colloidal particles, the angstrom particles cannot be separated from the water molecule when placed in a centrifuge. They are demonstrably stable within the solution. The beauty of the method is that when the water molecule breaks down and its element enters the cells the minerals and or vitamins (in angstrom form) enter unimpeded. To understand the real long term power of this method we must understand the nature of cell replication and renewal. In normal circumstances the cells go through a 120 day cycle where the cells copy themselves and ultimately are replaced by the new cells that are made. This natural 4 month cycle allows a supplementation protocol to effect positive change in the body as it “re-sets” its own cellular health by the appropriate nutritional support.

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Thursday, May 25, 2017 All you need to know about IFSC and MICR MICR code is a code printed using MICR (Magnetic Ink Character Recognition technology) on cheques to enable identification the cheques. What is IFSC? IFSC stands for Indian Financial System Code. It is a 11-digit alpha-numeric code that uniquely identifies a bank branch participating in any RBI regulated funds transfer system. The IFSC code helps to transfer money using RTGS, NEFT or IMPS method. The first 4 digits of the IFSC represent the bank and last 6 characters represent the branch. The 5th character is zero. What is MICR? MICR is an acronym for Magnetic Ink Character Recognition which is a technology used in the banking industry in printing the MICR codes. A MICR code is a 9-digit code that uniquely identifies a bank and a branch participating in an Electronic Clearing System (ECS). The first 3 digit of the code represents the city code, the middle ones represent the bank code and last 3 represents the branch code. One can locate the MICR code at the bottom of a cheque leaf, next to the cheque number. It is also normally printed on the first page of a bank savings account passbook. What is the use of MICR Code? MICR Code is used in the processing of cheques by machines. This code enables faster processing of cheques. One is required to mention the MICR code while filing up various financial transaction forms such as s investment forms or SIP form or forms for transfer of funds etc. What is cheque number? A cheque number is a 6-digit number uniquely assigned to each cheque leaf. It is written on the left-hand side at the bottom of the cheque. It is advisable to check i.e. count and check the number on each cheque leaf in a new cheque book when you receive it from the bank. This is to ensure that no cheque is missing from the cheque book. Ideally, you should record the transaction you have used each cheque leaf for in the transaction record slip attached at the start or end of a cheque book. In this record, you should mention the cheque number, date of cheque, amount and payee. Where is the MICR number on a cheque? A MICR number on the cheque is written at the bottom of the cheque, on the right-hand side of the cheque number. Source:-The Economic Times

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University of Texas at Brownsville, The Website Content Contributions Project Topic Mind Map part of Complex Systems:Teaching Activities This map assignment is used in my undergraduate science course to help students generate ideas on their term paper topic. Deep time - what is your metaphor? part of Paleontology:Activities Construct your own metaphor, appropriately scaled, for communicating deep time. Character coding part of Paleontology:Activities Learning about the different ways the morphological variation can be coded into phylogenetic character data, with emphasis on the limitations and assumptions of each. Conservation of Natural Resources part of Complex Systems:Courses This course utilizes current literature seminar-style discussions and integrates the virtual world software SECOND LIFE into some of the content/presentations. GS 150: Dinosaur Extinction and Other Controversies part of Paleontology:Courses This course has the general goal of providing an introduction to scientific reasoning – how our hypotheses about the natural world are formed, accepted, modified, and rejected – using examples from the history ... Other Contributions (2) BS in Environmental Science at UT Brownsville part of Integrate:Workshops and Webinars:Programs that Bring Together Geoscience and Sustainability:Programs Information for this profile was provided by Jeff Wilson, Chemistry and Environmental Sciences, University of Texas at Brownsville, The. Information is also available on the program website. Students in this ... Principles of Earth Science Laboratory (GEOL1101) at The University of Texas at Brownsville part of Math You Need:Implementations This page is designed to provide a guide to a planned implementation ofThe Math You Need, When You Need It. It will change as the implementation proceeds at this institution. Please check back regularly for ...

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Addiction & Treatment Designer drugs are drugs that are created in a laboratory, using chemistry to alter a plant derived drugs, like cocaine, marijuana and morphine, into a new substance. These new substances may have a new, altered affect on the user. Designer drugs are especially dangerous because they are primarily produced in illegal, underground, labs, and there are no controls on the ingredients being used. Users often do not know exactly what is in the drugs they are taking, or how potent individual doses may be. There are many types of designer drugs on the market, but the most commonly abused are: MDMA (Ecstasy) – synthetic, psychoactive chemically similar to methamphetamine (stimulant) and mescaline (hallucinogen) Initially considered a “club drug” favored by young adults in the night club and rave scenes, it has now become a popular street drug of choice amongst many types of users. It affects the brain neurons that use serotonin, and causes the release of serotonin, dopamine, and norepinephrine. The psychoactive drug creates a feeling of euphoria, decreasing stress and anxiety and heightening feelings of social connectedness, while altering reality and perception. MDMA use is quickly rising amongst youth, and very dangerous to the health of young people. It acts as both as a stimulant and a hallucinogen, raising heart rate and blood pressure and altering inhibitions resulting in poor judgment. In high doses, it can interfere with the body’s ability to regulate temperature which can result in hyperthermia, liver, kidney, and cardiovascular shut down, even death. LSD – an odorless, colorless chemical that comes from the ergot fungus, causing hallucinations LSD is a potent mood altering drug that profoundly distorts reality. By disrupting nerve cells and the neurotransmitter serotonin, it results in long hallucinogenic “trips” that can last up to 12 hours. The effects can be stressful and create a panicked state, referred to as a “bad trip.” Even after the LSD has worn off, however, users can experience “flashbacks” of the trip weeks or month after the drug was used. There are many dangers of LSD, not the least of which is that the dose and potency of the drug is unknown at the time of use, increasing panic in users and possibility of a fatal accident in their altered state. The drug can also trigger latent mental issues, resulting in long-term psychosis. Ketamine – a dissociative anesthetic, initially used as a human anesthetic, still used in animals Ketamine is powerful anesthetic that separates perception from sensation. This experience is often called “going into a K-hole”, in which the users experience numbness in their extremities, and dream-like sensation of being outside their body. In high doses, it can produce a hallucinogenic effect of being very far away from the body, a near-death type experience. While on ketamine, users have difficulty moving, if able to move at all. Ketamine is a highly, psychologically addictive substance, dissociating users from their consciousness. Physically, the drug can also depress breathing, which can be lethal, particularly when combined with other depressants such as alcohol and valium. Rohypnol – a fast-acting benzodiazepine, causing sedation, muscle relaxation, and reduced anxiety Rohypnol have strong sedative effects, with resulting partial amnesia. Users are unable to remember some experiences while under the influence, giving Rohypnol the nickname of “the date-rape drug.” Although known for its use in sexual assaults, it is highly abused by users for profound intoxicated feeling it produces. It is often used in combination with other drugs to boost highs, or reduce the effects of stimulants. Rohypnol is addictive and dangerous, particularly since the drug is produced illegally in the US and often with contaminates. Often taken with alcohol, it can depress the respiratory system and easily result in death. GHB – a synthetic central nervous system depressant with a sedative effect GHB , Gamma hydroxybutyrate, effects the GABA receptor in the brain. It is a popularly abused club drug. It produces feelings of relaxation, reduced anxiety, and social connectedness. It is also has anabolic effects, and is abused by body-builders to stimulate muscle growth. In low doses, GHB effects are similar to alcohol and ecstasy, but in higher doses it can cause nausea, amnesia, seizures, coma, even death. It is often combined with other depressent drugs, increasing the danger of respiratory issues and death. Designer Drug Addiction If you or someone you love is suffering from an addiction please call the Pasadena Recovery Center at (866) 663-3030. We’re available to talk with you twenty-four hours a day, seven days a week. We promise confidentiality and professionalism. Our comprehensive treatment program will address each client’s issues on an integrated basis, understanding that addiction often has underlying emotional and behavioral issues that need to be resolved. At Pasadena Recovery Center, our dedicated staff understands the disease of addiction and we’re proud to offer lifesaving treatment at an affordable cost. Our goal is to reintroduce sober individuals into society with the skills necessary to lead meaningful, productive lives, through a compassionate and comprehensive treatment program. There is hope and we’re here to help, so please take the first step towards a better life by contacting us today.

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The literature written in Chile during the rule of General Augusto Pinochet remains largely unknown to English-speaking readers. One of the most important novels to emerge from that period, Ana María del Río's Carmen's Rust creates a gripping microcosm of the dictatorship. Carmen, a teenage girl, attempts to overcome the social isolation and guilt family matriarchs have instilled in her, as her budding sexuality forms a powerful resistance against their domestic control. Forced to submit her book to government censors, del Río carefully constructed her critique, setting the novel in Chile during the 1950s with artfully masked references and significant silences. Reminiscent of Kafka and Orwell, Carmen's Rust recounts a claustrophobic domestic nightmare-while tacitly attacking the bourgeois values and murderous control of the regime. Published on the thirtieth anniversary of the overthrow of Salvador Allende and available in English for the first time, this literary tour de force offers an astonishing portrait of dictatorship and political violence.

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(Lekel) S Albania. Mentioned by Ptolemy (3.14) as an inland city of Chaonia. The site is defended by cliffs on two long sides and by strong walls of ashlar masonry, strengthened with towers, on two short sides; the circumference of the defensible area was some 1700 m. The masonry and the use of bonding cross-walls within the circuit wall date the site to ca. 295-290 B.C., and it is likely that Pyrrhos founded it and Antigonea at the same time. The site has great strategic importance: it commanded the entry from the N into the Drin valley and lay close to the mouth of the Aous pass (Aoi Stena), leading towards Macedonia. The two rivers join just N of Lekel. N.G.L. Hammond in JRS 47ff, and 61 (1971) 114; id., Epirus (1967) 212f, 699.

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Picture of the week We are the best choice for your development Educating People for Development Definitely, education is the most important element for a country to develop and gain achievements. Education plays a significant role in the improvement of several fields. Education is defined as obtaining knowledge. An individual with zero knowledge of his or her environment can survive happily in our current society. Aside from providing one with survival skills, education can also give people awareness of their rights and duties concerning their own country. Education alone is a privilege every individual is born with. We strongly believe that every human being born in this country must at least be educated till Grade 12 (or equivalent). Education helps people to be independent, build self-confidence and pride, which are very important for a country’s development. For a country to be considered developed, it has to improve in certain areas, such as IT, private sectors, agricultural, government administration, and etc. All these developments will be realized if and only if the people are educated in these areas. When a nation’s citizens acquire sufficient knowledge in a specific area, it will be easier to bring about developmental reforms. With education on its side, any country is unstoppable from developing. The World Bank’s imminent Education Strategy focuses on 3 core ideas: Invest early, invest smartly and invest in learning for all. A child who has successfully acquired foundation skills results to a lifetime of learning. The traditional manner of starting in primary school takes up the challenge too late. According to science, learning should be advocated early and frequently, in and out of the formal schooling system. Currently, we implement several prenatal health and early childhood development projects that incorporate education and health to reach the said goal. In the vital years, schools are required to provide their students with foundation literacy and numeracy to achieve long-lasting learning. Seeing outcomes needs smart investments- investments that emphasize and oversee learning, outside the limits of traditional prosody. Educational investments should prioritize quality. There are not enough resources to design policies and programs in the dark. We require proof on what functions for us to invest smartly. Third, learning must ensure that all students, and not just the privileged and gifted, gains the knowledge and skills needed. We must minimize the walls that keep female students, disabled children, and ethnic minorities from gaining as much education as the population bodies.View Post

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Ed. Dept. Seeks Researchers To Explore Lonely Databases The Department of Education is sitting on top of the research equivalent of a gold mine: more than 15 national databases on everything from children's preschool experiences to students' college course work. And it's all free for the asking. The problem is that too few researchers are asking. For More Information: "This is a treasure box of information and it's underutilized," said Wenfan Yan, an education professor at Indiana University of Pennsylvania in Indiana, Pa., and a frequent user of the data. To whip up interest in its databases, the department's National Center for Education Statistics has been working to make its collections more user-friendly and to provide training in their use. "Collecting data is not cheap, and this is a national resource and we have an obligation to promote its use," said Samuel Peng, the director of training and customer service for the statistical agency. "Also, a lot of people don't know how to use them, and we don't want them to misuse the data." Of the department's databases, longitudinal studies--which follow large, nationally representative groups of students over time and examine everything from their attitudes toward school to the grades they earn--have been popular bases for research. They include: - The National Education Longitudinal Study, which has tracked 25,000 students since 1988, when they were 8th graders, and will continue to do so until 2000; - The National Longitudinal Study of the High School Class of 1972, which ended in 1986; and - High School and Beyond, which followed students who were high school sophomores in 1980 through 1992. - Studies such as Baccalaureate and Beyond track students in their postcollege years as well. Beginning next year and in 2000, the department will launch two more longitudinal studies--one that follows children from birth through early elementary school and another zeroing in on kindergarten students as they make the transition to 1st grade. The department also has statistics on every public library, public and private school, school district, and college and university in the nation. And data from the National Assessment of Educational Progress and the the Third International Mathematics and Science Study offer insights on student achievement in many states and around the world in some core academic subjects. Mr. Peng estimates that each of the databases has been used for secondary analyses an average of only 300 times--far too little activity, he believes, for what amounts to the most comprehensive information available anywhere on the nation's schools and schoolchildren. To make it easier to mine the data, the center in the early 1990s started to put some of its databases on Cd-rom disks. Also, for a few databases, the center has compiled software that allows researchers to easily extract the variables they need. Other databases can be downloaded from the center's World Wide Web site. Mr. Peng also holds weeklong training sessions for researchers as well as shorter workshops at events such as the annual meeting of the American Educational Research Association. Some researchers, however, worry that the outreach efforts increase the potential of misinterpreting data. "People have the one-week courses, but if they've not had previous training in statistics and analysis it's not enough," said Valerie Lee, a University of Michigan education professor who teaches statistical research. "My own feeling is that it shouldn't be too simple because the questions aren't that simple." But other researchers, such as Mr. Yan, who heads a national group of researchers interested in the databases, support the department's efforts and want to see more doctoral students, in particular, using the data. Variety of Customers There is a pressing need for analysis of these databases, said Jeffrey Beaudry, an education professor at the University of Southern Maine. "We're not going to get much understanding unless a lot of researchers look at this," he said. The training is part of a broader effort to make the agency's products more "useful, timely, and predictable" for a wide variety of customers, said NCES Commissioner Pascal D. Forgione Jr. A resource kit from the department, with reports and tables from the international math and science study, for example, has already sold out, he said. "To me that's usefulness--not to leave it in a database in the sky--but to bring it out in a product." Vol. 17, Issue 36, Page 29

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The portrait on this broadside is instantly recognisable as Mary Queen of Scots. Probably produced shortly after Mary's execution in 1587, it gives an account of her family and life, mentioning the role of Darnley, George Buchanan and Mary's son King James VI. There is an emphasis on Mary's European connections, and above all on her martyrdom for the Catholic faith. The engraving by Johann Bussemacher shows Mary wearing her crucifix and also includes the arms of France and Scotland. This is a beautiful and important book: both the text and the binding are new to our collections. It is an edition of the metrical Psalms printed in Edinburgh in 1640, which seems to be unrecorded. Most strikingly, it is contained in a silver binding, decorated with a design of birds and flowers. The leaf edges are gilt and decorated with a stamped design of dots and crosses. It seems that the binding is probably contemporary, but it is not yet clear whether the work is Scottish, Dutch or German. Here is a real puzzle and an exciting purchase. No other copy of this work — an account of the reign of King James VI — is known. Research carried out to date suggests that the volume was printed in Paris and may have been a proof copy for a work that was never taken further to the publication stage. Both the title page and the recto of the front free flyleaf have the manuscript signature of Georg Rodolph Weckherlin (1584-1653), a major German poet of the period, who came to England and served as secretary to all of Charles I's Secretaries of State prior to the Civil Wars. Did he write it?

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For Immediate Release: June 5, 2014 Groups launch new international effort to protect children from “Terrible Twenty” pesticides Oakland, California – On the anniversary of Pesticide Action Network’s global “Dirty Dozen” campaign to phase out the most hazardous pesticides, members of the network in the U.S. and Asian region are kicking off a new effort today calling on governments around the world to take action on a new “Terrible Twenty” list of pesticides known to be particularly harmful to children’s health. The new effort comes in the wake of recent strong scientific evidence linking pesticides that remain in widespread use worldwide to adverse impacts on children’s health and learning. With the world using about 50 times more pesticides today than six decades ago, their harmful impact on the environment and human health has increased alarmingly – and evidence is growing that children are especially vulnerable. Though significant progress has been made on the original “Dirty Dozen,” including chemicals like lindane, DDT and the ‘drins’ (aldrin, dieldrin and endrin), the groups are globally ramping up efforts. “Governments around the world have a responsibility to protect children from hazardous pesticides” said Medha Chandra, PhD, campaign coordinator for Pesticide Action Network North America (PANNA). “The legacy we leave our children begins with the actions we take today to restrict and phaseout pesticides most harmful to their health and intelligence.” Aside from those used in agriculture and food production, toxic chemicals used in homes, schools, gardens and public places expose children to debilitating and life-long health problems including cancers, autism, birth defects, asthma and other childhood diseases and learning disorders. “Infants are infinitely more sensitive to pesticides than adults. At the early stage of their lives their immune systems, their endocrine systems and their neurological systems are all still developing, their brains are developing and they're very sensitive to the effects of even very small doses of pesticides,” said Meriel Watts, PhD, senior scientific advisor to PAN Asia and the Pacific (PAN AP), a New Zealand-based specialist on pesticides and author of Poisoning our Future: Children and Pesticides. The new effort calls on governments of all levels to take more aggressive action to protect children’s health from pesticides, starting with immediate reductions in and restrictions on use. “Children are being born already contaminated with pesticides that will undermine their health and learning ability for the rest of their lives, is a tragedy beyond measure. It is up to every government to make sure that children are protected from these damaging chemicals by taking swift action to phase out and restrict use,” Dr. Chandra said. Of the chemicals that make up the “Terrible Twenty,” some progress has already been made in the United States, but unfortunately, many of the chemicals are still widely used. For example, the neurotoxic pesticide chlorpyrifos is still widely applied to crops across the country, from corn to citrus and grapes. According to California officials, the only state to track use, over 1 million pounds were used in that state alone in the last year on record (2012). “Children in rural communities are on the frontlines of exposure and often face multiple and repeated exposures to harmful pesticides. Not only do they face direct exposure to chemicals like chlorpyrifos through the air, but also through water and as residue on food. The problem lingers and neurotoxic pesticides continue to be sprayed around our communities with few safeguards,” said Irma Medellin, director of El Quinto Sol de America, a group based in California’s agriculture-rich San Joaquin Valley. Today marks the anniversary of PAN International’s landmark 1985 “Dirty Dozen” campaign which targeted 12 extremely hazardous pesticides for bans or strict controls on production and use worldwide, and for their replacement with safe and sustainable pest control methods. It’s also marked by governments around the world as World Environment Day. By highlighting their impact on children, PAN AP and PANNA are calling for renewed action on the “Terrible Twenty” pesticides that have proven to be especially hazardous for children, namely: chlorpyrifos, monocrotophos, malathion, methamidophos, DDT, permethrin, diazinon, paraquat, propoxur, atrazine, dichlorvos, cypermethrin, deltamethrin, mancozeb, methyl parathion, carbaryl, chlorothalonil, parathion, lambda-cyhalothrin, and maneb. The original “Dirty Dozen” included: 2,4,5-T, aldicarb, chlordane, chlordimeform, DBCP, DDT, “drins” (aldrin, dieldrin, endrin), EDB, HCH, heptachlor, lindane, paraquat, parathion, pentachlorophenol, toxaphene. PANNA report: A Generation in Jeopardy: How pesticides are undermining our children's health & intelligence PAN AP report: Poisoning Our Future: Children and Pesticides PAN UK briefing paper: List of Lists (including status of PAN Dirty Dozen) Pesticide Action Network (PAN) is a global network working to eliminate the human and environmental harm caused by pesticides and to promote biodiversity-based ecological agriculture. PAN Asia and the Pacific and PAN North America, are two of PAN’s regional centers.

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Of minerals containing this element mention may be made of cassiterite or tinstone, Sn02, tin pyrites, Cu 4 SnS 4 + (Fe,Zn) 2 SnS 4; the metal also occurs in some epidotes, and in company with columbium, tantalum and other metals. Of these "tinstone" is of the greatest commercial importance. Throughout the world, primary deposits of tinstone are in or closely connected with granite or acid eruptive rocks of the same type, its mineral associates being tourmaline, fluorspar, topaz, wolfram and arsenical pyrites, and the invariable gangue being quartz: the only exception to this mode of occurrence is to be found in Bolivia, where the tin ore occurs intimately associated with silver ores, bismuth ores and various sulphides, whilst the gangue includes barytes and certain carbonates. The first stage has for its purpose the production of a fairly pure tinstone; the second the conversion of the oxide into metallic tin; and the third preparing a tin pure enough for commercial purposes. The alluvial extracted, which in the Malay Peninsula and Archipelago carries from 5 to 60 lb of tinstone (or "black tin," as it is termed by Cornish miners) to the cubic yard of gravel, is washed in various simple sluicing appliances, by which the lighter clay, sand and stones are removed and tinstone is left behind comparatively pure, containing usually 65 to 75% of metallic tin (chemically pure tinstone contains 78.7%).

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Send the link below via email or IMCopy Present to your audienceStart remote presentation - Invited audience members will follow you as you navigate and present - People invited to a presentation do not need a Prezi account - This link expires 10 minutes after you close the presentation - A maximum of 30 users can follow your presentation - Learn more about this feature in our knowledge base article Do you really want to delete this prezi? Neither you, nor the coeditors you shared it with will be able to recover it again. Make your likes visible on Facebook? You can change this under Settings & Account at any time. Reason for German Aggression Transcript of Reason for German Aggression Aggression in WWII German Troops March Through Warsaw by Jger Hugo, 1939 (NARA) German troops in Russia, 1941 (NARA) Germany felt robbed and wanted to restore their glory. Why did Germany go to War? In order to do that, they had to get the resources they needed. Versailles Treaty The Versailles Treaty was a peace treaty between Germany and the Allied Powers. Hitler dreamed of building up a vast German Empire. Hitler did not like the Treaty of Versailles. "We are all proud that through God's powerful aid, we have become once more true Germans." March 1933 By : April Lewis and Esther Bae 7,060,000 German people were killed at the end of the war. Hilter was seen as a "visionary leader." The war was based on propaganda (spreading ideas for a cause). He defeated Western Europe and Britain, and was planning to invade Russia. Before he could though, Italy invaded France, and Germany had to help the French. In March 1936, German troops marched into the border region between Germany and France. They did this after the Treaty of Versailles, and in the treaty, it stated that that land was supposed to be free of military forces. Hitler wanted to take over Munich and have the middle class "follow" his path and help him take over Germany Hermann Goering Hitler promoted Goering and made him the: • minister of the interior • prime minister of Prussia • minister of aviation • head of the Luftwaffe • head of the German Air Force and he was practically Hitler's deputy The Aggression of Hitler's Allies 1.) Italy--Mussolini wanted a Fascist-Roman Empire 2.) Japan--Wanted a Nipponese Empire that stretched out to the Pacific The start of World War 2 was mostly caused by Facsist aggression. In March 1938, Hermann Goering warned all Jews to leave Austria, one of the first steps toward what would become the Nazi Holocaust, which eventually murdered six million European Jews. Joseph Goebbels Joseph Goebbels • was Hitler’s Minister of Enlightment and Propaganda (appointed in 1933) • was one of the most important and influential people in Nazi Germany • had total control of the German press and radio He demanded "total war" from the Germans and in 1944, he was appointed Reich Commissioner for Total Mobilization (Commissioner of the Empire marshalling and organizing for action) He also played an important role in building up hatred for the allied powers. He had little confidence in the abilities of other ministers and made attempts to have some removed from office. Heinrich Himmler Heinrich Himmler was: • The head of The SS (The SS was a paramilitary organization responsible for the many crimes against humanity.) • The head of The Waffen SS (The Waffen SS were frontline combat troops that were trained to fight in Germany's battles.) • The head of the Gestapo (The Gestapo was the security force.) • The Minister of the Interior • At the end of the war, Himmler made attempts to negotiate peace through the World Jewish Congress • And he had become the second most powerful man in Germany 1940 1939 1941 4/4 - Germans capture Benghazi. 4/6 - Germany invades Yugoslavia and Greece. 4/10 - Germans take Zagreb. 4/12 - Germans occupy Belgrade. 4/22 - Germans capture Thessalonika. 4/27 - Germans capture Athens. 4/28 - Germans take Sollum. 5/10 - German airborne invasion of Crete. 6/22 - Germany invades Soviet Union. 6/28 - German Army captures Minsk. 7/15 - Germans capture Smolensk. 8/16 - Germans capture Novogrod. 9/5 - German army occupies Estonia. 9/19 - Kiev captured by Germans. 10/24 - Kharkov falls to Germans. 11/3 - Germans capture Kursk. 11/22 - Germans captue Rostov. 11/25 - Germans attack Moscow. 12/5 - Germans halt attack on Moscow. 12/11 - Germany declares war on USA. 1/31 - German surrender at Stalingrad. 3/15 - German Army re-takes Kharkov. 9/10 - Germans occupy Rome. 10/13 - Official Italian Government declares war on Germany. 1943 1944 3/19 - Hungary occupied by German Army. 7/20 - German assassination attempt on Hitler fails. 8/30 - Germans abandon Bulgaria. 12/16 - Germans attack through Ardennes. 1942 5/28 - Germans defeat Soviets at Kharkov. 7/3 - Sevastopol falls to Germans. 8/22 - Brazil declares war on Germany and Italy. 1/1 - Germans withdraw from Ardennes. 1/16 - German Ardennes "Bulge" eliminated. 4/23 - Soviets enter Berlin. 4/30 - Hitler commits suicide. 5/2 - German forces in Italy surrender. 5/4 - German forces in Holland, Denmark and N W Germany surrender. 5/7 - German unconditional surrender. 1945 Nazi Germany did not win the war. In general, the Allied powers won it. 9/1 - Germany invades Poland. 9/3 - Britain, France, Australia and New Zealand declare war on Germany. 9/10 - Canada declares war on Germany. 4/9 - Germany begins occupation of Denmark and invades Norway. 5/10 - Germany invades Belgium, Holland and Luxembourg. 5/15 - Holland surrenders to Germany. 5/27 - Belgium surrenders to Germany. 6/14 - German army enters Paris. 6/22 - France signs armistice with Germany. 9/27 - Germany, Italy and Japan sign Tripartite Pact. 10/7 - German army moves into Rumania. THE END http://www.2worldwar2.com/when-hitler-lost.htm

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Where are you? Where are you going? The key to relationships… When the authors of the Bible, especially the gospels, want to tell you something about a person, they speak less about who or what they are and point to where they are. Consider the Bible characters and what you know about their locations. The major characters have tell-tale locations: Zacchaeus up a tree (Luke 19), the demoniac in the tombs (Mark 5), the lepers on the outside of town (Luke 17), the woman at the well in the middle of the day (John 4), Nicodemus who comes at night (John 3), Herod in Jerusalem (Matthew 2), Lazarus in his tomb (John 11), the disciples behind locked doors (John 20), Thomas away from the other disciples (John 20), Peter and the other disciples returning to their boats (John 21). The list is not all-inclusive but enough to illustrate how the gospels use locations to tell us about people and how Jesus paid attention to location noting not only where people were but where they were relative to others. For example, it is not just that Zacchaeus is up a tree, but he is up a tree away from the others. Consider not only the language of the gospel writers, but of the common speech we use daily. We describe our affection for others as well as the challenge of relationships using location and distance metaphors:. I have a special place in my heart for you. She is my closest friend. He’s out of touch. She’s out of reach. He needs room to grow. She’s an outsider. Politically, you are on the far right. You’re definitely to the left of me. You’re outside the lines. You’re on the edge of trouble. Jesus encounters people where they are, but he doesn’t leave them there. The focus is on movement. As simple but crucial word in the gospels is the two letter, GO. Go is essential to the Christian faith, Jesus great commission was to “Go into all the world.” Where as you might not be able to tell it in the language of churches today, Jesus only uses the word build 11 times in the gospels. However the word go is used more than ten times for a total of 111 uses. Jesus also uses a form of the word send 150 times. A lot of Going is not only part of our life with God but with each other and is central to our basic quality of life no matter how advanced in years we may be. My favorite of the early psychologists, Alfred Adler said, Life happens at the level of events, not of words. Trust movement. We also use movement metaphors: Remember, far more often than believe in the gospel and in the quality of our relationships is how well we go and can cross the divides that separate us. Jesus said over and again to his followers, Go because unless someone moves, nothing changes. For more on the distance and movement in relationships, check out The Psychology of Jesus

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The crocodile is a recurring image in traditional Gambian iconography. A single grinning crocodile features on the one-dalasi coin: the watermark on all Gambian banknotes is a crocodile’s head, and stylized crocodiles are worked into the designs if textiles and jewellery. Believed by some to have supernatural powers, crocodiles appear in many Gambian folk tales, including Mandinka stories of teh crocodile in the moon – the Gambian counterpart to the Western man in the moon. Gambian tradition reveres the crocodile as an intermediary between the living and the dead, communicating with human ancestral spirits; for example, the Bojang family of Katchikally claim that whenever Charlie the crocodile leaves the Katchikally pool and makes his way to their family compound, he has a message from their forbears. Crocodiles are particularly associated with fertility, and the sacred crocodile pools at Kachikally, Berending and Follonko are places of pilgrimage and prayer for childless women from The Gambia and Senegal.The pilgrims bring offerings of kola nuts, cloth and cash; half the kola nuts are thrown into the pool as a ritual sacrifice to the crocodiles,and everything else is shared among the elders of the families that guard the pools. Pilgrims undergo a ritual bathing in sacred water brought to them by women of the pool-keepers’ clan. They are then counselled in piety and fidelity by the elders, and given more water to take away and apply to their bodies morning and night. Fertility rituals are open to foreign visitors with a genuine with to take part. The crocodile pools are also visited by those with other special requests, such as wrestlers hoping to win a championship, or businessmen trying to secure a new contract, and even leading Gambian politicians during election times. Charlie and his co-residents at Kachikally are Nile crocodiles, The Gambia’s commonest crocodile species. preferring fresh water to salt, these reptiles are fairly widespread along the River Gambia and in freshwater pools, where they breed. They are also sometimes found in the saltwater bolons and on the coast. Nile crocodiles have been known to live for over a century,and can in theory grow to a length of 7m, but in practice Gambian crocodiles have little chance of making it to such a grand size. Although they’re protected under international law, they can be culled if they appear to pose a threat to human life, and it’s rare to encounter one more than 2m long. Source: The Rough Guide to The Gambia (written ad researched by Emma Gregg and Richard Trillo, published 2006)

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There are both 32-bit and 64-bit versions of Windows 7 Home Premium, although most new Desktop PCs will probably have the 64-bit version installed. 32-bit programs should run without problems in 64-bit Windows, but peripherals such as printers, scanners etc will require the 64-bit drivers. A router is a device that allows multiple computers to access the internet simultaneously. However, as versions of Windows after XP (i.e. Vista and 7) don't generally have suitable drivers for USB ADSL Modems, ISPs moved over to providing combined modem/routers for internet access even for a single PC. With a modem/router, it is that which connects to the internet, not the PC which gets its internet access over the network by connecting to the router by ethernet cable or "wirelessly".

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It is a simple and indisputable fact – oxygen is necessary to sustain life. Clinical studies show that a human being can live for days without water, and weeks without food – but without Oxygen biological death begins to occur within three minutes. Oxygen is the miraculous element that permits life to exist and flourish on earth! While our bodies require many nutrients on a daily basis, Oxygen is the single most important substance taken into the body. Oxygen is a necessary component in every chemical reaction important to human physiology. Oxygen nourishes the cells, it provides the energy needed to metabolize carbohydrates, it allows chemical transport, breaks down waste products and toxins, regulates the pH of body chemistry, drives the desire to breathe, and fights hostile organisms. Oxygen is the undisputed king of body chemistry, and as such is your body’s most important nutrient! Undoubtedly you are now saying, “Oxygen is a nutrient? I've never heard that before!” You probably haven’t because most people, including many experts, don’t realize this simple fact! I was recently speaking with a woman on the phone about the body’s ability to survive without food and water for prolonged periods but it’s having a constant need for oxygen. I casually remarked that, "It doesn't take a rocket scientist to figure out that oxygen is the most important nutrient on the planet." The caller then told me that she was indeed a rocket scientist, and she admitted that before our conversation she had never recognized Oxygen as being a nutrient! The doctors don’t think of Oxygen as a nutrient either… Why not? The answer is simple, a lack of education… During their four years of medical school, doctors receive only a few hours of instruction on nutrition! Doctors don’t focus on preventive measures, but instead learn how to deal with major problems after they arise and how to help a person “be comfortable” with medications. Have you ever noticed how doctors use medications to “manage” conditions such as arthritis or diabetes? Note how the operative word here is “manage” and not “cure”! They say these conditions are incurable, and that the best you can do is to manage the condition and to make the person comfortable with medication. I don’t know what your feelings are, but that simply isn’t good enough for me, I agree with Dr. Richard Schulze, who says there is no such thing as an incurable disease. Of course the doctors can’t be blamed, as they simply don’t know the truth. Statistics show that the average lifespan of a medical doctor is only 58 years! That’s right - on average doctors live only 80% as long as the general population. They obviously don’t know very much about what nutrients are needed to keep themselves healthy, let alone to help their patients. If we want to live longer than medical doctors, it us up to us to learn how to stay healthy… Why do people get diseases like arthritis, ulcers, or diabetes? I remember walking through the family room as the national news was on TV one evening. The top news story of the day was that the medical community had finally found the cause of stomach ulcers, which the news story proudly proclaimed to be a bacterium. I immediately stopped in my tracks! What a profound revelation! I could have saved them a lot of wasted time and money on research into that problem, as I had already known the answer for at least 6 years prior to their “discovery”. I had already seen people suffering from ulcers, and other so-called “chronic conditions” healing themselves with oxygen for more than 6 years prior to the news story. The facts are simple - a virus, amoeba, parasite, fungus or bacteria cause all disease! The solution is also simple - NONE of those hostile organisms can live in an environment with high concentrations of oxygen! Have you ever wondered what oxygen actually does for you? If you are like most people you have probably taken oxygen for granted. I know that I did - until I learned the truth! Your body needs oxygen to be able to: · Create energy · Digest food · Metabolize fat · Metabolize Carbohydrates · Transport Gases Across Cell Membranes · Manufacture hormones, proteins and other chemicals · Regulate pH · Incite the body to breathe · Clean and detoxify toxins · Eradicate virus, amoeba, parasites, fungus or bacteria · And much more… So why can't we just get enough oxygen by deep breathing? In the early days we could! However, due to combustion, respiration, deforestation, and other natural and man-made processes oxygen levels in standard air are now less than 21%. According to experts the oxygen levels of our atmosphere have dropped by as much as 50% over the past 500 years. We no longer have the atmosphere that we were created for, so we cannot get enough oxygen to fulfill our body’s needs by breathing alone. The Hard Way To Get More Oxygen There are several very common but extremely expensive techniques used by persons to increase blood oxygenation levels. A very “trendy” technique involves the use of “Oxygen Bars”. These are “tavern like” establishments in which patrons do not receive alcoholic beverages but instead purchase “oxygen shots” by breathing from nasal cannulas, simple face masks, non-rebreather masks, or demand valves for a certain amount of time. These various devices are capable of providing inhaled oxygen concentrations ranging from 30% to 100% depending on the device, the flow rate, and the effectiveness of the seal against the face. There are several such establishments, including “02" in Hollywood which has hosted events for clients including Warner Brothers, MTV, Paramount, and Universal Studios. Obviously such facilities are expensive! Another common technique for increasing oxygenation levels involves the use of an incredibly complex device called a “hyperbaric chamber” such as those commonly used for treating divers suffering from decompression The elevated oxygen saturations provided by hyperbaric therapies has been proven clinically effective in wound care, gangrene, carbon monoxide poisoning, certain types of cancers, speeding healing in burn patients, treatment of anemia, etc. The chamber is actually a great big “tank” in which the patient is placed and then pressurized so that their bodies can absorb more oxygen. The increased ambient pressure elevates the partial pressure of oxygen in the bloodstream and can permit oxygenation levels equivalent to 140% at sea level. The medical community knows that when nothing else will help, oxygen can come to the rescue and work miracles! These hyperbaric chambers are used by doctors to treat persons suffering from a number of life threatening or persistent medical conditions that can only be healed through the power of oxygen! For persons suffering from persistent infections, wounds that won’t heal, and the unfortunate victims of “necrotizing facitis” – the infamous “flesh eating bacteria”, hyperbaric chambers can work wonders by increasing the amount of oxygen available, but they are extremely expensive, relatively uncommon, potentially dangerous, and require teams of highly trained hyperbaric physicians and hyperbaric medical technicians for safe operation. A great many persons, including Hollywood celebrities, routinely use such chambers for increasing their oxygen levels and Michael Jackson has one installed at his mansion. The "rich and famous" spend thousands of dollars and countless hours in these chambers. There has to be an easier and safer way to give your body more oxygen. Fortunately, there is! You want more proof about the importance of Oxygen! Copyright © 2000-2003 All Rights Reserved www.oxygenmiracle.com

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Friday 15 July For further information Mark South / Angela Mycock 020 7877 7042 / or 01565 682330 / Out of office hours pager: 07659 145095 New research shows that children as young as five are able to learn and remember first aid skills which could help them, their friends and their family in an emergency. The British Red Cross is calling for these potentially lifesaving skills, which can be taught by teachers without specialist first aid training, to become a vital part of the school curriculum. As the Right Place, Right Time report highlights, the UK is lagging behind in terms of first aid education at primary school level: almost a fifth of European countries have made first aid education compulsory in schools, but Britain is not one of them. And while the vast majority of Britain’s teachers (83%) and parents (98 %) want first aid to become part of the curriculum, just 18 per cent of primary schools in the UK offer pupils the chance to learn these skills. Joe Mulligan, head of first aid education at the British Red Cross said, "There is no doubt that youngsters are able to learn and practise first aid from an early age. This new report shows that, when taught clearly and simply, primary school pupils will remember life saving skills and have increased confidence that they can help others. "We know that teachers and parents are united in their belief that teaching first aid is essential. What we now need is the political will to make this happen," he added. The new report is part of the British Red Cross Life. Live it. campaign to bring first aid to youngsters through learning in the classroom and outside school. It was launched on Friday (15 July 2011) at Wilberfoss Primary School in East Riding, Yorkshire, which this week marked a special First Aid week with classes in the subject for all pupils. Sue Monkman, head teacher at Wilberfoss School said: "We place great value on teaching first aid and work to ensure all our pupils are given the opportunity to become part of a generation of lifesavers. "The Red Cross’ Life. Live it. programme is an exciting and enriching addition to our resources and we look forward to building the skills it teaches into the curriculum." The Red Cross recently launched a free, easy-to-use teaching resource for primary schools, accessible online on the Red Cross website at Finn Blyth (8) a year three pupil at Wilberfoss Primary School said: "First aid isn’t about doctors and nurses because they won’t be there. It is all about us saving people, doing what we’ve learned". Greg Knight, MP for East Yorkshire, said: "It's great to see children learning life saving skills. The British Red Cross' online teaching resource provides teachers with valuable resources to help pupils cope in a crisis and help others. "I am delighted to see such a strong partnership working in Yorkshire with Wilberfoss Primary School." For more images or to arrange an interview, please contact Mark South on 020 7877 7042 [email protected] or Angela Mycock on 01565 682330 / For more information on the British Red Cross please visit: http://www.redcross.org.uk or follow us on Twitter: Notes to editors To view the Right Place, Right Time report please visit The British Red Cross helps people in crisis, whoever and wherever they are. We are part of a global voluntary network, responding to conflicts, natural disasters and individual emergencies. We enable vulnerable people in the UK and abroad to prepare for and withstand emergencies in their own communities. And when the crisis is over, we help them to recover and move on with their lives.

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Have you ever wondered what happens in the brain when you feel relaxed and happy, as opposed to when you feel stressed and anxious? Can you imagine what would it be like if the mechanics of feeling relaxed did not work well? Ask a person with Asperger’s and they may describe feelings of intense and pervasive anxiety, nervousness and frustration. Serotonin is a neurotransmitter (i.e. brain chemical) involved in the regulation of a variety of crucial functions including mood, sleep, memory, and appetite (Brady, Siegel, Albers, & Price, 2005). Researchers have found “evidence for abnormalities of the neurotransmitter serotonin in both epilepsy and autism” (Diane C. Chugani, 2004). Another study recognized that these serotonin abnormalities in people with Autism Spectrum Disorder (ASD) involve decreased receptors and transporters in the brain for this critical neurotransmitter (Daly et al., 2012). Researchers have also found data that, “suggest that humans undergo a period of high brain serotonin synthesis capacity during childhood, and that this developmental process is disrupted in autistic children” (D. C. Chugani et al., 1999). Brain serotonin plays two other key roles: 1) it helps translate what a person sees, hears, feels, etc. into meaningful information for them and 2) it helps them deal with stress (Larson, Metzen, & Chacron, 2014). Low levels of serotonin in the brain can contribute to an individual misunderstanding their environment because the information from their senses is not processed efficiently in their brain (Larson et al., 2014). These sensory processing issues can increase an individual’s anxiety levels. If a person is not completely confident that they understand what is going on around them, their brain will stay alert to possible threats. Furthermore, this anxiety is felt more intensely due to a lack of serotonin available to manage the stress. Consequently, a child with Asperger’s syndrome is often trapped in a vicious cycle of stress. Unfortunately, the anxiety of a person with Asperger’s is shown to gradually increase with age (Bejerot, Eriksson, & Mörtberg, 2014). Doctors can prescribe SSRI medication to treat anxiety for individuals with Asperger’s syndrome, but these drugs can be costly, have undesirable side effects, and only offer temporary relief (Pettitt, 2015). Mendability’s Sensory Enrichment Therapy offers a therapy program designed to increase serotonin levels, improve sensory processing, and decrease your child’s anxiety with no negative side effects, but rather have a positive impact on all brain functions. A recent study confirmed that after six months of therapy, children with autism saw their symptoms decrease. For some participants, the improvements were so significant that they no longer qualified for the autism diagnosis (Woo, Donnelly, Steinberg-Epstein, & Leon, 2015). Good music can provide anxiety relief One of the Sensory Enrichment exercises that is often prescribed to children and adults on this autism treatment program is very simple. You can use it safely and effectively when your loved one with Asperger’s syndrome is experiencing a meltdown. Simply have him or her listen to a piece of instrumental music that he or she likes (ideally, using headphones). This can bring considerable relief to your child at the peak of his or her anxiety. For example, studies have examined the benefits of music to help relieve anxiety in patients getting ready for surgery (Gillen, Biley, & Allen, 2008) and to help relieve pain and anxiety (Bradshaw, Donaldson, Jacobson, Nakamura, & Chapman, 2011). The music played does not need to be classified as “classical” but we recommend that it should be orchestral, with no voices or words in order to get the best effect (Blood & Zatorre, 2001). - Bejerot, S., Eriksson, J. M., & Mörtberg, E. (2014). Social anxiety in adult autism spectrum disorder. Psychiatry Research, 220(1-2), 705–707. - Blood, A. J., & Zatorre, R. J. (2001). Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion. Proceedings of the National Academy of Sciences of the United States of America, 98(20), 11818–11823. - Bradshaw, D. H., Donaldson, G. W., Jacobson, R. C., Nakamura, Y., & Chapman, C. R. (2011). Individual differences in the effects of music engagement on responses to painful stimulation. The Journal of Pain: Official Journal of the American Pain Society, 12(12), 1262–1273. - Brady, S., Siegel, G., Albers, R. W., & Price, D. (2005). Basic Neurochemistry: Molecular, Cellular and Medical Aspects. Academic Press. - Chugani, D. C. (2004). Serotonin in autism and pediatric epilepsies. Mental Retardation and Developmental Disabilities Research Reviews, 10(2), 112–116. - Chugani, D. C., Muzik, O., Behen, M., Rothermel, R., Janisse, J. J., Lee, J., & Chugani, H. T. (1999). Developmental changes in brain serotonin synthesis capacity in autistic and nonautistic children. Annals of Neurology, 45(3), 287–295. - Daly, E. M., Deeley, Q., Ecker, C., Craig, M., Hallahan, B., Murphy, C., … Murphy, D. G. M. (2012). Serotonin and the neural processing of facial emotions in adults with autism: an fMRI study using acute tryptophan depletion. Archives of General Psychiatry, 69(10), 1003–1013. - Gillen, E., Biley, F., & Allen, D. (2008). Effects of music listening on adult patients’ pre-procedural state anxiety in hospital. International Journal of Evidence-Based Healthcare, 6(1), 24–49. - Larson, E. A., Metzen, M. G., & Chacron, M. J. (2014). Serotonin modulates electrosensory processing and behavior via 5-HT2-like receptors. Neuroscience, 271, 108–118. - Pettitt, A. (2015). Genetic Variations in the Serotonergic System Mediate a Combined, Weakened Response to SSRI Treatment: A Proposed Model(1,2). eNeuro, 2(3). http://doi.org/10.1523/ENEURO.0032-14.2015 - Woo, C. C., Donnelly, J. H., Steinberg-Epstein, R., & Leon, M. (2015). Environmental enrichment as a therapy for autism: A clinical trial replication and extension. Behavioral Neuroscience, 129(4), 412–422.

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As a cyclist, proper hydration is something to take seriously. It’s not always easy, however. You’re connected to a bike, often for hours at a time. When are you supposed to hydrate? What should you drink? How do you know how much to drink? Your hydration intelligence is directly linked to your performance. If you’ve ever experienced leg cramps, you’re keenly aware of the effects of dehydration. But dehydration doesn’t always have such obvious signs. Because each cell in your body is primarily made up of water, every drop you lose through sweating and exertion must be replaced. Without proper hydration, your muscles can’t perform the way they should. Your brain can’t think and react as well. Your endurance and recovery are compromised. Perhaps the worst? Your brain tells you that you can’t keep going. It’s literally starving for nutrients so it’s convincing you to give up, slow down, pull over. Giving up isn’t an option. If you want to have the stamina and will to keep in the race and kick ass, you need to understand hydration at a more scientific and cellular level. In essence, you need to get smart about how you hydrate. At Trago, we know a lot about hydration. We’ve built our entire business around the importance of hydration. But we don’t want you to simply take our word for it so we’ve compiled a list of tips, tricks and facts you need to know to optimize your performance. We’re not going to give you a training regimen, but a hydration regimen. We think you’re hard work, blood, sweat and tears are worth it. Bicycling is a go-to website for many serious cyclists: - “When you are cycling, your muscles produce up to 100 times more heat than when you are at rest.” - “On a really hot day, you can lose more than two liters (about 67 ounces) of fluids per hour when exercising.” - “One study of trained cyclists found that without fluids they could barely finish a two-hour ride at 65 percent of maximum oxygen capacity.” - “Cyclists who lose a quart of fluid experience a rise in heart rate of eight beats per minute, a decrease in cardiac function, and an increase in body temperature. Dehydration may cause increased metabolic stress on muscles and faster glycogen depletion It also wreaks havoc on your internal thermostat by decreasing blood flow to the skin, slowing your sweat rate, and increasing the time needed for fluids to be absorbed into the bloodstream.” - Edward Coyle, Ph.D., Director of Human Performance Laboratory at the University of Texas at Austin - “People have different fluid needs depending on fitness, gender, body size, and environmental conditions.” - “Dr. Coyle found that diet cola replenished 54 percent of the fluid loss; water 64 percent; and sports drink, 69 percent.” - “Sodium makes your blood sponge-like, allowing you to absorb more water and excrete less, so snack on something a little salty.” - “Recently, we have learned that even mild dehydration - a body water loss of 1-2%- can impair cognitive abilities.” - Brenda Davy, Ph.D., RD, FACSM - “If you get dehydrated, your body will begin pulling water from muscle cells. You may start getting cramps, and if you use a power meter, you’ll likely see a real dip in the number of watts you can push. If you reach that point, chugging your sports drink or water won’t immediately reverse power losses or cramping because it takes a while to move water out of the stomach and into the bloodstream.” - Damion Martins, MD, Atlantic Sports Health - “You can combat dehydration through pre-hydration and keep sipping after the ride is over.” Cycling Weekly offers some good tips about sports drinks and hydration: - “Generally speaking, a specific hydration product isn’t necessary if you’re riding for under an hour, but they can be useful in maintaining hydration in hot conditions or if sweat loss is high.” - “The rule of thumb is to start your ride well hydrated, and to adopt a regular pattern of drink intake, aiming for 125ml every 15 minutes.” - “If you’re riding for over an hour, you’ll need to take carbohydrate on board, as hydration drinks don’t contain enough carbohydrate to boost endurance.” - “Studies show that consumption of a carbohydrate drink during rides lasting over 60 minutes is an effective way to boost endurance. By providing the working muscles with additional fuel, you can delay fatigue, with some research suggesting up to a 20 percent improvement in performance during exercise lasting 90 minutes or more.” - “Ingesting carbohydrate during exercise has positive effects on the central nervous system, which can provide an additional mental ‘boost.’” - “Drinks containing a blend of carbohydrates have been shown to boost absorption and increase the amount of carbohydrate that gets to the working muscles.” - “Avoid concentrated drinks containing more than six-eight percent carbohydrate (hypertonic), as these slow the rate at which fluid is absorbed and can also cause gastrointestinal discomfort.” - “Bananas were shown to be as effective as a six percent carbohydrate drink in sustaining power output and performance in a group of male cyclists completing a 75k time trial.” - “Current recommendations to consume 30-60g of carbohydrate an hour during prolonged exercise are based on research showing that glucose absorption is capped at around one gram per minute (or 60g per hour), with studies showing that higher concentrations are simply not absorbed, and can result in stomach upset.” - “More recent research focusing on the impact of combining different types of carbohydrate has shown that when glucose is consumed with fructose, carbohydrate absorption can exceed 1.5g per minute, increasing the rate of delivery to the muscles to up to 90g per hour.” - “In a 2004 trial comparing glucose, glucose/fructose or control (water) beverages in trained cyclists, rates of carbohydrate oxidation were 36 percent higher with the glucose/fructose beverage versus the pure glucose drink. It also spared the body’s stored carbohydrate, improved water uptake from the gut and reduced the rate of perceived exertion.” - “For rides lasting over an hour, try swapping your usual sports drink or gel for a 2:1 product to increase carbohydrate delivery from 60g to 90g per hour - this equates to 1,500ml of a drink, three gels or three bars.” At Trago, we take hydration seriously. That’s why we have scientists, researchers and other experts working with us to develop the best products and nutritional supplements available. Here’s what Mark Kovacs, CEO of the Kovacs Institute has to add: “When it comes to the best non-water fluids for cyclists, there are many good options available. A quick-releasing carbohydrate source, such as sucrose and dextrose) is usually recommended for most athletes in high-intensity moderate duration rides of one to three hours. For longer rides, other options may also be a possibility.” “It’s important to maintain a good hydration state throughout the day. It is preferred to have consistent, small amounts of fluid at regular intervals. Thirst is one indicator to provide feedback on when to hydrate, but it is important to have fluid accessible and visible throughout the day.” Whether you cycle as a hobby or are a professional, your hydration plays a key role in your performance. Practice hydration along with your training regimen to see what’s best for your body. Experiment with different carbohydrate sources and play with timing. What works for a fellow rider may not be best for you. Keep in mind that your body is different from anyone else’s. Your body will require and metabolize fluids and nutrients differently and there are many variables that come into play, such as climate and exertion rates. The more you practice and research, the higher your hydration intelligence. If you’re at all curious to see if hydration is really as big a deal as we are saying, gauge your performance with and without proper hydration. Once you ride dehydrated, you’ll understand. Better yet, trust us and the experts. Hydrate smarter. Perform better. Tags: Cycling, dehydration, heat, hydrate smarter, trago, water

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The reign-length of Saul The purpose of this page is to consider the reign-length of Saul, as indicated by the various pieces of information in 1 and 2 Samuel. The difficulty arises because the passage in which Saul's age at accession, and regnal length, has been damaged at an early stage of transmission of the text. Hence other secondary clues must be used, and the results are not certain. The resolution of the problem has bearing on how the book of Judges dovetails with the books of Samuel, as well as links with external matters. Assumptions and inferences Timelines and interpretations The basic Old Testament information on which this study is based is as follows: Return to top - The damaged text: 1 Samuel 13:1 - Saul was XXX years old when he became king, and he reigned over Israel for XXX-two years. - A few late Septuagint manuscripts have thirty for the first figure, but it is missing from the Hebrew. Many modern translations insert forty for the second figure, following Acts 13:21. - 1 Samuel 9:2 - description of Saul - He [Kish] had a son named Saul, an impressive young man without equal among the Israelites - the word bahur is used here, suggesting not youthfulness but vigour (the word often being used of warriors). The emphasis is on Saul's capacity for rule, not his age. - 1 Samuel 10:1 - Saul anointed for rule. - Samuel ... "Has not Yahweh anointed you leader over his inheritance.. - 1 Samuel 11 - Saul confirmed as king by the people - A campaign to relieve Jabesh Gilead from the Ammonites, ending with So all the people went to Gilgal and confirmed Saul as king. - 1 Samuel 13:3, 4 - Jonathan at Saul's accession - A thousand men were with Jonathan at Gibeah ... Jonathan attacked the Philistine outpost at Geba... - 1 Samuel 14:49 - Saul's family - Saul's sons were Jonathan, Ishvi and Malki-Shua. The name of his older daughter was Merab, and that of the younger was Michal. His wife's name was Ahinoam.... 1 Chronicles 8:33 lists the sons as Jonathan, Malki-Shua, Abinadab and Ish-Baal. 2 Sam. 21:8 tells us that Saul also had a concubine Rizpah, with whom he had two sons Armoni and Mephibosheth. The preceding verses indicate a series of campaigns, and the following chapter describes a prolonged action against the Amalekites. At the start of the following chapter, Samuel anoints David as a young man for future kingship. - 1 Samuel 16:18 - David enters Saul's service - "... a son of Jesse ... is a brave man and a warrior ..." ... David came to Saul and entered his service. The description suggests a mature man who had already gained the respect of others. - 1 Samuel 17:33 - David at the confrontation with Goliath - You [David] are not able to go out against [Goliath] and fight him: you are only a boy, and he has been a fighting man from his youth. It is often thought that this recounts a rather earlier episode concerning Saul and David, than the account in chapter 16 of David entering military service. It is otherwise hard to account for several features, including Saul's inability to recognise David on his arrival. - 1 Samuel 18 - David's rise to fame - David rises in rank in Saul's army, marries Michal, and develops a close friendship with Jonathan, at the same time arousing Saul's jealousy. - 1 Samuel 19-27 - David in exile, pursued by Saul - David leaves Saul, Jonathan and Michal, and moves repeatedly from place to place to elude Saul. He remains in Gath for 1 year 4 months, as well as unspecified times in more remote locations. During this time Samuel dies, and David marries Ahinoam and Abigail, Michal having been given in marriage to Paltiel. - 1 Samuel 28-31 - the death of Saul and Jonathan - The Battle of Gilboa, at which Saul and his sons Jonathan, Abinadab (previously unmentioned in the books of Samuel) and Malki-Shua die. Saul's body is publicly displayed at Beth-shan, but recovered by men of Jabesh Gilead for burial. - 2 Samuel 2 - Regnal details for David and Ish-bosheth - David moves to Hebron, where he reigns for 7 years 6 months. Also Ish-bosheth son of Saul was forty years old when he became king over Israel, and he reigned 2 years. - 2 Samuel 4:4 - Jonathan's son - Jonathan ... had a son ... He was five years old when the news about Saul and Jonathan came from Jezreel ... His name was Mephibosheth. 1 Chronicles 8:34 names him as Merib-Baal. - 2 Samuel 5:4 - Sumamry of David's reign - David was thirty years old when he became king, and he reigned for forty years. In Hebron he reigned over Judah for seven years and six months, and in Jerusalem he reigned over all Israel and Judah for thirtythree years - Acts 13:21, recording a speech by Paul - [God] gave them Saul ... who ruled for forty years. - Josephus, Antiquities Book 6, Ch. 14:9 - Saul reigned 18 years while Samuel was alive and after his death 2 years. As well as the basic pieces of information above, the following extra items appear reasonable: - Saul was about 20 when Jonathan was born - it is more likely he was a little older, given the apparent tendency of Israelite kings to have children in their mid-twenties. - Jonathan was about 18 at the start of Saul's reign - he was entrusted with leading an attack on a Philistine outpost at this time (1 Samuel 13:2,3). Again, a higher figure is more probable. The sum of these first two gives Saul's age at his accession to the throne - in this case 38. It is difficult to see how this could be realistically reduced to 30 years to fit the Septuagint reading of 1 Samuel 13:1, though a few years' reduction could be made. - Ish-bosheth - presumed to be the same as Ishvi of 1 Samuel 14:49 - was younger than Jonathan. - Jonathan and David were approximately the same age - the closeness of their friendship does not preclude widely differing ages but renders it less likely. - David was a young man at the time of the encounter with Goliath, during Saul's reign. 1 Samuel 17:33 contrasts David "you are only a boy" with Goliath "he has been a fighting man from his youth", and the same Hebrew word na'ar is used in both phrases. The same word is, for example, used of Joseph at age 17. This would suggest that Saul had reigned long enough for David to have encountered him once as a youth - probably in his teens - in connection with Goliath, and a second time rather later when he entered his service in a military capacity. - Samuel is getting old when he anoints Saul for kingship (1 Samuel 8:1-4). Since his sons were old enough (though not moral enough) to be judges themselves at this time, they must be presumed to be around 30, and Samuel at least 50 years old. He lived to anoint David as well, but died before the battle of Gilboa. As a starting-point, it will be supposed that the XXX-two value for Saul's reign length should be replaced with 2, 12, 22, 32, or 42 - in other words just the tens figure has been lost and the units figure is correct. Return to top The following diagrams show how the above pieces of information can be combined. First, suppose Saul reigns for 2 years. Jonathan is about 18 at the start of Saul's reign, and David is 30 at the end of it, so David is about 10 years older than Jonathan. Mephibosheth - five years old when Saul and Jonathan die - was born when Jonathan was only 15. Ish-bosheth was at most 20 when he became king over Israel. This combination seems improbable given the basic information listed above, as few of the implied connections fit vey well. The age difference between David and Jonathan could be lessened by supposing that Saul and Jonathan were both older than the values shown - for example if Saul was about 10 years older and Jonathan in his late twenties at the time of his father's accession. However, it is not at all clear that 2 years is sufficient time for all of the events recounted in 1 Samuel 13-27 (David's rise to fame within Israel, his marriage, and subsequent flight from place to place) to fit within a two year span, given that rather over a year is accounted for purely at Gath. Additionally, David would be 28 when Saul took the throne, and it is not clear that the description of him as a youth would have been used. Now suppose Saul reigns for 12 years. David and Jonathan are about the same age, thus making this an appealing solution. Both are about 18 when Saul becomes king. Mephibosheth is born when Jonathan is about 25, again a reasonable value. Ish-bosheth is at most 30 when he takes Saul's place as king. Saul is about 50 when he leads his troops to the defeat at Gilboa. If Saul reigned for 22 years, David is about 10 years younger than Jonathan, and is less than 10 years old when Saul takes the throne. Ish-bosheth could be nearly 40 when he took the throne (depending how long after Jonathan he was born), fitting with 2 Samuel 2. Jonathan would be about 35 when Mephibosheth was born. Presuming Samuel anoints David at around 20 years of age, he would have been at least 60 at this point of time, a realistic figure. This reign-length also fits with Josephus' information, though not of course with Paul's as recorded in Acts. Saul would be around 60 at Gilboa. Suppose Saul reigned for 32 years. David is about 20 years younger than Jonathan, and is himself born a few years after the start of Saul's reign. He would also, of course, be substantially younger than Michal, Saul's younger daughter. Jonathan is about 45 when his son Mephibosheth is born. Samuel would be rather over 70 years old when anointing David, and Saul around 70 at the Battle of Gilboa. Finally, what if Saul reigned for 42 years? David is about 30 years younger than Jonathan. He was born over a decade after the start of Saul's reign. Once again he is substantially younger than Michal. Jonathan is about 55 when his son Mephibosheth is born. Samuel would be rather over 80 years old when anointing David, and Saul would be leading his army at the Battle of Gilboa at an age of around 80. It is clear from the above that a 2-year reign seems unlikely. Hardly any of the basic pieces of information can be preserved. Conversely, a reign-length for Saul of more than 30 years suffers from opposite problems. David and Jonathan differ considerably in age, and Jonathan is unusually old for Mephibosheth to be his firstborn. It also seems unlikely that Saul would still be actively leading his army to battle at over 70 years of age. So the balance of probability seems to favour a reign between 10 and 20 years. This means that most of the basic information points and reasonable suppositions about the lives of the individuals concerned can be met, and agrees with the tradition Josephus knew. However, it does not fit with the speech of Paul at the synagogue in Pisidian Antioch. There are a number of possible resolutions to this. It is possible that Paul's intention was to say that David (who he goes on to mention immediately after) reigned for forty years, and that the clause has become misplaced from one sentence to the other. Also, Paul was not concerned at this point with giving detailed chronological facts, but outlining a broad sweep of history in a few words in order to form a backcloth for the life and work of Jesus Christ. Finally, it may well be that several diverse traditions concerning Saul were in existence, and that the forty year option was the one Paul had been taught. Return to top Return to top

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Peoples’ beliefs, values, and fears have an immeasurable impact on what they write. Explaining those beliefs, values, and fears helps unlock complex texts for students, which is just what these historical context lessons are made to do! Heavily based on the historical previews from Holt, Rinehart, & Winston’s Elements of Literature textbooks, these presentations introduce parts of history that influenced American Literature in a visual and interactive manner. Introduce (or recap) each literary movement in American Literature with a historical context presentation. These 11 lessons take about 40 minutes each. Fill-in-the-blank notes pages are ready to copy and go. Students listen, take notes, and make connections between literature and history. Also great for an American Literature course review! (You may purchase these lessons individually as well, but you save money by buying them all at once!) Movements covered include: Native American, Puritan, Rationalist, Romantic, Transcendental, Emerson, Dark Romantic, Realist, Naturalist, Modern, and Post-Modern. Each of these eleven movements has a PowerPoint presentation, fill-in-the-blank notes page, and key in this bundle. I’ve found that students appreciate some contemporary connections to bring these movements to life. The format of these presentations includes funky pictures and catchy phrases to breathe some fresh air into the classics. Fill-in-the-Blank Notes can be collected for a grade or participation points. I have my students hand their notebooks four times a year, and I check the notes at that time. 3 of the presentations have recommended links to video clips, including connections with Star Wars, Snow White, and Mountain Men. 7 extension activities included in case your lesson runs short or to pull the main ideas over to the next lesson. Please note that the Post-Modern presentation links heavily with The Crucible by Arthur Miller. If your students won’t be reading this, this part of the presentation can be cut out, shortening length of the lesson.

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Front panel Ac Switch failing to start computer. Try these steps. If Power supply light does not turn on (or no power supply LED) Perform the following steps, in order, until power is restored or it is determined that there is a hardware failure: NOTE: If the Power Supply fan spins when the PC is turned on but the light does not come on, it is possible the LED is defective. If this is the case, use the section Power supply light comes on or flashes . 1. Disconnect everything from the PC, including the power cord. 2. With the power cord disconnected, press the power button on the front of the computer. Plug in the power cord and test to see if the computer can turn on. If not, continue using these steps. 3. Replace the power cord with another power cord, like the one used by the monitor. Test to see if the computer can turn on. If not, continue using these steps. 4. Ensure that the voltage selector switch is on the correct setting, 115V for North America. 5. With the power cord removed, flip the red voltage selector switch to the opposite position, wait about five seconds, and then switch the red voltage selector switch back to its original location. This ensures that the voltage switch is engaged and set correctly for your country/region. 6. Plug in the power cord and test to see if the computer can turn on. If not, continue using these steps. 7. Plug a lamp into the same outlet to see if the wall outlet has power. Try the computer in a different outlet in order to eliminate the outlet as a possible source of the issue. Test both to see if the wall outlets have power. 8. Remove all extension cords, power strips, surge protectors and any converters that remove ground. Plug the power cable directly to the wall outlet. Test for power. If this fixes the issue, find the device that is causing the issue and do not use it. 9. Use a vacuum cleaner to remove the build-up of dust from the power supply fan vent holes. Make sure that the PC is turned off and that the power cord is plugged into a grounded outlet. Only use the end of the vacuum hose near the outside of the fan entrance. Plug in the power cord and test to see if the computer can turn on. If not, continue using these steps. 10. If all of the above steps have been tried and the power supply light remains off, use the steps in the next section, use the next section Power supply light comes on or flashes , to reseat the cables and check the power switch connector. Jan 11, 2009 | Compaq Presario SR1000T (568657) PC...

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Internet is a wide-open world that offers so many resources for information and communication. The underlying technologies are so simple that allow anyone to access the internet including many adults and young people. However, it is not always a successful, enjoyable, and pleasant experience as millions of internet users actually face the cyber bullying problem. Nansel et al. (2001: 2094) define bullying as being “a specific type of aggression in which - the behaviour is intended to harm or disturb, - the behaviour occurs repeatedly over time, and - there is an imbalance of power, with a more powerful person or group attacking a less powerful one. This asymmetry of power may be physical or psychological, and the aggressive behaviour may be verbal (eg, name-calling, threats),

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June 20, 1883 - Corner stone of Science Hall laid As the University was rebuilding following the fire and expanding its courses of study, the need came for proper lab space in the recently expanding science courses. Today, the Right Rev. John A. Watterson, Bishop of Colombus, laid the corner stone for the new science building. This building, situated just southeast of Washington Hall, was considered by many as the most beautiful of all the college buildings with the severe simplicity of its Greek architecture. During his address, Bishop Watterson discussed the importance for a religious institution to question the natural sciences. The goal was not to disprove the existence of God but rather to find the goodness and greatness of God in all things. Once completed, Science Hall was divided into two departments with laboratories and lecture rooms along with all the necessary chemicals, specimens, tools, etc. Science Hall still stands today, but you may know it as LaFortune Hall. Next time you are going in and out of the building, look above the doors to notice the original science decorations. Keywords: lafortune, science hall, bishop watterson Posted On: 2012-06-20 05:23:22 by IrishTrpt07 Edited On: 2012-06-20 08:22:44 by IrishTrpt07 |Be the first to comment!| Post New Comment

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PAPAYA TREES ARE BEST KNOWN FOR THEIR VIBRANT ORANGE FRUIT, BUT THE WORLD OF ALTERNATIVE MEDICINE IS EMBRACING THEM FOR A DIFFERENT, MORE GAME-CHANGING REASON. PAPAYA, THE CANCER FIGHTER It’s no cure, but papaya leaf has scientifically verified cancer slowing properties. A study by the University of Florida documented the impact of papaya leaf extract on lab-grown tumors and discovered the extract’s ability to slow cancerous tumor growth without the negative side effects of chemotherapy. 10 different types of cancer including cervix, breast, liver, lung and pancreatic cancers were exposed to papaya leaf extract. In every single case, the extract slowed the growth of the tumors, and the larger the dose of papaya leaf extract, the stronger the anticancer effects. This is great news for everyone, because millions of people suffer from cancer directly or indirectly everyday, and the numbers keep growing. Mountains of money are thrown towards research for cancer cures, but to this day, cancer remains an incurable disease. Could mother nature hold the cure to this chronic illness in the glowing green juice of the papaya plant? Alternative medicine might be on to something. PAPAYA LEAF EXTRACT AND TH1-TYPE CYTOKINES Th1-type cytokines are hormonal messengers responsible for the biological effects of the immune system. Papaya leaf extract boosts the production of these molecules, giving you a stronger, healthier immune system. ADDITIONAL HEALING PROPERTIES OF PAPAYA LEAF EXTRACT - Revitalizes the human body by maintaining energy and vitality - Supports cardiovascular and gastrointestinal health - Prevents cataract formation - Alleviates inflammation - helps with nausea and constipation - Can help to reduce blood sugar levels PAPAYA LEAF EXTRACT AND DENGUE Dengue fever, also known as breakbone fever, is a mosquito-borne tropical disease caused by the dengue virus. Symptoms include fever, headache, muscle and joint pains, and a measle-like skin rash. Some cases of this ailment can develop into life-threatening dengue hemorrhagic fever or dengue shock syndrome with very low blood platelets. Papaya leaf extract contains two important compounds called papain and chymopapain that help to increase and normalize blood platelets. As a result, this extract has been used for years to effectively treat dengue fever. INCLUDE PAPAYA LEAF EXTRACT IN YOUR NEXT JUICING SESSION Papaya leaf extract is sometimes sold as a supplement, but you could easily add the leaf extract to any of your juices. Keep in mind, papaya leaf extract is bitter, but adding it to fruit juices can help to mask the taste. Disclaimer: Consult your doctor before using papaya leaf extract to ensure that it doesn’t conflict with any other medication you may be taking. Do not use this extract if you are breastfeeding or pregnant. Although papaya leaf extract has displayed some promising results, further study is needed into the benefits of this liquid.

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Not all sugars are bad for your teeth. Xylitol is the form of sugar that is known to replace fluoride as a healthier option for brushing. In fact, Xylitol is a secret weapon to wipe out oral desease-causing bacteria and plaque. It doesn’t contain side effects that are associated with fluoride. Pure Xylitol looks and tastes like sugar and is used in a variety of sugar- free sweeteners as well as toothpaste and mouthwash. It is a well known fact that regular sugar is made of sucrose which produces bacteria that destroys tooth structure. Xylitol, on the other hand, is derived from natural fruits and vegetables and is also found in the human body. Xylitol prevents bacteria from attaching to the tooth surface which in turn causes decay. With consistent use of Xylitol nasty bacteria are rendered virtually harmless. Today, gum desease and tooth decay levels have reached epidemic proportions causing more severe problems such as Diabetes and Heart Desease. Luckily, Xylitol has properties that disarm decay-causing bacteria in your mouth. Xylitol is a completely natural substance. Studies have shown that only 10 grams of Xylitol a day reduce acid – causing bacteria in your mouth by 95% over a six- month period. Dental caries affects the population of every country. By the time an American child turns 17, almost 80 percent have experienced tooth decay. In Finland it is practically the opposite where 80 percent of high school graduates have no caries. The difference is that in Finland schools regularly distribute xylitol to the students. Hard to imagine most people having teeth without decay, isn’t it? It is, however, possible. Dentists in the American Academy of Oral Systemic Health know and understand the importance of oral health and its contribution to overall wellbeing. They recommend daily xylitol regimen to most of their patients. As changes like this begin to take place in the dental industry, we are on the way to a healthier nation. If you’d like to receive updates from My Family Dentistry, information and tips about dental care, promotions, and more, subscribe to our email newsletter.

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Understanding how ocean noise pollution impacts marine life, and to what extent, are high priorities for scientists. To date, ocean noise research and related policy developments have been largely focused on marine mammals. However, new science presented at the 4th International Conference on The Effects of Noise on Aquatic Life held in Dublin, Ireland, earlier this month, indicated that noise may also seriously threaten the ocean’s most diverse and abundant organisms: marine invertebrates. Marine invertebrates (animals without a backbone) like mussels and clams, squid and cuttlefish, crabs and shrimp, make up over 75% of described marine species. They are a key component of all marine ecosystems, playing critical roles in essential ecological processes and forming the basis of marine food webs that support other marine life. Many commercially important fisheries increasingly rely on marine invertebrates – there were 1.5 times as many countries fishing for twice as many invertebrate taxa in 2004 compared to 1950. From a scientist’s perspective, marine invertebrates are a very useful group of species to study to better understand the effects of ocean noise. Marine invertebrates can be easily kept in tanks and subjected to controlled and replicated experiments. By using controlled experiments, scientists can more confidently identify the specific impacts of noise on a particular species. The impacts revealed by the scientists presenting in Dublin were nothing short of striking. Noise damages DNA and proteins. Researchers carefully carried out laboratory experiments that exposed blue mussels – a species harvested for food throughout the world – to playbacks of ship noise for up to 6 hours. They observed a significantly higher level of single-strand breaks in the DNA in the cells of mussels exposed to ship noise compared to those kept under ambient noise conditions. The degradation of the mussel’s DNA is thought to be related to an increase in chemicals produced by the mussel as a result of the stressful noise conditions. A different research group reported damage to the structure of 37 proteins in one of the sensory receptors (called a ‘statocyst’) of the Mediterranean common cuttlefish after exposure to low-intensity, low-frequency sound. The observed changes are known to affect the physiology and the function of the receptor and therefore the sensory information received by the cuttlefish, which may compromise their survival and role in oceanic ecosystems. Perception of noise as a predator. A number of scientists reported that marine invertebrates respond to noise in a similar way to predators. For long-fin squid, these behaviors ranged from inking (used to misdirect predators) and jetting (fleeing), to body pattern changes (intended to startle predators). Predator evasion behaviors are stress responses that can use up a lot of the animals’ energy and affect their health in the long-term. The common cockle – a small bi-valve mollusk that buries itself in the seabed to feed – responded to sound by retracting its feeding tubes and burying deeper into the sand. When the cockles do this they stop feeding, which may put their survival and ability to reproduce at risk. There were also some fascinating anecdotal observations. A crowd favorite described how a hermit crab, after being subjected to sediment vibration similar to what would be experienced from pile driving (hammering large cement pillars into the seabed), would leave its shell and thoroughly inspect it before climbing back in, as if trying to determine the source of the disturbance. While this provided amusement in the lab, out in the ocean the hermit crab would be more vulnerable to predation without its protective shell. While there is still a great deal to learn about the impacts of ocean noise on marine invertebrates, science clearly shows direct linkages between exposure to noise and changes in the physiology and behavior of a wide variety of species, which could possibly threaten their long-term survival. As such, marine invertebrates need to be afforded more consideration by both researchers and ocean noise policy-makers. In the United States, the recently-released NOAA Ocean Noise Strategy Roadmap is a promising tool that could be implemented to broaden NOAA’s practices to better address impacts to invertebrates, as well as fish and sea turtles that are also little studied. It is high tide for marine invertebrates to take the stage. To learn more about ocean noise and what you can do to help, visit the Sonic Sea website.

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Are you using that, which, and who incorrectly in your writing? Relative pronouns aren’t limited to what we’ll talk about today, but I often see these three used incorrectly: which, that, and who. While they seem synonymous, they’re actually quite different. I won’t use too many literary terms to describe these: restrictive relative clause, non-restrictive clause, etc. I’m not here to make this complicated. So, let’s go through these one at a time. First, though, I want to cover one thing. If I’ve edited your work, you’ll notice I remove “that” in many instances. If your sentence says, “My book is the one that I put on the table last night,” I’ll remove the relative pronoun, which is “that.” This isn’t because your sentence is incorrect. It’s because, in this case, “that” is formal English, and few people speak formally. It reads perfectly fine without it. So, I wanted to say that first because while it’s not wrong, when you remove “that,” it doesn’t change the meaning of the sentence and it also proves to be more colloquial. “That” is used most often, and there’s a good reason for it. It can be used to describe any kind of noun. As an added tip, you’ll never use a comma when you use “that” because it’s usually a defining clause that follows. I know I said I wouldn’t use grammar terms, but I lied. “That” is used with a restrictive clause, meaning the meaning of the sentence would be lost without the description. Dogs that chew on shoes should probably be let outside. If I took out the descriptive phrase there, the sentence wouldn’t make sense or it would be missing necessary information. “…that chew on shoes” tells us why a dog would need to go outside. It makes sense without it, but the context is misleading. Here’s another example. He’s the one that I saw wearing your shoes. Hopefully that helps if the first one didn’t. Now, there’s a little trick here. If I had said, “The man that helped me is going home now,” you’ll notice that the context of the sentence remains relatively unchanged when I remove “that helped me.” Funnily enough, “that” is correct when using it informally. It’s colloquial, but it has a “correct” replacement. When talking about people, it’s common to use “who” instead of “that” in both formal and informal language. Keep in mind that formal doesn’t necessarily mean eloquent English. It’s simply a style. In the above example, especially since the clause is non-restrictive, meaning the clause does not change the meaning of the sentence, “who” is a good replacement. This isn’t mandatory, but it gives personality to your sentence. Keep in mind that “who” specifies a person. Think about this scenario. He’s the kid that sweeps floors. He’s the kid who sweeps floors. You may or may not notice a little more respect emanating from the second example. Calling a dog “that dog” is less appreciative than calling a dog “my dog.” It’s a similar situation. When you refer to someone as a “who” or “whom,” you’re giving them a positive connotation without directly doing so. This is a form of writing consciously. Abusive relationships involve “that” in dialogue often, sometimes consciously and other times because of the mindset provided. You don’t realize it, but you know these rules already. You understand the connotations that follow. When someone asks who your kid is and you say, “That one,” you’re not being negative. That’s not what this is. Simply put, connotations come with the word choices, and when you use “that” in restrictive clauses (again, descriptions that are necessary in a sentence), sometimes it sounds that way. What about things, though? Or creatures? You can’t call a cat or a table a who. And, that isn’t always restrictive, either. The table that I painted myself is still in the garage. This is another word used in non-restrictive clauses. Information that doesn’t change the context of the sentence, like the one above, will use this word when animals or inanimate objects are used. The table, which I painted myself, is still in the garage. Notice that I used commas. “Which” is a word that needs commas before and after the clause. Similar to the description rule that says to use commas when non-restrictive clauses are used, the same goes here. (Ex: “My dad, the firefighter, picked me up from school.” See how the description of dad doesn’t affect the sentence? It’s separated by commas. “Firefighter Bob Arnold walked over to me,” however, doesn’t require commas because it’s before the proper noun, but that’s another blog post. Another time.) Funny rule about that Yeah, we’re circling back. When you’re unsure, you can almost always use “that.” I’ll say that now. You know, after you’ve read everything else. But there are times when the clause is part of the sentence and you could do without it, but “that” is still good to use. I want to know everything that happened between you two. There are few things that I don’t enjoy doing. If I remove everything after the first object (everything, sandwich), the sentence’s meaning doesn’t change. But, if I switch “that” out for “which,” it sounds ridiculous. I want to know everything, which happened between you two. There are few things, which I don’t enjoy doing. If it reads or sounds odd, go back to what I said first under this subhead. When you’re unsure (or when it sounds weird), default to “that.” There are known pronouns that red flag this like “all” and “none,” and you can identify them as qualitative. I’ll repeat this one more time only because I don’t want you to freak out and think your writing will crumble and be rejected because you use “that” a lot. It will, but that’s not the point. I’m kidding. It won’t crumble. I promise. Using “that” is correct in almost any informal sentence, and it’s a safe default. But using the other two words allow you to properly define the significance of the description or even the subject of the sentence. These rules allow you to develop your stories and subtly bring out what you want to. There is so much more depth to these rules, but these are the basic and most important lessons about them. Hopefully, the lessons helped. Keep them in mind in your writing, and see if you can properly use them. If you want, test yourself! Take the quiz below. I’m going to base the quiz off of formal usage of these terms, otherwise, “that” would always be right (kind of). So, give it a shot and comment your results! Or, comment with any questions you may have. Or corrections. You know, editors aren’t infallible. I’ve been wrong before. I won’t hunt you down. You can always comment with those things, too. I’ll only cry a little bit. Remember, if you can remove “that” without changing the sentence’s meaning or destroying it completely, it won’t hurt to do so. Write for yourself, but edit for your reader. Finish a novel? Get a free ten-page sample edit! If your novel is more than 50,000 words, I'll edit ten pages for free! I want you to know what kind of editor I am. Subscribe to my blog below so you don't miss out, and I'll send you a link to my form so you can get your edit and a personalized cost sheet for each of my offered services.

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Camp Granite was established in the spring and summer of 1943. The original camp was closer to the highway but, because of flooding, was moved closer to the mountains. The date of this move is unknown. The 90th and 104th Infantry Divisions were both assigned to Camp Granite, at different times. Thre camp was flooded, and the 90th Division moved to higher ground when they arrived. [John Lynch: E-mail June 16, 1999] the smaller units known to have been stationed at Camp Granite were the 76th Field Artillery Brigade and the 413th Infantry Regiment. The 76th Field Artillery Brigade, in fact, was stationed at Camp Granite prior to the completion of the camp and may have been there to assist in its construction. During the XV Corps occupation of the DTC/CAMA (July-November 1943), the headquarters of the XV Corps' artillery was at Camp Granite. Facilities constructed at the camp include 40 shower buildings, 157 latrines, 191 pyramidal wooden tent frames, and one 50,000-gallon water tank. were a total of nine ranges south of the camp, all of which faced into the Granite Mountains. The ranges were used for artillery, rifle and pistol, regimental, towed target (57- and 105-mm), and antiaircraft (.30-caliber and .50-caliber) weapons. Camp Granite is located south across California Highway 62 from Camp Iron Mountain, near the base of the Granite Mountains. The MWD aqueduct was located northeast of camp and supplied it with water. The camp was located near the area to the south, where several large maneuvers The remains of numerous rock-lined roadways can still be discerned, as can several rock insignias. Reports of ordnance have been made south of the camp area, indicating the presence of artillery ranges in the vicinity. The majority of the eastern portion of the camp has been washed away. The western portion of the camp, particularly that lying at the foot of the Granite Mountains, is extremely well preserved. Numerous rock-lined walkways can be found in this portion of the camp, as can unit insignias, several of which have been roped off. Access to this portion of the camp is easy, although the road leading from the highway is extremely sandy. A camp, complete with rock-lined walkways and roads and the insignia of the 484th Quartermaster Battalion, exists west of the Freda railroad siding, immediately south of the MWD aqueduct and northwest of Camp Granite. There also appear to be several pieces of water tanks, as well as other miscellaneous metal. The camp is well preserved and should be considered eligible for listing in the NRHP. It can be accessed from the MWD aqueduct road extending west from California Highway 62, immediately west of where the highway bends at Freda. The camp is approximately 0.25 miles down the road, to the south. Further archival research should be performed on this camp. It is expected that the camp represents a historically important aspect of the DTC/C-AMA, and it is likely eligible for listing in the NRHP. The site is in good condition and retains sufficient integrity. The site of the largest maneuvers during the life of the DTC/C-AMA, Palen Pass received heavy impacts from the army. Fortifications were constructed throughout the pass, as one unit would "defend" the area from another. These fortifications consisted of gun emplacements, barbed-wire entanglements, bunkers, minefields, and foxholes. Several maneuvers were held in the area. In addition, each unit that came to defend Palen Pass erected its own defenses by building on what had already been constructed by previous units. Vestiges of maneuvers can also be found in the valley east of the pass, in the form of bomb craters, cartridge wire, and various refuse. Palen Pass can be accessed from the Arlington Mine Road, east from California Highway 177. This road is very sandy in places and should be traveled only in a four-wheel drive Perhaps the largest maneuver to take place was the first mock battle of Palen Pass. The battle was partly conducted for the benefit of visiting dignitaries, including several state governors. One of the participants in the battle, Sgt. Joe Delgado, recalled the action several First came the airplanes and strafed hell out of it . Then the artillery shells began to cover the ground, next came tanks rumbling into the pass blasting away and finally streams of troops. There was so much dust and smoke up there you wouldn't think anything could be alive for miles. But when we stopped, and the smoke began to clear, someone shouted, "Hey look up there, what's that moving?" And just like nothing at all had been going on, this old dusty prospector and his burro, looking like something from the last century, came walking through all that smoke and dust and debris paying no attention at all to any of us or all the live ammunition we'd blasted that pass with [as quoted in Pew 1985:29]. On August 20, 1943, the 85th Division was treated to a tremendous fire power demonstration of aircraft and infantry. The demo included P-38 fighters that attacked ground targets. Then the entire 2nd Battalion of the 339th Regiment massed along the firing line and fired all the weapons at once, including rifles, machine guns and mortars. Desert field exercises were carried out by battalion and involved a meeting engagement with the enemy, an overnight bivouac and an early morning attack. These were held across the valley from Camp Coxcomb, just before the Palen Pass, which ran between the Little Maria and Palen Mountains During October 25 to November 13, 1943, the 15th Corps maneuvers were carried out in the Palen Pass area east of Camp Coxcomb. This included the 81st and the 79th Infantry Divisions, the 15th Mechanized Cavalry, 182nd and 119th Field Artillery Groups, 3rd Field Artillery Observation Battalion , 185th Tank Destroyer Battalion and 2 anti-aircraft groups. The army recognized that practically the entire maneuver area had been used for live-fire exercises, and that clearing it [of unexploded ordnance] was nearly impossible. The Palen Pass maneuver area was left as is, and only marked with signs (Blake 1987: 30). The Desert Training Center/California-Arizona Maneuver Area,1942-1944 HISTORICAL AND ARCHAEOLOGICAL CONTEXTS; Matt C. Bischoff to top of page

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Researchers at Cornell University have devised a way of masking events from traditional ways of detecting them in the space-time continuum, effectively creating a “hole in time.” The experiments were reported in a letter sent to Tuesday’s edition of the science journal Nature, in which four researchers outline their technique for temporal cloaking. Here’s the original letter. Warning, nerds – it gets a bit complex. Nature Asia picks up the story to explain that these researchers have been able to speed up and slow down tiny fractions of a probe light beam, which is used to measure events occurring over minute periods of time. The researchers have been able to manipulate this beam so it is unable to detect a portion of time, in a sense cloaking any events that occur during that time from conventional perception. But, climb out of your TARDIS, Doctor, they’re not claiming that time travel or anything like it has been achieved, merely that a tiny fraction of a moment has been rendered undetectable. And we’re talking really, really tiny. “The time cloaking is achieved on a picosecond timescale – trillionths of a second,” admits Nature. But the journal does claim the effects “could be a significant step towards full spatio-temporal cloaking.” The new research builds on recent demonstrations of "invisibility cloaks" that can make objects seem to disappear by bending waves of visible light, National Geographic reported, referring to experiments that curve light around objects in a way that makes them disappear from view. Those manipulations are possible because of man-made substances that behave in unusual, unnatural ways—so-called optical metamaterials made by processes of nanotechnology. Cloaking things, either in space or in time, requires the manipulation of light, explained the Washington Post. Light carries information. It bounces off objects, defining their shape and their location in time, and sending those details to receptors such as our eyes. If an object can prevent light from doing that, it will become invisible. The work has come out of Cornel’s GAETA Group, which studies quantum and nonlinear photonics at the School of Applied and Engineering Physics. Moti Fridman, a researcher at the school and the author of the letter to Nature, said: “We think of time in the way that other people think of space. What other people are doing in space, we can do it in time.” All sounds pretty creepy? Perhaps it’s not surprising that, as Agence France Presse reported, the research was bankrolled by the Pentagon.

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News East West TORONTO: Denigrating the Indian education system and favouring the `superior’ English education system for colonial India, Lord Macaulay in his `Minutes of Indian Education’ in 1835 said, “…English is better worth knowing than Sanskrit or Arabic; that the natives are desirous to be taught English, and are not desirous to be taught Sanskrit or Arabic; that neither as the languages of law, nor as the languages of religion, have the Sanskrit and Arabic any peculiar claim to our engagement; that it is possible to make natives of this country thoroughly good English scholars, and that to this end our efforts ought to be directed.” He said, “I have conversed both here (in India) and at home with men distinguished by their proficiency in the Eastern tongues. … I have never found one among them who could deny that a single shelf of a good European library was worth the whole native literature of India and Arabia. Honours might be roughly even in works of the imagination, such as poetry, but when we pass from works of imagination to works in which facts are recorded, and general principles investigated, the superiority of the Europeans becomes absolutely immeasurable.” The report of Canada’s Truth and Reconciliation Commission, after six years of work and testimonies of nearly 6,000 survivors of cultural genocide, last week paints a similar picture of the white Canadian government against the country’s native nations in the 20th century. As part of their cultural genocide, over 150,000 Native children were forcibly removed from their families and put in residential schools. Out of these, 3,200 never came back to their families. No one knows where they were buried as their names were never recorded. The commission report says the Canadian government pursued, “a coherent policy to eliminate Aboriginal people as distinct peoples and to assimilate them into the Canadian mainstream against their will.’’ The aim of sending Aboriginal children forcibly to residential schools was “primarily to break their link to their culture and identity.’’ The report says, “The Canadian government pursued this policy of cultural genocide because it wished to divest itself of its legal and financial obligations to Aboriginal people and gain control over their land and resources.” According to commission chairman Murray Sinclair, seven generations of aboriginal peoples bore the brunt of cultural genocide as they were cut off from their families, roots, language, culture, spiritual traditions and their collective history. Commissioner Marie Wilson poignantly said, “Parents who had their children ripped out of their arms, taken to a distant and unknown place, never to be seen again. Buried in an unmarked grave, long ago forgotten and overgrown. Think of that. Bear that. Imagine that. The reason of death a mystery.’’ The commission worked for six years to collect testimonies and statements of 6,000 survivors and their relatives to show the Canadian government and the church pursued a policy of cultural genocide and assimilation against native people people to consolidate hold on Canada. Interestingly, the report quotes the remarks of Canada’s first prime minister John A. Macdonald, who during his speech in the House of Commons in 1883 said: “When the school is on the reserve, the child lives with its parents, who are savages; he is surrounded by savages, and though he may learn to read and write his habits, and training and mode of thought are Indian. He is simply a savage who can read and write. It has been strongly pressed on myself, as the head of the Department, that Indian children should be withdrawn as much as possible from the parental influence, and the only way to do that would be to put them in central training industrial schools where they will acquire the habits and modes of thought of white men.’’ Didn’t Macaulay say the same thing about Indians in 1835 what John Madonald said about Native nations of Canada in 1883?

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Influenza A(H1N1) - update 16 5 May 2009 - As of 16:00 GMT, 5 May 2009, 21 countries have officially reported 1490 cases of influenza A (H1N1) infection. Mexico has reported 822 laboratory confirmed human cases of infection, including 29 deaths. The United States has reported 403 laboratory confirmed human cases, including one death. The following countries have reported laboratory confirmed cases with no deaths - Austria (1), Canada (140), China, Hong Kong Special Administrative Region (1), Colombia (1), Costa Rica (1), Denmark (1), El Salvador (2), France (4), Germany (9), Ireland (1), Israel (4), Italy (5), Netherlands (1), New Zealand (6), Portugal (1), Republic of Korea (2), Spain (57), Switzerland (1) and the United Kingdom (27). It is considered prudent for people who are ill to delay international travel and for people developing symptoms following international travel to seek medical attention, in line with guidance from national authorities. Individuals are advised to wash hands thoroughly with soap and water on a regular basis and should seek medical attention if they develop any symptoms of influenza-like illness. WHO advises no restriction of regular travel or closure of borders. There is no risk of infection from this virus from consumption of well-cooked pork and pork products. Further information on the situation will be available on the WHO website on a regular basis.

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UN IPCC Lead Author Philip J. Lloyd published the results of a new study in Energy & Environment Vol. 26, No. 3 (May 2015) in which he concludes that “while some portion of the temperature change observed in the 20th century was probably caused by greenhouse gases, there is a strong likelihood that the major portion was due to natural variations.” His analysis of natural centennial variations in the global temperature during the Holocene period (approximately the last 11,700 years) using data from the National Climatic Data Center determined that: “The best estimate of the centennial standard deviation of temperature during the Holocene is 0.98 ± 0.27 o C. During the 20th century, thermometers recorded an increase of about 0.7º C. It seems reasonably certain that there was some warming due to the increasing buildup of greenhouse gases in the atmosphere, but it seems difficult to estimate the magnitude of this warming in the face of a likely natural variation of the order of 1º C. The signal of anthropogenic global warming may not yet have emerged from the natural background.” Standard Deviations in Holocene temperature anomaly for Greenland Ice Sheet (GISP) data by oxygen isotope This important finding stands in stark contrast to the strongly worded and widely promoted conclusion of the IPCC in AR5: “It is extremely likely that human influence has been the dominant cause of the observed warming since the mid-20th century.” In addition to his former role as IPCC lead author, Lloyd is a South African Nuclear Physicist who has authored more than 150 refereed publications.

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Many of readers of this blog are outdoor enthusiasts. One “game” that has gained in popularity among outdoor enthusiasts is Geocaching. Geocaching is basically a high-tech treasure hunt where people get coordinates for a hidden geocache from a website called geocaching.com. They then enter those coordinates into a GPS receiver, or into their GPS-enabled smart phone (with an App) before going to search for the geocache out in the woods. Geocaching.com’s Geocaching 101 page has a lot of great information about the hobby, as does this video: This coming Sunday, October 14 is International EarthCache Day. EarthCaches are a special type of geocaches where instead of a traditional cache there is some sort of earth science education lesson for the geocache hunter. It’s been a while since I’ve been out geocaching (being a graduate student takes a lot of time). However, I have a blast every time I go geocaching. As wetland and soil scientist, earth caches are always extra fun because I get to learn (or be reminded) about some awesome scientific fact! Many of these EarthCaches highlight a unique geological feature of a particular location. If you go geocaching on Sunday looking for an EarthCache, and you find one that teaches you about soil, or any other interesting earth science fact, please come back to this blog post and tell everyone about it in the comments section!

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For several weeks, I have been wanting to dash off a post on this topic. So, what is an en dash? a. a punctuation mark similar to a hyphen but the length of a lowercase n b. a sprinting event in the ancient Olympic Games that was run from one end of the stadium to the other c. a small quantity of a substance thrown into or mixed with something else, equivalent to approximately one thirty-second of a teaspoon The Greek race was the “stadion,” and one thirty-second of a teaspoon is a “smidgen,” so an en dash must be that punctuation thing. (Sorry to dash your hopes that this post might have been about athletics or cooking.) I’m convinced that outside the worlds of publishing and printing, people have never heard of the en dash (highlighting a glaring gap in the Schoolhouse Rock library). And even then, it’s iffy: I have encountered professional editors who overlook en dashes. At this point, I’m sure you’re dying to know exactly what the en dash does, but for context, I first want to distinguish it from its more crowd-pleasing cousins, the hyphen and the em dash. The hyphen has various functions, such as in compound adjectives (“dog-eat-dog world”), as a separator (“867-5309”), and for end-of-line word breaks. You may not know the em dash by name, but it’s the long, elegant line (technically, the length of an uppercase M) that sets off a parenthetical thought—such as this one. The bible (a.k.a. The Chicago Manual of Style) says the following about hyphens, en dashes, and em dashes: “Though many readers may not notice the difference—especially between an en dash and a hyphen—correct use of the different types is a sign of editorial precision and care.” I interpret this to mean that the proper utilization of these punctuation marks is essential to the maintenance of a civilized society. The en dash is used to connect numbers and words, implying up to and including, through, or to. Here are some examples: - The years 1929–1939 were difficult ones for economies throughout the world. - For homework, read chapters 1–3 of The Great Gatsby. - The recipe for gluten-free brownies appears on pages 9–12. - Join us on Monday, 5:00–6:30 p.m., for a champagne reception. - The Paris–Vienna train leaves at ten o’clock. - St. Louis defeated San Francisco, 42–6. - The chess club voted 17–5 to make Wendy its president. En dashes are also used with compound adjectives (adjectives consisting of more than one word) in which at least one element is an open compound (a compound word with spaces in it, such as ice cream). For instance: - the post–Cold War years - a romantic comedy–influenced script - the New York–New Jersey border - a Frank Gehry–designed museum - a White House–backed proposal In these cases, the en dash is meant to indicate a more comprehensive link than a hyphen would. Think of it this way: if you replaced the en dash with a hyphen in any of these examples, only the words closest to the hyphen would appear to be part of the adjective. For instance, if a hyphen was substituted for the en dash in the second example, the meaning would change to a romantic, comedy-influenced script. Regarding this usage of the en dash, Chicago states, “This editorial nicety may go unnoticed by the majority of readers.” But I think it’s important to be nice. Since you surely want to start using the en dash right away, it’s available now in the Symbol dialog box of your version of Word or Outlook. If nothing else, remember that en is an acceptable two-letter word when you get down to those last few letters in Words With Friends. Thanks for reading. Gotta dash!

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Tests that examine the blood, bone marrow, and lymph nodes are used to detect (find) and diagnose chronic lymphocytic leukemia. The following tests and procedures may be used: - Physical exam and history: An exam of the body to check general signs of health, including checking for signs of disease, such as lumps or anything else that seems unusual. A history of the patient’s health habits and past illnesses and treatments will also be taken. - Complete blood count (CBC) with differential: A procedure in which a sample of blood is drawn and checked for the following: - The number of red blood cells and platelets. - The number and type of white blood cells. - The amount of hemoglobin (the protein that carries oxygen) in the red blood cells. - The portion of the blood sample made up of red blood cells. - Immunophenotyping: A test in which the cells in a sample of blood or bone marrow are looked at under a microscope to find out if malignant lymphocytes (cancer) began from the B lymphocytes or the T lymphocytes. This can be done by Flow Cytometry but there are other techniques. - FISH (fluorescence in situ hybridization): A laboratory technique used to look at genes or chromosomes in cells and tissues. Pieces of DNA that contain a fluorescent dye are made in the laboratory and added to cells or tissues on a glass slide. When these pieces of DNA bind to specific genes or areas of chromosomes on the slide, they light up when viewed under a microscope with a special light. - Flow cytometry: A laboratory test that measures the number of cells in a sample, the percentage of live cells in a sample, and certain characteristics of cells, such as size, shape, and the presence of tumor markers on the cell surface. The cells are stained with a light-sensitive dye, placed in a fluid, and passed in a stream before a laser or other type of light. The measurements are based on how the light-sensitive dye reacts to the light. - IgVH gene mutation test: A laboratory test done on a bone marrow or blood sample to check for an IgVH gene mutation. Patients with an IgVH gene mutation have a better prognosis. - Bone marrow aspiration and biopsy: The removal of bone marrow, blood, and a small piece of bone by inserting a hollow needle into the hipbone or breastbone. A pathologist views the bone marrow, blood, and bone under a microscope to look for abnormal cells.

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THE OFFICIAL GUIDE TO THE UNIVERSE True Science behind the Starship Voyages Foreword by William Shatner When Star Trek fans hear the infamous opening line “Space: the final frontier,” it usually brings to mind favorite episodes from the classic show and intergalactic worlds visited by the crew of U.S.S. Enterprise during their five-year mission. But many of the galactic destinations featured in Star Trek over the years – multiple star systems, alien worlds, supernova explosions, emission nebulae, voracious black holes – are scientifically valid, so much so that one can step out and view them in the night sky. Space fans can boldly go where no one has gone before with STAR TREK: THE OFFICIAL GUIDE TO THE UNIVERSE: True Science behind the Starship Voyages by astronomy guru and educator Andrew “The Night Sky Guy” Fazekas with a foreword by Captain Kirk, himself, William Shatner (National Geographic Books; On-Sale Date: June 6, 2016; ISBN: 9781426216527; Hardcover; $24.95). As Star Trek celebrates its 50th anniversary in September, this big, beautiful beginner’s guide to the cosmos – planets, starts, galaxies and beyond – reveals the real science behind its fantastic and beloved fictions, inviting readers to step outside, gaze up at the night sky, and observe some of the destinations the Starfleet has visited. Fazekas takes Star Trek fans and astronomers alike on an incredible journey into space, starting with specific Star Trek voyages, explaining the science behind them, and guiding them in observing and learning more about the real-universe corollaries of planets and places in the Star Trek universe. Stunningly illustrated with more than 400 full-color images – some artists’ interpretations and some real images generated by the most recent NASA missions – plus 50 maps alongside stills of beloved Star Trek scenes and characters, STAR TREK: THE OFFICIAL GUIDE TO THE UNIVERSE is sure to open readers’ eyes to the fascinating world of astronomy while giving them a treasured bit of Star Trek memorabilia. Every chapter is a voyage of discovery. From Altair to Vega, from red giants to white dwarfs, from solar system exoplanets only beginning to be imagined, the book visits dozens of celestial objects, spotlighting some 20 in careful scientific detail and offering easy-to-follow star-gazing instructions to find them in the night sky. No warp-driven starship, not even a telescope is required to go on these voyages: Most destinations are bright enough to be seen with the naked eye. This inventive book blends science and fiction, making learning fun and making Star Trek’s 50th all the more worthy of celebration. STAR TREK: THE OFFICIAL GUIDE TO THE UNIVERSE is under license by CBS Consumer Products. About the Author Andrew Fazekas, aka The Night Sky Guy, is a science writer, broadcaster, and lecturer who shares his passion for the wonders of the universe through all media. He is a columnist for National Geographic where he authors the popular online weekly StarStruck column, and is also a syndicated space news contributor on radio and TV networks, and is an active member of the Royal Astronomical Society of Canada who has over 30 years of skywatching experience . About National Geographic Books National Geographic Books & Home Entertainment creates and distributes books, videos and other print and digital media that inform, engage and entertain diverse audiences about our world. Annually, the group publishes more than 150 new books for adults, families and kids and releases 250+ new DVDs and digital downloads of the Society’s films and TV shows, and these National Geographic titles are available in more than 35 local-language editions. While special photographic and film collections, travel books, nature shows, birding guides and atlases are a core focus of the Society’s products, books and videos dealing with subjects as diverse as animals, the human mind, history, world cultures and the cosmos are also produced. For more information, visit facebook.com/NatGeoBooks and nationalgeographic.com/books.

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Google demanding Intel's hottest chips? Inside Project Will Power Google cranks the thermostat In a story published today at Data Center Knowledge, Google recommends operating data centers at higher temperatures than the norm. "The guidance we give to data center operators is to raise the thermostat," Google energy program manager Erik Teetzel told Data Center Knowledge. "Many data centers operate at 70 [Fahrenheit] degrees or below. We’d recommend looking at going to 80 [Fahrenheit] degrees." On August 1, the American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE) raised its recommended data center temperature range to between 68 and 77 degrees Fahrenheit (20 to 25 degrees Celsius). This recommendation is backed by 17 industry players, including IBM, Cisco, and Intel. "Most data centers tend to operate between 68 and 70 degrees [Fahrenheit]," says Fred Stack, an Emerson Network Power who heads ASRAE's data center committee. "But ASHRAE is actively promoting the increase of that number, along with server OEMs." According to Stack, it's well known that Google operates its data centers at high temperatures. "Google has gone beyond the 77 degree point where most data centers start speeding up their server fans," he says. "There's no question Google operates its servers in warmer environments than the general [data center] population. Google doesn't talk about this but there are enough rumors in the world that I'm quite sure of this..." "You can get computers to operate in environments that are well above 77 degrees. The military does it all the time." Sorting It Out Stack would not be surprised if Google also had a pact with Intel that upped the temperature qualifications of its processors. Processor temperature qualifications deal with the temperature of the chip itself, as opposed to the ambient temperature of the data center. So, whereas the data center might be cooled to 25 degrees Celsius, the chip itself might run 55 degrees. "[Google uses] so many servers, they can command something special for their specific application," Stack says. "I would see no reason that Google couldn't get an Intel or AMD to commit to a special selection of components to meet a higher requirement. The military does it all the time." In other words, he's speculating that Intel would use a special sort routine that would select chips more qualified than others to deal with high temperatures. "You could come up with a test routine that would test the ability of processors to withstand heat," he says. AMD tells us that currently, it does not provide such a service to any of its customers. "Right now, our business just isn't set up to do that sort of thing," says Brent Kerby, product marketing manager for AMD's Opteron chips. But the company says that it would be able to do special sorting if a particular "business case" warranted it. In selling chips to Google, Intel is fending off competition not just from AMD, but also the big-name server manufacturers. As recently as this week, Dell lamented its inability to land Google as a server customer. And privately, the big server OEMs have complained that Intel distributes chips directly to Mountain View. If Intel is providing Google with specialized chip qualifications, the server brigade must wonder why Mountain View gets perks they don't. ® Update: This story has been updated to amend AMD statements on special processor sorts.

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Humans used to live longer in ancient times. Is that true? Check out here! The life expectancy myth, and why many ancient humans lived long healthy lives It is not uncommon to hear talk about how lucky we are to live in this age of scientific and medical advancement where antibiotics and vaccinations keep us living longer, while our poor ancient ancestors were lucky to live past the age of 35. Well this is not quite true. At best, it oversimplifies a complex issue, and at worst it is a blatant misrepresentation of statistics. Did ancient humans really just drop dead as they were entering their prime, or did some live long enough to see a wrinkle on their face? According to historical mortality levels from the Encyclopaedia of Population (2003), average life expectancy for prehistoric humans was estimated at just 20 – 35 years; in Sweden in the 1750s it was 36 years; it hit 48 years by the 1900s in the USA; and in 2007 in Japan, average life expectancy was 83 years. It would appear that as time went on, conditions improved and so did the length of people’s lives. But it is not so simple. What is commonly known as ‘average life expectancy’ is technically ‘life expectancy at birth’. In other words, it is the average number of years that a newborn baby can expect to live in a given society at a given time. But life expectancy at birth is an unhelpful statistic if the goal is to compare the health and longevity of adults. That is because a major determinant of life expectancy at birth is the child mortality rate which, in our ancient past, was extremely high, and this skews the life expectancy rate dramatically downward. The early years from infancy through to about 15 was perilous, due to risks posed by disease, injuries, and accidents. But those who survived this hazardous period of life could well make it into old age. Drawing upon archaeological records, we can indeed see evidence of this. The "Old Man of La Chapelle", for example, is the name given to the remains of a Neanderthal who lived 56,000 years ago, found buried in the limestone bedrock of a small cave near La Chapelle-aux-Saints, in France in 1908. Scientists estimate that he had reached old age by the time he died, as bone had re-grown along the gums where he had lost several teeth, perhaps decades before. He lacked so many teeth in fact that scientists suspect he needed his food ground down before he was able to eat it. The old man's skeleton indicates that he also suffered from a number of afflictions, including arthritis. If we look again at the estimated maximum life expectancy for prehistoric humans, which is 35 years, we can see that this does not mean that the average person living at this time died at the age of 35. Rather, it means that for every child that died in infancy, another person might have lived to be 70. The life expectancy statistic is, therefore, a deeply flawed way to think about the quality of life of our ancient ancestors. So is modern society more beneficial for health and longevity than, say, the hunter-gatherer lifestyle? To help gain an answer to this question, scientists have compared the life span of adults in contemporary hunter-gatherer tribes (excluding the infant mortality rate). It was found that once infant mortality rates were removed, life span was calculated to between 70 and 80 years, the same rate as that found in contemporary industrialised societies. The difference is that, in the latter, most individuals survive childhood (Kanazawa, 2008). It is certainly true that improvements in food availability, hygiene, nursing care, medical treatments, and cultural innovations have resulted in far fewer deaths caused by external injuries, infections, and epidemics, but on the other hand, we face a global cancer crisis that our ancient ancestors never had to contend with on such a scale. Are we just replacing one form of death with another? Archaeologists and anthropologists face a real challenge in trying to unravel reliable information about the age structure of ancient populations, largely due to the lack of a sufficient number ancient samples, as well as the difficulties in determining exact age. Nevertheless, we can safely say that our ancient ancestors were not dropping dead at 35, and some would have even been blessed with long and healthy lives.

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Presentation on theme: "A Guide to Implementation"— Presentation transcript: 1A Guide to Implementation Lesson StudyA Guide to Implementation 2“The teacher is the one who gets the most out of the lessons, and the true teacher is the learner.” Elbert Hubbard 3Lesson StudyEvolves from Professional Learning Communities (PLCs) of teachersProvides opportunities to create a model for high-quality instructional practices.Improves a lesson through teacher collaboration. 4Lesson StudyMeets Florida Professional Development System Evaluation Protocol Standards (1.2.1, 2.2.1, and 3.2.1)Promotes a cycle of continuous improvement to achieve goals that align with individual, school and district goals for student achievement. 5Differentiated Accountability Requires full implementation of Lesson Study Process for schools categorized as “F”, Intervene, or part of the Lowest 5%. 6Foci of Lesson StudyTo create structured occasions for teachers to examine teaching and learning.To improve the lesson planning process.To refine instructional strategies and delivery.To evaluate the results.To evaluate student thinking.To increase student mastery. 7Lesson Study is… Job-embedded Ongoing Comprehensive Real classroom instructional challengesTeacher-directedStudent-centeredShared best practices and strategiesCollaborative 8Lesson Study Allows Teachers to… Consider the objectives of a particular content area, unit and/or lessonPlan lessons that bring to life both short-term and long-term goalsDeepen subject matter knowledge 9Lesson Study Allows Teachers to… Develop pedagogyShare and design best practicesParticipate in job-embedded learningExplore problems that impede student learningUnderstand how students think and learn 10Lesson Study Allows Teachers to… Learn successful teaching techniques and behaviors from other teachersDevelop peer coaching skillsParticipate in job-embedded learningExplore problems that impede student learning 11Lesson Study Allows Teachers to… Understand how students think and learnLearn successful teaching techniques and behaviors from other teachersDevelop peer coaching skillsImprove student learning based on observations and assessments 12Lesson Study Allows Teachers to… Think deeply about short-term and long-term goals for studentsAnticipate student thinkingCollect and analyze student learning and behavior data 13Lesson Study Allows Teachers to… Improve instruction based on careful observation of students by understanding how students learnSupport beginning teachers 14Lesson Study Relative to Other Initiatives Florida’s Continuous Improvement Model (FCIM)Lesson Study is in “Act” component as professional developmentProfessional Learning Communities (PLCs)More effective when focus is on improving instructional delivery and increasing student achievement 15Lesson Study Relative to Other Initiatives PS/RtI and Data Driven InstructionData gathered from student observations allow teachers to redirect the instructional focus on students’ academic needsInstructional Coaching CyclesDevelop a consistent pattern of working collaboratively with teachers 16Lesson Study and PS/RtI Each tier must be demonstrably effective for large numbers of students.If the universally provided instruction is not effective for most students, then large numbers of students will unnecessarily require additional resources and support.Lesson Study strengthens instructional knowledge and student achievement, a direct benefit to all levels of tiered continuum of service. 17Lesson Study and Florida Professional Development System Evaluation Protocol Standards Meets Standards 1.2.1, and 3.2.1Specifically requirements for educator participation in collaborative learning communities for continuous improvement to achieve goals that align with individual, school, and district goals for student achievementAssociated student learning goals should be reflected in TARGET. 18Purpose of Lesson Study Provides districts, administrators, coaches, and teachers with content and pedagogical learning to strengthen their instructional knowledge and increase student achievement.Assists all participants to deepen their knowledge of content, pedagogy and student thinking. 19Purpose of Lesson Study Presents an opportunity to:Think carefully about goals of a particular lesson, unit, and/or subject areaRead, listen and think, as well as express and question ideasStudy and improve the best available lessons 20Purpose of Lesson Study Presents an opportunity to:Deepen subject-matter knowledgeBuild powerful instructional strategies and quality lessons through collaborationImprove teaching through systematic collaborative inquiry 21Lesson Study Cycle Phase I: Scheduling and Planning Phase II: Teaching and ObservingPhase III: DebriefingPhase IV: Re-Teaching and Reflecting 23Length of Lesson Study Cycle No defined time periodOngoing processImplemented throughout the yearMore than one cycle can be completedOne cycle during the first semesterOne cycle during the second semester 24Lesson Study Implementation More time is spent on planning and improving the lesson because the lesson plan is the backbone of Lesson Study.Begin with a lesson that has already been developed:Previous year lesson planTextbook manual suggested lessonPre-developed lessons from Internet, etc. 25Lesson Study Funding School Improvement Grant Title I Title II General RevenueMay be used to:hire substitutes for teachers who may be observing the lessonsAcquire additional resources to enhance Lesson Study process 26Essential Questions to Begin Lesson Study Is the lesson aligned to the Next Generation Sunshine State Standards (NGSSS)?What specific benchmark(s) does the lesson include?Will the instruction result in student learning at the level of complexity required for the benchmark? 27Essential Questions to Begin Lesson Study How can teachers enhance the teaching and learning process to provide data-driven instruction that will increase student proficiency in all subject areas? 28Essential Questions to Begin Lesson Study What do we want students to learn and be able to do by the end of the unit of study and by the end of the school year?What is the current rate of progress and level of performance of students enrolled in this course/class? 29Intended Outcomes of Lesson Study Development and use of team-created lesson plans as a part of the processIncorporation of reading and writing across the curriculum for all subject areas by using “Three Types of Essential Reading Activities” (pre-reading, during reading, and after reading strategies) in daily instruction 30Intended Outcomes of Lesson Study Teacher use of rigorous questions, assignments, and assessmentsDevelopment of an understanding of Lesson Study as a collaborative processUnderstanding of how Lesson Study is a way to strengthen teaching and learning in schools 31Intended Outcomes of Lesson Study Application of Lesson Study in a variety of ways, including lesson development and testing through Lesson StudyExamination of the role of the district and the principal in implementing effective Lesson Study teams 32Intended Outcomes of Lesson Study Skill development in other professional learning activities related to Lesson StudySupport of fellow teachers in initiating and building Professional Learning Communities with a focus on Lesson Study

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A World Exhibition (world expo) is an international exhibition of industrial products, handicrafts often with a focus on social and technological development. World Exhibitions are meeting places, where companies have the opportunity to network and make contacts in the country. World Expo News Last World Expo: 2012 Yeosu South Korea 12: of May Theme ”Living Ocean and Coast” - 104 countries participates - Estimated number of visitors 10 million Future World Expos Short presentation of future Expos and bids. Augmented World Expo – in the digital era USA Today had an article about the Augmented World Expo 2014. In this event 200 exhibitors of virtual reality-focused tech exhibit, a doubling in size over last year that highlights the growing ubiquity of such gadgets and software. The purpose with the event is to showcase the best solutions that make the world more interactive – featuring Augmented Reality, Wearable Computing, and The Internet of Things. World Exhibitions are important Many technological innovations and technological breakthroughs had their début at world exhibitions such as telephone, and water flushed toilet, telegraph, hamburger, first motion picture, etc. There are many buildings and architectural masterpiece that remains after past world exhibitions and fairs. For example Eiffel Tower in 1887 was the grand entrance to the World’s Fair Exposition Universelle, held two years later. History about World Expos The world exhibitions have evolved from the early fairs and markets. The phenomenon of international exhibitions started in the late 1800s. At that time it was popular with the arrangements in European and American cities, like Paris, New York, London, Vienna and Philadelphia. Over the years there have been several world exhibitions or world expos. Facts and landmarks in the history of world expos: World Expos have been arranged in all continents except Africa. The great world exhibitions are every five years. Some of the most successful international World Expos ever: - 2010: Shanghai China: Theme Better City, Better Life - 1992 Sevilla Spain: The expo in Sevilla celebrated 400 anniversary since America was discovered by Columbus. - 1967 Montreal, Quebec: Canada’s first World’s Fair, the century-old confederation was celebrated at the same time. - 1958 Brussels: The World’s first Fair after the Second World War with the famous Atomium monument to showcase the atomic age. - 1939, New York, USA – Futurama: The first major display of the television, as well as the television camera and tape recorder. Read more about Futurama - 1901 Buffalo, USA: The X-ray machine was displayed. The Buffalo Pan American exhibition was also the scene of the assassination of U.S. President William McKinley. The president was murdered when he participated in an appearance at a reception. - Chicago 1893: Exhibition in Jackson Park City. The architectural projects had tremendous influence on American architecture. 27 million visitors. - 1889, Paris, France: Eiffel Tower is being built and the phonograph is shown. - 1876 Philladelphia: Thomas Edison had a huge success at Philadelphia Expo - 1851 London, UK: Considered the World’s first Fair and the event was a great success. Who own the concept of World Expos? Bureau of International Expositions (BIE) is an international organization that owns the rights to the concept of the World Expos in the same way as the International Olympic Committee takes the concept of the Olympic games. International Exhibitions Bureau was established by a diplomatic international Convention, signed in Paris, in 1928. Today BIE has 156 member states. Official website from BIE

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Seizures caused by a high fever as a result of infection in a part of the body other than the brain - Most common between the ages of 6 months and 5 years - Slightly more common in boys - Sometimes runs in families - Lifestyle is not a significant factor A febrile convulsion is the most common type of seizure in childhood and may affect as many as 1 in 20 children. The disorder occurs slightly more often in boys. Usually, a febrile convulsion occurs in the first 24 hours of a viral infection, such as a sore throat or common cold. Sometimes, a seizure may occur in association with a bacterial infection, such as an infection of the ears or upper respiratory tract. The convulsion develops in response to a rapid increase in body temperature that triggers an abnormal burst of electrical activity in the cells of the child’s brain. A febrile convulsion causes jerking body movements and is alarming for parents. However, the disorder is rarely serious, and it does not indicate a brain defect or epilepsy. Febrile convulsions sometimes run in families. What are the symptoms? The symptoms of a febrile convulsion may include: Loss of consciousness. Stiffening of the arms and legs and arching of the back. Abnormal movements of the limbs. Rolling upwards of the eyes. A slight pause in breathing, which may result in a bluish tinge to the skin. A febrile convulsion usually lasts for about 2–4 minutes and always less than 15 minutes. Your child will probably fall asleep afterwards. If your child has a seizure of any kind, you should contact the doctor immediately. If the convulsion lasts for longer than 5 minutes, call an ambulance at once. What can I do? You should not try to restrain a child who is having a febrile convulsion but protect him or her from injury by placing nearby objects out of reach and surrounding the child with pillows or rolled-up towels or blankets. After the convulsion is over, and when the child is fully conscious and awake enough to be able to swallow, he or she should be given a dose of liquid paracetamol (see Painkillers), which also helps to lower body temperature. What might the doctor do? The convulsion is likely to be over by the time the doctor sees your child. He or she will perform a physical examination to make sure that your child’s temperature is coming down and to look for possible sources of the fever. The doctor may arrange for your child to be admitted to hospital, particularly if his or her body temperature remains high. A sample of cerebrospinal fluid may be extracted from around the spine (see Lumbar puncture) to check that the seizure was not caused by meningitis (see Meningitis in children). Other tests, such as urine tests or throat swabs, may also be performed to look for a bacterial infection. If your child has prolonged or recurrent febrile convulsions, he or she may need to be given anticonvulsant drugs. The doctor will prescribe antibiotics if a bacterial infection is present. Up to 1 in 3 children who have had a febrile convulsion will have another within a year. About 1 per cent of affected children will go on to develop epilepsy in later life. From the 2010 revision of the Complete Home Medical Guide © Dorling Kindersley Limited. The subjects, conditions and treatments covered in this encyclopaedia are for information only and may not be covered by your insurance product should you make a claim.

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Description - Math Smart! by Judith A. Muschla Here's a super collection of 222 reproducible activity sheets to stimulate and challenge your students in all areas of math-- from whole numbers to data analysis -- while emphasizing problem solving, critical thinking, and the use of technology for today's curriculum! Buy Math Smart! by Judith A. Muschla from Australia's Online Independent Bookstore, Boomerang Books. (277mm x 211mm x 19mm) Publisher: John Wiley & Sons Inc Country of Publication: Book Reviews - Math Smart! by Judith A. Muschla Author Biography - Judith A. Muschla Gary Robert Muschla received his B.A. and M.A.T. from Trenton State College and taught at Appleby School in Spotswood, New Jersey for more than 25 years. He spent many of his years in the classroom teaching mathematics at the elementary level. He has also taught reading and writing and has been a successful freelance write, editor, and ghostwriter. He is a member of the Authors Guild and the National Writers Association. Judith A. Muschla received her B.A. in Mathematics from Douglass College at Rutgers University and is certifies to teach K-12. She has taught mathematics in South River, New Jersey for over 25 years. She has taught math at various levels at South River High School, ranging from basic skills through Algebra II. She has also taught at South River Middle School where, in her capacity as a Team Leader, she helped revise the mathematics curriculum to reflect the standards of the NCTM, coordinated interdisciplinary unites, and conducted mathematics workshops for teachers and parents. She was the recipient of the 1999-91 Governor's Teacher Recognition Program in New Jersey. Along with teaching, she is currently a member of the Standards Review Panel for the Mathematics Core Curriculum Content Standards in New Jersey.

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https://www.boomerangbooks.com.au/book.cfm?isbn=9780787966423

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Arizona is close to the sun (high altitude), close to the equator (low latitude), and has a warm climate all year. High altitude and low latitude mean less atmospheric protection from damaging sun rays (UV radiation). Plus, a warmer climate means more time spent outside YEAR ROUND with less clothing (short-sleeves, tank tops, etc.) protecting your skin. All these factors have the potential to put Arizona residents at higher risk of skin cancer. General Skin Cancer Rates Skin cancer is the most common form of cancer in the United States today. The two most diagnosed forms are basal cell carcinoma (BCC) and squamous cell carcinoma (SCC). These are considered “non-melanoma skin cancers” (NMSC), and as a result, the actual number of cases is difficult to estimate because these cases are not required to be reported to cancer registries. The most recent study of NMSC occurrence in 2006, estimated approximately 3.5 million cases of NMSC, diagnosed among 2.2 million people (1). This is due to more than one NMSC being found in some individuals. BCC and SCC are usually very curable skin cancers. Almost all are caused by too much ultraviolet radiation (UVR) from the sun and tanning beds. Rates of NMSC in Arizona are presumably high, as we have year-round temperate days, exposing people to potentially excessive amounts of UVR.American Cancer Society 2015 The incidence of melanoma has been reported as increasing in the United States. In Arizona, melanoma incidence rates from 1999 to 2001 were reported as also increasing, but at a slightly higher rate than for the United States as a whole (2). However, in a 2005–2007 report, the incidence rates for melanoma were 30% lower for Arizona men and 21% lower for Arizona women than the U.S. average (3). Reasons for this change in trends are not known, but it is suspected that under-reporting of skin cancers by clinics, hospitals and physicians may be partially responsible for the decline. Melanoma of the Skin Incidence Rates by State, 2012 Click here for an interactive map of incidence in the most recent study, 2012: http://www.cdc.gov/cancer/skin/statistics/state.htm In Arizona, cancer data management is the responsibility of the Arizona Cancer Registry (ACR). In 1992, reporting of all cancer cases, including melanoma, by hospitals, clinics, and physicians became mandatory. The ACR is a passive registry, meaning that ACR personnel do not actively visit pathology laboratories or health provider offices to identify and abstract cancer cases. Instead, the registry relies solely on providers sending appropriate report forms to the ACR. Cancer incidence rates are calculated from data maintained by state cancer registries, and these data are highly dependent on the actual reporting of cancer cases from community sources, including physicians. The potential for underreporting can be especially high with melanoma, as it is frequently diagnosed and treated in outpatient settings. The Arizona Melanoma Task Force In 2012, because of concerns that the observed drop in melanoma incidence in Arizona represented under-reporting rather than real change, an ad hoc statewide public health partnership (The Arizona Melanoma Task Force) was formed to assess the degree of under-reporting of melanoma, identify barriers to reporting by providers, and recommend strategies for increasing reporting. The work of the Arizona Melanoma Task Force demonstrated high levels of under-reporting of melanoma to the ACR, particularly for in situ and locally staged tumors. See the full research study here: public_health_reports_manucript_nov2015_1.pdf Using findings from initial research, the Task Force has implemented strategies to improve case reporting: - Revision of the cancer reporting form to be more melanoma-specific. - Statement developed to be added to all melanoma pathology reports that melanoma was a reportable disease, along with information on how to report cases to the ACR. - New communication channels with dermatologists were developed including: - Presentations to county and state dermatology societies - Development of more up-to-date mail and e-mail lists - Creation and distribution of biannual reports to Arizona dermatologists about the need for melanoma reporting and a review of their current cases as reported to the ACR These reports can be found at the ACR website. The Task Force continues to meet regularly to assure that reports to the practices continue and to evaluate new reporting methods. Physicians and practice staff members appear to have a strong desire to increase the technology related to reporting. As new technologies become available, the Task Force members will review their impact. References1. American Cancer Society. Cancer Facts & Figures 2015.acs_2015.pdf 2. American Cancer Society. Cancer facts and figures 2012. Atlanta: American Cancer Society; 2012. acs_2012.pdf 3. Newton C, Yee GA. Cancer in Arizona: cancer incidence and mortality, 2005–2007. Arizona Department of Health Services, Arizona Cancer Registry; 2008.

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http://uacc.arizona.edu/sci/about/arizona

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How many triangles can you make with 9 sticks? Kids can reinforce geometry and critical thinking skills through creating various shapes with sticks. Pallet Projects - DIY Outdoor TeePee for a Kids Playground or the Backyard - Do it Yourself Outdoor Woodworking Tutorial via 1001 Pallets Gorgeous area outdoors to make music. Love the bamboo xylophone! - from Linda Jeanneret, image shared by Child's Play Music (",) tubes and balls Natural building with sticks and clay Leaf Foxes. Colorful fall craft for kids. nature scavenger hunt printable | Printable Treasure Hunt for preschoolers outdoors How cool to be able to build with blocks against a window.

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