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ad traffic injuries in the poorest urban areas. Morency, P., L. Gauvin, et al. (2012). "Neighborhood Social Inequalities in Road Traffic Injuries: The Influence of Traffic Volume and Road Design." American Journal of Public Health 102(6): 1112-1119. - Although a health impact assessment (HIA) is a tool that can provide decision makers with recommendations to promote positive health impacts and mitigate adverse health impacts of proposed projects and policies, it is not routinely conducted on most major projects or policies. - To make health a decision criterion for the Atlanta BeltLine, a multibillion-dollar transit, trails, parks, and redevelopment project, a HIA was conducted in 2005–2007 to anticipate and influence the BeltLine's effect on health determinants. - Changes in access and equity, environmental quality, safety, social capital, and physical activity were forecast, and steps to maximize health benefits and reduce negative effects were recommended. - Key recommendations included giving priority to the construction of trails and greenspace rather than residential and retail construction, making health an explicit goal in project priority setting, adding a public health professional to decision-making boards, increasing the connectivity between the BeltLine and civic spaces, and ensuring that affordable housing is built. BeltLine project decision makers have incorporated most of the HIA recommendations into the planning process. The HIA was cited in the awarding of additional funds of $7,000,000 for brownfield clean-up and greenspace development. The project is expected to promote the health of local residents more than in the absence of the HIA. - This report is one of the first HIAs to tie specific assessment findings to specific recommendations and to identifiable impacts from those recommendations. The lessons learned from this project may help others engaged in similar efforts. Ross, C. L., K. Leone de Nie, et al. (2012). "Health Impact Assessment of the Atlanta BeltLine." American journal of preven

the construction of trails and greenspace rather than residential and retail construction, making health an explicit goal in project priority setting, adding a public health professional to decision-making boards, increasing the connectivity between the BeltLine and civic spaces, and ensuring that affordable housing is built. BeltLine project decision makers have incorporated most of the HIA recommendations into the planning process. The HIA was cited in the awarding of additional funds of $7,000,000 for brownfield clean-up and greenspace development. The project is expected to promote the health of local residents more than in the absence of the HIA. - This report is one of the first HIAs to tie specific assessment findings to specific recommendations and to identifiable impacts from those recommendations. The lessons learned from this project may help others engaged in similar efforts. Ross, C. L., K. Leone de Nie, et al. (2012). "Health Impact Assessment of the Atlanta BeltLine." American journal of preventive medicine 42(3): 203-213. - Few adolescents choose to cycle to school in the UK despite the potential health and environmental benefits of the activity. This study sets out to establish the psychological, social and environmental barriers that affect an adolescent's decision to cycle to school. - Two cross-sectional surveys were distributed, one to pupils aged 11–14 years and one to their parents. Respondents were drawn from a state school for 11–16-year olds in the south of England. Using a Likert scale, respondents were asked to rate barriers to cycling. Fifty-two per cent responded, with 62 households returning both questionnaires. - Using logistical regression analysis, the investigation found that the probability of a pupil cycling to school decreased when they did not have a friend who cycled to school. Other variables that showed a decreased probability of a child cycling to school were linked to either safety or social issues. - The findings of this research suggest that social support and road sa

tive medicine 42(3): 203-213. - Few adolescents choose to cycle to school in the UK despite the potential health and environmental benefits of the activity. This study sets out to establish the psychological, social and environmental barriers that affect an adolescent's decision to cycle to school. - Two cross-sectional surveys were distributed, one to pupils aged 11–14 years and one to their parents. Respondents were drawn from a state school for 11–16-year olds in the south of England. Using a Likert scale, respondents were asked to rate barriers to cycling. Fifty-two per cent responded, with 62 households returning both questionnaires. - Using logistical regression analysis, the investigation found that the probability of a pupil cycling to school decreased when they did not have a friend who cycled to school. Other variables that showed a decreased probability of a child cycling to school were linked to either safety or social issues. - The findings of this research suggest that social support and road safety could be important predictors for adolescent cycling behavior. Recommendations include promoting initiatives that facilitate social interaction and cyclist safety at the school. Benson, J. and A. Scriven (2012). "Psychological, social and environmental barriers to cycling to school." International Journal of Health Promotion and Education 50(1): 34-44. - Walking school buses (WSB) increased children's physical activity, but impact on pedestrian safety behaviors (PSB) is unknown. - This pilot study demonstrated the feasibility of collecting school-level pedestrian safety behavior outcomes and changes to those outcomes during a WSB program study. - The WSB was associated with more children crossing at an intersection, but fewer children fully stopping at the curb. These mixed results suggest modification to the WSB program may be necessary in order to improve children's pedestrian safety behaviors on the walk to and from school. - Further WSB studies, preferably fully powered experimental trials that longi

fety could be important predictors for adolescent cycling behavior. Recommendations include promoting initiatives that facilitate social interaction and cyclist safety at the school. Benson, J. and A. Scriven (2012). "Psychological, social and environmental barriers to cycling to school." International Journal of Health Promotion and Education 50(1): 34-44. - Walking school buses (WSB) increased children's physical activity, but impact on pedestrian safety behaviors (PSB) is unknown. - This pilot study demonstrated the feasibility of collecting school-level pedestrian safety behavior outcomes and changes to those outcomes during a WSB program study. - The WSB was associated with more children crossing at an intersection, but fewer children fully stopping at the curb. These mixed results suggest modification to the WSB program may be necessary in order to improve children's pedestrian safety behaviors on the walk to and from school. - Further WSB studies, preferably fully powered experimental trials that longitudinally follow participants' pedestrian safety behaviors in the long term, should be conducted in a variety of settings among diverse populations to formally evaluate pedestrian safety and physical activity outcomes. Moreover, studies that examine the influence of the built environment, use objective measures of neighborhood safety, and consider vehicular traffic are also necessary to evaluate their influences on the WSB and children's pedestrian safety. Mendoza, J. A., K. Watson, et al. (2012). "Impact of a pilot walking school bus intervention on children's pedestrian safety behaviors: A pilot study." Health & Place 18(1): 24-30. - The school setting could be a primary venue for promoting physical activity among inner-city children due to the structured natured of the school day. The authors examined differences in step counts between structured school days (SSD) and weekend days (WED) among a sample of public school children in Washington, DC. - Subjects (N = 29) were third- to sixth-grade students enrol

tudinally follow participants' pedestrian safety behaviors in the long term, should be conducted in a variety of settings among diverse populations to formally evaluate pedestrian safety and physical activity outcomes. Moreover, studies that examine the influence of the built environment, use objective measures of neighborhood safety, and consider vehicular traffic are also necessary to evaluate their influences on the WSB and children's pedestrian safety. Mendoza, J. A., K. Watson, et al. (2012). "Impact of a pilot walking school bus intervention on children's pedestrian safety behaviors: A pilot study." Health & Place 18(1): 24-30. - The school setting could be a primary venue for promoting physical activity among inner-city children due to the structured natured of the school day. The authors examined differences in step counts between structured school days (SSD) and weekend days (WED) among a sample of public school children in Washington, DC. - Subjects (N = 29) were third- to sixth-grade students enrolled in government-funded, extended-day enrichment programs. Step counts were measured using a pedometer (Bodytronics) over 2 SSD and 2 WED. Differences in mean step counts between SSD and WED were determined using multivariable linear regression, with adjustments for age, sex, and reported distance between house and school (miles). - Recorded step counts were low on both SSD and WED (7735 ± 3540 and 8339 ± 5314 steps/day). Boys tended to record more steps on SSD compared with girls (8080 ± 3141 vs. 7491 ± 3872 steps/day, respectively), whereas girls recorded more steps on the WED compared with boys (9292 ± 6381 vs. 7194 ± 3669 steps/day). Parameter estimates from the regression modeling suggest distance from school (P < .01) to be the strongest predictor of daily step counts, independent of day (SSD/WED), sex, and age. - Among inner-city school children, a safe walking route to and from school may provide an important opportunity for daily physical activity. Goodman, E., W. Evans, et al. (2012). “Preliminary

led in government-funded, extended-day enrichment programs. Step counts were measured using a pedometer (Bodytronics) over 2 SSD and 2 WED. Differences in mean step counts between SSD and WED were determined using multivariable linear regression, with adjustments for age, sex, and reported distance between house and school (miles). - Recorded step counts were low on both SSD and WED (7735 ± 3540 and 8339 ± 5314 steps/day). Boys tended to record more steps on SSD compared with girls (8080 ± 3141 vs. 7491 ± 3872 steps/day, respectively), whereas girls recorded more steps on the WED compared with boys (9292 ± 6381 vs. 7194 ± 3669 steps/day). Parameter estimates from the regression modeling suggest distance from school (P < .01) to be the strongest predictor of daily step counts, independent of day (SSD/WED), sex, and age. - Among inner-city school children, a safe walking route to and from school may provide an important opportunity for daily physical activity. Goodman, E., W. Evans, et al. (2012). “Preliminary Evidence for School-Based Physical Activity Policy Needs in Washington, DC.” Journal of Physical Activity & Health 9(1): 124-128. - In 2005, the United States Congress authorized $612 million for use in implementing the US Safe Routes to School program to address physical inactivity, air quality, safety and traffic near schools. - Each US state developed administrative practices to implement the program. Based on state-specific annual obligations, on average, states have obligated 44% of available funds. - State project obligations were directly associated with programmatic factors, including broader adherence to federal agency administrative guidance objectives and the number of years for which the states obligated new projects and indirectly associated with student enrollment and state child poverty. - Overall, $221,229,427 was obligated to implement 2298 SRTS projects in the 50 US states during fiscal years 2005–2009. - Implementation increased across the fiscal years: $4.99 million was obligated for 6 pro

Evidence for School-Based Physical Activity Policy Needs in Washington, DC.” Journal of Physical Activity & Health 9(1): 124-128. - In 2005, the United States Congress authorized $612 million for use in implementing the US Safe Routes to School program to address physical inactivity, air quality, safety and traffic near schools. - Each US state developed administrative practices to implement the program. Based on state-specific annual obligations, on average, states have obligated 44% of available funds. - State project obligations were directly associated with programmatic factors, including broader adherence to federal agency administrative guidance objectives and the number of years for which the states obligated new projects and indirectly associated with student enrollment and state child poverty. - Overall, $221,229,427 was obligated to implement 2298 SRTS projects in the 50 US states during fiscal years 2005–2009. - Implementation increased across the fiscal years: $4.99 million was obligated for 6 projects in 2005, $22.09 million for 141 projects in 2006, $45.75 million for 344 projects in 2007, $71.97 million for 949 projects in 2008 and $76.43 million for 858 projects in 2009. Overall percentage increase in obligations between 2006, the first full year of funding, and 2009 was 246%, with annual percentage increase in obligations ranging from 6% (FY2009) to 343% (FY2006). - On average, states obligated 44% of available funding (range 6–100%). Average per student obligation was $11.07 (range $0.83–$68.05). - Four states had no county-specific obligations; funding in these states was obligated only to statewide or multi-county projects during the reporting period. Four states had no non-core, rural counties. - Only 12 states (24%) obligated 50% or more of funds within counties in their state that had child poverty rates above the county median poverty rate for their state. - Finally, 33 states (66%) made progress on the promotion of comprehensive SRTS programs and activities via state or local practices en

jects in 2005, $22.09 million for 141 projects in 2006, $45.75 million for 344 projects in 2007, $71.97 million for 949 projects in 2008 and $76.43 million for 858 projects in 2009. Overall percentage increase in obligations between 2006, the first full year of funding, and 2009 was 246%, with annual percentage increase in obligations ranging from 6% (FY2009) to 343% (FY2006). - On average, states obligated 44% of available funding (range 6–100%). Average per student obligation was $11.07 (range $0.83–$68.05). - Four states had no county-specific obligations; funding in these states was obligated only to statewide or multi-county projects during the reporting period. Four states had no non-core, rural counties. - Only 12 states (24%) obligated 50% or more of funds within counties in their state that had child poverty rates above the county median poverty rate for their state. - Finally, 33 states (66%) made progress on the promotion of comprehensive SRTS programs and activities via state or local practices encouraging the obligation of funding for both infrastructure and non-infrastructure projects. Cradock, A. L., B. Fields, et al. (2012). "Program practices and demographic factors associated with federal funding for the Safe Routes to School program in the United States." Health & Place 18(1): 16-23. - This study provided insights on how individual activity-travel patterns of adults were impacted by whether they lived with children or not. - This cross-sectional study used the 2006 Puget Sound Regional Council Household Activity and Travel Survey data to investigate activity-travel patterns of 7,709 individual adults living in the Puget Sound Region, Washington. Multilevel regression models with the individual as the first level and the household as a second level were developed. - With one-third of the participants living with children, the results showed that individuals who lived with children made 20% more non-work trips than those who did not live with children. There was no significant difference between

couraging the obligation of funding for both infrastructure and non-infrastructure projects. Cradock, A. L., B. Fields, et al. (2012). "Program practices and demographic factors associated with federal funding for the Safe Routes to School program in the United States." Health & Place 18(1): 16-23. - This study provided insights on how individual activity-travel patterns of adults were impacted by whether they lived with children or not. - This cross-sectional study used the 2006 Puget Sound Regional Council Household Activity and Travel Survey data to investigate activity-travel patterns of 7,709 individual adults living in the Puget Sound Region, Washington. Multilevel regression models with the individual as the first level and the household as a second level were developed. - With one-third of the participants living with children, the results showed that individuals who lived with children made 20% more non-work trips than those who did not live with children. There was no significant difference between the two groups in terms of size of activity realm. - Whether individuals lived with children or not was found to be an insignificant variable to predict individual automobile dependence. - The impact of residential density on parents was not different from that of non-parents. Interactions between gender, work status, and whether adults lived with children or not, revealed complex travel patterns according to different population subgroups. - Women who worked part time and lived with children made the second highest number of non-work trips after women who were unemployed and lived with children. Men who worked part time and lived with children had the largest individual activity realm. Interestingly, men who did not work but lived with children traveled the least. Lin, L. and A. V. Moudon (2012). The Impacts of Children on the Activity-Travel Patterns of Adults. Paper for the 91st Annual Meeting of the TRB, Washington, DC, January 2012. - Although being active is vital to the health and well-being of childre

the two groups in terms of size of activity realm. - Whether individuals lived with children or not was found to be an insignificant variable to predict individual automobile dependence. - The impact of residential density on parents was not different from that of non-parents. Interactions between gender, work status, and whether adults lived with children or not, revealed complex travel patterns according to different population subgroups. - Women who worked part time and lived with children made the second highest number of non-work trips after women who were unemployed and lived with children. Men who worked part time and lived with children had the largest individual activity realm. Interestingly, men who did not work but lived with children traveled the least. Lin, L. and A. V. Moudon (2012). The Impacts of Children on the Activity-Travel Patterns of Adults. Paper for the 91st Annual Meeting of the TRB, Washington, DC, January 2012. - Although being active is vital to the health and well-being of children, increases in physical activity can lead to an elevated risk of injury, which is a leading cause of childhood mortality globally. - This article provides an overview of the evidence base concerning unintentional injuries associated with popular forms of physical activities for youth, and describes how injury prevention and child obesity professionals can work together to prevent injuries while promoting active lifestyles. - Policy and environmental interventions that are beneficial to both outcomes are highlighted and recommendations for future research for these complementary areas are also provided. Pollack, K. M., C. Kercher, et al. (2012). "Toward environments and policies that promote injury-free active living—it wouldn't hurt." Health & Place 18(1): 106-114. The Safe Routes to School National Partnership has identified several critical areas where additional research is needed. Our meetings with state and federal policy makers and funders have revealed that quantifying these issues will be important f

n, increases in physical activity can lead to an elevated risk of injury, which is a leading cause of childhood mortality globally. - This article provides an overview of the evidence base concerning unintentional injuries associated with popular forms of physical activities for youth, and describes how injury prevention and child obesity professionals can work together to prevent injuries while promoting active lifestyles. - Policy and environmental interventions that are beneficial to both outcomes are highlighted and recommendations for future research for these complementary areas are also provided. Pollack, K. M., C. Kercher, et al. (2012). "Toward environments and policies that promote injury-free active living—it wouldn't hurt." Health & Place 18(1): 106-114. The Safe Routes to School National Partnership has identified several critical areas where additional research is needed. Our meetings with state and federal policy makers and funders have revealed that quantifying these issues will be important for the future of Safe Routes to School. Quantifying the Economic Benefits and a Cost/Benefit Analysis of Safe Routes to School Research that codifies the financial benefits of SRTS is greatly needed in the US and would be valuable for advocates as they make their case before policy makers for more funding for SRTS. A cost benefit analysis is also needed, including the creation of jobs, driving costs / busing costs saved, safety savings, and physical activity and air quality benefits. Similar research has already taken place in the UK; however, US policy makers want US research. Sustrans’(UK) Research and Monitoring Unit, working with partners at Bolton University and the Institute for Transport Studies at Leeds University, have produced leading guidance into the appraisal of cycling and walking schemes for the Department for Transport. The guidance enables a monetary valuation to be placed on the costs and benefits of projects like new cycling and walking routes and other features such as road crossings. For

or the future of Safe Routes to School. Quantifying the Economic Benefits and a Cost/Benefit Analysis of Safe Routes to School Research that codifies the financial benefits of SRTS is greatly needed in the US and would be valuable for advocates as they make their case before policy makers for more funding for SRTS. A cost benefit analysis is also needed, including the creation of jobs, driving costs / busing costs saved, safety savings, and physical activity and air quality benefits. Similar research has already taken place in the UK; however, US policy makers want US research. Sustrans’(UK) Research and Monitoring Unit, working with partners at Bolton University and the Institute for Transport Studies at Leeds University, have produced leading guidance into the appraisal of cycling and walking schemes for the Department for Transport. The guidance enables a monetary valuation to be placed on the costs and benefits of projects like new cycling and walking routes and other features such as road crossings. For a full summary and an explanation of the analysis used, please review the Sustrans methodology report. Linking Physical Activity to Academic Performance and Attendance Schools and education partners frequently request research showing the connection between physical activity, academic performance, behavior and attendance. This is particularly important as school budgets are shrinking and schools are focused on test scores. As we seek to increase collaboration between the public health, school and transportation sectors, more research at multiple sites is needed for substantiating ties between walking and bicycling to school and increased levels of academic performance, attendance and behavior. Such research is also necessary to the school siting debate. State and local-level decisions regarding where schools are built have significant impacts on whether homes are located within walking and bicycling distance of schools. And as a result of No Child Left Behind, the main focus of Departments of Education is on

a full summary and an explanation of the analysis used, please review the Sustrans methodology report. Linking Physical Activity to Academic Performance and Attendance Schools and education partners frequently request research showing the connection between physical activity, academic performance, behavior and attendance. This is particularly important as school budgets are shrinking and schools are focused on test scores. As we seek to increase collaboration between the public health, school and transportation sectors, more research at multiple sites is needed for substantiating ties between walking and bicycling to school and increased levels of academic performance, attendance and behavior. Such research is also necessary to the school siting debate. State and local-level decisions regarding where schools are built have significant impacts on whether homes are located within walking and bicycling distance of schools. And as a result of No Child Left Behind, the main focus of Departments of Education is on academic performance. We need research in the United States that assesses the direct ties that SRTS has to academic performance, attendance and behavior. A recent European study shows that girls who walk or bike to school do better academically: http://www.reuters.com/article/idUSTRE6B74C520101208. School Siting Cost Benefit Analysis A cost-benefit analysis studying school siting is needed, as there is a move across the country to consolidate schools and build them further outside communities, where students cannot bicycle or walk to schools. The percentage of children who live within a mile of school has declined from 41% in 1969 to 31% in 2009. When a school district is making school siting decisions, costs of land and infrastructure are the most obvious considerations, but “hidden” costs such as the impact of a school site on bus transportation costs and traffic congestion are not frequently considered. A cost-benefit analysis that captures the true breadth of costs and benefits deriving from school sites

academic performance. We need research in the United States that assesses the direct ties that SRTS has to academic performance, attendance and behavior. A recent European study shows that girls who walk or bike to school do better academically: http://www.reuters.com/article/idUSTRE6B74C520101208. School Siting Cost Benefit Analysis A cost-benefit analysis studying school siting is needed, as there is a move across the country to consolidate schools and build them further outside communities, where students cannot bicycle or walk to schools. The percentage of children who live within a mile of school has declined from 41% in 1969 to 31% in 2009. When a school district is making school siting decisions, costs of land and infrastructure are the most obvious considerations, but “hidden” costs such as the impact of a school site on bus transportation costs and traffic congestion are not frequently considered. A cost-benefit analysis that captures the true breadth of costs and benefits deriving from school sites close to children being served versus school sites on the outskirts would be extremely useful for school systems. Such a study would include capital costs, long-term busing costs, infrastructure, maintenance, crashes, congestion, air quality, obesity, etc. Quantifying Calories Burned and Minutes of Physical Activity through Active Transportation to School It is difficult to measure the amount of calories burned and minutes of physical activity gained through walking and bicycling to and from school because these figures depend on distance traveled, speed/intensity of travel, and the age and weight of the child. To be able to compare walking and bicycling to school with other health and obesity interventions—such as increasing P.E. classes or cutting back on sugary foods—requires additional research on the average calories burned and minutes of physical activity gained during an active commute to and from school. Such a study could use accelerometers or similar technology. Assessing Safety Improvements and Mod

close to children being served versus school sites on the outskirts would be extremely useful for school systems. Such a study would include capital costs, long-term busing costs, infrastructure, maintenance, crashes, congestion, air quality, obesity, etc. Quantifying Calories Burned and Minutes of Physical Activity through Active Transportation to School It is difficult to measure the amount of calories burned and minutes of physical activity gained through walking and bicycling to and from school because these figures depend on distance traveled, speed/intensity of travel, and the age and weight of the child. To be able to compare walking and bicycling to school with other health and obesity interventions—such as increasing P.E. classes or cutting back on sugary foods—requires additional research on the average calories burned and minutes of physical activity gained during an active commute to and from school. Such a study could use accelerometers or similar technology. Assessing Safety Improvements and Mode Shift from Safe Routes to School Past research in the transportation field has demonstrated the safety benefits of infrastructure improvements such as sidewalks and crosswalks. From this, we can presume that similar infrastructure improvements installed through Safe Routes to School will improve safety. The state of California also conducted a statewide evaluation of its state Safe Routes to School funds that found that Safe Routes to School did improve safety and rates of walking and bicycling. However, we need more definitive studies that cross different types of communities to demonstrate the impact of Safe Routes to School on safety and mode shift. The majority of Safe Routes to School studies focus on results from one school or one community. A multi-site evaluation study is needed to help understand the true impact of Safe Routes to School, and how impacts vary across different types of settings, population and geographies. Delving into the National Household Travel Survey (NHTS) Data from the 2009 NH

e Shift from Safe Routes to School Past research in the transportation field has demonstrated the safety benefits of infrastructure improvements such as sidewalks and crosswalks. From this, we can presume that similar infrastructure improvements installed through Safe Routes to School will improve safety. The state of California also conducted a statewide evaluation of its state Safe Routes to School funds that found that Safe Routes to School did improve safety and rates of walking and bicycling. However, we need more definitive studies that cross different types of communities to demonstrate the impact of Safe Routes to School on safety and mode shift. The majority of Safe Routes to School studies focus on results from one school or one community. A multi-site evaluation study is needed to help understand the true impact of Safe Routes to School, and how impacts vary across different types of settings, population and geographies. Delving into the National Household Travel Survey (NHTS) Data from the 2009 NHTS shows that driving to school has increased from 12.2 percent in 1969 to 44.3 percent in 2009. Based on this, an important research need is for the NHTS data to be cross referenced with program evaluation data from communities that are running Safe Routes to School programs. Cross-referencing this data can help make the case that while the number of people driving their children to school may have risen overall at the national level, if compared to the 5% of schools participating in Safe Routes to School nationwide, a reversal of the national trend is possible. Use of data generated through the federal parent surveys and student tallies would demonstrate to Congress that SRTS is an evidence-based solution to changing transportation patterns to school, while accentuating the need for more funding to make SRTS available to a greater percentage of schools nationwide. Assessing the Impact of Safe Routes to School on Neighborhood Crime Parents often identify fear of neighborhood crime as one reason why they do n

TS shows that driving to school has increased from 12.2 percent in 1969 to 44.3 percent in 2009. Based on this, an important research need is for the NHTS data to be cross referenced with program evaluation data from communities that are running Safe Routes to School programs. Cross-referencing this data can help make the case that while the number of people driving their children to school may have risen overall at the national level, if compared to the 5% of schools participating in Safe Routes to School nationwide, a reversal of the national trend is possible. Use of data generated through the federal parent surveys and student tallies would demonstrate to Congress that SRTS is an evidence-based solution to changing transportation patterns to school, while accentuating the need for more funding to make SRTS available to a greater percentage of schools nationwide. Assessing the Impact of Safe Routes to School on Neighborhood Crime Parents often identify fear of neighborhood crime as one reason why they do not allow children to walk and bicycle to and from school. Safe Routes to School advocates assert that increasing walking and bicycling to school can build social interactions with neighbors, create a sense of community, and reduce crime and fears about crime due to the increased number of people out on the street during the commute to and from school. However, academic research in this area is hard to come by. It would be beneficial to be able to show the broader neighborhood benefits of Safe Routes to School on neighborhood crime. Determining if Safe Routes to School Behaviors Influence Parents Some Safe Routes to School programs report anecdotally that getting more children to walk and bicycle can also have an impact on parental behaviors. As a result of their student(s) participating in a SRTS program, parents may walk and bicycle more themselves, and try to avoid the car for short family and personal trips, increasing opportunities for physical activity for the whole family, while reducing traffic congest

ot allow children to walk and bicycle to and from school. Safe Routes to School advocates assert that increasing walking and bicycling to school can build social interactions with neighbors, create a sense of community, and reduce crime and fears about crime due to the increased number of people out on the street during the commute to and from school. However, academic research in this area is hard to come by. It would be beneficial to be able to show the broader neighborhood benefits of Safe Routes to School on neighborhood crime. Determining if Safe Routes to School Behaviors Influence Parents Some Safe Routes to School programs report anecdotally that getting more children to walk and bicycle can also have an impact on parental behaviors. As a result of their student(s) participating in a SRTS program, parents may walk and bicycle more themselves, and try to avoid the car for short family and personal trips, increasing opportunities for physical activity for the whole family, while reducing traffic congestion. Parents may also walk or bicycle with their children, getting more exercise themselves, impacting their personal health and physical activity levels. However, these reports are anecdotal and there is no research we are aware of examining systematic changes in transportation behavior that could be attributed as further benefits for Safe Routes to School programs.

ion. Parents may also walk or bicycle with their children, getting more exercise themselves, impacting their personal health and physical activity levels. However, these reports are anecdotal and there is no research we are aware of examining systematic changes in transportation behavior that could be attributed as further benefits for Safe Routes to School programs.

Some time back, I wrote about what you need to make a quantum computer. Given that it’s election season, I thought I’d revisit the topic by looking in detail at the candidate technologies for quantum computing. The first up is Ion Trap Quantum Computing, probably the most well-established of any of the candidates. The field really starts with Dave Wineland’s group at NIST, though there is outstanding stuff being done by Chris Monroe at Maryland, and a host of others. So, how do they stack up? Here are the facts about ion traps as a quantum computing system: What’s the system? Ion traps are, as the name suggests, devices for trapping atoms that have lost one or more electrons. They use the fact that these ions interact very strongly with electric fields to confine them to small volumes using high-voltage electrodes. Once they’re stuck in the trap, the ions can be cooled to very low temperatures using laser cooling. Laser cooling was actually first demonstrated with ions, by the Wineland group– cooling of neutral atoms came later. What’s the qubit? The two states needed for computation (“0” and “1”) are two energy levels of the ion. Generally, these are two hyperfine levels of the ground state. These states are generally separated by a small amount of energy, and thus have extremely long lifetimes, long enough that you don’t need to worry about one spontaneously decaying to the other. The exact choice of states is different for different experiments. How do you manipulate the qubits? In order to do quantum computation, you need to be able to manipulate the states of individual ions. This is done by hitting them with lasers tuned to drive transitions between states. Generally, this is done via “Raman transitions,” which use two lasers with very slightly different frequencies to make a coherent two-photon transition between states. The basic idea is that one photon excites the ion to a high energy state (much higher than either the “0” or “1” states), while the second causes stimulated emission back down into the oth

al atoms came later. What’s the qubit? The two states needed for computation (“0” and “1”) are two energy levels of the ion. Generally, these are two hyperfine levels of the ground state. These states are generally separated by a small amount of energy, and thus have extremely long lifetimes, long enough that you don’t need to worry about one spontaneously decaying to the other. The exact choice of states is different for different experiments. How do you manipulate the qubits? In order to do quantum computation, you need to be able to manipulate the states of individual ions. This is done by hitting them with lasers tuned to drive transitions between states. Generally, this is done via “Raman transitions,” which use two lasers with very slightly different frequencies to make a coherent two-photon transition between states. The basic idea is that one photon excites the ion to a high energy state (much higher than either the “0” or “1” states), while the second causes stimulated emission back down into the other of the two computation states. This isn’t quite right– the atoms is never actually in the upper state– but it gets the idea. You can use this Raman technique to do any excitation you want. You can take an ion in “0” and move it to “1,” you can take an ion in “1” and move it to “0,” or you can take an ion in either “0” or “1” and move it into an arbitrary superposition of “0” and “1” at the same time. It’s all a matter of timing– by leaving the lasers on for different amounts of time, you make different states. How do you entangle the qubits? The ion trap system offers a novel method for entangling separated bits. In addition to the quantized internal states of the ions, the traps allow collective modes. If you have two or more ions in a trap, they can be sloshing back and forth in the trap in a couple of different ways. This motion is also quantized. So, if you want to entangle two bits– say, the first one, and the fourth– you can do it using the collective motion as a “data bus.” You do an operation that

er of the two computation states. This isn’t quite right– the atoms is never actually in the upper state– but it gets the idea. You can use this Raman technique to do any excitation you want. You can take an ion in “0” and move it to “1,” you can take an ion in “1” and move it to “0,” or you can take an ion in either “0” or “1” and move it into an arbitrary superposition of “0” and “1” at the same time. It’s all a matter of timing– by leaving the lasers on for different amounts of time, you make different states. How do you entangle the qubits? The ion trap system offers a novel method for entangling separated bits. In addition to the quantized internal states of the ions, the traps allow collective modes. If you have two or more ions in a trap, they can be sloshing back and forth in the trap in a couple of different ways. This motion is also quantized. So, if you want to entangle two bits– say, the first one, and the fourth– you can do it using the collective motion as a “data bus.” You do an operation that puts the collective motion into a state that depends on the state of the first bit– not moving if the state is “0,” moving if the state is “1.” Then you do an operation on the fourth bit that depends on the state of the motion– flip the bit if the ions are moving, or leave it alone if they’re not. Then you stop the collective motion. You now have a system in which the state of the fourth ion depends on the state of the first ion. If the fourth ion started as a “0,” it’s a “1” if the first bit was a “1” and a “0” if the first bit was a “0.” And if the first bit was in a superposition of “0” and “1,” the fourth bit is now in a superposition of “0” and “1,” entangled with the state of the first bit. This lets you do all the operations you need to do to make a quantum computer. How do you read the result out? You can detect the state of an individual bit by illuminating it with a laser tuned to a “cycling transition,” which drives the ion back and forth between two energy states, absorbing and emitting lots of ph

puts the collective motion into a state that depends on the state of the first bit– not moving if the state is “0,” moving if the state is “1.” Then you do an operation on the fourth bit that depends on the state of the motion– flip the bit if the ions are moving, or leave it alone if they’re not. Then you stop the collective motion. You now have a system in which the state of the fourth ion depends on the state of the first ion. If the fourth ion started as a “0,” it’s a “1” if the first bit was a “1” and a “0” if the first bit was a “0.” And if the first bit was in a superposition of “0” and “1,” the fourth bit is now in a superposition of “0” and “1,” entangled with the state of the first bit. This lets you do all the operations you need to do to make a quantum computer. How do you read the result out? You can detect the state of an individual bit by illuminating it with a laser tuned to a “cycling transition,” which drives the ion back and forth between two energy states, absorbing and emitting lots of photons. If you tune your laser correctly, ions in “0” will absorb photons from the laser, and then re-emit them, while ions in “1” will do nothing. If you look at the trapped ions with a sensitive CCD camera, you’ll see bright spots at the positions of ions in “0” and nothing at the position of ions in “1.” That lets you read out the values of all the ions in the trap. Does it scale? Yes and no. It’s possible to put multiple atoms in a single trap, but not enough of them to do useful computations (“useful” here meaning things like “factoring products of 100-digit prime numbers”). It’s also possible to build arrays of lots of little traps, and shuttle ions back and forth between computation and storage regions– Chris Monroe’s group has done some really excellent work in this area. It’s hard work, but it looks like it’s at least in principle possible to build a large quantum computer using ion traps. What about decoherence? One of the problems plaguing quantum computation is “decoherence,” a term referring to ra

otons. If you tune your laser correctly, ions in “0” will absorb photons from the laser, and then re-emit them, while ions in “1” will do nothing. If you look at the trapped ions with a sensitive CCD camera, you’ll see bright spots at the positions of ions in “0” and nothing at the position of ions in “1.” That lets you read out the values of all the ions in the trap. Does it scale? Yes and no. It’s possible to put multiple atoms in a single trap, but not enough of them to do useful computations (“useful” here meaning things like “factoring products of 100-digit prime numbers”). It’s also possible to build arrays of lots of little traps, and shuttle ions back and forth between computation and storage regions– Chris Monroe’s group has done some really excellent work in this area. It’s hard work, but it looks like it’s at least in principle possible to build a large quantum computer using ion traps. What about decoherence? One of the problems plaguing quantum computation is “decoherence,” a term referring to random interactions with the environment that destroy fragile quantum superposition states, and wreck the operation of the computer. In the ion trap system, the main source of decoherence is heating of the ions in the trap– if you cool all the ions in a trap down to the not-moving state, and hold them for a while, after some time, they start moving. Since this motion is your “data bus,” this is a killer. Finding the source of this heating has been a long and tedious process. As I understand it, the current thinking is that it’s due to random areas of extra charge on the electrodes making up the trap, which push the ions in different directions. A lot of hard work has gone into nailing this problem down, and it looks like they finally have a handle on it. The last decoherence rates I remember seeing were still a little too high to do practical quantum computing, but they’ve made great strides, and the future looks promising. Summary: As I said at the beginning of this, ion traps are the most established of the c

ndom interactions with the environment that destroy fragile quantum superposition states, and wreck the operation of the computer. In the ion trap system, the main source of decoherence is heating of the ions in the trap– if you cool all the ions in a trap down to the not-moving state, and hold them for a while, after some time, they start moving. Since this motion is your “data bus,” this is a killer. Finding the source of this heating has been a long and tedious process. As I understand it, the current thinking is that it’s due to random areas of extra charge on the electrodes making up the trap, which push the ions in different directions. A lot of hard work has gone into nailing this problem down, and it looks like they finally have a handle on it. The last decoherence rates I remember seeing were still a little too high to do practical quantum computing, but they’ve made great strides, and the future looks promising. Summary: As I said at the beginning of this, ion traps are the most established of the candidate technologies, and probably the farthest along by most measures. The Wineland group in particular has been working on this stuff for better than twenty years, and they’ve got a lot of the bugs worked out, or at least identified. They’re not ready to make an ion-based quantum computer yet, and the complexity needed for a large system might mean that it never will be the basis for a practical computer. Ion traps are the best test and demonstration system we have at the moment, and they’re likely to remain so for the forseeable future. If they were running for President, they would be: Joe Biden. They’ve been around forever, and are a central part of the quantum computing establishment. They may not be the most exciting candidate out there, but nobody doubts that they could get the job done. (We are currently in the middle of a fundraiser for the educational charity DonorsChoose. My challenge goal works out to about $3 per daily visitor. If you feel that you have gotten $3 worth of entertainment or infor

andidate technologies, and probably the farthest along by most measures. The Wineland group in particular has been working on this stuff for better than twenty years, and they’ve got a lot of the bugs worked out, or at least identified. They’re not ready to make an ion-based quantum computer yet, and the complexity needed for a large system might mean that it never will be the basis for a practical computer. Ion traps are the best test and demonstration system we have at the moment, and they’re likely to remain so for the forseeable future. If they were running for President, they would be: Joe Biden. They’ve been around forever, and are a central part of the quantum computing establishment. They may not be the most exciting candidate out there, but nobody doubts that they could get the job done. (We are currently in the middle of a fundraiser for the educational charity DonorsChoose. My challenge goal works out to about $3 per daily visitor. If you feel that you have gotten $3 worth of entertainment or information from this post, please consider making a donation.)

mation from this post, please consider making a donation.)

British troops were involved in a secret plan to go into battle wearing women’s underwear, it has emerged. The plan – recently declassified by the Public Records Office – was set up to protect World War II troops from mustard gas attacks. Kilt-wearing soldiers in the Scots regiments were particularly at risk because their legs were exposed to the poisonous gas. From the 1920s up until 1939, secret tests were carried out on volunteer soldiers dressed in long stockings and woollen bloomers. Wearing underwear, soaked in protective chemicals dissolved in white spirit, volunteers were exposed to mustard gas. The research and tests were carried out at Porton Down, the government-funded military research centre in Wiltshire. Porton Down historian, Gradon Carter, said: “A great deal of attention was paid in those days to the impregnation of battle dress and socks with substances called impregnities. “These were chemicals which could actually combine with mustard gas vapour to render them harmless.” Although the tests showed the underwear did protect the volunteers, it was decided that the protective clothing would be too costly to supply to all Scots regiments. As a result, the kilt was banned from the battlefield in 1940. The Scottish Tartans Authority has decreed that refusing to put on underwear beneath a kilt is “childish and unhygienic”. It also warned that “going commando” flies in the face of decency. Tartans Authority director Brian Wilton said kilt wearers should have the “common sense” to realise they should wear underwear beneath their country’s national dress. He said “The idea that you are not a real Scot unless you are bare under your kilt should be thrown into the same wastepaper basket as the idea that you’re not a real Scot unless you put salt on your porridge. “People should not be browbeaten into believing that nonsense. Just because Highlanders wore nothing in the days before Y-fronts were invented doesn’t mean that we, in the 21st Century, should wear nothing too. Can’t say that I agree. I recommend

showed the underwear did protect the volunteers, it was decided that the protective clothing would be too costly to supply to all Scots regiments. As a result, the kilt was banned from the battlefield in 1940. The Scottish Tartans Authority has decreed that refusing to put on underwear beneath a kilt is “childish and unhygienic”. It also warned that “going commando” flies in the face of decency. Tartans Authority director Brian Wilton said kilt wearers should have the “common sense” to realise they should wear underwear beneath their country’s national dress. He said “The idea that you are not a real Scot unless you are bare under your kilt should be thrown into the same wastepaper basket as the idea that you’re not a real Scot unless you put salt on your porridge. “People should not be browbeaten into believing that nonsense. Just because Highlanders wore nothing in the days before Y-fronts were invented doesn’t mean that we, in the 21st Century, should wear nothing too. Can’t say that I agree. I recommend that London kilts are worn with uncommon indecency! Tip: if you are concerned about hygiene simply safety pin a piece of fabric to the inside of the front apron. You can change it as often as you like without needing to wash the whole kilt.

that London kilts are worn with uncommon indecency! Tip: if you are concerned about hygiene simply safety pin a piece of fabric to the inside of the front apron. You can change it as often as you like without needing to wash the whole kilt.

An essential aspect of managing any business that sells physical goods is determining how many goods to produce and how large of a stock of goods to keep on hand for sale. Goods that are available sale are referred to as a firm's inventory or stock. Keeping a large amount of inventory on hand can be advantageous in that it reduces the chance of running out of a product, but a large inventory can also have several notable disadvantages. Holding a large volume of items on hand means you need a large amount of space to store your inventory. Storage space like warehouses and storage rooms cost money to build, rent and maintain. Storage facilities require workers to categorize and organize items and transport items from one place to another. In addition, high levels of inventory can lead to higher insurance costs. Deterioration and Obsolescence Some businesses sell goods that tend to deteriorate or perish over time, such as food products. Keeping a large amount of perishable inventory on hand risks the possibility that you will be unable to sell some of the inventory in time before it goes bad, which can force you to throw away product. Similarly, certain types of products, such as computers and other electronic devices tend to become obsolete quickly. Keeping a large inventory of such products is risky because consumers might not be willing to buy old versions of products at a price that is profitable when new or updated versions become available. Shifts in Demand Another disadvantage of keeping a large amount inventory on hand is that certain goods might not sell due to shifts in market demand. For example, a clothing store that stocks too many tank tops during the summer may find itself unable to get rid of the tank tops before fall. During the fall, consumers might demand different types of clothing, like T-shirts or sweatshirts, leaving the company with a large quantity of goods on hand that simply take up space. While high levels of inventory can be a disadvantage, carrying too few goods on hand can also be harm

that you will be unable to sell some of the inventory in time before it goes bad, which can force you to throw away product. Similarly, certain types of products, such as computers and other electronic devices tend to become obsolete quickly. Keeping a large inventory of such products is risky because consumers might not be willing to buy old versions of products at a price that is profitable when new or updated versions become available. Shifts in Demand Another disadvantage of keeping a large amount inventory on hand is that certain goods might not sell due to shifts in market demand. For example, a clothing store that stocks too many tank tops during the summer may find itself unable to get rid of the tank tops before fall. During the fall, consumers might demand different types of clothing, like T-shirts or sweatshirts, leaving the company with a large quantity of goods on hand that simply take up space. While high levels of inventory can be a disadvantage, carrying too few goods on hand can also be harmful to a business. If you run out of a certain product, you could miss out on potentially profitable sales, and this could cause customers to give their business to your competitors. Managers must decide on an inventory level that balances the risk of running out of products with storage costs and the other negative aspects of holding too much inventory.

ful to a business. If you run out of a certain product, you could miss out on potentially profitable sales, and this could cause customers to give their business to your competitors. Managers must decide on an inventory level that balances the risk of running out of products with storage costs and the other negative aspects of holding too much inventory.

- Students will recognize and analyze the uses and types of evidence in argument. - Students will define and evaluate the affect of bullying in young adulthood. In order to enhance our skills at recognizing evidence within an argument, we are going to analyze the documentary Bully. Each day you will be given a specific set of notes to maintain throughout the viewing process. You will use these notes to journal and reflect upon the argument of the documentary. These notes will be created in a Google document, so you will have your computer on during the documentary; however, you are not allowed to have any other documents or Internet sites open during this time. If you are caught with some open, your computer privileges will be revoked for the remainder of the documentary and you will need to maintain handwritten notes. PART 1: Personal Narrative and Anecdote Our first set of notes will focus on the evidence the documentary produces in support of the argument: bullying is a social issue in which aggressors target those viewed as different. - Describe the students the documentary introduces. Briefly describe their stories. - What are the different types of bullying these student encounter? - Why are some young adults more vulnerable to bullying? Why do they become targets? - Who are the bullies? How do they get away with the bullying? How can bullies be stopped? What are the consequences? - What impact does bullying have on the family and friends of people who are bullied? PART 2: Persuasion Evidences and Purposes Every piece of writing constructed has a a specific purpose. The format of the writing is determined based on that purpose. In order to determine the purpose of a text, you must answer the following questions: - What is the argument of the text? - What evidence is used to support the argument/opinion? - Who is the audience? After you have determined the answers to these questions, you can begin to analyze how the writer presents these ideas. These elements will vary based on the type of text. Together we

get those viewed as different. - Describe the students the documentary introduces. Briefly describe their stories. - What are the different types of bullying these student encounter? - Why are some young adults more vulnerable to bullying? Why do they become targets? - Who are the bullies? How do they get away with the bullying? How can bullies be stopped? What are the consequences? - What impact does bullying have on the family and friends of people who are bullied? PART 2: Persuasion Evidences and Purposes Every piece of writing constructed has a a specific purpose. The format of the writing is determined based on that purpose. In order to determine the purpose of a text, you must answer the following questions: - What is the argument of the text? - What evidence is used to support the argument/opinion? - Who is the audience? After you have determined the answers to these questions, you can begin to analyze how the writer presents these ideas. These elements will vary based on the type of text. Together we will analyze the different types of argument listed below. We will analyze the elements utilized in the text and we will determine the texts’ purpose. Informational: Informational texts increase the reader’s knowledge of the topic. Think definition. Text: Bullying Definition, StopBullying.gov Opinion: Known as op-ed pieces in the media, is a piece of media typically found in magazines or newspapers. It is a piece of writing, constructed by a columnist, in which they state their opinion about a relevant topic or issue in society. Then with your partner, you will find different types of argument about your topic. Text: Fighting Back Against Bullies, James E. Causey, Milwaukee Journal Sentinel Persuasive: Persuasive writing attempts to coarse the reader to perform a certain action or view the topic in the same way as the writer using appeals. An appeal is a device used in nonfiction to persuade you as the audience to feel and react in a specific way. There are three different types of appeals. This persuasion oc

will analyze the different types of argument listed below. We will analyze the elements utilized in the text and we will determine the texts’ purpose. Informational: Informational texts increase the reader’s knowledge of the topic. Think definition. Text: Bullying Definition, StopBullying.gov Opinion: Known as op-ed pieces in the media, is a piece of media typically found in magazines or newspapers. It is a piece of writing, constructed by a columnist, in which they state their opinion about a relevant topic or issue in society. Then with your partner, you will find different types of argument about your topic. Text: Fighting Back Against Bullies, James E. Causey, Milwaukee Journal Sentinel Persuasive: Persuasive writing attempts to coarse the reader to perform a certain action or view the topic in the same way as the writer using appeals. An appeal is a device used in nonfiction to persuade you as the audience to feel and react in a specific way. There are three different types of appeals. This persuasion occurs using specific appeals: ethos, pathos, logos. Although persuasive pieces can utilize all three appeals, the tone of the piece usually has one dominate appeal. Ethos (appeal to character): this is when the filmmaker (or writer) attempts to present an authoritative or credible self-image to convince the audience of the argument. Pathos (appeal to emotion): this is when the filmmaker (or writer) attempts to make the audience feel a certain way, emotionally, in order to make the argument more believable. Examples: The personal narratives and anecdotes of the bully victims in the Bully documentary. Logos (appeal to logic): this is when the filmmaker (or writer) uses facts, evidence, statistics, graphs, basically any type of reason to make the audience believe their audience. Fiction: Fictional texts can create arguments or messages that are conveyed to the reader through literary elements such as characterization, dialogue, conflict/plot, theme, etc. Text: The Swan, Roald Dahl - Identify a specific aspect of

curs using specific appeals: ethos, pathos, logos. Although persuasive pieces can utilize all three appeals, the tone of the piece usually has one dominate appeal. Ethos (appeal to character): this is when the filmmaker (or writer) attempts to present an authoritative or credible self-image to convince the audience of the argument. Pathos (appeal to emotion): this is when the filmmaker (or writer) attempts to make the audience feel a certain way, emotionally, in order to make the argument more believable. Examples: The personal narratives and anecdotes of the bully victims in the Bully documentary. Logos (appeal to logic): this is when the filmmaker (or writer) uses facts, evidence, statistics, graphs, basically any type of reason to make the audience believe their audience. Fiction: Fictional texts can create arguments or messages that are conveyed to the reader through literary elements such as characterization, dialogue, conflict/plot, theme, etc. Text: The Swan, Roald Dahl - Identify a specific aspect of your topic that interests you – perhaps a challenge related to your topic or a question that you have about it. - Use the Internet to search for opinions related to your topic. Your goal is to find an opinion that is informed, thoughtful, and engaging. Read a few of them before you settle on just one. You are not limited to the first ten sights that come up in your search. Some sites will be blocked, but there are still some high quality opinions out there. Try using some of Google’s search tips to find quality opinions. [The opinion I chose to read about bullying came from a search that looked like this: opinion:bullying +teen +teachers ] - Once you’ve found an opinion to read, open a Word document. - Use the formal paper format to set up your document. - Copy and Paste the URL of your opinion at the top of the page. Also write the title of the piece and the author’s name. - Answer the following questions about the opinion you chose: - What is the writer’s opinion or message that s/he wants to share with rea

your topic that interests you – perhaps a challenge related to your topic or a question that you have about it. - Use the Internet to search for opinions related to your topic. Your goal is to find an opinion that is informed, thoughtful, and engaging. Read a few of them before you settle on just one. You are not limited to the first ten sights that come up in your search. Some sites will be blocked, but there are still some high quality opinions out there. Try using some of Google’s search tips to find quality opinions. [The opinion I chose to read about bullying came from a search that looked like this: opinion:bullying +teen +teachers ] - Once you’ve found an opinion to read, open a Word document. - Use the formal paper format to set up your document. - Copy and Paste the URL of your opinion at the top of the page. Also write the title of the piece and the author’s name. - Answer the following questions about the opinion you chose: - What is the writer’s opinion or message that s/he wants to share with readers? - What can you tell about the writer as a person? What more do you want to know about the writer in order to better understand the opinion? - What insights and views does this writer have to offer your group’s discussion about your topic? - What characteristics of an Op-Ed are present in the piece of writing? [Hint: This refers to things ‘inside the triangle.’] - How is reading this opinion piece different than reading the news article you looked at with your group last week? What do you get from this writer that you didn’t get from the news reporter? - How does your own opinion on the issue brought up in your opinion piece align with or diverge from the writer’s opinion?

ders? - What can you tell about the writer as a person? What more do you want to know about the writer in order to better understand the opinion? - What insights and views does this writer have to offer your group’s discussion about your topic? - What characteristics of an Op-Ed are present in the piece of writing? [Hint: This refers to things ‘inside the triangle.’] - How is reading this opinion piece different than reading the news article you looked at with your group last week? What do you get from this writer that you didn’t get from the news reporter? - How does your own opinion on the issue brought up in your opinion piece align with or diverge from the writer’s opinion?

Cognitive scientist Johnjoe McFadden’s research indicates that consciousness is a “field effect” resulting from “brain’s electromagnetic field interacting with its circuitry.” Nerve cells firing simultaneously create powerful waves in the field, which in turn cause other neurons to spark. In this way, the electromagnetic field works as a sort of wireless processor, combining the most important information from the hard wiring of the brain into a wireless signal, which is then transmitted back to the brain as conscious thought. Why don’t other electromagnetic waves effect our consciousness? Because “… our skull and protective membranes effectively block the radiation. According to his calculations, the fields from these outside sources are far weaker than the brain’s own natural electromagnetism.” I’m really into consciousness theories; anyone have any interesting ones?

Like any electronics, there are best practices for use With the increasing popularity of tablet devices, many are looking beyond the novelty of apps and the usefulness of the devices, and digging deeper into how people’s good and bad habits are forming around the use of the devices. Much like desktops pose a risk to your eyesight with long term use, tablets possess their own risks when used improperly. Tablets are no longer an item purchased by the most tech savvy people, they have become a mainstream device, with one in five Americans now owning one of a variety of models. Recently, a Harvard study put an iPad 2 up against a Motorola Xoom to analyze the different risks, even with two devices that are not dramatically different in size. The most common problem The most common problem is the most common use of tablets – lap use. Holding a tablet with or without a case on your lap can cause strain on a variety of your muscle groups and can cause eye strain. The study also notes that posture varies depending on where a user places their device, which in and of itself is a health risk – slumping over for hours on end is not good for anybody. The study took particular issue with the iPad 2 smart cover, noting that because of its angle, whether on a desk or not, users are forced to bend their necks, and users are prone to hunching, while desk use may hurt wrists over the long run. Many of these issues can cause pain, discomfort, and over the long term can cause damage, but is this a unique problem? If you watch movies on your smartphone or are constantly looking down at the device, you are equally prone to health hazards, and if you spend 14 hours each day in front of a desktop computer, even improper lighting can cause problems. So no, this problem is not unique, but like all working conditions, there are ideal positions for devices that can curb any body pains or damage.

Regional Earth System Modeling A number of regional climate model (RCM) systems have been developed during the last two decades in order to downscale the output from large scale global climate model simulations and produce fine scale regional climate change information useful for impact assessment and adaptation studies (e.g. Giorgi 2006a). To date most RCMs have been essentially composed by an atmospheric component coupled to a land surface scheme and driven over ocean areas by prescribed sea surface temperature (SST). Although such a RCM can be sufficient for many applications, there are cases in which the fine scale feedbacks associated with air-sea interactions can substantially influence the spatial and temporal structure of regional climates. The development of a Regional Earth System Model has been one of the main objective of the Regional climate variability research area of ENEA. Our main focus is the Mediterranean climate variability, together with the simulations of the African climate. - Modelling the Mediterranean coupled system - Mediterranean ocean variability - Land-surface atmosphere interaction - River modeling - Impact modeling - African climate Modelling the Mediterranean coupled system We developed an atmosphere-ocean regional climate model (AORCM) for the Mediterranean basin, called the PROTHEUS system, composed by the regional climate model RegCM3 as the atmospheric component and by a regional configuration of the MITgcm model as the oceanic component. The model is applied to an area encompassing the Mediterranean Sea and compared to a stand-alone version of its atmospheric component. An assessment of the model performances is done by using available observational datasets. Despite a persistent bias, the PROTHEUS system is able to capture the inter-annual variability of seasonal SST and also the fine scale spatio-temporal evolution of observed SST anomalies, with spatial correlation as high as 0.7 during summer. The close inspection of a 10-day strong wind event during the summer of 2000 pr

the Mediterranean coupled system - Mediterranean ocean variability - Land-surface atmosphere interaction - River modeling - Impact modeling - African climate Modelling the Mediterranean coupled system We developed an atmosphere-ocean regional climate model (AORCM) for the Mediterranean basin, called the PROTHEUS system, composed by the regional climate model RegCM3 as the atmospheric component and by a regional configuration of the MITgcm model as the oceanic component. The model is applied to an area encompassing the Mediterranean Sea and compared to a stand-alone version of its atmospheric component. An assessment of the model performances is done by using available observational datasets. Despite a persistent bias, the PROTHEUS system is able to capture the inter-annual variability of seasonal SST and also the fine scale spatio-temporal evolution of observed SST anomalies, with spatial correlation as high as 0.7 during summer. The close inspection of a 10-day strong wind event during the summer of 2000 proves the capability of the PROTHEUS system to correctly describe the daily evolution of SST under strong air-sea interaction conditions. As a consequence of the model's skill in reproducing observed SST and wind fields, we expect a reliable estimation of air-sea fluxes. The model skill in reproducing climatological land surface fields is in line with that of state of the art regional climate models. This activity is carried out in collaboration with ICTP Within the CIRCE-EU project, we performed regional climate scenarios for the Mediterranean region. Figure. SST anomalies (degrees C) for 09/07/2000 in CPL scale observations. Figure. SST anomalies (degrees C) for 09/07/2000 in fine scale observations. Mediterranean ocean variability The oceanic component of the PROTHEUS system is firstly validated comparing the sea level variability reproduced by the model with altimeter data and then used to study the interannual variability of the Mediterranean Sea and to extrapolate future behavior using the A1B scenario o

oves the capability of the PROTHEUS system to correctly describe the daily evolution of SST under strong air-sea interaction conditions. As a consequence of the model's skill in reproducing observed SST and wind fields, we expect a reliable estimation of air-sea fluxes. The model skill in reproducing climatological land surface fields is in line with that of state of the art regional climate models. This activity is carried out in collaboration with ICTP Within the CIRCE-EU project, we performed regional climate scenarios for the Mediterranean region. Figure. SST anomalies (degrees C) for 09/07/2000 in CPL scale observations. Figure. SST anomalies (degrees C) for 09/07/2000 in fine scale observations. Mediterranean ocean variability The oceanic component of the PROTHEUS system is firstly validated comparing the sea level variability reproduced by the model with altimeter data and then used to study the interannual variability of the Mediterranean Sea and to extrapolate future behavior using the A1B scenario of IPCC. Please note that this work is in progress. The validation with data shows that the fully coupled model (C4, panell upper right on the figure below) bette represents the 'strange' sea level behavio observed between 1993 and 1998 in the Eastern Mediterranean. Probably due to the cooncomitant Eastern Mediterranean Transient, the sea level in the 90's in the EM shown a complicate behavior with apparent oscillation of the sea level height both in space and time. Figure. Sea level trend observed between 1993 and 1998 in the EM from AVISO data (upper left panel) fully copled experiment (upper right panel), oceanic stand-alone experiment (lower left panel) and partly coupled experiment (lower right panel, this experiment is equal to C4 except the interactive river run off scheme) Land-surface atmosphere interaction We investigate the impact of land cover changes on regional climate over the Euro Mediterranean area. Land use and Land Cover Changes (LCC) affect the local, regional and global climate system thro

f IPCC. Please note that this work is in progress. The validation with data shows that the fully coupled model (C4, panell upper right on the figure below) bette represents the 'strange' sea level behavio observed between 1993 and 1998 in the Eastern Mediterranean. Probably due to the cooncomitant Eastern Mediterranean Transient, the sea level in the 90's in the EM shown a complicate behavior with apparent oscillation of the sea level height both in space and time. Figure. Sea level trend observed between 1993 and 1998 in the EM from AVISO data (upper left panel) fully copled experiment (upper right panel), oceanic stand-alone experiment (lower left panel) and partly coupled experiment (lower right panel, this experiment is equal to C4 except the interactive river run off scheme) Land-surface atmosphere interaction We investigate the impact of land cover changes on regional climate over the Euro Mediterranean area. Land use and Land Cover Changes (LCC) affect the local, regional and global climate system through biogeophysical and biogeochemical processes that modify both surface-atmosphere exchanges of momentum, energy and greenhouse gases and surface roughness. The feedback mechanisms between the land surface and the atmosphere have been increasingly investigated during last decade due to the increasing computational power. Therefore, in order to study the potential impacts of LCC on local climate, the simulations performed by General Circulation Models (GCMs) have been complemented by the use of Regional Climate Models (RCMs): in fact, the coarse resolution of the GCMs limits their capability to capture mesoscale features that play a pivotal role in regional dynamics. Figure. Differences of deforestated and control simulations of horizontal wind vectors (arrows, m/s) and temperature (shaded area, K) at 960 hPa over the summer season (JJA). The contour lines indicate where these differences are statistically significant (t test for 90% confidence level). River discharge data analysis River discharge is one of t

ugh biogeophysical and biogeochemical processes that modify both surface-atmosphere exchanges of momentum, energy and greenhouse gases and surface roughness. The feedback mechanisms between the land surface and the atmosphere have been increasingly investigated during last decade due to the increasing computational power. Therefore, in order to study the potential impacts of LCC on local climate, the simulations performed by General Circulation Models (GCMs) have been complemented by the use of Regional Climate Models (RCMs): in fact, the coarse resolution of the GCMs limits their capability to capture mesoscale features that play a pivotal role in regional dynamics. Figure. Differences of deforestated and control simulations of horizontal wind vectors (arrows, m/s) and temperature (shaded area, K) at 960 hPa over the summer season (JJA). The contour lines indicate where these differences are statistically significant (t test for 90% confidence level). River discharge data analysis River discharge is one of the five components of the Mediterranean Sea water budget, together with the net inflow of Atlantic water through the Strait of Gibraltar that from the Black Sea at the Dardanelles Strait, evaporation, and precipitation. In terms of absolute values, river discharge (R) represents the smallest contributionto this budget. In fact, climatological annual mean discharge is less than 20% of the atmospheric water budget evaporation minus precipitation (E - P), and the amplitude of its seasonal cycle is almost negligible with respect to the seasonal cycle of E-P. Nevertheless, discharge together with precipitation is the only freshwater input into the basin, and during spring the two basin-integrated components E -P and R are fairly comparable. We collected historical river discharge monthly series from different hydrological database in order to assess the river discharge contribution to the Mediterranean fresh water input. We identified 68 rivers discharging into the Mediterranean and we estimated the climatological

he five components of the Mediterranean Sea water budget, together with the net inflow of Atlantic water through the Strait of Gibraltar that from the Black Sea at the Dardanelles Strait, evaporation, and precipitation. In terms of absolute values, river discharge (R) represents the smallest contributionto this budget. In fact, climatological annual mean discharge is less than 20% of the atmospheric water budget evaporation minus precipitation (E - P), and the amplitude of its seasonal cycle is almost negligible with respect to the seasonal cycle of E-P. Nevertheless, discharge together with precipitation is the only freshwater input into the basin, and during spring the two basin-integrated components E -P and R are fairly comparable. We collected historical river discharge monthly series from different hydrological database in order to assess the river discharge contribution to the Mediterranean fresh water input. We identified 68 rivers discharging into the Mediterranean and we estimated the climatological annual mean Mediterranean discharge with an accuracy of about 78%, see Fig.1 Fig. 1 Climatological seasonal cycle of total discharge into the Mediterranean Sea and its decomposition by continent of origin. Represented here is at least 78% of the actual Mediterranean totals (solid line), 76% of discharge from Europe (short dashed), 40% of that from the Middle East (dotted), and 86% of discharge from North Africa (long dashed). (Values are in m3/s.) From "River Discharge into the Mediterranean Sea: Climatology and Aspects of the Observed Variability" , M.V. Struglia, A. Mariotti, A. Filograsso, Journ. Clim. Vol.17 (2004), No. 24 pp. 4740-4751. Regional projections of river discharge in the Mediterranean catchment Among all the possible physical impacts of climate change in the Mediterranean area, the one related to the availability of water resources is crucial both for natural equilibrium of biological ecosystems and for social and economic activities of the inhabitants of the Mediterranean countries. Project

annual mean Mediterranean discharge with an accuracy of about 78%, see Fig.1 Fig. 1 Climatological seasonal cycle of total discharge into the Mediterranean Sea and its decomposition by continent of origin. Represented here is at least 78% of the actual Mediterranean totals (solid line), 76% of discharge from Europe (short dashed), 40% of that from the Middle East (dotted), and 86% of discharge from North Africa (long dashed). (Values are in m3/s.) From "River Discharge into the Mediterranean Sea: Climatology and Aspects of the Observed Variability" , M.V. Struglia, A. Mariotti, A. Filograsso, Journ. Clim. Vol.17 (2004), No. 24 pp. 4740-4751. Regional projections of river discharge in the Mediterranean catchment Among all the possible physical impacts of climate change in the Mediterranean area, the one related to the availability of water resources is crucial both for natural equilibrium of biological ecosystems and for social and economic activities of the inhabitants of the Mediterranean countries. Projected variations in river discharge deriving from altered rainfall distribution will dramatically affect both natural equilibriums and people, as some areas are liable to experience large increases in flood flows, whereas others will be subject to water stress. We developed IRIS (Interactive River Scheme) which is a numeric tool to estimate river discharge from modelled total runoff fields. Runoff fields are computed by atmospheric models via a soil parameterization scheme, which accounts for energy and water fluxes at the atmosphere-biosphere-land interfaces, thus determining the moisture content of soil, the quantity of water returned to the atmosphere through evapo-transpiration and the excess rainfall that goes into runoff. Fig.2 Mediterranean and Black Sea catchments in IRIS. Reconstruction based on TRIP datase On sufficiently long time scales, vertical balance between the four components of the terrestrial hydrological cycle should be achieved: where P is the cumulated precipitation, E is the cumulated eva

ed variations in river discharge deriving from altered rainfall distribution will dramatically affect both natural equilibriums and people, as some areas are liable to experience large increases in flood flows, whereas others will be subject to water stress. We developed IRIS (Interactive River Scheme) which is a numeric tool to estimate river discharge from modelled total runoff fields. Runoff fields are computed by atmospheric models via a soil parameterization scheme, which accounts for energy and water fluxes at the atmosphere-biosphere-land interfaces, thus determining the moisture content of soil, the quantity of water returned to the atmosphere through evapo-transpiration and the excess rainfall that goes into runoff. Fig.2 Mediterranean and Black Sea catchments in IRIS. Reconstruction based on TRIP datase On sufficiently long time scales, vertical balance between the four components of the terrestrial hydrological cycle should be achieved: where P is the cumulated precipitation, E is the cumulated evaporation, ΔS is the soil storage variation and R is the cumulated total runoff. Therefore, river discharge can be easily calculated by spatially integrating the simulated time mean total runoff field over distinct catchment basins. Such a simple approach is allowed only when climatic scales are concerned as the relevant variables can be derived as long term means of those computed for forecast purposes. IRIS is based on the Total Runoff Integrated Pathway (TRIP) dataset, which maps information on land water flow directions onto a 0.5°x0.5° regular global grid. The above figure shows the results of the hind-cast run. The blue line is the modelled seasonal cycle from the runoff fields of the hind-cast run of the Protheus coupled model, forced with the ERA-40 reanalysis , years 1958-1997. For comparison, we also show the observed climatology for the same years (red line), computed from river discharge time series. Only in the case of the Danube river the plotted climatology refers to the period 1958-1984, for wh

poration, ΔS is the soil storage variation and R is the cumulated total runoff. Therefore, river discharge can be easily calculated by spatially integrating the simulated time mean total runoff field over distinct catchment basins. Such a simple approach is allowed only when climatic scales are concerned as the relevant variables can be derived as long term means of those computed for forecast purposes. IRIS is based on the Total Runoff Integrated Pathway (TRIP) dataset, which maps information on land water flow directions onto a 0.5°x0.5° regular global grid. The above figure shows the results of the hind-cast run. The blue line is the modelled seasonal cycle from the runoff fields of the hind-cast run of the Protheus coupled model, forced with the ERA-40 reanalysis , years 1958-1997. For comparison, we also show the observed climatology for the same years (red line), computed from river discharge time series. Only in the case of the Danube river the plotted climatology refers to the period 1958-1984, for which observations are available. Designing adaptation strategies requires a fundamental understanding of regional climate change and its impact on productive sectors. The main objectives of our research is the applications of weather-driven physiologically based demographic models (PBDMs) used to analyze a major Mediterranean crop-pest system, namely olive (Olea europaea) and the olive fruit fly (Bactrocera oleae) (Center for the Analysis of Sustainable Agro-ecological Systems). The Mediterranean Basin is expected to be particularly vulnerable to climate change including pronounced climate warming and desertification. The tight co-evolution links of drought-resistant olive and its major pest the olive fly, and their wide distribution makes the system a suitable model for climate change studies. Figure. Olive yield (kg dry matter tree-1) in the Mediterranean Basin: average (a, b) and standard deviation (c, d) for the period 1958-1967 and 1988-1997. The West African Monsoon is a climatological feature of major s

ich observations are available. Designing adaptation strategies requires a fundamental understanding of regional climate change and its impact on productive sectors. The main objectives of our research is the applications of weather-driven physiologically based demographic models (PBDMs) used to analyze a major Mediterranean crop-pest system, namely olive (Olea europaea) and the olive fruit fly (Bactrocera oleae) (Center for the Analysis of Sustainable Agro-ecological Systems). The Mediterranean Basin is expected to be particularly vulnerable to climate change including pronounced climate warming and desertification. The tight co-evolution links of drought-resistant olive and its major pest the olive fly, and their wide distribution makes the system a suitable model for climate change studies. Figure. Olive yield (kg dry matter tree-1) in the Mediterranean Basin: average (a, b) and standard deviation (c, d) for the period 1958-1967 and 1988-1997. The West African Monsoon is a climatological feature of major social importance to populations whose economy relies on agriculture. Therefore, understanding its dynamics, variability at various timescale and evolution contribute toward food security and stability of the region. The monsoon is a large-scale circulation characterized by a seasonal reversal of winds due primarily to the land-sea temperature contrast. Within this circulation is embedded a number of rainfall producing systems such as African Easterly Waves (AEWs), squall lines and tropospheric jets: African Easterly Jet (AEJ) centered approximately at 600 hPa and the Tropical Easterly Jet (TEJ) centered at about 200 hPa. The intensity of these systems and their latitudinal location influence not only the amount of rainfall but also its variability over West Africa. Our research aims to understand the intraseasonal and the interannual variability of rainfall and the related atmospheric circulation over West Africa and to evaluate our capability to correctly reproduce them. Figure. Averaged 1989-2005 Precipitat

ocial importance to populations whose economy relies on agriculture. Therefore, understanding its dynamics, variability at various timescale and evolution contribute toward food security and stability of the region. The monsoon is a large-scale circulation characterized by a seasonal reversal of winds due primarily to the land-sea temperature contrast. Within this circulation is embedded a number of rainfall producing systems such as African Easterly Waves (AEWs), squall lines and tropospheric jets: African Easterly Jet (AEJ) centered approximately at 600 hPa and the Tropical Easterly Jet (TEJ) centered at about 200 hPa. The intensity of these systems and their latitudinal location influence not only the amount of rainfall but also its variability over West Africa. Our research aims to understand the intraseasonal and the interannual variability of rainfall and the related atmospheric circulation over West Africa and to evaluate our capability to correctly reproduce them. Figure. Averaged 1989-2005 Precipitation (in mm/day and shaded) from CRU (Upper Panels), GPCP Superimposed are ERAIM Wind Vectors at 925 hPa (Middle Panels) and RegCM3 Superimposed its 925 hPa Wind Field (Lower Panels) on DJF (Left) and JJA (Right)

ion (in mm/day and shaded) from CRU (Upper Panels), GPCP Superimposed are ERAIM Wind Vectors at 925 hPa (Middle Panels) and RegCM3 Superimposed its 925 hPa Wind Field (Lower Panels) on DJF (Left) and JJA (Right)

Tech Stuff Mac Users, read this!! How to Make an "A" This will be a presentation on a popular music topic of your choice. Listed below are some interesting topics to get you started. You DO NOT have to choose one of these topics, but you may. by no means an exhaustive list, but a point of departure The Political Power of ____ Music (could be folk, rap, rock, country, etc.) Rock (or country) Stars Who Were Classically Trained (how that affected their music) The Role of the Lyricist in Popular Music A Day in the Life of a Mississippi Delta Blues Musician Same Song - Different Styles (treatment of one song covered by different genres) Rock Music on TV Commercials (how and why it works) Dick Clark and Rock and Roll (his impact and influence) (or Sam Phillips, or another non-musician) The Effect of Music Videos on Popular Music Country Music Hooks Covers You Didn't Know Were Covers (and does it matter?) The Blues Are Everywhere (the influence of the blues in popular music) Classical Music used in Popular Songs Is Rap Music? Social Statements in Popular Music Styles What is Real Country Music? The Subject of _____ in American Popular Music (could be love, war, infidelity, horses, cars . . . ) Early Women Rock Stars The Music Genome Project (Pandora) New Artists - Old Styles What the Top 10 Singers (singles/groups/albums) Have in Common A History of Lip-syncing Rock (country/pop/blues/rap) Song Parodies (their purposes and results) Is It Country or Rock? Singers Who Think They Can Act (or Actors Who Think They Can Sing) Improvisation in Popular Music Is Music an Aphrodisiac? The Psychology of Popular Music (Why we like what we like) Popular Music in Movies (or television or commercials) Dance Crazes in Popular Music (their cause and effect) New Directions in _______ (pick any genre or a particular instrument, record company, radio format . . .) Copyright Laws Are Our Friends (or Are Not Our Friends) The "Crossover" Phenomena Do Rockers Have to Be Unstable? Music That Scares Our Parents Does Music Promote Violence? My, H

Rap Music? Social Statements in Popular Music Styles What is Real Country Music? The Subject of _____ in American Popular Music (could be love, war, infidelity, horses, cars . . . ) Early Women Rock Stars The Music Genome Project (Pandora) New Artists - Old Styles What the Top 10 Singers (singles/groups/albums) Have in Common A History of Lip-syncing Rock (country/pop/blues/rap) Song Parodies (their purposes and results) Is It Country or Rock? Singers Who Think They Can Act (or Actors Who Think They Can Sing) Improvisation in Popular Music Is Music an Aphrodisiac? The Psychology of Popular Music (Why we like what we like) Popular Music in Movies (or television or commercials) Dance Crazes in Popular Music (their cause and effect) New Directions in _______ (pick any genre or a particular instrument, record company, radio format . . .) Copyright Laws Are Our Friends (or Are Not Our Friends) The "Crossover" Phenomena Do Rockers Have to Be Unstable? Music That Scares Our Parents Does Music Promote Violence? My, How You've Changed (a "then and now" look at a particular performer, group, or genre) How _________'s (performer/group/style) Philosophies Sabotaged Their (his/her) Career The Most Popular Controversial Songs (some banned, some investigated) [Please feel free to make up your own title. You won't get extra credit for choosing one of these.] Your best bet is to choose a topic that requires some conclusions - not just a narrative of what some artist or group has done, what albums they made, where they went on tour. That is BORING!! One more thing - don't preach to the rest of us Example: "My opinion is the correct one because . . . " or "Music does promote violence and parents should . . . " or "Contemporary Christian music is superior because . . . " In other words, we are not really interested in your opinion, we want to LEARN SOMETHING. Feel free to take any position if you can back it up with research, but I have never heard any research conclusions that included the word "should." And remember - you don't ha

ow You've Changed (a "then and now" look at a particular performer, group, or genre) How _________'s (performer/group/style) Philosophies Sabotaged Their (his/her) Career The Most Popular Controversial Songs (some banned, some investigated) [Please feel free to make up your own title. You won't get extra credit for choosing one of these.] Your best bet is to choose a topic that requires some conclusions - not just a narrative of what some artist or group has done, what albums they made, where they went on tour. That is BORING!! One more thing - don't preach to the rest of us Example: "My opinion is the correct one because . . . " or "Music does promote violence and parents should . . . " or "Contemporary Christian music is superior because . . . " In other words, we are not really interested in your opinion, we want to LEARN SOMETHING. Feel free to take any position if you can back it up with research, but I have never heard any research conclusions that included the word "should." And remember - you don't have to use one of these topics. If you want to come up with your own, feel free to do so. If you're not sure about it, ask me. The presentation should be about 6 minutes long. In other words, it should take about 6 minutes to view. This should not count the time it takes to view videos. There should be 6 minutes of material that you produce. Depending upon how much text is on each slide, you should probably have at least 15-20 slides. However, more slides with less text per slide is the preferred default. If you have less than 15, it is probably too short. Name your PowerPoint file and the folder that you put it in Powerpoint_yourname Do not name your project by the title of your subject. (Read this part carefully - this is the biggest part of your grade!) Put your name and the title of your presentation on the first slide. State the intent of your presentation (the conclusion you will support, the analysis you will undertake, the point to which your material will be directed). A good rule to follow: 1) tell m

ve to use one of these topics. If you want to come up with your own, feel free to do so. If you're not sure about it, ask me. The presentation should be about 6 minutes long. In other words, it should take about 6 minutes to view. This should not count the time it takes to view videos. There should be 6 minutes of material that you produce. Depending upon how much text is on each slide, you should probably have at least 15-20 slides. However, more slides with less text per slide is the preferred default. If you have less than 15, it is probably too short. Name your PowerPoint file and the folder that you put it in Powerpoint_yourname Do not name your project by the title of your subject. (Read this part carefully - this is the biggest part of your grade!) Put your name and the title of your presentation on the first slide. State the intent of your presentation (the conclusion you will support, the analysis you will undertake, the point to which your material will be directed). A good rule to follow: 1) tell me what you're going to say, 2) say it, 3) tell me what you said. This is a simple matter of voicing your intent so that I know what to look for as you go through your material to make your point. Then, at the end, you will restate your intent (which should be your conclusion or analysis). Don't just present a bunch of "Trivial Pursuit"- type facts and information. Analyze your information and draw conclusions. At the end of your presentation, I should not be able to say: "And your point is . . . ?" A good place to begin is by asking a question that interests you and your conclusion should answer it. Almost all topics should include audio music clips (see how to insert them below). If you think your topic is an exception, make sure you clear it with me first. Failure to include audio music clips in your presentation will lower your grade one letter. If you use videos, you should integrate them so that you do not have to leave the slide show to view them. Be sure to test that! Use graphics and photos on your sl

e what you're going to say, 2) say it, 3) tell me what you said. This is a simple matter of voicing your intent so that I know what to look for as you go through your material to make your point. Then, at the end, you will restate your intent (which should be your conclusion or analysis). Don't just present a bunch of "Trivial Pursuit"- type facts and information. Analyze your information and draw conclusions. At the end of your presentation, I should not be able to say: "And your point is . . . ?" A good place to begin is by asking a question that interests you and your conclusion should answer it. Almost all topics should include audio music clips (see how to insert them below). If you think your topic is an exception, make sure you clear it with me first. Failure to include audio music clips in your presentation will lower your grade one letter. If you use videos, you should integrate them so that you do not have to leave the slide show to view them. Be sure to test that! Use graphics and photos on your slides and not just text. This is a presentation, not a research paper on slides. Do your research, but don't get wordy. Make your points and back them up with visuals and audio. However, DO NOT use video to explain your points. In other words, the videos should be used as examples only, not interviews, etc. to deliver content. You can watch those videos to learn from them, but your point must be made via your own original content. Be sparing with text. The idea of a presentation is to draw in your audience, not to write a research paper. You should not use paragraphs or bullets with many lines of text. Definitely do your research, so that you know your subject well, but then choose carefully what information to highlight. This is the reason I required audio examples. The music should tell part of the story. In other words, do not reduce your subject to textbook information on a slide. Fan-based sites (those posted by fan clubs, blogs, etc.) Your sources for video or graphics such as YouTube or Google images. A

ides and not just text. This is a presentation, not a research paper on slides. Do your research, but don't get wordy. Make your points and back them up with visuals and audio. However, DO NOT use video to explain your points. In other words, the videos should be used as examples only, not interviews, etc. to deliver content. You can watch those videos to learn from them, but your point must be made via your own original content. Be sparing with text. The idea of a presentation is to draw in your audience, not to write a research paper. You should not use paragraphs or bullets with many lines of text. Definitely do your research, so that you know your subject well, but then choose carefully what information to highlight. This is the reason I required audio examples. The music should tell part of the story. In other words, do not reduce your subject to textbook information on a slide. Fan-based sites (those posted by fan clubs, blogs, etc.) Your sources for video or graphics such as YouTube or Google images. As instructed above, do not include those as sources. Example of a past project If you copy and paste your slide text from some other source, that is plagiarism. The penalty for plagiarism is an F in the course. Don't do it! Note: Even if you cite the source in your bibliography, copying that material for one of your slides is not allowed. Only in the case of a direct quotation is it acceptable to use someone else's words. Do your own work. Don't try to take shortcuts. Most Common Errors Not including the mp3s in the folder with the PowerPoint before zipping. Apostrophes!!! "it's" means "it is" - "music and its effect" (for example) should not use an apostrophe. Also, the word "artist" is NOT plural. If you are referring to more than one, the word is "artists." Putting too much text on each slide. Split up the slides - use more graphics - don't be so wordy. This is not a report. It is a presentation. Using Wikipiedia as one of your reliable sources (or your only source of information) Also, YouTube does not co

s instructed above, do not include those as sources. Example of a past project If you copy and paste your slide text from some other source, that is plagiarism. The penalty for plagiarism is an F in the course. Don't do it! Note: Even if you cite the source in your bibliography, copying that material for one of your slides is not allowed. Only in the case of a direct quotation is it acceptable to use someone else's words. Do your own work. Don't try to take shortcuts. Most Common Errors Not including the mp3s in the folder with the PowerPoint before zipping. Apostrophes!!! "it's" means "it is" - "music and its effect" (for example) should not use an apostrophe. Also, the word "artist" is NOT plural. If you are referring to more than one, the word is "artists." Putting too much text on each slide. Split up the slides - use more graphics - don't be so wordy. This is not a report. It is a presentation. Using Wikipiedia as one of your reliable sources (or your only source of information) Also, YouTube does not count as a source. General PowerPoint Tips Don't pick a background that fights your content. In other words, text should be plain and readable. Be careful that text does not "bleed over" into graphics as that is hard to read. Put the text in a text box to control the space. Avoid using bright red backgrounds or text, which is difficult to read. On the other hand, don't use a plain white background. This is a presentation and should be attractive. Make sure the photos, graphics you choose are not fuzzy or "pixelly" when sized to your choice. Note: one of my pet peeves is to see pictures that have been stretched to fit a space, causing them to be disproportionate (people look much thinner or fatter than they really are). Enlarge or crop the picture, do not stretch it or smash it. Don't use a lot of animation - words and pictures flying in and out. A little of that goes a long way. A lot is distracting and annoying. Seriously, DO NOT have words bouncing onto the slides. I will count off for that and I will know yo

unt as a source. General PowerPoint Tips Don't pick a background that fights your content. In other words, text should be plain and readable. Be careful that text does not "bleed over" into graphics as that is hard to read. Put the text in a text box to control the space. Avoid using bright red backgrounds or text, which is difficult to read. On the other hand, don't use a plain white background. This is a presentation and should be attractive. Make sure the photos, graphics you choose are not fuzzy or "pixelly" when sized to your choice. Note: one of my pet peeves is to see pictures that have been stretched to fit a space, causing them to be disproportionate (people look much thinner or fatter than they really are). Enlarge or crop the picture, do not stretch it or smash it. Don't use a lot of animation - words and pictures flying in and out. A little of that goes a long way. A lot is distracting and annoying. Seriously, DO NOT have words bouncing onto the slides. I will count off for that and I will know you did not read this! Same goes for sound effects. Unless you want to make a specific point, and usually only once, avoid those. Don't use bullets unless you are listing points. You should never use one bullet on a page. If you don't need a bullet, don't use one. They are not for dividing paragraphs. Choose one or two fonts only (heading and body text can be different). This will make your presentation more unified and will look more professional. Don't use a different font on every page. Remember that if you use a font that might not be loaded on my computer, I won't be able to read it properly. Otherwise, when I open your project, it might look like the one below (an actual example). If you want to use a non-standard font, please embed it into your PowerPoint file. Under "PowerPoint Options," choose "Save" and in that window, check the box that says "Embed fonts in the file." This is the rubric I will use to grade your project. Missing or unacceptable content |Incomplete content (too short) or only chronolog

u did not read this! Same goes for sound effects. Unless you want to make a specific point, and usually only once, avoid those. Don't use bullets unless you are listing points. You should never use one bullet on a page. If you don't need a bullet, don't use one. They are not for dividing paragraphs. Choose one or two fonts only (heading and body text can be different). This will make your presentation more unified and will look more professional. Don't use a different font on every page. Remember that if you use a font that might not be loaded on my computer, I won't be able to read it properly. Otherwise, when I open your project, it might look like the one below (an actual example). If you want to use a non-standard font, please embed it into your PowerPoint file. Under "PowerPoint Options," choose "Save" and in that window, check the box that says "Embed fonts in the file." This is the rubric I will use to grade your project. Missing or unacceptable content |Incomplete content (too short) or only chronological information| Acceptable content, but too much opinion, incorrect information, or no conclusion Good content with a supported conclusion Well-researched content, well supported by analysis to draw a conclusion |Unacceptable presentation form| Missing element or elements, or extremely wordy Detracting elements used, too much text per slide, or no graphics Good use of background, color, graphics, animation that do not detract from the presentation Excellent use of background, color, graphics, animation that particularly enhance the presentation Audio attempted but files not available (linked incorrectly) One audio example or more than one with lack of integration More than one audio example appropriately placed and integrated Three or more audio examples appropriately placed and integrated Less than 3 sources and/or no book cited other than the textbook 3 sources, including a book other than the textbook, but one or more of questionable reliability At least 3 reliable sources including a book other than the

ical information| Acceptable content, but too much opinion, incorrect information, or no conclusion Good content with a supported conclusion Well-researched content, well supported by analysis to draw a conclusion |Unacceptable presentation form| Missing element or elements, or extremely wordy Detracting elements used, too much text per slide, or no graphics Good use of background, color, graphics, animation that do not detract from the presentation Excellent use of background, color, graphics, animation that particularly enhance the presentation Audio attempted but files not available (linked incorrectly) One audio example or more than one with lack of integration More than one audio example appropriately placed and integrated Three or more audio examples appropriately placed and integrated Less than 3 sources and/or no book cited other than the textbook 3 sources, including a book other than the textbook, but one or more of questionable reliability At least 3 reliable sources including a book other than the textbook More than 3 reliable sources including a book other than the textbook Unacceptable writing form Multiple errors in punctuation, capitalization, grammar, spelling and/or form Several errors in punctuation, capitalization, grammar, spelling and/or form Minimal errors in punctuation, capitalization, grammar, spelling and/or form Correct punctuation, capitalization, grammar, spelling and/or form | || || || || || | Tips on How to Make an "A" First, read everything on this page I know there is a lot to read. The information and instructions on this page are a result of many semesters of grading these PowerPoints. The instructions were very simple at first, but every problem, every misunderstanding, every misguided interpretation, and every erroneous assumption has resulted in additional information or clarification in the hopes that future students will be more informed and therefore, more successful. Do some research "Research" does not mean looking it up on Wikipiedia. Remember that Wikipiedia doesn't e

textbook More than 3 reliable sources including a book other than the textbook Unacceptable writing form Multiple errors in punctuation, capitalization, grammar, spelling and/or form Several errors in punctuation, capitalization, grammar, spelling and/or form Minimal errors in punctuation, capitalization, grammar, spelling and/or form Correct punctuation, capitalization, grammar, spelling and/or form | || || || || || | Tips on How to Make an "A" First, read everything on this page I know there is a lot to read. The information and instructions on this page are a result of many semesters of grading these PowerPoints. The instructions were very simple at first, but every problem, every misunderstanding, every misguided interpretation, and every erroneous assumption has resulted in additional information or clarification in the hopes that future students will be more informed and therefore, more successful. Do some research "Research" does not mean looking it up on Wikipiedia. Remember that Wikipiedia doesn't even count as a valid source. Some of that information is very good, but anyone can post on Wikipiedia, whether they have a clue or not. You can start there, but use the bibliography at the bottom of the Wikipiedia article to look at other sources. Tarleton also has excellent databases and library services available online. Go to the library page (http://www.tarleton.edu/library/) and click on "Databases." Oxford Music Online and IIMP are a great place to begin. Do some reading but DO NOT under any circumstances copy material from these sources unless you intend to use quotation marks. Even then, quotations should only be used sparingly. Don't choose a single performer or group as your topic Of course you can if you wish. The danger in this is that inevitably, students will start to list what albums they have recorded, what awards they have won, where they went on tour, what year they started using drugs. This information does not require any thinking. If you do choose a single artist or group, do so with a sp

ven count as a valid source. Some of that information is very good, but anyone can post on Wikipiedia, whether they have a clue or not. You can start there, but use the bibliography at the bottom of the Wikipiedia article to look at other sources. Tarleton also has excellent databases and library services available online. Go to the library page (http://www.tarleton.edu/library/) and click on "Databases." Oxford Music Online and IIMP are a great place to begin. Do some reading but DO NOT under any circumstances copy material from these sources unless you intend to use quotation marks. Even then, quotations should only be used sparingly. Don't choose a single performer or group as your topic Of course you can if you wish. The danger in this is that inevitably, students will start to list what albums they have recorded, what awards they have won, where they went on tour, what year they started using drugs. This information does not require any thinking. If you do choose a single artist or group, do so with a specific point in mind that does not require a chronological treatment of his/her/their career(s). My observation has also been that students will choose their favorite artist or group, about which they are incapable of being objective. It ends up sounding more like a commercial than an academic assignment. Teach the teacher Along the same lines as the point above, I am most impressed when I can grade a project that makes me think. The fact that Joe Rock Star's third album went triple platinum does not make me think. Find and gather all of the details you like about your topic, but your conclusion should be based upon your own critical thinking skills, taking that information, thinking about it, and drawing your own conclusions (not paraphrasing someone else's conclusion). How to rip CDs into MP3s These instructions use Windows Media Player, but other players use a similar process Right-click along the top of the window. Click the Rip Music tab. Choose MP3 as the format. Note: Do not save as .wav files as these

ecific point in mind that does not require a chronological treatment of his/her/their career(s). My observation has also been that students will choose their favorite artist or group, about which they are incapable of being objective. It ends up sounding more like a commercial than an academic assignment. Teach the teacher Along the same lines as the point above, I am most impressed when I can grade a project that makes me think. The fact that Joe Rock Star's third album went triple platinum does not make me think. Find and gather all of the details you like about your topic, but your conclusion should be based upon your own critical thinking skills, taking that information, thinking about it, and drawing your own conclusions (not paraphrasing someone else's conclusion). How to rip CDs into MP3s These instructions use Windows Media Player, but other players use a similar process Right-click along the top of the window. Click the Rip Music tab. Choose MP3 as the format. Note: Do not save as .wav files as these are huge memory hogs (40 megs per song instead of 1 or 2, for example) How to use MP3 audio files with PowerPoint Save your PowerPoint file in a new FOLDER and name it Powerpoint_yourname Copy all of the mp3 files that you plan to use into the same FOLDER (do this first, before you link them to the slides) Note: your Powerpoint is a file! You must put your PowerPoint plus the mp3s in a FOLDER. FOLDERS look like this: When you open the folder, you should be able to see your PowerPoint and the mp3's that you intend to use in your project. Below is an example of what your folder should contain: After you have placed the mp3's in the folder, on each slide in which you wish to insert an audio file, click insert - movies and sounds - sound from file and choose the mp3 from the folder containing your PowerPoint and mp3 files. This will link the mp3 to the PowerPoint slide. When you are finished with your PowerPoint and ready to submit, zip the folder (See below for instructions). Submit the zipped file in the assig

are huge memory hogs (40 megs per song instead of 1 or 2, for example) How to use MP3 audio files with PowerPoint Save your PowerPoint file in a new FOLDER and name it Powerpoint_yourname Copy all of the mp3 files that you plan to use into the same FOLDER (do this first, before you link them to the slides) Note: your Powerpoint is a file! You must put your PowerPoint plus the mp3s in a FOLDER. FOLDERS look like this: When you open the folder, you should be able to see your PowerPoint and the mp3's that you intend to use in your project. Below is an example of what your folder should contain: After you have placed the mp3's in the folder, on each slide in which you wish to insert an audio file, click insert - movies and sounds - sound from file and choose the mp3 from the folder containing your PowerPoint and mp3 files. This will link the mp3 to the PowerPoint slide. When you are finished with your PowerPoint and ready to submit, zip the folder (See below for instructions). Submit the zipped file in the assignment section as usual. Note: You MUST drag the actual mp3 file into the folder with the PowerPoint. If you only follow #3 above, the music will still be on YOUR computer and will not play for me when I open your project. How to use video links with PowerPoint (like YouTube, etc.) Bring up the YouTube video. While it's playing, select and copy the URL in the address bar. In your PowerPoint, type "video" on the page where you want the clip to play. Select that word, right click on it and choose "Insert" on the toolbar at the top. Choose "hyperlink" and in the blank provided, paste the URL that you copied. Test it (but you have to be in Slideshow view) and when you click that word (that should be underlined now as a link) the YouTube video should play. Note: This works the same way with any hyperlink You can also embed your video into your PowerPoint. This is even more convenient as it does not require a new window to open. Do a Google search for these instructions if you wish to try it. How to submit your Powe

nment section as usual. Note: You MUST drag the actual mp3 file into the folder with the PowerPoint. If you only follow #3 above, the music will still be on YOUR computer and will not play for me when I open your project. How to use video links with PowerPoint (like YouTube, etc.) Bring up the YouTube video. While it's playing, select and copy the URL in the address bar. In your PowerPoint, type "video" on the page where you want the clip to play. Select that word, right click on it and choose "Insert" on the toolbar at the top. Choose "hyperlink" and in the blank provided, paste the URL that you copied. Test it (but you have to be in Slideshow view) and when you click that word (that should be underlined now as a link) the YouTube video should play. Note: This works the same way with any hyperlink You can also embed your video into your PowerPoint. This is even more convenient as it does not require a new window to open. Do a Google search for these instructions if you wish to try it. How to submit your PowerPoint Project When you are finished with your project, zip the folder containing the PowerPoint and your mp3's Submit the zipped folder in the assignment section as usual. Be aware that large files take some time to submit, so don't wait until just a few minutes before midnight! You MUST have your mp3 files in the folder with your PowerPoint file or I can't listen to them! How to zip your folder Right click on the folder that has your PowerPoint and mp3s inside and select Send To Compressed (zipped) Folder This will create a zip file with the same name as the folder: Preferably, don't use a Mac! If you must, know that PowerPoint/Windows doesn't support QuickTime compression. Do not drag and drop or copy/paste the graphic into PowerPoint. PowerPoint for MAC makes the images into a MAC only readable picture. I will not be able to see those when I grade your project. The only workaround that we have found is for you to save local copies of your images to the computer and Insert à Picture in PowerPoint. Also, yo

rPoint Project When you are finished with your project, zip the folder containing the PowerPoint and your mp3's Submit the zipped folder in the assignment section as usual. Be aware that large files take some time to submit, so don't wait until just a few minutes before midnight! You MUST have your mp3 files in the folder with your PowerPoint file or I can't listen to them! How to zip your folder Right click on the folder that has your PowerPoint and mp3s inside and select Send To Compressed (zipped) Folder This will create a zip file with the same name as the folder: Preferably, don't use a Mac! If you must, know that PowerPoint/Windows doesn't support QuickTime compression. Do not drag and drop or copy/paste the graphic into PowerPoint. PowerPoint for MAC makes the images into a MAC only readable picture. I will not be able to see those when I grade your project. The only workaround that we have found is for you to save local copies of your images to the computer and Insert à Picture in PowerPoint. Also, you will need to make sure that the image file type is universal between operating systems. Ex: GIF, JPEG. Created and maintained by Vicky V. Johnson

u will need to make sure that the image file type is universal between operating systems. Ex: GIF, JPEG. Created and maintained by Vicky V. Johnson

GENUS & SPECIES • Wings have evolved into small appendages, useless for flight • Feeds mainly by living in the waters near its isolated Galapagos Islands habitat • Often rests with its stubby wings spread out to dry, as do birds that fly • Relies on its strong, webbed feet for swimming and diving WHERE IN THE WORLD? Having lost the ability to fly, the flightless cormorant now permanently resides on the Galapagos Islands and is rarely found more than a half mile from its breeding grounds. The Galapagos Islands are home to many unique animal species found nowhere else in the world, including the flightless cormorant. These islands lie in the Pacific Ocean about 600 miles off the eastern coast of South America. The flightless cormorant is limited to only Fernandina Island and the western and northern coasts of Isabela Island, 2 of the 13 islands of Galapagos. The flightless cormorant favors a relatively cool, dry climate. It feeds exclusively on marine life in the cold, food-rich inshore waters, and shelters and nests along the rocky coastlines. A Island home Once capable of flight, the flightless cormorant now only swims and walks around the beautiful Galapagos Islands. The El Nino event of 1982-1983 reduced the flightless cormorant’s population by half, but 18 months later, their numbers were back to normal. In 1835, Charles Darwin used his observations of “the Galapagos Islands when constructing his theory of evolution for the topic On The Origin of Species. Food & hunting The cormorant is an efficient daytime hunter with a voracious appetite. It feeds mainly on fish, octopus, squid and eel, along with the occasional invertebrate and crustacean. The bird dives and expertly swims after its prey. The indigestible parts of its prey, such as scales and bones, are regurgitated as pellets. The cormorant feeds at least With a little leap, the flightless cormorant dives from the shoreline into the cold water in search of food. Using its powerful feet for propulsion, the cormorant spots an octopus and quickly changes dire

nests along the rocky coastlines. A Island home Once capable of flight, the flightless cormorant now only swims and walks around the beautiful Galapagos Islands. The El Nino event of 1982-1983 reduced the flightless cormorant’s population by half, but 18 months later, their numbers were back to normal. In 1835, Charles Darwin used his observations of “the Galapagos Islands when constructing his theory of evolution for the topic On The Origin of Species. Food & hunting The cormorant is an efficient daytime hunter with a voracious appetite. It feeds mainly on fish, octopus, squid and eel, along with the occasional invertebrate and crustacean. The bird dives and expertly swims after its prey. The indigestible parts of its prey, such as scales and bones, are regurgitated as pellets. The cormorant feeds at least With a little leap, the flightless cormorant dives from the shoreline into the cold water in search of food. Using its powerful feet for propulsion, the cormorant spots an octopus and quickly changes direction to catch it. Although it speeds off, the octopus is no match for the cormorant, which uses its hooked bill to catch and hold its prey. The cormorant returns to the water’s surface and maneuvers the octopus by tilting back its head and gulping it down. Breeding occurs throughout the year, but peaks from March to September. Unlike most cormorants, which begin courtship on land, the flightless cormorant starts its mating display on the water. This aquatic dance, which includes neck raising and bill movements, occurs from 10 days to 6 weeks before egg laying; the pair bonds at the nest site just before mating. The female lays from 1-4 eggs in a large nest made of seaweed. Both sexes share incubation duties; the eggs then hatch after about 35 days. Born naked and helpless, chicks are fed regurgitated food by the parents and fledge at about 60 days. Relatively few chicks survive to adulthood, though: breeding success is low due to predators, such as feral dogs, which kill chicks and eat eggs. The chicks start

ction to catch it. Although it speeds off, the octopus is no match for the cormorant, which uses its hooked bill to catch and hold its prey. The cormorant returns to the water’s surface and maneuvers the octopus by tilting back its head and gulping it down. Breeding occurs throughout the year, but peaks from March to September. Unlike most cormorants, which begin courtship on land, the flightless cormorant starts its mating display on the water. This aquatic dance, which includes neck raising and bill movements, occurs from 10 days to 6 weeks before egg laying; the pair bonds at the nest site just before mating. The female lays from 1-4 eggs in a large nest made of seaweed. Both sexes share incubation duties; the eggs then hatch after about 35 days. Born naked and helpless, chicks are fed regurgitated food by the parents and fledge at about 60 days. Relatively few chicks survive to adulthood, though: breeding success is low due to predators, such as feral dogs, which kill chicks and eat eggs. The chicks start to swim after one month. The flightless cormorant has been classified as vulnerable by the IUCN. This species has suffered tremendous declines with the introduction of predatory mammals such as feral dogs. These dogs now pose the biggest threat to nesting birds. The flightless cormorant is also accidentally killed in traps and nets used for catching lobsters and tuna. The population is estimated to be around 900-1,200 individuals. With an extremely limited range, the flightless cormorant has undergone several adaptations. The mild climate of the Galapagos means it doesn’t need to migrate south in the winter; with abundant food nearby it doesn’t travel great distances to eat; and predators for many centuries were few. Thus, over time, the wings of this cormorant have become greatly reduced and are now about the size of penguin flippers. While the flightless cormorant has totally lost the power of flight, it has become a skilled swimmer and developed stronger feet than other cormorants. On land, the flightless

to swim after one month. The flightless cormorant has been classified as vulnerable by the IUCN. This species has suffered tremendous declines with the introduction of predatory mammals such as feral dogs. These dogs now pose the biggest threat to nesting birds. The flightless cormorant is also accidentally killed in traps and nets used for catching lobsters and tuna. The population is estimated to be around 900-1,200 individuals. With an extremely limited range, the flightless cormorant has undergone several adaptations. The mild climate of the Galapagos means it doesn’t need to migrate south in the winter; with abundant food nearby it doesn’t travel great distances to eat; and predators for many centuries were few. Thus, over time, the wings of this cormorant have become greatly reduced and are now about the size of penguin flippers. While the flightless cormorant has totally lost the power of flight, it has become a skilled swimmer and developed stronger feet than other cormorants. On land, the flightless cormorant waddles clumsily due to the shortness of its legs and its large, webbed feet; underwater it is swift and graceful. A Noisy neighbors The flightless cormorant associates in small colonies of up to 12 breeding pairs and their offspring. The guanay cormorant (Phalacrocorax bougainvillii) has a much wider range than its flightless cousin. It lives along the Pacific coast of South America from Peru to Chile and on the Atlantic coast of Argentina. Although the guanay cormorant can fly, it lives entirely in a marine environment and feeds mainly by diving, much like the flightless cormorant The guanay cormorant feeds entirely on fish, such as sardines. Reaching a length of 30″ and a weight of 7 lbs., the guanay cormorant is much smaller than its flightless cousin. |Weight Length||5.5-9 lbs. 35-40″| |Sexual Maturity||2 years| |Breeding Season||All year, but mainly March -September| |Number of Eggs||1-4; usually |Incubation Period||About 35 days| |Fledging Period||About 60 days| |Breeding Interval||Usually 1

cormorant waddles clumsily due to the shortness of its legs and its large, webbed feet; underwater it is swift and graceful. A Noisy neighbors The flightless cormorant associates in small colonies of up to 12 breeding pairs and their offspring. The guanay cormorant (Phalacrocorax bougainvillii) has a much wider range than its flightless cousin. It lives along the Pacific coast of South America from Peru to Chile and on the Atlantic coast of Argentina. Although the guanay cormorant can fly, it lives entirely in a marine environment and feeds mainly by diving, much like the flightless cormorant The guanay cormorant feeds entirely on fish, such as sardines. Reaching a length of 30″ and a weight of 7 lbs., the guanay cormorant is much smaller than its flightless cousin. |Weight Length||5.5-9 lbs. 35-40″| |Sexual Maturity||2 years| |Breeding Season||All year, but mainly March -September| |Number of Eggs||1-4; usually |Incubation Period||About 35 days| |Fledging Period||About 60 days| |Breeding Interval||Usually 1 year, but may breed twice per year ;| |Typical Diet||Fish, eels, squid and octopus| • The flightless cormorant belongs to the order Pelecaniformes, which contains tropicbirds, pelicans, gannets, boobies, darters and frigatebirds. There are65 species in the order, but the cormorant family, Phalacrocoracidae, is the largest, with 39 species in only 1 genus. Relatives include the great cormorant, Phalacrocorax carbo and the bank cormorant, P. neglectus.

year, but may breed twice per year ;| |Typical Diet||Fish, eels, squid and octopus| • The flightless cormorant belongs to the order Pelecaniformes, which contains tropicbirds, pelicans, gannets, boobies, darters and frigatebirds. There are65 species in the order, but the cormorant family, Phalacrocoracidae, is the largest, with 39 species in only 1 genus. Relatives include the great cormorant, Phalacrocorax carbo and the bank cormorant, P. neglectus.

Reading magma, predicting giant eruptions Running short of worries? Then ponder the super-volcanoes — earth-bombs that can vomit 10 or 100 or 1,000 cubic kilometers of molten rock. Super-volcanoes can change history by creating rivers of red-hot ash moving at highway speed, spreading dust across hundreds of kilometers and spewing vapors that block the sun, destroy crops and start famines. A volcano may go dormant for thousands of years after such a huge eruption, so they may be even harder to predict than smaller ones — which are also unpredictable at this point… But this week, Nature published a new analysis of Santorini, a Mediterranean monster, that shows the movement of molten rock that preceded the eruption. Santorini’s sudden release of 40 to 60 cubic kilometers of rock and ash was followed by a giant collapse that left a characteristic ring of hills called a caldera. Thousands may have died in the eruption, which laid down a 60-meter layer of ash and rock. Eruptions of this general size happen about every 300 years, says Timothy Druitt, a volcanologist at the Université Blaise Pascal in France, who lead the current study. The most recent was in 1815 at Tambora, in Indonesia. Druitt’s new analysis of crystals within the frozen magma offers a rough schedule for the entry of molten magma into a holding tank — the magma chamber — below the volcano, which is a precursor to eruption. Caldera-forming eruptions rival earthquakes and tsunamis as the deadliest natural disasters. “People who work in the field know these volcanoes are not rare, even on a human time scale,” says Druitt, but “we have never been able to monitor one of these big eruptions during the long buildup phase, so we are not really sure how that happens.” The crystal analysis detects microscopic changes in chemical composition, offering a unique, after-the-fact picture of the gestation of eruption. In the crystals As crystals grow in the cooling magma, atoms of trace elements diffuse within them, and both growth and diffusion are affected by condi

ery 300 years, says Timothy Druitt, a volcanologist at the Université Blaise Pascal in France, who lead the current study. The most recent was in 1815 at Tambora, in Indonesia. Druitt’s new analysis of crystals within the frozen magma offers a rough schedule for the entry of molten magma into a holding tank — the magma chamber — below the volcano, which is a precursor to eruption. Caldera-forming eruptions rival earthquakes and tsunamis as the deadliest natural disasters. “People who work in the field know these volcanoes are not rare, even on a human time scale,” says Druitt, but “we have never been able to monitor one of these big eruptions during the long buildup phase, so we are not really sure how that happens.” The crystal analysis detects microscopic changes in chemical composition, offering a unique, after-the-fact picture of the gestation of eruption. In the crystals As crystals grow in the cooling magma, atoms of trace elements diffuse within them, and both growth and diffusion are affected by conditions within the hot magma, says Druitt. “These crystals grow progressively, and as they do, their chemical composition changes according to the composition of the magma around them, and the temperature and amount of water in the magma.” The crystals revealed that a big gob of magma — perhaps 10 percent of the magma chamber’s total contents — entered in the decades before the eruption. “Looking at the crystals in this magma, we were able to reconstruct very crudely events taking place in the last few decades prior to the eruption,” Druitt says. That final addition probably made the magma chamber unstable, leading to the eruption, Druitt explains. If such a late, large magma movement proves typical of super-volcanoes, that could contribute to a distant early warning system for mega-eruptions, based on more conventional methods, such as seismic monitoring. Distant early warning But the findings also carried a caution, Druitt says, since Santorini was apparently dormant for about 18,000 years before the last apo

tions within the hot magma, says Druitt. “These crystals grow progressively, and as they do, their chemical composition changes according to the composition of the magma around them, and the temperature and amount of water in the magma.” The crystals revealed that a big gob of magma — perhaps 10 percent of the magma chamber’s total contents — entered in the decades before the eruption. “Looking at the crystals in this magma, we were able to reconstruct very crudely events taking place in the last few decades prior to the eruption,” Druitt says. That final addition probably made the magma chamber unstable, leading to the eruption, Druitt explains. If such a late, large magma movement proves typical of super-volcanoes, that could contribute to a distant early warning system for mega-eruptions, based on more conventional methods, such as seismic monitoring. Distant early warning But the findings also carried a caution, Druitt says, since Santorini was apparently dormant for about 18,000 years before the last apoplectic outburst. “That is a slightly alarming result. There are lot of these big caldera systems, but most are in a stage of repose.” The upshot is more proof that a dormant volcano can still be a dangerous one, he adds. “We can imagine that a big caldera in a remote region of the world, such as the Andes, which is not monitored very well, could reawaken pretty quickly on a human time scale.” The crystal method gives after-the-fact data on an eruption. Current attempts to anticipate eruptions rely on data about earth shaking, deformation of the crust, and release of gases. “It’s a very timely topic, and solid science in terms of the measurements and observations,” says Bradley Singer, a volcanologist and professor of geoscience at University of Wisconsin-Madison. “They admit that there are issues about the time scales,” largely because the diffusion of strontium and titanium is imperfectly understood in the hot magma. The study’s title, however, specifies that the final growth of the magma chamber occurs on

plectic outburst. “That is a slightly alarming result. There are lot of these big caldera systems, but most are in a stage of repose.” The upshot is more proof that a dormant volcano can still be a dangerous one, he adds. “We can imagine that a big caldera in a remote region of the world, such as the Andes, which is not monitored very well, could reawaken pretty quickly on a human time scale.” The crystal method gives after-the-fact data on an eruption. Current attempts to anticipate eruptions rely on data about earth shaking, deformation of the crust, and release of gases. “It’s a very timely topic, and solid science in terms of the measurements and observations,” says Bradley Singer, a volcanologist and professor of geoscience at University of Wisconsin-Madison. “They admit that there are issues about the time scales,” largely because the diffusion of strontium and titanium is imperfectly understood in the hot magma. The study’s title, however, specifies that the final growth of the magma chamber occurs on “Decadal to monthly timescales,” Singer notes. “It could be centuries or even longer, which implies that we’d have a longer time prior to the eruption” to worry about the effects of the rising magma. Singer concurs on the importance of understanding the relationship of magma flows, instability and eruption, and says the crystal analysis is gaining traction in volcanology. That’s just as well, since giant caldera-forming volcanoes may be frighteningly common. The one at Yellowstone, for example, released 1,000 cubic kilometers of rock 640,000 years ago. Wouldn’t you want to know if something like that was building on your continent? — David J. Tenenbaum Terry Devitt, editor; S.V. Medaris, designer/illustrator; Molly Simis, project assistant; David J. Tenenbaum, feature writer; Amy Toburen, content development executive - Decadal to monthly timescales of magma transfer and reservoir growth at a caldera volcano, T. H. Druitt et al, Nature, 2 Feb. 2012. ↩ - Volcanology: Greek inflation circa 1600 BC, News and Vie

“Decadal to monthly timescales,” Singer notes. “It could be centuries or even longer, which implies that we’d have a longer time prior to the eruption” to worry about the effects of the rising magma. Singer concurs on the importance of understanding the relationship of magma flows, instability and eruption, and says the crystal analysis is gaining traction in volcanology. That’s just as well, since giant caldera-forming volcanoes may be frighteningly common. The one at Yellowstone, for example, released 1,000 cubic kilometers of rock 640,000 years ago. Wouldn’t you want to know if something like that was building on your continent? — David J. Tenenbaum Terry Devitt, editor; S.V. Medaris, designer/illustrator; Molly Simis, project assistant; David J. Tenenbaum, feature writer; Amy Toburen, content development executive - Decadal to monthly timescales of magma transfer and reservoir growth at a caldera volcano, T. H. Druitt et al, Nature, 2 Feb. 2012. ↩ - Volcanology: Greek inflation circa 1600 BC, News and Views, Jon Blundy & Alison Rust, Nature, 2 Feb. 2012. ↩ - 1815: Mt. Tambora and the year without summer. ↩ - What would happen if the Yellowstone super-volcano erupted? ↩ - A super-volcano’s fallout: mass extinction. ↩ - The intense impacts of volcanic ash ↩ - Explore the world’s volcanoes ↩

ws, Jon Blundy & Alison Rust, Nature, 2 Feb. 2012. ↩ - 1815: Mt. Tambora and the year without summer. ↩ - What would happen if the Yellowstone super-volcano erupted? ↩ - A super-volcano’s fallout: mass extinction. ↩ - The intense impacts of volcanic ash ↩ - Explore the world’s volcanoes ↩

A little language is a domain-specific language designed to be very small and focussed on doing just what the designers of it had in mind. The term comes from Little Languages , Programming Pearls, Jon Benley, Communications of the ACM 29 :8 (August 1986), pp. 711-721. He points out that much of what we do as programmers can be thought of as creating "little languages" that are suited to particular small tasks.DKF : It is the Tcl experience that little languages tend to grow. After all, that's what Tcl started out as: a common little language for John Ousterhout 's EDA tools. For a very good example see Solving cryptarithms , especially the examples at end! To prevent over-deep brace nesting, a custom language for such riddles is designed and put to fascinating use. The Tcl language is itself "little." Its formal syntax is described completely in eleven (twelve since version 8.5) short paragraphs on the Tcl manual page. Most of its power comes from the fact that it is easy to embed other little languages within it. Obvious examples include: - Regular Expressions - regexp, regsub, and others - pattern matching - whose language is also used in if, for, and while selectors - adds specialties like %W substitution, + command prefix, break outside loops - bind sequences - e.g. <Control-Button-1> - format/scan/binary format/binary scan - clock format - command indices can be specified as end-1 or $var+1 or similar. - includes syntax for redirection and variable substitution - | is a special syntax at the beginning of a file name argument - Variable names - as seen in the first argument of set, and lots of other commands. (disputed) - item ids. All of these are comparatively small and self-contained, and do not have far-ranging effects on the rest of the Tcl system. In this way, Tcl can be understood in pieces; it's not necessary to know the whole language in order to be able to program in it. These can all be considered particular domain-specific language : Some of these seem a little dubious to be called "languages". s

in it. Obvious examples include: - Regular Expressions - regexp, regsub, and others - pattern matching - whose language is also used in if, for, and while selectors - adds specialties like %W substitution, + command prefix, break outside loops - bind sequences - e.g. <Control-Button-1> - format/scan/binary format/binary scan - clock format - command indices can be specified as end-1 or $var+1 or similar. - includes syntax for redirection and variable substitution - | is a special syntax at the beginning of a file name argument - Variable names - as seen in the first argument of set, and lots of other commands. (disputed) - item ids. All of these are comparatively small and self-contained, and do not have far-ranging effects on the rest of the Tcl system. In this way, Tcl can be understood in pieces; it's not necessary to know the whole language in order to be able to program in it. These can all be considered particular domain-specific language : Some of these seem a little dubious to be called "languages". switch takes a dictionary of pattern-body pairs; how is this a new language? I'm also confused about the inclusion of string - are all ensemble s to be considered separate languages? The syntax for variables and namespaces used by set and $, would also seem to be an essential part of the syntax of Tcl itself rather than being a separate little language. A syntax on its own doesn't make a language.Peter da Silva : I don't think the lindex command index and other similar special cases really qualify as "languages" (and, really, some of them should be considered mistakes)AMG , in a perverse mood: Maybe calling every command a separate "little language" is just a nice way of saying that their interfaces are inconsistent. Certainly I recognize that it's good we have little languages as opposed to the rigid structure imposed by a language like C or (shudder) Java , but that doesn't mean we should abuse this power to avoid worrying about making the standard library of commands self-consistent. (Yeah, yeah, I know the

witch takes a dictionary of pattern-body pairs; how is this a new language? I'm also confused about the inclusion of string - are all ensemble s to be considered separate languages? The syntax for variables and namespaces used by set and $, would also seem to be an essential part of the syntax of Tcl itself rather than being a separate little language. A syntax on its own doesn't make a language.Peter da Silva : I don't think the lindex command index and other similar special cases really qualify as "languages" (and, really, some of them should be considered mistakes)AMG , in a perverse mood: Maybe calling every command a separate "little language" is just a nice way of saying that their interfaces are inconsistent. Certainly I recognize that it's good we have little languages as opposed to the rigid structure imposed by a language like C or (shudder) Java , but that doesn't mean we should abuse this power to avoid worrying about making the standard library of commands self-consistent. (Yeah, yeah, I know the idiosyncrasies from command to command are usually driven by historical reasons, but I'm just trying to make a point.) An alternative to little languages is sometimes to have a great many parameters for the programmer to set. Tcl/Tk features with that kind of interface include: Some problems lend themselves towards one approach, some rather to the other. As a matter of Tcl Advocacy it is however interesting to observe that most languages other than Tcl have a syntactical rigidity that makes it difficult to take the little language route. Some little languages that are not part of the Tcl/Tk core are: The term "little language" is also used in a book by Kernighan and Pike: The practice of programming. That is a book I quite enjoyed reading and it uses examples in Awk for other little languages. This begs the question of what the semantics of Tcl would be without any little languages, which implies being without any commands. To this end, tcl-null discusses Tcl stripped of all commands, as a beautiful but usel

idiosyncrasies from command to command are usually driven by historical reasons, but I'm just trying to make a point.) An alternative to little languages is sometimes to have a great many parameters for the programmer to set. Tcl/Tk features with that kind of interface include: Some problems lend themselves towards one approach, some rather to the other. As a matter of Tcl Advocacy it is however interesting to observe that most languages other than Tcl have a syntactical rigidity that makes it difficult to take the little language route. Some little languages that are not part of the Tcl/Tk core are: The term "little language" is also used in a book by Kernighan and Pike: The practice of programming. That is a book I quite enjoyed reading and it uses examples in Awk for other little languages. This begs the question of what the semantics of Tcl would be without any little languages, which implies being without any commands. To this end, tcl-null discusses Tcl stripped of all commands, as a beautiful but useless language - the process of adding back a minimal subset of Tcl built-in commands is launched as a game for the obsessive. See Also edit - Little Languages, C2 wiki

ess language - the process of adding back a minimal subset of Tcl built-in commands is launched as a game for the obsessive. See Also edit - Little Languages, C2 wiki

A team led by Rodrigo Garcia Gonzalez has been working on the Ooho water bottle, which, according to Smithsonian magazine, could reduce to obsolescence the 50 billion plastic bottles that Americans use each year.Now, if they could do this with beer... The Ooho water bottle resembles a jellyfish and is made of edible material. Gonzalez took inspiration from the culinary technique 'spherification' by legendary Spanish chef Ferran Adria, who used this technique to add juice-filled pearls to bubble tea. "The main point in manipulating the water as solid ice during the encapsulation is to make it possible to get bigger spheres and allow the calcium and algae to stay exclusively in the membrane," Gonzalez told the Smithsonian. The scientists received accolades from critics for his invention, but he also revealed that not all reactions were positive. He compares the edible water bottle's fortified layers to a fruit's skin. "The jelly texture around [the bottles] is something we are not used to yet. Not all of the reactions were positive. Some people say that [the bottles] are like breast implants or jellyfish," he said. Monday, April 28, 2014 Eat And Drink Me At long last, bottled bottled water:

Professor Anton Middelberg and team from the University of Queensland say they have developed a surfactant that does this, which also has medical applications. The new surfactant, which is based on a protein, is called a pepfactant. And when the researchers tweaked its amino acid composition, they found they could switch its properties on and off, in response to changing acidity or the presence of zinc ions. When the pepfactant it switched on, it can create an emulsion or a foam by forming strong collagen-like gel capsules around small pockets of oil or air. But these capsules collapse when the pepfactant is switched off. As a laundry detergent, the pepfactant could generate suds that can collapse as quickly as they are created, says Middelberg. "During the wash cycle the pepfactant is on and has good foaming properties," he says. "During the rinse cycle the pH drops and de-sudsing occurs." The peptide, along with the dirt it has mobilised, is then free to go back into the water and be washed away easily. Middelberg says the system would be better for the environment than standard detergents because it is made of amino acids that microbes can attack and destroy. The pepfactant is based on a protein that binds to DNA to initiate gene expression. But Middelberg says as only a small part of the original protein has been used, the pepfactant should not affect DNA expression in the environment. He also says that as long as the pepfactant remained diluted it would remain switched off. But he says any future product would need to be tested for toxicity and biodegradability. A pepfactant detergent will cost much more than conventional petrochemical-based detergents, says Middelberg, although the rising cost of oil may change this. He says pepfactants are most likely to be deployed first in drug delivery. For example, a pepfactant could be used to help deliver the anticancer drug, Taxol (paclitaxel), with fewer side-effects. Currently the drug, which is an oily substance, is injected into patients along with petrochemical

delberg says the system would be better for the environment than standard detergents because it is made of amino acids that microbes can attack and destroy. The pepfactant is based on a protein that binds to DNA to initiate gene expression. But Middelberg says as only a small part of the original protein has been used, the pepfactant should not affect DNA expression in the environment. He also says that as long as the pepfactant remained diluted it would remain switched off. But he says any future product would need to be tested for toxicity and biodegradability. A pepfactant detergent will cost much more than conventional petrochemical-based detergents, says Middelberg, although the rising cost of oil may change this. He says pepfactants are most likely to be deployed first in drug delivery. For example, a pepfactant could be used to help deliver the anticancer drug, Taxol (paclitaxel), with fewer side-effects. Currently the drug, which is an oily substance, is injected into patients along with petrochemicals to help its delivery via the patient's water-based bloodstream. "By encapsulating the [drug] in this layer of gel-like collagen you have a bio-compatible encapsulation methods for anticancer agents," says Middelberg. The research is funded by the Australian Research Council and the researchers have signed a number of commercial agreements with major multinational pharmaceutical and chemical companies. The work was presented at an American Chemical Society meeting in Boston recently.

s to help its delivery via the patient's water-based bloodstream. "By encapsulating the [drug] in this layer of gel-like collagen you have a bio-compatible encapsulation methods for anticancer agents," says Middelberg. The research is funded by the Australian Research Council and the researchers have signed a number of commercial agreements with major multinational pharmaceutical and chemical companies. The work was presented at an American Chemical Society meeting in Boston recently.

Wednesday, March 29, 2006 The Welsh Triads and Giant Vermin In an earlier blog, I mentioned that the original Welsh Arthur was a lot closer to the King Arthur in Monty Python and the Holy Grail than other more stately versions of him. The manuscript Culhwch ac Olwen isn't the only old Welsh piece that is rather Monty Python-esque. In the Triads, the "Three Fortunate Concealments of Britain" are listed. Two involve the grave sites (one of a noted warrior, the other that of Gwenhwyfar (Guinevere of later European tradition)) and the third being the burial site of two warring dragons who killed each other. One scholar did a bit of orthography research into these two warring dragons, and discovered that the original Welsh manuscript uses the word "pryf". "Pryf" in Medieval Welsh means "vermin." Nennius, one of the first to translate the Welsh into Latin, translated "vermin" into the Latin "vermes," which in the 1100s, Arthurian writer Geoffrey of Monmouth took to mean "worm," as in the German word for "dragon." This led to Monmouth's version including an account of two warring dragons, instead of two warring "vermin." So this orthography scholar decided that basically it might be two really big badgers that fought and were buried... This reminds me of the closing line of the failed Trojan Rabbit scene in Monty Python and the Holy Grail. posted 5:39 PM Wednesday, March 22, 2006 More Fun With Medieval Welsh Despite grand tales of retrieving the Holy Grail, which come later on in Arthurian literature, the original Welsh Arthur had a different quest. In Culhwch ac Olwen, Arthur and his men pursue a giant boar in order to retrieve the golden comb and shears from between its ears. Ah, what nobler quest could one ask for? Not only must they battle the boar, Twrch Trwyth, but they must fight its deadly piglets, as well. Arthur sends his men to Ireland to see if the boar is there, and if it has the treasures between its ears. The text reads: "That the boar was there was certain; it had already destroyed a third of Ireland." L

his led to Monmouth's version including an account of two warring dragons, instead of two warring "vermin." So this orthography scholar decided that basically it might be two really big badgers that fought and were buried... This reminds me of the closing line of the failed Trojan Rabbit scene in Monty Python and the Holy Grail. posted 5:39 PM Wednesday, March 22, 2006 More Fun With Medieval Welsh Despite grand tales of retrieving the Holy Grail, which come later on in Arthurian literature, the original Welsh Arthur had a different quest. In Culhwch ac Olwen, Arthur and his men pursue a giant boar in order to retrieve the golden comb and shears from between its ears. Ah, what nobler quest could one ask for? Not only must they battle the boar, Twrch Trwyth, but they must fight its deadly piglets, as well. Arthur sends his men to Ireland to see if the boar is there, and if it has the treasures between its ears. The text reads: "That the boar was there was certain; it had already destroyed a third of Ireland." Later on the text reads: "Dogs attacked the boar from all directions, and the Irish battled it throughout the day until night fell; despite that, a fifth of Ireland was destroyed by it." (Somehow these fractions add up. Let's see - a third plus a fifth - is that a majority of Ireland yet?) Arthur does not kill the boar -- it lumbers into the sea, its sides bristling with spears, to hunt another day. posted 2:39 PM Monday, March 13, 2006 The Fun of Translating Medieval Welsh Oftentimes people ask me about the translation of Middle (Medieval) Welsh, and the manuscripts I've worked with. Here's a few of the stranger and more humorous lines I've translated from Middle Welsh. The following belong to a manuscript entitled "Culhwch ac Olwen," one of the earliest manuscripts in which King Arthur appears. This is the original Arthur of Welsh tradition, before other European authors added all the bits about him being an upstanding warrior with a Round Table and all that. Let's face it. The original Arthur is just a bit

ater on the text reads: "Dogs attacked the boar from all directions, and the Irish battled it throughout the day until night fell; despite that, a fifth of Ireland was destroyed by it." (Somehow these fractions add up. Let's see - a third plus a fifth - is that a majority of Ireland yet?) Arthur does not kill the boar -- it lumbers into the sea, its sides bristling with spears, to hunt another day. posted 2:39 PM Monday, March 13, 2006 The Fun of Translating Medieval Welsh Oftentimes people ask me about the translation of Middle (Medieval) Welsh, and the manuscripts I've worked with. Here's a few of the stranger and more humorous lines I've translated from Middle Welsh. The following belong to a manuscript entitled "Culhwch ac Olwen," one of the earliest manuscripts in which King Arthur appears. This is the original Arthur of Welsh tradition, before other European authors added all the bits about him being an upstanding warrior with a Round Table and all that. Let's face it. The original Arthur is just a bit silly. Monty Python and the Holy Grail is closer than we think. Many of the funny lines involve the men of Arthur's court and their descriptions and talents: "Penpingion, who goes around on his head in order to save his feet, not upright and not downright, but like a stone rolling on the floor of the court." "Twyll Golau whose treachery was patent" "Cynwas Cwryfagyl the clumsy" "Samson Finsych the dry-lipped" "Hyfaidd Unllen, who had but one coat" "Gwrfan Gwallt Afwyn of the unruly hair" (Enemies beware!) "Gilla Goeshydd stag-legs - he could leap three hundred acres in a single bound; he was the chief leaper of Ireland." (An impressive occupation, I can assure you.) "Sol, who could stand on one leg all day" (who wouldn't want this super power?) "Gwefyl son of Gwastad – when he was sad, his lower lip sagged down to his navel, and the other lip became a cowl for his head." "Uchdryd Farf Draws, the beard flinger - he would fling his red, well-sprouted beard across the fifty rafters of Arthur's hall." "Gwen Alarc

silly. Monty Python and the Holy Grail is closer than we think. Many of the funny lines involve the men of Arthur's court and their descriptions and talents: "Penpingion, who goes around on his head in order to save his feet, not upright and not downright, but like a stone rolling on the floor of the court." "Twyll Golau whose treachery was patent" "Cynwas Cwryfagyl the clumsy" "Samson Finsych the dry-lipped" "Hyfaidd Unllen, who had but one coat" "Gwrfan Gwallt Afwyn of the unruly hair" (Enemies beware!) "Gilla Goeshydd stag-legs - he could leap three hundred acres in a single bound; he was the chief leaper of Ireland." (An impressive occupation, I can assure you.) "Sol, who could stand on one leg all day" (who wouldn't want this super power?) "Gwefyl son of Gwastad – when he was sad, his lower lip sagged down to his navel, and the other lip became a cowl for his head." "Uchdryd Farf Draws, the beard flinger - he would fling his red, well-sprouted beard across the fifty rafters of Arthur's hall." "Gwen Alarch, the swan daughter of Cynwal Canhwch of the hundred hogs" Once Arthur's adventure starts, he and his warriors meet many an interesting obstacle, including: "Dillus Farfawg, who was the greatest warrior who had ever avoided Arthur" posted 3:29 PM

h, the swan daughter of Cynwal Canhwch of the hundred hogs" Once Arthur's adventure starts, he and his warriors meet many an interesting obstacle, including: "Dillus Farfawg, who was the greatest warrior who had ever avoided Arthur" posted 3:29 PM

- Historic Sites A history of the food reformers and cereal kings who made Battle Creek the center of a revolution in Americans eating habits June 1957 | Volume 8, Issue 4 “Battle Creek, Mich, has a population of 21,647 persons,” said Jabs , a Chicago humorous magazine, “all of whom are engaged in the manufacture of breakfast cereals.” “I spent a Sunday there lately,” continued the Jabs reporter, “noting that they had Grape Nuts, Grip Nuts (for commercial travelers only), Postum Cereal, Hullo Boena, Hello-Billo, Cero-Fruito, Shredded Wheat, Fruito-Cerro, MaIt-Ho, Flake-Ho, Abita, Tryachewa, Corn Crisp, Korn Kure, Korn Pone, Oatsina, Hayina and Strawina. … “And it is surprising the amount of nourishment that some of these foods possess. A dyspeptic drummer who sat opposite from me at breakfast, and who from all appearances was not long for this world, ate three ounces of MaIt-Ho and one and one-half ounces of Griplor and then moving the automatic player up in front of the agony box, played ‘On the Banks of the Wabash’ until 12:59 P.M. without batting an eyeball.” “You sit out on the front porch at night with your host,” said the Chicago Tribune , “and as the cigars turn into ashes he tells you of the fortune that waits the man who can invent a near cigar, full of near tobacco, which will look like a cigar, and smoke like a cigar, and sell for ten cents like a cigar, but which will not be a cigar at all, but some pure, sweet, wholesome combination of non-injurious ingredients, having all the characteristics of a cigar, but none of its harmful and debilitating effects. ” ‘Make the tobacco,’ the man says, ‘just like we have made coffee and breadstuffs of all kinds, retaining the good qualities and striking out the bad. There’s a fortune for the man that can do it. Somebody in Battle Creek will do it some day. Sure thing. He’ll make his million out of it in two years’ time or less.’ ” A few from among the many cereal names which flourished for a time during the exciting first decade of this century may be cited as rep

Wabash’ until 12:59 P.M. without batting an eyeball.” “You sit out on the front porch at night with your host,” said the Chicago Tribune , “and as the cigars turn into ashes he tells you of the fortune that waits the man who can invent a near cigar, full of near tobacco, which will look like a cigar, and smoke like a cigar, and sell for ten cents like a cigar, but which will not be a cigar at all, but some pure, sweet, wholesome combination of non-injurious ingredients, having all the characteristics of a cigar, but none of its harmful and debilitating effects. ” ‘Make the tobacco,’ the man says, ‘just like we have made coffee and breadstuffs of all kinds, retaining the good qualities and striking out the bad. There’s a fortune for the man that can do it. Somebody in Battle Creek will do it some day. Sure thing. He’ll make his million out of it in two years’ time or less.’ ” A few from among the many cereal names which flourished for a time during the exciting first decade of this century may be cited as representative of all. Cero-Fruito was wheat flakes sprayed with apple jelly. Tryabita was “peptonized and celery impregnated,” made a few miles out of town at Gull Lake, the only Battle Creek breakfast food to carry the union label. There was also Nutrita, Malta-Biscuit, My Food, and Orange Meat, a whole-wheat product despite its vibrant name. At the height of the mania, the Reverend D. D. Martin, a Methodist preacher, concocted the formula for Per-Fo and received $100,000 (in stock) for his recipe. The Hygienic Food Company gave its flakes a maple flavor. They were known, not unnaturally, as MaplFlakes. Vestiges of the religious background of the pure food crusade appear in such names as Food of Eden, Golden Manna, and Elijah’s Manna, the original name of Post Toasties. Of all who felt the urge to agitate “the food question” at a profit, the greater number proved to be inadequate in the areas of finance, of production, or of merchandising. One always turns back to C. W. Post as the man who knew the ropes. Mone

resentative of all. Cero-Fruito was wheat flakes sprayed with apple jelly. Tryabita was “peptonized and celery impregnated,” made a few miles out of town at Gull Lake, the only Battle Creek breakfast food to carry the union label. There was also Nutrita, Malta-Biscuit, My Food, and Orange Meat, a whole-wheat product despite its vibrant name. At the height of the mania, the Reverend D. D. Martin, a Methodist preacher, concocted the formula for Per-Fo and received $100,000 (in stock) for his recipe. The Hygienic Food Company gave its flakes a maple flavor. They were known, not unnaturally, as MaplFlakes. Vestiges of the religious background of the pure food crusade appear in such names as Food of Eden, Golden Manna, and Elijah’s Manna, the original name of Post Toasties. Of all who felt the urge to agitate “the food question” at a profit, the greater number proved to be inadequate in the areas of finance, of production, or of merchandising. One always turns back to C. W. Post as the man who knew the ropes. Money, product, distribution, advertising—he knew the importance of all, and their interrelationships. Business, like diplomacy, has its Realpolitik . C. W. played the game consumately according to the rule book in force at the time. Charles W. Post (1854-1914) was born in Springfield, Illinois, and arrived in Battle Creek when he was approaching middle age, a health seeker in a wheel chair. He had tried many businesses and made several inventions including some patent suspenders which he sold by mail, but each time he got into a new venture his health broke. Now he was seeking, through a combination of diet, exercise, and mental therapy what he later called “The Road to Wellville.” Post did not find his elixir at the Kellogg Sanitarium. His treatment there was, by his own estimate, a complete failure. But he spent a lot of time in the laboratory where Dr. Kellogg’s helpers were experimenting with cereal coffee, using a variety of grains. A born promoter, he approached the Doctor with a plan to go it together on

y, product, distribution, advertising—he knew the importance of all, and their interrelationships. Business, like diplomacy, has its Realpolitik . C. W. played the game consumately according to the rule book in force at the time. Charles W. Post (1854-1914) was born in Springfield, Illinois, and arrived in Battle Creek when he was approaching middle age, a health seeker in a wheel chair. He had tried many businesses and made several inventions including some patent suspenders which he sold by mail, but each time he got into a new venture his health broke. Now he was seeking, through a combination of diet, exercise, and mental therapy what he later called “The Road to Wellville.” Post did not find his elixir at the Kellogg Sanitarium. His treatment there was, by his own estimate, a complete failure. But he spent a lot of time in the laboratory where Dr. Kellogg’s helpers were experimenting with cereal coffee, using a variety of grains. A born promoter, he approached the Doctor with a plan to go it together on a campaign for Minute Brew, the Doctor’s current enthusiasm, but Kellogg turned him down flat. From then on Post scoffed at the sanitarium, and Kellogg was ever after to believe that Charlie Post had stolen his ideas. Broad-shouldered, slender, courteous, and slow of speech, with a cordial handshake, Post was a commanding figure. He had dash and faith in himself and a bulldog determination. With one helper he started the first commercial batch of Postum Cereal Food Coffee—they hoped it would be commercial—on January 1, 1895. Postum was joined later by Grape-Nuts and Post Toasties. Finally, Post rounded out his creations with Instant Postum. As an early and massive user of national advertising, Post put a “halo” around Postum, using a powerful brand of farmer English: “If coffee don’t agree—use Postum.” Within less than a decade the Postum plant became a spectacular White City of wooden factory buildings painted white with green trim, recalling to thousands happy memories of their visit to the White City of th