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¡Cuídate! means “take care of yourself.” It is the theme of this culturally-based program designed to reduce HIV sexual risk among Latino youth. ¡Cuídate! helps youth develop the knowledge, attitudes, and skills to reduce their risk of STDs, HIV/AIDS, and unplanned pregnancy. The program emphasizes risk reduction strategies such as sexual abstinence and correct condom use through interactive activities. In Oregon,¡Cuídate! will include a comprehensive contraceptive learning session in addition to the program's emphasis on risk reduction strategies. For more information on the ¡Cuídate! program, Select Media offers the ¡Cuídate curriculum and training materials. ¡Cuídate! is an evidence based curriculum. Youth in the ¡Cuídate! program reported having significantly: - Fewer incidents of sexual intercourse, - Fewer sex partners, - Fewer days of unprotected intercourse, and - For youth who are sexually active, an increase in consistent condom use. In Oregon youth have the opportunity to participate in the ¡Cuídate! evaluation. Participation in the evaluation is voluntary and is not required to participate in the ¡Cuídate! program. To find out if ¡Cuídate! is offered in your area in Oregon, please contact Lindsay Weaver at: [email protected]	fwe2-CC-MAIN-2013-20-44309000
- 46,595 hits Help me publish my book! Archive of posts June 2013 M T W T F S S « Mar 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Green Lady - Ellen Radical Botany pages - British Columbia Native Plants - Cascadian Bioregion - Conifers in the Cascadian Bioregion - Flower physiology - Fungi and mushrooms - Geology of Cascadia - Native plants and wildlife survival - Northern California Native Plants - Oregon native plants - Plant identification schemes - plant roots - Washington Native plants - What is a native plant? Tags2012 native plant education botany lessons British Columbia Cascades Cascadia Bioregion Cascadian bioregion Cascadian bioregion healing plants Chanterelles Coast range mountians Connection to Nature Cooking wild mushrooms environmental preservation Ethnobotany Food foraging tools GMO plant protection Missoula floods Mistletoe Native plant education native plant foraging Native Plant identification Native plant pollinators Native plant preservation Native plants Native plant seed Native plant seed genetics Naturalists Northern California Northern California native plants Oregon Oregon Grape Oregon Native plants plant cell physiology plant cell structure plant evolution plant identification Plant Wisdom postaweek2011 Recipe ring-of-fire Terence McKenna Washington Washington Native plants What is a native Plant? yule greens Error: Twitter did not respond. Please wait a few minutes and refresh this page.	fwe2-CC-MAIN-2013-20-44319000
Traffic is the bane of modern driving. No matter how hard we try, or how many lights and systems we put in place, we are very likely to get stuck in a traffic jam. Honda has come to our rescue with the announcement of a system that can detect possible traffic congestions and take steps to correct the problem. The system is not a workaround on detecting potential traffic and suggesting another route; it in fact checks if the driver’s driving pattern could lead to a traffic jam and alerts the driver of the mistake. Developed together with the Research Center for Advanced Science and Technology at the University of Tokyo, the system keeps check on the driver’s acceleration and deceleration patterns to provide information through a color coded display. Recent tests showed the system managed to increase the average speed of the vehicle by 23%, while fuel efficiency of trailing vehicles increased by 8%. Honda will soon put the system into road tests in Indonesia and Italy, and make it commercially available soon afterwards.	fwe2-CC-MAIN-2013-20-44321000
published a paper (PDF) comparing performance of four programming languages, C++, its own language Go, Java and Scala. A team at Google created a "simple and compact" benchmark that didn't take advantage of language-specific features. An algorithm was implemented using each language's "idiomatic container classes, looping constructs, and memory/object allocation schemes."Google has However, the paper notes: "While the benchmark itself is simple and compact, it employs many language features, in particular, higher-level data structures (lists, maps, lists and arrays of sets and lists), a few algorithms (union/find, dfs/deep recursion, and loop recognition based on Tarjan), iterations over collection types, some object oriented features, and interesting memory allocation patterns." Above: Run-time measurements, including a few optimizations. After benchmark tests were published within Google various employees took a stab at optimizing the code for specific languages. - C++ provides the best performance by far, but it requires the most extensive language-specific tuning. - Scala provides the most concise notation and optimization of code complexity. - The algorithm was simplest to implement in Java, but garbage collection settings make both Java and Scala difficult to benchmark accurately. - Go offers concise notion and very fast compile time, but is still immature. The phrase "lies, damn lies and benchmarks" is by now a cliche. Suffice it to say, benchmarks never tell the full story, and there are many factors to consider when choosing a programming language. That said, you may find parts of this paper enlightening, especially with regards to Scala performance.	fwe2-CC-MAIN-2013-20-44323000
The Lotus Symbol in Buddhism The lotus (Sanskrit and Tibetan padma) is one of the Eight Auspicious Symbols and one of the most poignant representations of Buddhist teaching. The roots of a lotus are in the mud, the stem grows up through the water, and the heavily scented flower lies pristinely above the water, basking in the sunlight. This pattern of growth signifies the progress of the soul from the primeval mud of materialism, through the waters of experience, and into the bright sunshine of enlightenment. Though there are other water plants that bloom above the water, it is only the lotus which, owing to the strength of its stem, regularly rises eight to twelve inches above the surface. According to the Lalitavistara, "the spirit of the best of men is spotless, like the lotus in the muddy water which does not adhere to it." According to another scholar, "in esoteric Buddhism, the heart of the beings is like an unopened lotus: when the virtues of the Buddha develop therein, the lotus blossoms; that is why the Buddha sits on a lotus bloom." The lotus is one of Buddhism's best recognized motifs and appears in all kinds of Buddhist art across all Buddhist cultures. Scrolling lotuses often embellish Buddhist textiles, ceramics and architecture. Every important Buddhist deity is associated in some manner with the lotus, either being seated upon a lotus in full bloom or holding one in their hands. In some images of standing Buddhas, each foot rests on a separate lotus. The lotus does not grow in Tibet and so Tibetan art has only stylized versions of it, yet it appears frequently with Tibetan deities and among the Eight Auspicious Symbols. The color of the lotus has an important bearing on the symbology associated with it: - White Lotus (Skt. pundarika; Tib. pad ma dkar po): This represents the state of spiritual perfection and total mental purity (bodhi). It is associated with the White Tara and proclaims her perfect nature, a quality which is reinforced by the color of her body. - Pink Lotus (Skt. padma; Tib. pad ma dmar po): This the supreme lotus, generally reserved for the highest deity. Thus naturally it is associated with the Great Buddha himself. - Red Lotus (Skt. kamala; Tib: pad ma chu skyes): This signifies the original nature and purity of the heart (hrdya). It is the lotus of love, compassion, passion and all other qualities of the heart. It is the flower of Avalokiteshvara, the bodhisattva of compassion. - Blue Lotus (Skt. utpala; Tib. ut pa la): This is a symbol of the victory of the spirit over the senses, and signifies the wisdom of knowledge. Not surprisingly, it is the preferred flower of Manjushri, the bodhisattva of wisdom. - Based on an article by Nitin Kumar for Exotic India Arts. Reprinted by permission.	fwe2-CC-MAIN-2013-20-44330000
Mandelberg, John and Janson, Annick (2010) Technology to enhance learning with students with disabilities. In: shar-E-fest 2010, 27-28 September, 2010, Hamilton, New Zealand. (Unpublished) Full text not available from this repository. Presentation about Technology to enhance learning with students with disabilities eg. using video as a tool, dessemination and distribution. \|Item Type:\|\|Conference or Workshop Item (Speech)\| \|Keywords:\|\|Technology, disabilities, YANIV, video, art, learning\| \|Subjects:\|\|B Philosophy. Psychology. Religion > BF Psychology\| B Philosophy. Psychology. Religion > BH Aesthetics L Education > LB Theory and practice of education > LB1028 Education Research N Fine Arts > N Visual arts (General) For photography, see TR P Language and Literature > PN Literature (General) > PN1993 Motion Pictures \|Divisions:\|\|Schools > School of Media Arts\| \|Deposited On:\|\|22 Jan 2012 21:53\| \|Last Modified:\|\|22 Jan 2012 21:53\| Repository Staff Only: item control page	fwe2-CC-MAIN-2013-20-44334000
One good reason to wear shower shoes is to decrease your risk of getting warts. Warts are skin infections caused by the human papilloma virus family. The virus is spread by skin-to-skin contact and close physical contact in places like public showers and pools. You might have heard of HPV in the context of genital warts. Only certain members of the HPV family cause genital warts and cervical problems. There are more than 100 specific types of HPV, and most cause harmless but unsightly warts on the body. There are four types of warts: • Common warts Usually occur on fingers, hands, knees and elbows. They might appear as a small hard bump, darker than other skin, with a rough top like cauliflower with black or brown-red dots inside. • Plantar warts Found on the bottom (plantar) surface of your foot, plantar warts might look like callouses, but they grow larger than normal until it eventually feels like you're walking on a small rock. It usually looks like a common wart but appears on the bottom of the foot. • Filiform warts Finger-like in shape, flesh-colored and found on the nose, eyelids or around the mouth, these warts are often seen on the end of witches' noses in Disney movies. • Flat warts Are pinhead-sized, flat-topped, smoother, pink, tan or yellow in color. Flat warts might appear in clusters, usually on arms, hands or knees. How can you avoid getting warts? First, don't kiss any toads. Just kidding. To decrease the risk of contracting HPV, wear flip-flops in the shower or at public pools. Keeping your feet clean and dry also helps because the virus lives in moist environments. Ragged cuticles from dry skin, nail-biting or small cuts might also provide a means for the virus to enter the body. How long does it take before you get warts if you have been exposed to the virus? Depending on the health of your immune system (the body's internal mechanism for fighting disease), you might or might not develop warts after exposure to HPV. If you are susceptible, warts grow slowly, often taking weeks or months to grow to a noticeable size. Most of us have been exposed to a variety of HPV viruses in childhood. Sometimes the stress of college life might suppress the immune system's ability to keep the virus under control. If the immune system is compromised, it might allow a wart to develop many years after initial exposure. So now you know this strange, rough bump that appeared is a wart and not a cancerous or life-threatening growth. Even then, it is still irritating and not cosmetically appealing. About 25 percent of warts will go away on their own in 12 to 24 months, most in two to three years. If you are impatient or uncomfortable, there are number of ways to treat warts. Over-the-counter treatments with salicylic acid (Compound W, etc.), when used properly, can be effective. Soaking the wart in warm water for 10 minutes before and using a pumice or nail file to remove the excess rough skin will allow topical medication to soak into the wart. A small amount of duct tape applied directly over and around the wart is effective for some individuals, according to a report from the Journal of American Medical Association. Cryotherapy (freezing the wart with liquid nitrogen) is a common treatment. It generally takes two to four treatments every one to three weeks. Treatments might cause some discomfort but are not usually painful. Some dermatologists use laser therapy. In other instances, the wart might be cut out. This is a more drastic treatment and can leave a scar. Some warts are resistant to treatment. At this time, there is no treatment that kills the virus that causes plantar warts.	fwe2-CC-MAIN-2013-20-44344000
Rosecrans House: Home of Civil War General, William Starke The sturdy thick-walled stone house on Lehman Road was built high on the hilltop in 1850 and its rear windows overlook the river. The stone used to build its three stories is believed to have been quarried from a nearby spot on Glenway Avenue. A tunnel running through the backyard and a sub-basement indicate that it was probably used as a station for the Underground Railroad, preceding the Civil War. During the war years it was headquarters for General William Starke Rosecrans (1819-1898), with Colonel Joseph Burke in command. W. S. Rosecrans (1819 -1898) was born in Delaware County, Ohio. His father was Dutch, and his mother traced back her descent to Timothy Hopkins, one of the signers of the Declaration of Independence. In Henry Howe’s Historical Collections of Ohio in Two Volumes, published in 1907, it was noted that “while other boys were at play, [the general and his brother, who later became a bishop] were noted for their studious habits.” W. S. Rosecrans attended West Point at 15 and later served in the Army Engineer Corps. In 1853 he came to Cincinnati to take a civil engineering position and to make his home here. Barbara Pilaia of Delhi found a note to his wife behind a photo of her great-great grandfather that she was given as a child. It read: “This is a New Year’s present. The note behind the picture was very likely written shortly before the battle of Stone River; one of the bloodiest battles of the Civil War and was fought against General Bragg in Tennessee. Whether or not, General Rosecrans knew how difficult this battle would be, history doesn’t say, but his note would indicate that he did. The fighting started December 31 and was over on January 3, 1863, but by the time it was over each side had lost one third of their man, and it took six months for Rosecrans’ Army of the Cumberland to recover. But Rosecrans was determined to pursue and finally defeat Bragg, as he had been ordered. Washington could not give him the additional troops, horses, and artillery he requested and badly needed, because Grant was in Vicksburg, and everything available was being sent there. However, the general had a real asset in his own men who admired him immensely and had dubbed him, “Old Rosey”. When he could finally advance, he skillfully maneuvered Bragg out of Tennessee and into Georgia, freely Chattanooga, which was the main artery of the Confederates provision lines. This was a real stroke of genius and Rosecrans was in hot pursuit of Bragg’s troops in North Georgia. But the South would not allow this blow to be dealt and Lee instantly dispatched Longstreet’s entire corps to aid Bragg. When Rosecrans realized that Bragg had been reinforced and was ready to strike back, he quickly re-grouped behind Chicamauga Creek. Immediately he sent Washington urgent telegrams explaining the dire situation and again begged for troops. This time Washington said yes, and asked General Grant to send two of his units. But Grant’s troops never arrived. After being hit by Bragg and 75,000 Confederates, General Rosecrans was able to move what was left of his 40,000 men back to Chattanooga and hold it until finally, General Hooker and 20,000 reinforcements came to his aid. It was at this time, that Grant was given command of the Union armies from the Alleghenies to the Mississippi and his first official act was to remove General Rosecrans, still under siege at Chattanooga, from his command. In 1863, Rosecrans also became the commander of the Department of the Ohio and was reputed to live on Lehman Road. He opened the Sanitary Fair on December 21, 1863 in which exhibits, lectures, and other fund-raising activities raised about $250,000 from Cincinnatians for soldier Relief. He resigned from the Army in 1867. Rosecrans served as Minister to Mexico from 1868 to1869, a Democratic member of Congress from California from 1881 to 1885, and the Register of the United States Treasury from 1885 to 1893. A special act of Congress re-appointed Rosecrans a brigadier general and placed him on the retired Army list. Records of the Sisters of Charity show that in 1850, 37 nuns moved into it and established a combination Mother House and school for women-Mount St. Vincent Academy. The school was later was moved to Glenway Avenue as The Cedar Grove School which finally became known as Seton High School. The Mother House is now at the College of Mount St. Joseph. William Rosecrans’ brother, Sylvester Horton Rosecrans (1827-1878), was ordained a priest in Rome, Italy on June 5, 1853 and taught theology at the old Mount St. Mary’s Seminary on Grand Avenue. He was appointed titular Bishop of Pompeiopolis and first auxiliary Bishop of Cincinnati on March 25, 1863. It is during this period that he is believed to have lived on Lehman Road. On October 31, 1878, Bishop Rosecrans was appointed the first Bishop of the then new diocese with its center in Columbus and was buried in that city. Mrs. Hoffman bought the building in 1955 and during remodeling she entered the attic and discovered a small trove of civil war mementos hidden under the floorboards. According to a 1959 newspaper clip, confirmed with her family, she found papers dealing with the court martial proceedings of AWOL soldiers, as well as several medical certificates. One allowed a soldier to stay in the shade for 30 days because of an aversion to sunlight. Another excused a man from bathing. Also recovered was a receipt showing that the Army paid 6 ½ cents each for 600 bars of soap, and 18 cents each for 350 candles.*The above information was researched at the Price Hill Historical Society, 3640 Warsaw Avenue, 513-251-2888 begin_of_the_skype_highlighting 513-251-2888 \|Price Hill Will \| Price Hill History\| Return to Rosecrans, Part 3, Civilian Inventor, Engineer	fwe2-CC-MAIN-2013-20-44348000
Posted on February 16, 2012 by Safe Start Center As with all good campaigns, the goal is to get information to the public in the hopes that information will lead to action. With the issue of teen dating violence, campaigns and programs vary from national campaigns spotlighting the issue to local programs offering services to teens and their parents. For the rest of the week, we’re going to highlight programs that have taken on the mission to shed light on teen dating violence and provide help to those touched by it. First up, probably one of the most visible when discussing teen dating violence: Liz Claiborne Inc.’s Love is Not Abuse. Filed under: Prevention, Public Awareness, Teen Dating Violence \| Tagged: love is not abuse, Teen Dating Violence, teen dating violence awareness and prevention month \| Leave a Comment » Posted on February 9, 2012 by Safe Start Center What Do Girls Face? When you look at these posters what kinds of words or thoughts are going through your mind when you read about their situations on each red flag – sadness, fear, humiliation, jealousy, violence, pride, defiance, anger? All girls could be experiencing violence; these pictures from the Red Flag Campaign show what kinds of situations they might be facing. Maybe they are being put down by a partner, pressured into sex, or even the one hurting their partner. These girls show that anybody could be the victim – or even perpetrator – of emotional abuse, verbal manipulation, or physical violence. It’s important to understand this in order to get the overall picture of where girls fit into the issue of teen dating violence (TDV). So where do they fit? “Approximately one in three adolescent girls in the United States is a victim of physical, emotional or verbal abuse from a dating partner – a figure that far exceeds victimization rates for other types of violence affecting youth.”–Futures Without Violence Filed under: Prevention, Public Awareness, Teen Dating Violence \| Tagged: abuse, cycle of violence, girls, love is respect, prevention, red flag campaign, Teen Dating Violence, teen dating violence awareness and prevention month, Violence \| 1 Comment » Posted on February 7, 2012 by Safe Start Center Teen Dating Violence (TDV) We opened the month in support of Teen Dating Violence Awareness and Prevention Month, and this week we’d like to talk more about how teen dating violence affects girls and boys. Because “among adolescents aged 12 to 21, almost 3 in 10 have experienced violence in opposite-sex relationships,” and according to Womenshealth.gov “in the United States, teens and young women experience the highest rates of relationship violence. In fact, 1 in 10 female high-schoolers say they have been physically abused by a dating partner in the past year.” The Cycle of Violence Although teen dating violence is a problem itself, it is helpful to look at violence as a whole to better understand why, how, and when it happens. One way of looking at the subject of violence is through what is called the “cycle of violence,” which looks at the different phases of abuse. This cycle is about controlling another person within the boundaries of a relationship, and it can be physical, emotional, mental, or even financial. Filed under: Prevention, Public Awareness, Teen Dating Violence \| Tagged: children, cycle of violence, domestic violence, Teen Dating Violence, teen dating violence awareness and prevention month, violence exposure \| 1 Comment »	fwe2-CC-MAIN-2013-20-44354000
As a symbol of the Holy Spirit it is specially connected with Baptism (Matthew 3). In pictures of the Annunciation it signifies the Incarnation of Our Saviour by the power of the Holy Ghost. It also symbolizes marytrdom and the Church. The dove with an olive branch was used on a sarcophagus to signify peace and hope of Resurrection; in flight, it represents the Ascension of Christ or the entrance of saints into glory. Since early medieval times the Holy Eucharist was reserved for the sick in a dove-shaped vessel suspended to the baldichinum over the altar; later the dove was enclosed in a tower upon the altar. A vessel of like form was hung over the early baptisteries. In art it is associated with	fwe2-CC-MAIN-2013-20-44356000
Learning Japanese is terribly rewarding. If you would like to find out any language then you ought to be ready to place in an exceedingly ton of your time, patience and determination. it is vital that you just do not build stupid mistakes when you are learning Japanese. several beginners can hinder their learning expertise by not taking the correct approach. Don’t Learn an excessive amount of Too quick It does not matter if you’re learning Japanese from self-study materials or if you have got a private tutor to guide you; if you learn an excessive amount of too quick then you will soon become overwhelmed with info, notwithstanding you do not comprehend it. If you progress on before you are prepared, then your mind will realize it laborious to method what you are learning, this may hinder your grammar and speech patterns. Japanese has 3 totally different alphabet systems. Talk To alternative Speakers If you would like to become fluent in another language then you need to break that nervous barrier that we tend to all have when talking for the primary time. you may build mistakes, and occasionally you may feel silly, you simply have to be compelled to rise on top of it and keep pushing forward. Stop Worrying concerning Building Your Vocabulary It’s far additional necessary that you just learn the way to place a sentence along than by learning a bank of words that you will likely never use. Such a lot of folks attempt to learn as many words as potential, but once you initial begin learning Japanese the stress ought to be on building sentences and learning straightforward phrases. Knowing 1000′s of words will not mean you will be able to have interaction in conversation. Japanese grammar and speech patterns are terribly totally different to English, therefore if you think that you will be able to merely piece along a sentence from words in your memory bank, then reassess. The internet has created it terribly simple for folks to start out learning Japanese.	fwe2-CC-MAIN-2013-20-44360000
Type of Culminating Activity Doctor of Education in Curriculum and Instruction Curriculum, Instruction, and Foundational Studies Jennifer Snow, Ph.D. Critics of the American education system point to student boredom, lack of personalized and relevant instruction, and a deficit of 21st century skills as challenges to producing productive citizens of a modern, digital society (Barab et al., 2009; Eccles & Wingfield, 2002; Ketelhut, 2007; U.S. Department of Education Office of Educational Technology, 2010). Digital learning, including game-based approaches, offers opportunities to bring about meaningful, engaging, individualized learning (Barab & Dede, 2007; Gee, 2005; Squire, 2003). Quest-based learning is an instructional design theory of game-based learning that focuses on student activity choice within the curriculum, which offers promising pedagogical possibilities in the area. This study expands upon current research of video game characteristics and variables of attractiveness in learner choice. Identifying these attractive characteristics in game-based educational design can increase engagement (Barab et al., 2009), educational effectiveness (Sullivan & Mateas, 2009), and impact instructional design decisions. Quests were coded and tagged to identify features and attributes. An educational quest taxonomy was developed building on Merrill’s Knowled ge Object (Redeker, 2003; Wiley, 2000) classification and expanded to include current digital tools and thinking. Electronically collected decision data from a quest-based learning management system was analyzed using descriptive statistical analysis and data mining techniques. Educational quests were differentiated by a number of data points and identified as more or less attractive using an initial interest score and a completion score. User rating was also considered for descriptive purposes. Data mining and text mining highlighted the specific characteristics of attractive quests including clusters of characteristics identified as most attractive as well as their significance. Suggestions for future attractive quest-based learning design are suggested. (Keywords: Quests, quest-based learning, game-based learning, 3D GameLab, play styles, learner preferences, rewards, badges, gamification, MMORPGs, virtual environments, informal learning.) Haskell, Charles Christopher, "Design Variables of Attraction in Quest-Based Learning" (2012). Boise State University Theses and Dissertations. Paper 285.	fwe2-CC-MAIN-2013-20-44363000
Herschel Space Observatory Launch Date: May 14, 2009 Mission Project Home Page - http://herschel.jpl.nasa.gov/ Herschel's infrared image of the Andromeda Galaxy shows rings of dust that trace gaseous reservoirs where new stars are forming and XMM-Newton's X-ray image shows stars approaching the ends of their lives. Both infrared and X-ray images convey information impossible to collect from the ground because these wavelengths are absorbed by Earth's atmosphere. Credits: ESA/Herschel/PACS/SPIRE/J.Fritz, U.Gent/XMM-Newton/EPIC/W. Pietsch, MPE The Herschel Space Observatory is a space-based telescope that is studying the light of the Universe in the far-infrared and submillimeter portions of the spectrum. It is revealing new information about the earliest, most distant stars and galaxies, as well as those closer to home in space and time. It is also taking a unique look at our own Solar System. Herschel is the fourth Cornerstone mission in the European Space Agency’s Horizon 2000 program. Ten countries, including the United States, participated in its design and implementation. Launched on May 14, 2009, the mission will operate until the cryostat runs out of helium during the first half of 2013. The mission will operate until the cryostat runs out of helium, perhaps four years after launch. Originally called “FIRST,” for “Far InfraRed and Submillimeter Telescope,” the spacecraft was renamed for Britain’s Sir William Herschel, who discovered in 1800 that the spectrum extends beyond visible light into the region we today call “infrared.” Herschel’s namesake will give scientists their most complete look so far at the large portion of the Universe that radiates in far-infrared and submillimeter wavelengths. With a primary mirror 3.5 meters (approximately 11.5 feet) in diameter, Herschel is the largest infrared telescope sent into space as of its launch date. Using detectors cooled to temperatures very close to absolute zero (0 degree Kelvin), the three instruments called HIFI, SPIRE, and PACS, which enables Herschel to be the first spacecraft to observe in the full 60-670 micron range. The far-infrared and submillimeter wavelengths at which Herschel observes are considerably longer than the familiar rainbow of colors that the human eye can perceive. Yet, this is a critically important portion of the spectrum to scientists because it is the frequency range at which a large part of the universe radiates. Much of the Universe consists of gas and dust that is far too cold to radiate in visible light or at shorter wavelengths such as x-rays. However, even at temperatures well below the most frigid spot on Earth, they do radiate at far-infrared and submillimeter wavelengths. Stars and other cosmic objects that are hot enough to shine at optical wavelengths are often hidden behind vast dust clouds that absorb the visible light and re-radiate it in the far-infrared and submillimeter range. Last updated: October 26, 2012 - ESA Herschel Website - http://www.esa.int/SPECIALS/Herschel/index.html - More about Herschel - http://www.nasa.gov/mission_pages/herschel/index.html - Science@ESA - ISO/Herschel video - http://astronomy2009.esa.int/science-e/www/object/index.cfm?fobjectid=44698&fattributeid=885	fwe2-CC-MAIN-2013-20-44364000
One winter morning about two years ago, marine mammal scientist Anton van Helden was driving hell-for-leather up to the far north of New Zealand. A thirteen-and-a-half hour haul would take him to the beach where the first pygmy killer whale to strand itself in New Zealand was lying, and he wasn’t going to miss the chance to collect the skeleton and perhaps tissue samples for the Museum of New Zealand, where he worked. Partway through the drive, he got a call. Two beaked whales had been found dead at a place called Opape Beach. “They sounded for all the world like Gray’s beaked whales,” he recalls, a species that washes up relatively frequently on New Zealand’s shores, which sometimes see several hundred whale beachings per year thanks in part to the nation’s long coastline. “Maybe you can bury them,” he said to the conservation department employee at the other end of the line, “and we’ll have a look later, just to be sure.” Van Helden gave the matter little thought until a few months had passed and his phone rang one morning before he had even gotten out of bed. It was Rochelle Constantine, a marine biologist at the University of Auckland, and her graduate student Kirsten Thompson, who had conducted routine DNA analyses on the beached whales. “I hope you’re sitting down,” Constantine said. Those animals stranded in December were not Gray’s. They were instead a pair of spade-toothed beaked whales. It was a name to make a certain kind of scientist weak in the knees: the most elusive species of whale in the world, known only from several bone fragments washed up over the course of 140 years. It had never been seen in the flesh before. Van Helden looked up at the ceiling and swore. (Listen: Beluga Whale Mimics Human Sound) There are a lot of reasons to care about seeing the remains of so elusive a species — beyond simply the thrill of the chase and the brass-ring quality of an actual discovery. Humans have made a hash of the oceans — depleting fish stocks, slaughtering dolphins and whales, pouring pollutants into coastal waters. Part of the reason we are so cavalier is that so much of the ocean is invisible to us on a day-to-day basis; if you don’t know what’s there, you don’t know what you’re destroying. The spade-toothed beak whale, which was written up in the new issue of Current Biology, is a lesson both in the diversity of the fragile oceans and the painstaking sleuthing that is required to study it. After van Helden received his early-morning call, he and his colleagues got to work. They gathered all the information they could about the beached pair, including measurements and a set of photographs taken at the scene of the beaching. They worked with the Whakatohea Iwi, the Maori tribe in the area where the whales had been found, and the New Zealand Department of Conservation, to get the skeletons exhumed, and Van Helden produced a detailed anatomical illustration of the animal, which also appears in Current Biology. The pair on the beach were an adult female, measuring just over 17 ft. (5.3 m), and a juvenile male, 11.5 ft. (3.5 m) from beak to tail fin. They lack the species’ signature protruding teeth, which occur only in adult males. The shape and coloration of both specimens are subtly different from other beaked whales — subtle enough, in fact, that they would be easy to confuse with the more commonly seen Gray’s. (Video: Dolphins Chased By Killer Whale) What allowed the team to make a firm identification was the genetic information collected from the three bones that until now have been our only evidence of the spade-toothed’s existence. The first sign of the animal was a lower jaw found on New Zealand’s Chatham Islands in 1872, bearing two jutting, triangular teeth. Later on, two skulls without lower jaws, one found in 1950 in New Zealand, the other found all the way across the Pacific on Robinson Crusoe Island in 1986, were proven by DNA analysis to be from the same distinct species. But while scientists made educated guesses about what an intact spade-toothed would look like, extrapolating from its relatives could take them only so far. That’s why this find had the team so excited. “It was the first time ever that anybody had ever had even a hint of what these things looked like,” van Helden says. The new discovery is a big step forward for scientists interested in beaked whales, but there is still much to learn about both this species and its close relatives. Thompson is working on a project that uses genetic information from beached beaked whales to glean insight into the elusive creatures’ familial relationships. And seeing the animal alive in the wild remains a tantalizing goal of many scientists. Scott Baker, a marine biologist at Oregon State University and a co-author of the paper who has studied whales and dolphins for 30 years, saw his first live, open-ocean beaked whale just last month, in Samoa. The sighting lasted about 4 seconds before the animal dove — too brief to tell if it was a spade-toothed. “Their environment is very remote,” he says. “It’s deep water, and they’re submerged for maybe 96% of their lives.” It’s one of the sad ironies of the marine biologist’s work that the only way to get a more lingering look at animals like these is when they wash up on beaches — like ornithologists studying birds that are invisible until they slam into a window. “Here we have an animal which is over 5 meters long, the size of a big car, that has to come to the surface to breathe, and yet no one has ever seen one alive,” says van Helden. “It typifies how little we know about the ocean.” The new find sheds at least a tiny bit of light on that often dark world, reminding us of an environment we have the power to destroy — and the responsibility to preserve.	fwe2-CC-MAIN-2013-20-44365000
Several workers were evacuated on Sunday morning at the Fukushima nuclear plant after the level of radioactivity exceeded 10 million times the normal. The water used to cool the reactor number two was found extremely high amounts of particles of radioactive iodine. Measured in samples from the water, found in the basement of the turbine hall located behind the reactor is milisievert 1,000 per hour, said a spokesman for Tokyo Electric Power Company (TEPCO). “This figure is ten million times greater than the radioactivity found in water in a reactor generally in good condition,” he explained. According to him, the fuel in the reactor core has probably suffered damage during an onset of fusion, occurred immediately after an earthquake followed by tsunami on 11 March. The intervention teams began to use fresh water to cool reactors. This is because sea water that used to accelerate corrosion and could now pose a threat. The government in Tokyo has announced that the efforts of Japanese workers at Fukushima Daiichi nuclear power plant, to cool the reactors suffered a new blow on Friday after a senior official said the reactor vessel 3 was damaged. Hidehiko Nishiyama, deputy director of the Japanese Agency for Nuclear and Industrial Safety, explained that the possibility exists that radiation emanated from the reactor fuel – a mixture of uranium and plutonium – to be released	fwe2-CC-MAIN-2013-20-44367000
From January 1 – 14, a Reddit user named Vidzilla posted daily images of a zombie pandemic as depicted through screen shots of popular internet services. The lessons we can learn from the “Day” series creative gestalt are an excellent example of why technologists, educators, and the general public should fight for positive rights to fair use. Like many internet memes, each of the images from the “Day” series is a combination of popular and folk culture, a mashup of objects from media industries with new material from the author. Many of the individual parts of the “Day” series’ images are trademarked and/or subject to copyright, and thus despite the long-standing convention of fair use, the alarming upswing of attempts at regulatory control of content (SOPA, PIPA, ACTA, TPP) could end up crushing this form of creativity. These digital objects that made up the “Day” series comprised a 14 day amateur take on the Alternative Reality Game (ARG) genre. ARGs are interactive narratives revealed by clues delivered across multiple media formats. They are often used in viral marketing campaigns. When the “Day” series began, some Redditors wondered if the posts were viral marketing for the upcoming World War Z film. Vidzilla claimed to have been influenced by prior ARGs, but emphatically denied that the “Day” posts were part of a marketing campaign. Rather, Vidzilla explained, the “Day” series was an opportunistic creation. After positive responses to an initial post to Reddit about text-messaging being the start of a zombie pandemic, Vidzilla spontaneously decided to develop a story by by depicting zombie-themed posts in various social media. The inclusion of clues to Easter Eggs (hidden extra images, audio, and video) in the images boosted the popularity of the later posts. Reddit users moved from mere upvoting and general discussion of the posts’ contents to swapping the passwords for audio and video files, debating the meaning of the ambiguous sounds and images, and developing their own responses to the story. On January 15 Vidzilla ended the series and thanked the Reddit community. The social media patchwork and emergency management The “Day” series began and ended with fictious SMS messages and covered virtually every form of online media in between. Each image was a note-perfect slice of the pandemic from the personal to institutional. For example, these first two images from Day 3 show a tweet from the World Health Organization and a personal Facebook post with two responses. These images are great story-telling because it avoids exposition. It shows rather than tells. The juxtaposition of images leads readers to relate the bruise to the viral emergency, the particular to the general. The real-world issue, though, is how long it would take people–from emergency management professionals to the general public–to form such a link in the case of a real crisis. Online crisis management conferences and research papers are already looking into ways of searching for and managing reasonably discrete crisis markers, Twitter hashtags for example. However, as the “Day” series ably demonstrates, the likely picture of an emerging crisis will be an uneven patchwork of very different objects. The “Day” series shows them as an easily connected narrative in hindsight, but harder to connect emergently unless there are ways to predict the very complex set of possible markers. The field of online crisis management will need deep knowledge of how possible markers of a crisis can be found or predicted in the ways people fit their communication to media formats. That is not an easy task and it is complicated by the ways in which online culture is decidedly less restrained than offline culture. Consider, for example, the very interesting point about how a particular Chatroulette image was made. The image as uploaded by Vidzilla shows a person with Zombie-like appearance in the top frame and an Asian woman looking shocked in the bottom frame. One way of monitoring for an emerging crisis might be to use automatic video-recognition software to search for patterns in public video feeds. Unfortunately, crises can take a very large number of forms, too large, perhaps, to teach a computer to recognise. So we need something more visually stable and likely. One thing that is more stable in a crisis is the way in which people respond to crises, such as looking shocked. People can only looked shocked in a certain number of ways, so ‘looking shocked’ is much easier to find. If real-time video feeds showed many people being shocked at once, this could trigger an alert for a human to look at the feeds or for other information. However, as one Reddit user pointed out, the particular image of shock in the found footage used to create the Chatroulette Zombie image was likely drawn from a reaction to nudity in the real Chatroulette. The chance for false positives based on just ‘shocked looks’, then, and perhaps the range of other discrete reactions, is unfortunately very high. I concede that this scenario is somewhat far-fetched. It is, nonetheless, illustrative of the complexity of sorting markers of a crisis out given the extreme nature of a large amount of the communication exchanged daily online. Fiction, in this case, has unwittingly presented an interesting challenge to social media emergency management. The future of education As a communication technology educator, to me one of the most interesting aspects of “Day” was just how much Vidzilla and the responding Redditors needed to know about social media to produce and engage with the story. Vidzilla’s posts succeed because they clearly display generic conventions of form and content of each Internet medium. From a media education standoint, such distinctions are the basis of understanding media choices and how culture is (re)produced online. Indeed, despite the complexity of the scenario discussed above, Vidzilla’s “Day” series did, in fact, demonstrate a range of quite plausible crisis markers from which future models could be extrapolated. Although Vidzilla skipped the intermediate steps of literature reviews and methodology, and had no intention of conducting any analysis of the recognisablity of the markers, the positive response of Redditors indicates that Vidzilla was on the right track. Vidzilla’s demonstration of applied media understandings goes beyond the crisis markers. Many of the images reproduce famous and current Internet trends and memes. Vidzilla produced applied media research that many media educators would be proud to see from a student. The “Day” series posts also mimiced typical Reddit posts. Reddit bills itself as “The front page of the Internet” because it is perhaps the most mainstream aggregation of the latest Internet trends and world news. Vidzilla’s knew what Redditors would expect to see posted during an emergent crisis. Finally, Vidzilla’s decision to make some of the story materials available via image hosting and media download sites also demonstrates an understanding of the increasingly broad capabilities of online infrastructure. These three sets of knowledge are very useful for anyone interested in the many communication and design-oriented research and professional fields that now rely on the Internet: public relations, marketing, advertising, fashion, design, and cool-hunting etc. On the other side of the coin, the Redditors who followed the “Day” series, responded to the clues, and engaged with the story also demonstrated understandings of the knowledge sets above. The Chronicle of Higher Education has been investigating the increasing popularity of online badges as compared to traditional certifications. Similarly, Vinod Khosla has recently argued that gamification of educational materials should lead to a crucial reversal of educational practice: from the time-fixed and learning-variable education to the time-variable and learning-fixed. Fight for positive Internet education and positive fair use rights Vidzilla and the Redditors did all of this because they thought it was fun. They might not be able to articulate what they learned, and that will be the crucial step for educators to pass on to students, but they showed the two most crucial components of learning: motivation and creativity. Laurence Lessig has long argued that overly restrictive copyright regimes wither creativity, taking us from a Read/Write culture to a Read Only culture. Clay Shirky ended his TED talk on January 18 with a similar point. Unless Internet users stand not only against SOPA/PIPA, but what comes next, he argued, the Internet will end up with promoting a consumption-only culture. This fight, however, needs to be more than a push to stop restrictive legislation. Internet users the world over should be lobbying for more positive fair use and sharing rights. We’ve succeeded once, let’s go further. We need a new international convention–Berne 2.0, if you will–that provides at least as many positive rights for the sharing and fair use of any existing creative object. The Creative Commons project is clearly the first step in this process, but it preserves the existing notion of copyright. We need more. And that brings us, again, to education. Not only do Internet users themselves need to better understand the regulatory framework in which they operate, but, it seems, Internet users need to educate legislators and administrators on the Internet’s technical infrastructure and Internet cultural practices. In the US, the organisation We The Lobby intends to do just that. But this needs to be an international effort. While there will always be place for protest against restrictions, positive education and positive rights will take us further. Free event in Brisbane: Protecting an uncensored Internet I will be participating in a free panel discussion event at the State Library of Queensland on February 1 on this issue. The event is entitled “Protecting an uncensored Internet: the global response to SOPA legislation”. Also on the panel will be QUT academics Associate Professor Axel Bruns (esteemed UQ EMSAH alum) and Dr Nic Suzor. 6pm, Wednesday 1st February State Library of Queensland Auditorium 1, level 2 Free, bookings via slq.eventbrite.com 3840 7768 or The Library Shop	fwe2-CC-MAIN-2013-20-44369000
by Dr. John C. Rao Rediscovery is the best word to characterize the experience of a great number of committed Catholics of the 1800's. Throughout the post-French revolutionary Catholic world, thinkers and activists of impressive caliber demonstrated a desire to learn, develop and put into practice themes and customs which had been buried by decades and even centuries of Jansenist, naturalist, and simple parochial neglect. Depending upon energy, taste, and imagination, this drive led them back to the Fathers of the Church, to the medieval scholastics, and to a mystical, devotional, and liturgical life rich in lessons for both the Catholic community and individuals. The centers of re-discoveryGerman, Italian, and French, for the most partwere lay/clerical circles of believers, religious confraternities, orders restored after the devastation of the Revolution, university faculties, and groups gathering round those journals and newspapers that seemed to spring up everywhere in the course of the nineteenth century. It was out of this movement of rediscovery that the approach of what some have called the "Roman School" was formed. Although it is impossible in a single article to name all of this "School's" founders and proponents, one can at least orient himself historically and geographically by referring to those segments of the scholarly and popular press of the years from the 1830's to the 1870's which were actively engaged in popularizing it. Anyone wishing to grasp the character of the Roman School at its origins should examine the pages of Der Katholik, the Historisch-Politische Blńtter, and Archiv fŘr Katholisches Kirchenrecht in the German world; La CiviltÓ Cattolica in Italy; L'Univers/Le Monde in France; and the Dublin Review in the United Kingdom. Five themes may be said to have provided the "curriculum" of the Roman School, the most basic of which was an insistence upon the impossibility of understanding anything "natural" without reference both to nature's future supernatural destiny as well as the supernatural life surging through it now as a consequence of the Incarnation. The work of the editors of La CiviltÓ Cattolica and of Cardinal Louis Pie (1815-1880), Bishop of Poitiers, is extremely informative in this regard. Try as modern man might, Pie argued at Lourdes in 1876, he could never escape the fact that he lived in a world created and redeemed at the behest of a supernatural will. "The supernatural is finished", he quoted nineteenth century man as gloating. "Well, look here, then! The supernatural pours out, overflows, sweats from the sand and from the rock, spurts out from the source, and rolls along on the long folds of the living waves of a river of prayers, of chants and of light." (Mayeur, XI, p. 350). Similarly, the reality of the supernatural, its impact, its demands, and the folly of denying it, could be seen in politics, economics, and every other aspect of human life. The enemy of the supernatural, Cardinal Pie noted, thought that he was the friend of nature; instead he was actually nature's most aggressive enemy, and an ignorant one to boot. Central to this theme of natural-supernatural interaction was the role of the Church as Christ continued in time. For the Romanists, the Church was Jesus in action on earth today, possessing a spiritual significance far surpassing anything obviously natural in her structure. Discussion of the Church in this context enabled the Roman School to place the functions of pope, bishop, and priest in a different light than a purely juridical treatment of their responsibilities would allow; to stress their character as "other-Christs" active in the world. Romanists underlined the same theme in explaining every other "fleshly" aspect of the Church's activity, from the most sacramental to the most mundane. A correct understanding of the Church as Christ-continued, Liberatore wrote in the CiviltÓ, would so transform one's appreciation of her that "the very carriages of the cardinals would change their appearance in your eyes" (CiviltÓ Cattolica, i, 7, 533). The Church was the chief manifestation of the supernatural's penetration of the natural world and the chief instrument for awakening consciousness of the practical meaning of that penetration. Such a concept, while fed from many sources, was especially nourished by the ideas of Johann Adam M÷hler of the University of TŘbingen, whose works Giovanni Perrone (1794-1876), professor at the Gregorian in Rome from 1824-1863, made known to many of his influential students: Carlo Passaglia (1812-1887), Clemens Schrader (1820-1875), and Johannes Baptist Franzelin (1816-1886). Perrone was also a channel of M÷hler's ecclesiology to the Jesuit editors of La CiviltÓ Cattolica: Luigi Taparelli d'Azeglio (1793-1862), Matteo Liberatore (1810-1892), and Carlo Maria Curci (1809-1891). Year after year, these Jesuits churned out articles dealing with the consequences of the concepts of natural-supernatural interaction and of the Church as Christ-continued for all aspects of life. "Official" acceptance of the entire argument took many decades. Pius X's adoption of the motto "to transform all things in Christ" and the encyclical letter of Pope Pius XII on the subject of the Mystical Body in 1943 clearly illustrated its ultimate impact. A second theme intimately connected with the doctrine of the interaction of nature and the supernatural was that of a spirituality emphasizing the friendship offered man by God, and the ascent to the divine to which every individual was invited. On a theoretical level, such a theme entailed emphasis upon the concept of individual divinization in Christ. This, again, was a favorite topic of the editors of the CiviltÓ, who persistently argued that membership in the Church meant participation in the life of the God-Man, and hence in every conceivable perfection, human freedom and human personality thereby being raised to heights undreamed of by any rationalist. On a popular level, the theme of friendship and closeness to God, attained through humble union with the God-Man, brought with it a victory for the anti-Jansenist moral theology of Alphonsus Liguori (1696-1787), which recognized the importance of human labor in the upward path. Brunone Lanteri (1759-1830), inspirer of the lay/clerical amicizie cattoliche in Italy, Cardinal Thomas Marie Gousset (1792-1866), Archbishop of Rheims, in his Justification de la thÚologie du bienheureux A.M. de Liguori of 1832, in France, and the Redemptorists everywhere all waged vigorous combat for the victory of Liguorian thought. Its triumphant march was accompanied by a revivification and expansion of a variety of devotions providing flesh and blood manifestations of spiritual realities loathed by Jansenist and Enlightened Catholics of the previous era. Nothing illustrated the divinization of a part of nature through incorporation into the life of a Divine Person better than devotion to the Sacred Heart of Jesus. This devotion, hated by the Jansenists perhaps more than any other, enjoyed enormous popularity wherever the Roman School gained influence. One can follow its recovery, from strength to strength, in the fortunes of the Apostolate of Prayer, begun in 1844, in the pages of The Sacred Heart Messenger (1861), in the ceremony of the consecration of the world to the Sacred Heart in 1875, and in Leo XIII's encyclical letter, Annum sacrum, of May 25, 1899. A very un-Jansenist devotion to the saints was similarly encouraged by the Roman School, with the exaltation of Marian practices heading the list. The cults of the Sacred Heart of Mary, of Mary as Mediatrix, of the Miraculous Medal, of Our Lady of La Salette (1846) and of Lourdes (1858), along with Leo XIII's fifteen encyclicals on the Rosary and the publication of the previously ignored works of Louis Grignion de Montfort (1673-1716), all testify to the importance Marian devotion attained in the course of the century. Finally, the practice of going on pilgrimage to traditional holy places was fervently revived after having been a special target for abuse in the 1700's. Restoration of the pilgrimage to revere the Holy Coat of Trier in 1844, which attracted hundreds of thousands of participants, and the use of the very modern tool of the railroad to reach pilgrimage sites, especially impressed contemporaries as unexpected but unquestionable signs of changing times. Perhaps most importantand anti-Jansenistof all was the renewed nineteenth-century interest in the Eucharist as the prime means of uniting natural man with a supernatural God. Eucharistic emphasis led to the call for an earlier introduction to and more frequent reception of the Sacrament. La trŔs sainte communion of Gaston de SÚgur (1820-1881) was one of the many significant works encouraging such practices. Proponents of the Roman School were also active supporters of public Adoration of the Eucharist, both perpetual and nocturnal adoration spreading everywhere with papal approval in the years after 1850. Eucharistic Congresses, involving processions, adoration, and theological conferences, also began in the 1870's through the work of Marie Tamisier (1834-1910), Gaston de SÚgur and others. These gradually became international affairs, the Eucharistic Congress of Jerusalem in 1893 foreshadowing the the world-wide significance they would attain in the 1900's. Liturgical revival inevitably accompanied that of eucharistic devotion. Conviction of the powerful role that the liturgy was meant to play in the life of the whole Christian community and in that of each of its individual members became a major theme for Benedictine spirituality, its starting point being the work of Dom GuÚranger and his AnnÚe Liturgique (1841). A liturgical movement grew from its original center in Solesmes (1838) to the associated abbeys of Beuron (1862), in Germany, under Marius Wolter (1825-1890), and Maredsous (1872), in Belgium, with its great liturgist, Gerard van Caloen (1853-1932). It was at Maredsous that the first influential Missel des fidŔles was published in 1871, fourteen years after the last papal condemnation of such a translation of the Mass into the vernacular, and twenty-six before prohibition was quietly dropped in 1897. Eucharistic and liturgical revival were given powerful support through Pius X's endorsement of early and frequent reception of the Sacrament by a laity which knew, prayed, and sang the Mass together. Neo-scholasticism was a third element in the Roman School's approach. A return to the teaching of the scholastics had been advocated since the first half of the century, when men like Taparelli d'Azeglio became convinced that only a grounding in a well-organized body of Christian thought would provide the Catholic student with a means accurately to digest and judge the complexity of the modern anti-religious intellect. Similar concerns motivated Bishop Wilhelm Emmanuel von Ketteler (1811-1877) of Mainz, who was also certain that modern social problems could be efficiently addressed in a more Catholic manner if tackled logically with scholastic rigor. Italy and Germany thus became major centers for reviving scholastic studies, which, far from being merely neglected in Catholic circles during the course of the previous century, had often positively been prohibited. Neo-scholastics such as Joseph Kleutgen (1811-1883), author of Die Theologie/Philosophie der Vorzeit Verteidigt, became extremely active by the time of the First Vatican Council. Although the neo-scholastic renaissance involved study of many of the different thinkers of the twelfth and thirteenth centuries, most of those engaged in it became convinced of the superiority of St. Thomas and of the commentaries on St. Thomas produced in the sixteenth century by Cardinal Cajetan (1469-1534). Leo XIII, through his encyclical letter Aeterni Patris of August 4th, 1879, and his patronage of the Leonine edition of the works of the Angelic Doctor (1882), gave to Thomistic studies pride of place in the Catholic world. Journal after journal, and Catholic center after Catholic center, including the great Catholic University of Louvain in Belgium, began to dedicate itself to intellectual work in this tradition, the Accademia romana di San Tommaso, established 1880, providing the model for much of their labor. A fourth theme, and the one justifying the designation of the School as a whole as "Roman", was an emphasis upon the role of the Papacy in every aspect of Church life, and a concomitant movement towards administrative centralization. This was inspired by theological considerations, admiration for the sufferings of Pius VI and Pius VII at the hands of the republican and Napoleonic governments, concern for efficacious action in a world of ever more centralized, revolutionary, anti-Catholic political and social forces, and frustration with the inadequacies of local ecclesiastical authorities. Stirred by Joseph de Maistre (1754-1821), FÚlicitÚ de Lamennais (1788-1854) and the Mennaisiens in general, a neo-ultramontanist movement began, aided also by Protestant converts to Catholicism and a host of priests angry for one reason or another at their local Ordinaries. Neo-ultramontanism's enlistment of the Papacy in its plans dates from 1831 onwards, though it really had to await the reign of Pius IX (1846-1878) before arrival at the center of the papal stage. The First Vatican Council and the proclamation of the dogma of papal infallibility demonstrated its victorious progress most dramatically. Vatican One also pointed the way to an extensive editing of canon law in a neo-ultramontanist sense, completed in 1917, emphasizing an ever-greater centralization of Catholic activities under the Holy See. Finally, the Roman School was charged with a sense of mission. It was convinced that it had a message for the world that could complete and exalt all of nature, a message whose neglect could only result in both supernatural and natural disaster. Catholic dogma had a supernatural and natural telos which could only be fulfilled if Christ were made the King of Society at large and of individuals personally. An early witness to this conviction can be seen in the Mennaisien Olympe Philippe Gerbet's (1798-1864) book, ConsidÚrations sur le dogme gÚnÚrateur de la foi catholique (1829). Later ones appear in the writings of Juan Donoso Cortes (1809-1853) and of the editors of La CiviltÓ Cattolica. The sense of urgency and drama felt by all of them is well depicted in one major article of that Roman Jesuit journal: O dio re colla libertÓ, o l'uomo re colla forza. ("Either God as King with Liberty, or Man as King Through Force"). Catholics had to transform the world in Christ, or the world would be handed over to the perverted free will of libertine tyrants to destroy as they pleased, and sooner rather than later. Two consequences flowed from this fifth of the Roman School's themes. One was that, given the political and social activity connected with transforming the world in Christ, the laity, the natural militants in secular society, had to be looked to as the Church's chief agents in ordinary daily Catholic Action. The call to arms of the laity was a nineteenth century mobilization, and the proponents of the Roman School were very much the recruiting sergeants. A second consequence was the great care and suspicion with which modern man and modern civilization had to be approached, given their rejection of the reality of the supernatural as an active and positive element in natural life. Modernity, to the Roman School, meant a desire to barricade oneself in nature alonenaturalism; and naturalism meant the destruction of the human personality and all of the perfections offered to civilization by God. Romanists could thus enthusiastically defend proposition number 80 of the Syllabus of Errors, which enunciated the impossibility of a reconciliation of the Roman Pontiff with "liberalism, progress, and modern civilization". Such a reconciliation meant the embrace of slavery to self-deluding will and technologically-advanced barbarism. A laity armed with knowledge and grace was therefore called to a joint offensive-defensive action. Many Romanists allowed it wide scope for tactical experimentation in pursuit of victory, while urging retreat into Catholic fortresses should success be denied. There were, indeed, flaws in the approach of the Roman School which its friends ignore or deny at their own peril. In fact, in so far as these flaws were ignored or denied, they grew to undermine the very foundations of the School itself. Let us briefly pause, therefore, to glance at some of them, and in a way that parallels the main themes outlined above. A conviction of the reality of the interaction of the natural and the supernatural may have encouraged many proponents of the Roman School dangerously to over rely on supra-rational explanations for historical events. Hence, to take but a single example, the sense that "war in heaven", with apocalyptic overtones, was guiding the course of nineteenth-century human history, seems to have been one of the factors contributing to French Catholic inaction and resignation to the passage of anticlerical legislation during the early years of the Third Republic, from 1877 through the 1880's. History, to some Romanists, seemed to belong to God alone, and God was therefore seen to be the physician for history's problems, either directly or through the medium of a providential personality, such as a sacred monarch. Human organization to head off disaster could be construed almost as an insult to salvific supernatural forces. But no discernable miracles were forthcoming, and a Catholic defeat which perhaps need not have taken place ensued. France was not the only land where some believers' response to defeat involved retreat into a ghetto to await a retribution which they thought would surely fall upon the enemy from on high. Thankfully, numerous French Catholic luminaries, such as Albert de Mun (1841-1914), rejected this pious defeatism, and helped to prepare the way for the activism of the following century. The assistance of many more men would have been required to turn the tide in his own day. It may also be argued that the Roman School was so concerned for illustrating the interaction of the supernatural and the natural in the Church institutionally that a number of its most prominent spokesmen gradually ignored the consequences of the Incarnation for the individual believer. While it is true that the reality of the divine element in the visible, hierarchical structure of the Church is in itself so awesome as to take away the breath of the reverent believer, it is equally true that a complete understanding of the divine role of this hierarchical institution requires meditation on the transformation in Christ of each of its constituent members. Romanists certainly did not begin by neglecting individual "divinization", as consultation of the articles of La CiviltÓ Cattolica clearly indicates. Nevertheless, such meditations as those of its Jesuit editors may have lessened as the nineteenth century moved into the twentieth. But this is hard to say. Only further study of Romanist journals of the time periodwhich is sadly lackingwould be able to tell for certain. Again, it does appear to be true to say that the rediscovery of an incarnational piety eventually took precedence over the rediscovery of other aspects of the Catholic past, thus placing the need for a scriptural, patristic, and general revival of knowledge of the theological and historical sources of the Faith in still greater relief. Contemporary apparitions came to resonate more in the minds of some individuals than the words of the Gospel or that of Councils and Popes. Ironically, the piety which is thus exalted is actually weakened, in the long run, if it is emphasized at the expense of familiarity with the apostolic and ecclesiastical testimony from which its very justification and value is derived. In other words, neglect of the ground of the Faith in exchange for an exclusive or exaggerated commitment to a particular pious practice, even one which has the highest backing of the Church, may well bring that specific practice itself into question over time. Critics of the Roman School claim that the piety thus inspired was an egotistical one, centered upon individual devotions and stressing self-sanctification at the expense of a more balanced appreciation of the unity of all believers in that communal enterprise of adoration of the True God from which personal sanctification flows. This self-centeredness was then said to stand as an obstacle to true liturgical revival. One might well note in passing, however, that such a complaint seems to contradict or at least weaken the argument that adulation of the character of the Church gradually obscured interest in personal union with Christ. A third potential defect of the Roman School, and an ironic one, is its rationalism. Despite the fact that the Enlightenment and its heritage are often popularly thought to have been rationalist in character, the "Age of Reason" was, in fact, reductionist in its arguments, allowing scope for only one kind of experimental reasoning to flourish. This experimental reasoning soon began to understand human life as something hopelessly enchained to passion, will, subjective value judgment, and irrationality. Nineteenth century Catholicism, on the other hand, was one of the few forces defending the objective value and significance of the human reason as such. The First Vatican Council gave eloquent testimony to this fact with its Dogmatic Constitution Concerning the Catholic Faith, which reiterated the Church's belief that reason could prove the existence of God. The problem lay not in this defense of reason, but in the tendency by the end of the century and the beginning of the next to focus on one specific line of speculative reasoningThomistto the exclusion of other philosophical approaches. This exclusivity was accompanied by a neglect of historical and other studies which would have helped to reveal the inadequacy of such a development. Thus, it was often only with great difficulty, and with accusations of suspicious orthodoxy to boot, that one could speak of the historical context in which men like St. Thomas Aquinas wrote, suggest that this context necessarily limited the completeness of their work, and argue that their labor could well be complemented by the efforts of other thinkers of other eras. To say that the method and writings of St. Thomas are not in and of themselves completely sufficient, to argue that they do not by themselves alone give the fullest possible expression to the Christian Faith, to discuss the historical circumstances in which St. Thomas labored and how these may have limited the scope of the questions to which he directed his attention, is not at all the same as saying that Thomism is wrong or beside the point. Similarly, to say that knowledge of Christian dogma might grow beyond the manner in which St. Thomas expressed it is not the same thing as denying to dogma an objective, God-given content, anymore than appreciation of St. Thomas's doctrinal use of Aristotelian language amounts to a denial of the divine character of the non-Aristotelian doctrinal statements of the Apostles. Still, such inferences were often drawn by many members of the Roman School, with the consequence that any non-Thomistic, biblical, patristic, experiential, or historically-based exploration of the Faith, was often condemned as "Modernist" or intrinsically invalid. This proved to be especially unfortunate when clever students, realizing the gaps in their education, confronted less than gifted teachers who failed to address real problems in a substantive way, and yet presented their work as "authoritative". It was under circumstances such as these, by the 1890's, that students were seduced by true heretics with superior teaching skills and charismatic personalitiesmen such as the scriptural scholar Alfred Loisy (1857-1940). Neo-ultramontanism also had its negative side which, alas, has become more clear to traditionalist Catholics in recent times. Like all centralizing movements, it caused problems at the diocesan level, hampering the development of local initiative. This was not so much due to the disturbing but ultimately salutary rocking of the many rather listless parochial boats of the day, as it was to a gradual encouragement of the hope that Rome could handle all future problems on its own. When Rome could not do so, or when Rome itself became a source of confusion, local clerical and lay stimulus to confront debilitating crises was often therefore missing. Moreover, the manner in which the definition of Papal Infallibility was "resolved" at Vatican One was itself problematic. Official plans had called for a general schema on the nature of the Church to be discussed and promulgated at the Council, and it was into this schema that the issue of Papal Infallibility was introduced. Difficulties arose, however, due to intense lobbying for and against the doctrine, inside and outside the Council. Problems also accompanied the lifting of the discussion of Papal Infallibility from the basic explanatory framework in which it was embedded, and treating it on its ownfirst, and out of context. The storm grew more violent still. When it was calmed, the resulting definition in no way met the expectations of more fervent Infallibilists. Fallout from the Franco-Prussian War then shut the Holy Synod down, leaving the schema on the Church a schema alone. Vatican One did indeed bequeath the Catholic world a real understanding of the importance of papal power and prerogatives, but failed adequately to explain how these were to be practiced, and what relation they had with the work of ordinary bishops in their own dioceses. It especially left a certain confusion about how Infallibility applied to the use of the Ordinary Magisterium, feeding that constant debate over whether or not it actually had been invoked in specific matters that we have witnessed for one hundred thirty four years. Parenthetically, however, in defense of the Council's procedure, one ought to note that all such synods have tended to treat issues as they arose, in the envelope of ecclesiastical crisis. All have thus left terrible conundrums for posterity. Still, the confusion was real, and many Romanists acted, unjustifiably, as though the maximalist position which had definitely not been adopted by the Council was the one that "real Catholics", in practice, were obliged to accept anyway. Fifthly, the call for transformation of everything in Christ through the activity of a mobilized laity had the undesired consequence of promoting laicization within the Church. Such difficulties were not new. They have always followed upon attempts to achieve a deeper understanding of what the Christian life entails for all the members of the Church. They have, in fact, manifested themselves repeatedly since the tenth century, at which time the first serious attempts were made to dig deeper into the meaning and repercussions of the Incarnation. Roots of the dilemma go back far indeed, and the issue itself is examined in more detail in my upcoming article entitled All Borrowed Armor Chokes Us. Suffice it to say, at the moment, the laity became more conscious, through the work of the Roman School, of its own mission and responsibilities. That consciousness opened it to a willingness to judge its ecclesiastical guides and their performance as spiritual leaders. Such judging led to many laymen and laywomen presuming that the Teaching Church had, herself, to be taught, and to be taught from the bottom up by the faithful as a whole. Hence, ironically, a Jansenist presbyterianism broke through the armor of Romanist neo-ultramontanism. Moreover, dangerous Mennaisien influences reappeared through the medium of the Roman School as well as through that of its enemies, the democratic (though ultramontanist) laity claiming the right to command insufficiently intransigent priests and prelates in the new age that was a-dawning. Harshness of spirit and tone, attribution of nothing but bad motivation and hidden heresy to opponents, and stubborn conviction of the necessity and goodness of their own approach were, indeed, not absent from the work of many prominent standard bearers of the Roman School. This was true of laity and clergy, high and low, alike. Denunciation and calls for papal support of the denouncers accompanied the growth of the movement throughout the nineteenth century and into the next. But where did this spirit come from? It definitely did not come from Rome. Rather, it too, to a large degree, was the inheritance of that prophetic brutality of the Mennaisiens, lamented from the 1820's onwards by many bishops, including those who were not hostile to much that the disciples of Lamennais had to say and offer. Although his followers may well have condemned and abandoned their master, many seem to have found his whole brutal, prophetic deportment more difficult to reject. Anyone interested in investigating this question further can do so by examining the rough tactics utilized by Mennaisien reformers in order to rid French seminaries of Gallican texts and to introduce the Roman Liturgy into French dioceses with different ancient traditions. A number of the criticisms of the Roman School outlined above can be discovered in the writings of some of its most prominent membersthe editors of La CiviltÓ Cattolica and l'Univers, theologians of the caliber of Cardinal Pie and Cardinal Victor Dechamps (1810-1883) of Malines, neo-scholastics like Joseph Kleutgen, liturgists such as Don GuÚranger, the historian, Ludwig von Pastor, and Popes Leo XIII and Pius Xand often in very unexpected ways indeed. Hence, the fervent ultramontanists, Pie and Dechamps, were among the most harsh judges of exaggerations of the procedure and apologetics of the infallibalists at the First Vatican Council; the neo-scholastic Kleutgen demonstrated an awareness of the importance of history and mystical theology; Pastor presented individual nefarious popes in his "apologetic" history in anything but an apologetic manner; the "authoritarian legalist", Pius X, was the man who actually, in practice, democratized the Roman Curia and encouraged the revivification of the understanding of the liturgy as the communal prayer of the Church; and the Thomist Leo XIII did more for historical and scriptural studies than any pontiff of the century. In fact, Leo's insouciance regarding potential dangers emerging from uncontrolled studies underlines the absence of authoritative intervention during his long, centralizing pontificate: There are some restless and worried spirits who press the Roman Congregations to pronounce upon still doubtful questions. I oppose this, I stop them, because it is necessary not to prevent the intelligent from working. It is necessary to leave them the leisure to hesitate and even to err. The Truth can only win by this. The Church will always arrive in time to put them back onto the right path (Jedin and Dolan, IX, p. 330). Perhaps the case of Dietrich von Hildebrand in the twentieth century illustrates the point most clearly. Von Hildebrand spent much of his professional life criticizing the dominant neo-scholasticism of his contemporaries, pious practices obscuring the primary focus on adoration of the Godhead essential to true transformation in Christ, failures to appreciate the riches of the liturgy, and the dangers of the militant lay spirit running amok. Yet while doing so, he never, for one moment, considered himself to be anything other than a fervent supporter of a Roman School of thought. In fact, a meditation upon the example of von Hildebrand and all the other figures noted above, might lead one to reach the conclusion that the Roman School was actually a conglomerate of potentially contradictory tendencies, some of which definitely rose to the fore, though without destroying the others entirely. More than anything else, what then would appear faulty in its "curriculum" was a certain lack of coordination and rigorous self-examination, accompanied by a want of nuance and humor on the part of some neo-scholastics and exaggerated neo-ultramontanists holding important academic and curial positions But let us now turn to the opposition. In indicating a nineteenth century anti-Roman complex, I do not intend to speak of men who merely disagreed with certain features of the Roman School's approach, and happened to have frequent contact with those militantly rejecting it, figures like John Henry Newman (1801-1890) and Fr. Marie Joseph Lagrange (1855-1938). Newman was indeed concerned for the history of the development of doctrine in a way that appeared to give him more in common with anti-speculative historians than with the anti-historical theologians increasingly dominating the papal entourage by the time of Pius X. Lagrange did indeed lament the exegetical backwardness of many powerful leaders of the Roman School, who began to cause him severe difficulties when they fully realized where he was headed with his own scriptural studies by the time of the International Congress of Fribourg in 1897. Anti-Romanists admittedly did like to claim both of these men as sympathizers. Nevertheless, we have already seen that "card carrying" Romanists themselves could utter similar criticisms. Moreover, the attack by Newman on the kind of liberal theology which would later evolve into what is called Modernism, and the assault by Lagrange on Loisy's dogmatic refusal to allow even the possibility of a perception of supernatural activity in the natural world, created an iron curtain between their attitudes and the one that I am identifying here. Newman and Lagrange were men who thought with the Church, were sometimes unjustly treated by fellow Catholics, and whose intelligent criticisms required patience and perspicacity equal to their own to digest. One has to look elsewhere to locate the real center of opposition. The truly committed foes of the Roman School in the nineteenth century were a formidable lot, even if (for a time) defeated. Many of them were heirs of Enlightenment and Jansenist ideas about the relationship of nature and the supernatural, piety, theological methodology, the Papacy, and Catholic militancy in general. Others were supporters of condemned Mennaisien views concerning democracy and the need to submit to "vital" contemporary forces, spokesmen for the supremacy of a purely historical or scriptural approach to truth, or one basing itself on philosophical systems allowing no room whatsoever for speculative theology. Such thinkers bemoaned the Church's loss of esteem in the eyes of an "energetic", modern, secular world which the Romanists condemned. Nationalists also formed an important part of the serious nineteeth-century anti-Roman complex. Roman universalism represented for them an obstacle to a full appreciation of the truths taught by the individual genius of each ethnic group; "truths" which somehow regularly seemed to emphasize the enlightened, Jansenist, democratic, vitalist, and anti-speculative attitudes indicated above. More specifically, followers of the "Kantian" Georges Hermes and "Hegelian" Anton GŘnther (1783-1863), both of whom ran into certain troubles with the Holy See, helped to form the nineteenth-century anti-Roman complex in Germany. They were joined by a few angry historians, the most famous being Ignaz von D÷llinger (1799-1800). D÷llinger resented the growing flirtation of many of his fellow countryman with what he irrationally dismissed as an outdated scholastic theology. His speech on "The Past and Present of Theology" at the Congress of Munich in September of 1863 was a declaration of war upon the Roman School. D÷llinger's anti-scholastic historicism had a great impact upon vehement anti-Romanists outside of Germany as well, Lord John Acton (1834-1902) prominent among them. Many of the disciples of GŘnther and D÷llinger formed the backbone of the schismatic Old Catholic Church, which refused to accept the decree of Vatican One on Papal Infallibility. Admirers of the Protestant biblical exegesis of David Strauss (1808-1874) and Ferdinand Christian Baur (1792-1860) increased the numbers of the anti-Roman cam. So did governmental bureaucrats upset by the ecclesiastical autonomy demanded by Romanists, and moralists convinced that their anti-Jansenist spirituality would shape a vulgarized, superstitious, and lazy Catholic flock. Those stirred by German national feeling were not averse to calling in the secular authority to support their positions when they believed that such intervention could guarantee them victoryhence, the Old Catholic encouragement of German states engaging in Kulturkampf in the 1870's. The French anti-Roman complex was created by an alliance between Gallicans and certain Mennaisiens which would have been deemed inconceivable before 1850. Gallican-minded bishops had, up till that point, been deeply angered by the assault on their seminaries and their liturgies by the neo-ultramontanism of which the Mennaisiens had been a major stimulus. Such bishops, however, generally supported French governmental policies, whatever they might be. Thus, when the Second Empire entered the lists against militant, anti-modernist "Romanism", they were gradually able to make common cause with Mennaisiens like the Liberal Catholic, Charles de Montalembert (1810-1870). Montalembert's speech on liberal concepts of freedom and separation of Church and State at the Congress of Malines of 1863 had the same impact, mutatis mutandis, as that of D÷llinger at Munich. Although French bishops tended to be restrained in their outright anti-Romanism, some, like Henri Louis Maret (1805-1884), were quite openly eager to fight attempts by the Romanists to free the Church and Catholics from complete submission to the civil law. Again, as in Germany, they were joined by bureaucrats and Jansenists who lamented the turn of the tide against naturalism and enlightened piety. It was only gradually that the biblical criticism of a Joseph Ernest Renan (1823-1895), perfected by the work of men such as Alfred Loisy, and Kantian-based philosophical approaches populated the ranks of the anti-Romanists with a different clientele. French influences, along with those coming from Germany, were then central to the formation of the anti-Roman complex in other countries, Italy and the United Kingdom prominent among them. All-out foes of the Roman School were by no means always self-interested or off-target in their attacks. However, they differed from scholars like Newman and Lagrange in that their perspicacity was seriously marred by a bitterness and an arrogance that were as unedifyingif not, indeed, much more sothan anything they ascribed to their opposition. Every defeat rankled with them, justified or not. One sees in their writings and actions a desire for vengeance at the first available opportunity. One can almost imagine a collective unclenching of teeth in the graves of anti-Romanists across Christendom during the 1960's, as one ecclesiastical change after another apparently vindicated their own position. Conspiratorial myth-making was one of the anti-Romanist fortes. This is a bit ironic. Here were men who satirized as overblown and a-historical all efforts by speculative thinkers to tie together theological principles, historical developments, and pastoral approaches in modern times into some cohesive intelligible whole; men whose dislike of speculation contributed mightily to killing that speculative schema on the Church at Vatican One which would have made the infallibility decree more cohesive, comprehensible, and efficacious. And yet they insisted upon belief in the existence of a murky, age-old intellectual-political plot, led by intransigent Jesuits and their scholastic drones, responsible for every setback and defeat that they and progress-loving peoples everywhere experienced. One would be tempted to sayas Modernists do when rejecting Pius X's attack upon them as members of a unified alliancethat there would be no "Roman School" to criticize at all were it not for the work anti-Romanists did in bringing its disparate elements together into what was actually an artificial and illusory union. Though it is tempting to argue that the Roman School existed only in the minds of its opponents, there were clearly those who relished the title of Romanist, and felt a spirit of camaraderie with others of like mind. Let us therefore, if only for their sakes, admit its substantial reality. Insofar as it did exist, however, it was, as indicated repeatedly above, both a more divided and a much more nuanced and positive force than its opponents from the 1800's onwards have made it out to be. What is most striking about the picture painted of the Roman School by the twentieth century anti-Roman complex is just how much its strong and weak features are simultaneously neglected by it. Why should this be the case? A conscious desire on the part of the anti-Romanists to distort "Romanism" cannot be excluded as an hypothesis, though the effort to prove and document this would require a book-length study. In any case, there is another, ironic explanation for the shortcomings of the critique which is readily available. It is, once again, fair to say that the dominant Romanists did not give to historical studies the importance that they deserved, and that despite the School's birth in a rediscovery of the Christian past. Nevertheless, infinitely more damage has been done to Church History in the long run by the anti-Romanists of our own day. This is due to the fact that contemporary anti-Romanists have embedded the appreciation for a rigorous historical methodology which they inherited from their nineteenth century ancestors in that overall Modernist vision of life which glorifies will, action, and prophetic democracy. And this vision has the contrary effect of justifying a complete disdain for the "dead past". In other words, twentieth century anti-Romanists teach us a great deal, in practical terms, about how to research and write history in a superior manner, but they also have given us all the reasons for not bothering to take up that historical activity in the first place! History, like metaphysics, is a block to a completely vital, action-centered, liberated life. It provides too many lessons, too many models to follow, all of which hamper guidance from one's own creative will, whose veracity and goodness is proven through success. A Mennaisien faith in an emerging, evolving Christianity, taught by the People and its Prophets, provides another impulse to look forward and ignore what lies behind. Actually, the same result follows with respect to other studies neglected or treated with restraint by the Roman School, such as sociology. A powerful stimulus to rigorous sociological work is given by the critics, but fitted into that view of life which (to paraphrase James Burnham's critique of Eleanor Roosevelt) dissolves every solid bit of evidence in a murky goo of directionless will and democratic rapture. In the last analysis, the anti-Romanists of our own day seat us upon a mountain of data, and then tell us to make our judgments on the basis of what we "will" and "feel"; whatever succeeds in giving us that which we desire. They then appeal to our "faith-in-the-future" to revive our flagging spirits when unhappiness ensues. Where does all this lead us with respect to an accurate historical appreciation of the Roman School? Into a black hole. For the anti-Romanist foot soldier of modernity, history is really only valid in so far as it can help to guide us to a confidence in will, action, and democratic faith. Historical research into an understanding of the growth of this confidence is undertaken and praised, and, given the Roman School's basic failure to support such confidence-building, much attention is devoted to its terrible error in this regard. Positive teachings of the Roman School, which explain the reasons for its theological and philosophical stance, are ignored as a useless waste of vital human time and energy. Any of its true flaws that might impact badly on the modern vitalist argument are tossed into the abyss along with them. Creative historical writing thus becomes the rule. To hate the Roman School is to know it; to know it in its fullness is beside the point. One all too famous history of the reign of Pope Pius IX devotes pages to a description of the "vital" and "forward-looking" journal l'Ere nouvelle, which lasted but briefly in 1848, while it pays scant attention to La CiviltÓ Cattolica, founded in 1850, and still published today. This is because La CiviltÓ Cattolica testified to the positive character of the anti-modern Roman School. I, personally, had discussions at Oxford with a scholar who criticized vehemently the "obscurantist" character of that journal, while at the same time I was enjoying the privilege of cutting open large numbers of the thousand pages of its volumes for the fifteen year period from 1850-1865, thus, presumably, becoming the first man actually to read them in the university library as well. I would not be surprised if the same were true for students in other libraries elsewhere. The committed opponents of the Roman School have no interest in its history as such; a scholar making a painstaking case for its achievements according to the best rules of the modern historiography to which they themselves ascribe is lost in space. A public formed in the spirit of willful, democratic, prophetic action has no time for him. It has more vital, energetic, important things to do than finding out the simple, boring, truth. The result is that very few people have any idea of the positive accomplishments of the Roman School. They know little or nothing about its concern for the doctrine of the Mystical Body of Christ and of individual divinization, concepts partly inspired by men like M÷hler, whom proponents of the New Theology of the 1930's and 1940's claimed to be rediscovering for the first time. They know little or nothing of the Roman School's sustained fight for Catholic universalism against arrogant, condescending, secularist, modernist imperialists. They leave buried in scholarly texts the record of the Romanist battle versus nationalist parochialism, alongside rabid, chauvinist, progressive pronouncements which would make most twenty-first century liberals shudder. They are, in short, ignorant of the central nature of the struggle of the Roman School against modernity, which was a fight for human freedom and dignity against the fraudulent gods of democracy and arbitrary willfulness. Similarly, few people are aware of what I think to be the greatest (though unwitting) flaw of the Roman School: namely, its tendency, in seeking to galvanize the entire Catholic population, to open the backdoor to the carping presbyterianism and lay, democratic, Mennaisien spirit which I discuss in All Borrowed Armor Chokes Us. And, finally, almost no one recognizes that the anti-Roman complex is really not new at all; that a great deal of what it stands for, both in general and in its specifics, concerning themes ranging from Church organization to liturgy to the relationship of the ecclesiastical authority to the State and to common law, is actually resurrected Enlightenment and Jansenist theology, philosophy, and pastoral vision, gussied up in ball gowns designed by Lamennais. I have often quoted Louis Veuillot's observation that Catholics grow worse the farther they stray from their beliefs, while their opponents grow worse the more faithful they stay to theirs. Something similar might be said for the proponents of the Roman School and their enemies. The spirit of the Roman School contained within it the stimulus to the rediscovery and development of the whole Catholic Tradition; the narrowness and bitterness of a number of its followers led them away from that high road down limiting and even self-destructive byways. The critical spirit of many of the enemies of the Roman School, on the other hand, enabled them to pass down immensely valuable insights to their present-day heirs. But that critical outlook was set to work in minds shaped essentially by bitterness, Jansenism, and an adulation of the will, energetic action of whatever variety, and the religion of democracy. Such minds were poisoned, and their Catholic Faith badly obscured, provoking understandably vigorous, though sometimes disjointed, and often equally acerbic reactions from Romanists. A retreat from the cult of modernity would put the specifics of the criticisms of the anti-Roman camp into rational perspective. The Roman School needed better and more fully-rounded Romans, something which merely critical opponents could have helped to produce. It did not need a full-scale dismantling, and the establishment of a company of enlightened, Jansenist, Mennaisien cheerleaders in the campus of the saints.	fwe2-CC-MAIN-2013-20-44373000
- This article, or parts of this article, has been imported from the page Wikipedia:Egypt. Egypt (Arabic: مصر, romanized Misr, officially the Arab Republic of Egypt, is a Middle Eastern country in North Africa. While the country is geographically situated in Africa, the Sinai Peninsula, east of the Suez Canal, is a land bridge to Asia. Covering an area of about 1,001,450 square kilometres (386,560 square miles), Egypt borders Libya to the west, Sudan to the south, and Israel and the Gaza Strip to the northeast; on the north and the east are the Mediterranean Sea and the Red Sea, respectively. Egypt is the sixteenth most populous country in the world. The vast majority of its 78.8 million population (2006) live near the banks of the Nile River (about 40,000 km² or 15,450 sq. miles), where the only arable agricultural land is found. Large areas of land are part of the Sahara Desert and are sparsely inhabited. About half of the Egyptian people today are urban, living in the densely populated centres of greater Cairo, the largest city in Africa and the Middle East, and Alexandria. Egypt is famous for its ancient civilization and some of the world's most ancient and important monuments, including the Giza Pyramids and the Great Sphinx of Giza; the southern city of Luxor contains a particularly large number of ancient artifacts such as the Karnak Temple and the Valley of the Kings. Today, Egypt is widely regarded as the main political and cultural centre of the Arab and Middle Eastern regions. Egypt's popularity as a tourist destination continues to grow amongst European countries, particularly in Italy, Germany and the UK. Whilst tourists have traditionally visited Egypt in search of the ancient monuments the country is famed for, many are now drawn by the lure of the bordering Red Sea and the magnificent sea life within. As a result, Egyptian holiday resorts including Sharm El-Sheikh, Taba, Hurghada and Marsa Alam are growing increasingly popular with diving enthusiasts.	fwe2-CC-MAIN-2013-20-44376000
What is Bullying? Bullying is the act of intentionally causing harm to others through verbal harassment, physical assault, or other more subtle methods of bullying such as manipulation. The Word "Bully"They are bullied at home They are jealous of others They feel superior To get attention They are cliqued with the wrong group They are taking their anger out on others What does the word make you think of? For some people, it's that girl at school who always make fun of them. For other its the biggest guy in the neighborhood who's always trying to beat them up or take their things. Sometimes "bully" means a whole group of kids, ganging up on someone else. Bullying happens everywhere. Whether it's your town or across the world, bullying happens everywhere you go. It happens all the time, since the beginning of time. Because it's so common and impossible to stop, many adults think it is a normal part of growing up. As a parent you might have said things like "Don't let it get to you" or "You just have to toughen up" and even "Suck it up!" Why Do Bullies Bully?	fwe2-CC-MAIN-2013-20-44386000
Doing things with paracord has become very popular. This lesson will show you how to build a simple jig that will make tying the paracord bundle or fob much easier and how to tie a length of paracord into a small package that can quickly be undone. There is a YouTube video at the bottom that shows all of this as well. - measuring and layout - selecting a drill size, a simple depth indicator and drilling holes in wood - paracord wrapping and tying - bits – twist drill type - pencil for marking - clamp (desirable) - board – 2×4 or similar at least 18″ long - two round school pencils - tape – masking or blue painters - Using your ruler and pencil or sharpie measure from one end of your board and make a mark at 4″, 6″, 8″, 10″ & 16″. You want these marks to be in the center of the board. - Select the drill bit the size of your pencils and hold it next to the board so that the point is a little higher than the bottom of the board and put a piece of tape on the bit even with the top of the board. This is your depth indicator. - Put the bit in your drill and drill the holes, stopping when the tape reaches the top of the board. Try to keep the drill a vertical as possible, this is called plumb by carpenters. - Put the pencils in the holes and you are done. The advantage of a jig for anything is repeat-ability. In this case you can learn how many wraps each length of paracord needs to come out correctly. I’m not even going to try to explain how to use the jig, watch the video. However I did list the settings I’ve found to work at the bottom. You may need to adjust them for the way you tie, but this will give you a starting point that should at least work. The first hole always gets a pencil and 2nd pencil is placed in the hole that corresponds to the length of paracord you are using and then wrap the number of times indicated. Again see table below the video for the values that worked for me.	fwe2-CC-MAIN-2013-20-44390000
\|Stylistic origins\|\|Rock and roll • folk • rockabilly • ska • surf rock • garage rock • glam rock • pub rock • protopunk\| \|Cultural origins\|\|Mid-1970s, United States, United Kingdom, and Australia\| \|Typical instruments\|\|Vocals • electric guitar • bass • drums • occasional use of other instruments\| \|Mainstream popularity\|\|Topped charts in UK during late 1970s. International commercial success for pop punk and ska-punk, mid-1990s–2000s.\| \|Derivative forms\|\|New Wave • post-punk • Gothic rock • alternative rock • grunge • emo\| \|Anarcho-punk • art punk • Christian punk • crust punk • garage punk • glam punk • hardcore punk • oi! • Riot Grrrl • skate punk\| \|2 Tone • anti-folk • avant-punk • Celtic punk • Chicano punk • cowpunk • folk punk • Gaelic punk • Gypsy punk • pop punk • psychobilly • punk blues • punk jazz • ska punk\| Punk rock (or "punk") is a music genre related to rock music. It is often described as harder, louder, and cruder than other rock music. Many punk rock songs have lyrics (words) which tell angry stories or which use rude or controversial words. About punk rock[change] Punk rock is a style of music. Many musicians and punk rock music listeners ("punk rockers") want to protest or rebel against the norms or rules of society. Punks say that people should "Do It Yourself", which means that people should try to accomplish their goals using the materials in their own communities. Many punk bands make their own music recordings and distribute them without using a major record company. Many punks have strong political beliefs. Punk rock musicians are often mad at the government, the police, and laws. Many punk rock songs protest injustice, lies, and unfairness in countries. Almost all punks are leftists, who believe that a country should share the products and food that it produces with all the people in the country. Some punks are vegetarian or vegans, because they believe that animals should not be killed for food. Some punks are anarchists. Very few punks are conservative, libertarian, or Republican. Punk rock developed in New York City in the mid-1970s. Bands like The Ramones, Television, The Heartbreakers, Blondie, and Patti Smith played loud, angry songs. Many bands played at a club called CBGB's. The music soon spread to Australia and Britain, were bands started playing punk rock in 1976-1977. British bands like Buzzcocks, The Clash, The Damned, Generation X, The Jam, and Sex Pistols played punk rock music that was inspired by the music being played in New York, as well as by garage rock, pub rock, and other protopunk music. These early "punks" rejected the excesses of mainstream 1970s rock. They created fast, hard-edged music, with short songs, stripped-down instrumentation, and often political, anti-establishment lyrics. They often did controversial things, such as saying bad words in public. Many newspapers wrote articles about the "bad" behavior of punk rock musicians. In the 1980s, a new type of punk rock called "hardcore punk" or "hardcore" developed. Punk rock music began being mixed with Heavy Metal rock music. Many hardcore bands began playing in the United States. In the 1990s, punk rock began being mixed with pop music to create a new lighter style of music called pop-punk. Pop-punk bands include Green Day and Good Charlotte. Some pop-punk bands mixed punk rock with ska music. Pop-punk was still popular in the 2000s. Some people who like the 1970s-style punk rock criticize pop-punk because pop-punk is commercialized. Some people say that punk rock is dead. But that is not true, because the spirit lives on and many punk rockers are around today. - Bad Brains - Bad Religion - Black Flag - The Clash - Dead Kennedys - Green Day - Iggy Pop - Meat Puppets - Minor Threat - The Misfits - New York Dolls - The Offspring - The Sex Pistols - Social Distortion - "punk rock" (in English). Springfield: Merriam-Webster, Incorporated. 2010. http://www.merriam-webster.com/dictionary/punk+rock. Retrieved 23 January 2010.	fwe2-CC-MAIN-2013-20-44395000
Preparation. I wrote simple scenarios on the back of about 20-25 die cut fish and hid them around the primary room. (I didn't get into how Christ was a Fisher of Men for time's sake, but the idea was there.) - Your sister sits at your seat at dinner. You get mad and yell at her. - Your mom is working hard making dinner and the table isn't set. You say "I'll set the table!" - It's early in the morning and your mom says it's time to get ready for church. You are so tired but you get up and get dressed without complaining. - Your brother spills his crayons all over the floor. You say "You're going to be in big trouble and don't help him pick them up." How it rolled. We sang the song. I asked a teacher to choose two or three kids to each find a fish and bring it up. I read each scenario and the group gave me a 'thumbs up' if it was Trying to be Like Jesus or a 'thumbs down' if it wasn't. We came up with a solution for the scenarios that weren't Christlike. Then we sang the song again and two or three more children found fish. We continued until the fish were all found, sometimes singing just part of the song they needed work on. Why this worked. Lots of kids got to find fish. Everyone was involved in the singing and voting with their thumb. It moved quickly with the short scenarios. We got lots of repetitions of the song in. They really connected with the scenarios. SENIOR PRIMARYPreparation. I displayed a dozen paintings of Christ in action. For example, Christ healing the blind man, the boy Jesus working with Joseph, Christ calming the storm, Christ being baptized, etc. I gathered these pictures from the Gospel Art Kit and old calendars of paintings done by Simon Dewey and Liz Lemon Swindle. Explanation. I told the children that since we were singing about 'trying to be like Jesus' that we were going to share things we do that are like things that Christ did. I asked the children to look at all the pictures and find one that they connected with and then be willing to share what they do that is 'trying to be like Jesus.' How it rolled. First we sang one verse. Then I choose a teacher to send up two children from their class. The children each chose a picture and showed it to the group. They told (in one sentence) what was happening and what they do that is similar. Then we sang another verse and two more children came up until the pictures were gone. Sometimes they needed a little prompting from me, other times they did they whole thing by themselves. Child "Christ is raising the girl from the dead." Me "Have you raised anyone from the dead?" Me "Have you helped anyone that was sick?" Child "Yes, I helped my mom when she had surgery." Me "What did you do?" Child "I filled up her water bottle and helped her get up. I cleaned up the kitchen." Me "I bet she really appreciated that. You know when you help her you are doing exactly what Jesus would do. You are being like Jesus." Lessons learned. I especially loved the connections they made with two of the pictures. One was with the picture of Christ calming the raging sea. I asked what raging seas we might see during the day. 'Arguing or anger' was the answer and we talked briefly about being the peacemaker. Another was with the picture of Christ carrying a child on his back by Liz Lemon Swindle. An 11 year old girl chose that one and talked about taking care of her little brothers and sister. I told her that Jesus loves her little brothers and sister so much and is so happy when she treats them with love. IDEA FOR SMALL PRIMARIESIf my primary group was smaller I would ask the parents to tell me about an instance when their child did something that was showing that they are trying to be like Jesus, and share them between singing verses of the song. Even better, have them send a picture of them doing something Christlike and make a video of it set to the song.	fwe2-CC-MAIN-2013-20-44396000
If you shop in the City of San Jose, beginning January 1, 2012 (that's about 4 months away) there will no longer be disposable plastic bags for your merchandise. That means you will need to bring your own bags to put your groceries or other purchases in. Plastic bags are a convenience that just isn't worth the price on the environment. Did you know that plastic bags are the most commonly found items during creek clean-ups or that Californians use 4 million plastic bags a year? Plastic bags are considered to be dangerous to over 260 species of wildlife including sea turtles who mistake the bags in the ocean for jellyfish and then try to eat them. Swapping out plastic bags for reusable ones is a change that everyone can easily make! What can you do to get ready for the change? Recycle your plastic grocery bags by turning them into "yarn" that you can then use to crochet a reusable shopping bag. This is recycling/reuse at its finest. I've made a couple of these myself - they are quick to make and they are flexible and strong! This video shows you how to do it! Purchase bags at your local store. They are only a few dollars and if you start now buying one a week, you'll easily have enough for your weekly grocery run before the ordinance goes into effect. Check out the book bags the library friends sell! These bags are built for toting books, but they'll carry your canned goods and loaves of bread just as easily. And you'll be supporting the library as well!	fwe2-CC-MAIN-2013-20-44398000
Leadership involves defining and communicating an organization’s long-term vision and mission while conflict resolution typically deals with the situation at hand. By articulating what you want to accomplish, providing support for talented subordinates, overcoming obstacles, exploiting opportunities, demanding excellence, behaving ethically, you set a good example for your organization. An effective leader builds teams that work well together. As a leader, you facilitate the resolution of conflicts that distract the team members, decrease productivity, destroy motivation and lead frustration and anger. You also recognize that some conflict is natural and necessary to produce innovative solutions to problems, encourage meaningful communication between team members and leads to clarification and cooperation. Using the Thomas-Kilmann Conflict Mode Instrument, developed in the 1970s by conflict resolution experts Kenneth W.Thomas and Ralph H. Kilmann, you can identify the best way to handle conflict in your organization. Leaders use their position, expertise or persuasive ability to exercise control over their subordinates. In an emergency situation, when a decision needs to made quickly, you typically use the autocratic leadership style to resolve the problem. On an ongoing basis, however, to prevent conflict from festering in the organization, effective team leaders take the time to gather input from subordinates and refrain from behaving as if decisions represent a win or loss for subordinates. By using the participative leadership style, you foster an environment of cooperation and collaboration that typically enables employees to function effectively as a team. An effective leader quickly diagnoses issues that hinder team productivity, takes prompt corrective action to resolve disagreements and helps the team members to develop the skills necessary to resolve conflicts on their own, without management intervention. By compromising, both sides in a conflict give up something in order to gain an agreement. Effective leaders encourage team members to accept concessions when necessary to maintain a level of productivity rather than continuing to debate or argue. They help team members overcome interpersonal conflicts and promote acceptance of other cultures and experiences in the workplace. To meet the needs of the team, a team member may surrender his position. When the stakes are low, accommodating the needs of others can promote harmony and foster a productive work environment. However, long-term conflict can arise if more aggressive individuals take advantage of team members who don’t act assertively. Effective leaders monitor their team environment and provide coaching and mentoring to members that enables them to function productively together without operating at the expense of others. When a conflict involves a controversial or unpopular decision, resist the temptation to ignore or avoid it. By defining the root cause of the problem, encouraging active listening, negotiating a resolution and reminding participants to forgive each other once the conflict is over, you can foster a productive team. However, effective leaders also recognize that delegating conflict resolution to a third party, such a facilitator or mediator, can be effective in a situation where emotions remain high even after lengthy discussion.	fwe2-CC-MAIN-2013-20-44403000
Bernini's Bust of Medusa Gian Lorenzo Bernini, Bust of Medusa, marble, c. 1644-48 (Capitoline Museum) Medusa, one of the three Gorgons, daughter of Phorcys and Ceto. She was the only one of the Gorgons who was subject to mortality. She is celebrated for her personal charms and the beauty of her locks. Neptune became enamoured of her, and obtained her favours in the temple of Minerva. This violation of the sanctity of the temple provoked Minerva, and she changed the beautiful locks of Medusa, which had inspired Neptune’s love to serpents. According to Apollodorus, Medusa and her sisters came into the world with snakes on their heads, instead of hair, with yellow wings and brazen hands. Their bodies were also covered with impenetrable scales, and their very looks had the power of killing or turning to stones. Perseus rendered his name immortal by his conquest of Medusa. He cut off her head, and the blood that dropped from the wound produced the innumerable serpents that infest Africa. The conqueror placed Medusa's head on the shield of Minerva, which he had used in his expedition. The head still retained the same petrifying power as before, as it was fatally known in the court of Cepheus. . . . Some suppose that the Gorgons were a nation of women, whom Perseus conquered. (From Lempriére’s Classical Dictionary of Proper names mentioned in Ancient Authors Writ Large. Ed. J. Lempriére and F.A. Wright. London: Routledge & Kegan Paul. As quoted by Modern American Poetry site, Department of English, University of Illinois)	fwe2-CC-MAIN-2013-20-44404000
A recent study shows that working the muscles may strengthen not only your body, but your brain as wemay improve the brain’s ability to think. In past research, lab animals and people generally performed better on cognition tests after engaging in exercise for several weeks. Researchers designed an experiment to observe the exact effects of exercise on the brain. Using two drugs that simulate the effects of exercise on lab animals for 2 weeks, the experiment confirmed that changes in muscles did indeed affect the mind. The lab animals that received the drugs performed significantly better on tests of memory and learning than control animals that had been idle for the same 2 weeks. The results suggested, however, that exercise may need to be aerobic in order to substantially affect the brain. For more details, go to http://well.blogs.nytimes.com/ A study conducted in Oregon State University has recently observed the positive effects of short bouts of exercise as compared to the recommended 30 minute structured exercise regimen we are usually told to strive for. Researchers say that instead of dedicating 30 minutes to exercise all at once, it can be broken up into spurts of physical activity as short as one or two minutes at a time, which at the end of the day can easily add up to 30 minutes. They suggest becoming aware of your ability to add physical movement into any part of your day and making small changes in your normal routine, such as pacing while talking on the phone, taking the stairs instead of the elevator, using a rake instead of a leaf blower, and shopping in stores instead of online. The study found that 43% of people who engaged in short bouts of physical activity met the physical guidelines of getting 30 minutes of exercise daily. However, less than 10% of people engaging in longer bouts of exercise met the same federal guidelines. These new findings provide an easy alternative for those of us who don’t have the time to fit 30 or more consecutive minutes of exercise into our busy days. For more details, go to http://www.sciencedaily.com/releases/2013/01/130129100118.htm Weight training alone is not an effective way to reduce the risk of heart disease or diabetes if you are overweight, but aerobic training might be, according to a new study from the Duke University Medical Center. Participants in the study were divided into three groups for eight months. One group did only resistance training, working out on eight different weight machines three times per week. The second group did two hours of aerobic training per week, and the third group did both programs. People in the weight training group gained an average of 1.5 pounds, added to their waistline and failed to reduce their risk for heart disease or diabetes. The aerobic training group lost three pounds and a half-inch from their waists, and participants who did both cardio and weights in the study lost four pounds and an inch from their waists. Both groups also decreased their risk of illness. Although the combination of weight training and aerobic training produced the best results, the study published in the American Journal of Cardiology says that it is hard to determine whether the difference between the combined group and the aerobic group was due to the combination of training being more effective or simply forcing participants to work out twice as much. “When weighing the time commitment versus health benefit, the data suggest that AT (aerobic training) alone was the most efficient mode of exercise for improving cardiometabolic health,” says the study, titled “Comparison of Aerobic Versus Resistance Exercise Training Effects on Metabolic Syndrome.” Exercise also plays a prominent role in reducing the risk of sudden cardiac death, which is the result of a sudden loss of heart function due to problems with the heart’s electrical impulses, according to another study published earlier this month in the Journal of the American Medical Association. By analyzing data on lifestyle factors of more than 80,000 women over the span of 25 years, researchers found that those who worked out regularly and also had a healthy body mass index (under 25), did not smoke and ate a well-balanced diet significantly reduced their chances of sudden cardiac death. It’s pretty common to be excited when you start a new exercise program. There’s hope that you’ll finally reach your goals, you’re immersed in a new regime, and because you are starting fresh, your mind is a little more engaged and curious to see what’s coming next. But after a few months, how do you keep that going? Here is a list of 10 ways tostay excited about exercising, and below are some of my favorites that I use too: 1.) Make exercise a part of your schedule. This personally is crucial for me. If I block out the hour, and have a workout regularly dedicated to this time slot, that’s it- I have my plans set in stone and there’s no backing out! 2.) Mix it up. I try one new exercise routine or format every other week. Even just slightly mixing up something I normally do keeps me engaged and challenged. 3.) If you ever happen to miss a workout (life gets in the way, so this does happen sometimes!) re-motivate and make a game plan right away. Figure out how you can reschedule that workout and stick to it! Our very own Annique Roberts was recently written up in the New York Times as one of the 10 Best New Dancers in New York! Annique S. Roberts is a native of Atlanta, GA and Magna Cum Laude graduate of Howard University where she earned a BFA in Dance. She toured nationally and internationally with Garth Fagan Dance for over 5 years. Currently, she dances with Ronald K. Brown/Evidence based in Brooklyn, NY. Annique is AFAA group fitness certified and you can take a class with her at Smart Workout. Sign up on the righthand side of this page, or visit www.smartworkout.net, to enroll in a free promotional class with Annique.	fwe2-CC-MAIN-2013-20-44405000
Free Search (11124 images) - Title Maunder Crater - Released 16/10/2007 2:06 pm - Copyright ESA/DLR/FU Berlin (G. Neukum) The above image shows the striking Maunder crater lying at approximately 50° South and 2° East, in the Noachis Terra region on Mars. The High Resolution Stereo Camera (HRSC) on ESA’s Mars Express orbiter took pictures of the Noachis Terra region during orbits 2412 and 2467 on 29 November and 14 December 2005 respectively, with a ground resolution of approximately 15 metres per pixel. The sun illuminates the scene from the north-east (top left in the image). Maunder crater, named after the british astronomer Edward W. Maunder, is located halfway between Argyre Planitia and Hellas Planitia on the southern highlands of Mars. With a diameter of 90 kilometres and a depth of barely 900 metres, the crater is not one of the largest impact craters on Mars at present, but it used to be much deeper. It has since been filled partially with large amounts of material. This colour scene has been derived from the three HRSC-colour channels and the nadir channel.	fwe2-CC-MAIN-2013-20-44414000
What is the rule for using the "passive se" (e.g. "¿Cómo se dice?") with a reflexive verb that involves another se pronoun? For example, how would you translate "One takes a shower (ducharse) frequently in hot weather."? Do the two se pronouns simply combine into one? \|show 3 more comments\| The two pronouns just combine in one: "One takes a shower frequently in hot weather" --> Se ducha frecuentemente cuando hace calor. She takes a shower frequently in hot weather --> (Ella) se ducha frecuentemente cuando hace calor. As far as I know there is no "passive se". As others have introduced, there are mainly two uses for "se". However, in the case of reflexive verbs, the third person changes and "se" is used in the third person (both singular and plural) instead of the corresponding "le" or "les". If you speak German, also a Germanic language like English, this case applies exactly in the same way: I guess your doubt is the following: can a reflexive verb (which uses the "se" particle) be combined with the impersonal "se" (what you call "the passive se") in the same sentence? Hope this helps. I'm posting a new answer since I misunderstood and needed some more room than a comment. In English you use an auxiliary verb "do" in "How does one shave?", but in Spanish you don't. There is only one verb in the sentence "¿Cómo se afeita uno?". We could get in an deep debate about where that "se" comes from, but I think it's safe and easy to just assume it's a fixed impersonal particle. Thinking it is a verb does not help and confuses more. The first "se" is therefore just the "impersonal se". Think about how you ask impersonal "how to" questions with "se" in Spanish: That's just a fixed formula. A small break here that hope clarifies the thing about "se" in reflexive verbs, which is not so special after all. In a general sentence we have a subject + verb (action) + direct object (what) + indirect object (receiver). As you know, you can substitute both direct and indirect object for pronouns. Which in Spanish can be tricky because not only is the order of the sentence altered but there is also an exception. This is the case of the indirect object "le" (to him / to her) that changes to "se" when both a direct and indirect object pronouns are present in the same sentence. If you only use a pronoun for the indirect object, you say: But if you use both pronouns, instead of the logical: Which is incorrect, "le" is changed to avoid the le-la "cacophony" (bad sound): This is where the infamous third person "se" for the indirect object comes from. Reflexive verbs are not so special after all. It just happens that the receiver of the action (indirect object) is the same as the performer (subject), so logically speaking they are simply a normal verb with an indirect object pronoun sticked to them to mark that they can be applied to oneself. "Ducharse" is just a special case of "duchar" (you can "duchar a alguien" / shower somebody). Ducharse just means that this verb can be applied to oneself, and the one who's being showered is the same as "the showerer" :): But that sounds weird so we just use reflexive pronouns (which as you see have a lot to do with indirect object personal pronouns), that in the third person is "se" to clarify that te showering is to oneself, not to a third person. And now, back to the original answer. Remember the general impersonal form of asking "how to"? Why should reflexive verbs be special? We just say "uno" (meaning "un hombre", "uno a sí mismo") just like in English you say "oneself". If it's referred specifically to a girl, then "una" is generally used: Pfew. Hope it's clear now. I just wanted to make clear where the "reflexive se" comes from and what the relation is. I don't understand it either. You use "se" mostly when the subject performs actions on itself or if you want to make an impersonal statement like "It's said" --> "Se dice".	fwe2-CC-MAIN-2013-20-44415000
elementary school provides a complete academic program with emphasis on the development of language and literacy skills in all subject areas. Students receive daily instruction in reading, writing, mathematics, science and social studies. The curriculum in all subject areas is closely aligned with the state standards. Students also receive instruction in art, music, physical education and • All students continue to receive individual speech therapy 3 to 5 times per week. • Elementary students are engaged in a project-based technology curriculum and have opportunities to use wireless laptops, Smart Boards, digital and video cameras. • In preparation for transition into their home school district, students participate in social skills and self advocacy classes on a weekly basis. • All students continue to receive individual speech therapy 3 to 5 times per week.	fwe2-CC-MAIN-2013-20-44416000
Freighter (or barge) was the term given to any spacecraft that was used to transport freight or cargo (such as parts and supplies). Both legitimate businesspersons and smugglers could be found captaining such transports. Freighters were needed from the time space travel began because of the need for supplies to all reaches of the galaxy. Freighters usually traveled with hyperdrives because people would often pay more for quick delivery. For obvious reasons, freighters were used mainly for trade. Although very few fought in great battles, many freighters did see action. Smugglers and legitimate traders alike had some tangles now and then, but freighters were often armed and shielded so that they could resist attempts on their cargo. Smuggling was a very prominent criminal fringe activity in the galaxy that involved the transportation of contraband between planets. To do this, a freighter generally of small size such as the Millennium Falcon, was required to transport the contraband past planetary security forces. Some examples of contraband include spice, blasters and medical supplies. Smugglers often added upgrades to their ships so that they could beat competitors and outwit planetary security forces. Almost every smugglers vessel had improved light speed and sub-light speed drives for increased speed as well as boosted weapons systems to fight their way out of tough situations. Another of the most prevalent modifications to a smugglers freighter were numerous secret compartments to hide contraband from security checks while legitimate cargo occupied the cargo bays. On the Millennium Falcon, these consisted of removable floor plates. Some freighters became so heavily modified that the mess of cross wired and non traditional parts prevented starship mechanics from working on them effectively. The smugglers themselves were therefore required to have a detailed knowledge of freighter mechanics and electronics to be able to keep their vessels in working order. Most smugglers preferred it this way as they didn't trust anyone tampering with their prized possessions. Most smugglers freighters required a crew of more than one and as such most smugglers hired a copilot, such as Chewbacca on the Millennium Falcon or the droid LE-BO2D9 aboard the Outrider. To a smuggler, their freighter was everything; their job, their home, their lives. Many smugglers lived in their freighters as they had no terrestrial home. - Star Wars: The Old Republic - Tempest Feud - The Clone Wars: Decide Your Destiny: Crisis on Coruscant - "The Heart" - "Maze Run"—Star Wars Insider 131 - Star Wars Episode IV: A New Hope (First appearance) - Choices of One - Star Wars: Empire at War - Star Wars: Empire at War: Forces of Corruption - "Sandbound on Tatooine" — Star Wars Galaxy 10 - "Slaying Dragons"—Star Wars Adventure Journal 9 - Slave Ship - Hard Merchandise - The New Rebellion - Vision of the Future - Emissary of the Void - Force Heretic I: Remnant - X-Wing Miniatures Mission 4: Den of Thieves In other languages - freighter on Wikipedia	fwe2-CC-MAIN-2013-20-44419000
Reading maketh a full man, conference a ready man, and writing an exact man. Sir Francis Bacon (1561-1626) I believe Francis Bacon's three principles are the foundation of good writing. By "conference," he means conversation and that is what the vast majority of people do the most; it's unique to humans. But where we truly find discovery and advancement is by expanding beyond our ability to converse and developing the other two capabilities we possess: reading and writing. Amassing knowledge and having the ability to articulate it in a permanent form – for millions across history – is a wondrous gift that we humans can give to others with whom we share the planet.	fwe2-CC-MAIN-2013-20-44423000
Balete is a strangling, smooth plant, assuming a tree form and reaching a height of 15 meters or more. Branches are drooping. Leaves are leathery, oblong-ovate, 6 to 9 centimeters long, with prominent and rather slender point, rounded base, entire margins, smooth green and shining; the nerves slender and spreading, not prominent. Petioles are 5 to 10 millimeters long. Fruit is axillary, solitary, stalkless, dark-purple and fleshy when mature, somewhat spherical, and 1 centimeter in diameter. - From northern Luzon to Mindanao, in most islands and provinces, n primary forests at low and medium altitudes. - In Manila, planted as avenue and shade tree. - Also occurs in India to southern China, Malaya, northern Australia, and the islands of the South Pacific. - Bark contains 4.2 percent tannin. - Latex contains 30% caoutchouc, along with 59% resin. - Wax contains cerotic acid. Extraction of leaves, bark, and fruits yielded six compounds: cinnamic acid, lactose, naringenin, quercetin, caffeic acid and stigmasterol. (11) - Dermatitis and Allergic Reactions: Plant sap from all parts reported to cause minor skin irritation. Frequent contact may cause itching of the eyes, coughing, and wheezing. (4) Bark, root, leaves. • Root, bark of root and leaves boiled in oil and applied on wounds and bruises. • Juice of bark used for liver diseases. • Pounded leaves and bark applied as poultice for rheumatic headache. • Landscape: In Manila, used as an avenue and shade tree. • Rope: In the provinces, rope made from its bast. • Household Allergen: Ficus benjamin is a relatively common source of indoor household allergen, with a prevalence of sensitization similar to moulds. (1) • Allergic / Toxic Irritative: Study showed more complaints of asthmatic bronchitis, rhinoconjunctivitis and skin symptoms among gardeners handling Ficus benjamina (weeping fig) and Hedera helix (Ivy). (2) • Asthma / Weeping Fig / Cross-Reactivities: Study showed hypersensitivity to F. benjamina may cause IgE-mediated respiratory allergy. The association with allergy to fig and papains is likely due to cross-reactive allergen structures. (3) Study showed a hepatoprotective activity of an ethanolic extract of Ficus benjamina against CCl4-induced liver damage in rats. Silymarin was used as standard reference drug. (7) • Leaves as Indicator of Atmospheric Pollution: Study evaluated the suitability of Ficus benjamina leaves as a captor of heavy metal particles from atmospheric dusts in urban areas. Samples collected yielded values almost ten times higher than those obtained from unpolluted reference. (8) • Hypersensitivity to Ficus benjamina / Implications in Food Allergy: Study of exposure to Ficus benjamina and other Ficus species was documented in 101 (29%) of patients. Of the 22 with hypersensitivity to F. benjamina, 8 showed hypersensitivity to common edible fig, seven to kiwi and two to latex. Study concludes that both prevalence of exposure and sensitization to F. benjamina and presence of allergic manifestations in some patients should be a concern for the plant as an indoor allergen which may also have implications in food allergy. (9) • Cross-Reactivity / Latex and Fig Fruit: Allergic reactions to fresh or dried figs can present as a consequence of primary sensitization to airborne FB allergens independent of sensitization to rubber latex allergens. Other fruits like kiwi, papaya, avocado, pineapple, and banana may be associated with sensitization to Ficus allergens. (10) • Constituents / Antibacterial / Cytotoxicity: Leaves, bark, and fruits yielded six compounds: cinnamic acid, lactose, naringenin, quercetin, caffeic acid and stigmasterol. Caffeic acid showed strong cytotoxic activity against T-lymphoblastic leukemic (CEM-SS) cell line. The compounds showed antibacterial activity against B. cereus and P. aeruginosa.	fwe2-CC-MAIN-2013-20-44425000
Algoritma nyaéta susunan paréntah, nu jumlahna kawates, pikeun ngolah sababaraha paréntah nu, sakumpulan data asupanana, bakal ngahasilkeun sarupaning bentuk ahir nu bisa dipikawanoh; sabalikna ti heuristik. Konsép algoritma mindeng digambarkeun ku conto hiji resép, sanajan loba algoritma kacida ruwetna; algoritma sering miboga léngkah-léngkah anu malikan (iterasi) atawa merlukeun kaputusan (saperti logika atawa perbandingan) nepi ka tugas diréngsékeunnana. \|Artikel ieu keur dikeureuyeuh, ditarjamahkeun tina basa Inggris. Bantosanna diantos kanggo narjamahkeun. sababaraha alogaritma bisa anggeus ku pagawean nu sarua make susunan parentah nu beda in more or less time, space, or effort than others. For example, given two different recipes for making potato salad, one may have peel the potato before boil the potato while the other presents the steps in the reverse order, yet they both call for these steps to be repeated for all potatoes and end when the potato salad is ready to be eaten. Correctly performing an algorithm will not solve a problem if the algorithm is flawed or not appropriate to the problem. For example, performing the potato salad algorithm will fail if there are no potatoes present, even if all the motions of preparing the salad are performed as if the potatoes were there. In some countries, such as the USA, some algorithms can effectively be patented if an embodiment is possible (for example, a multiplication algorithm embodied in the arithmetic unit of a microprocessor). Algoritma nu dirumuskeun [édit] Algorithms are essential to the way computers process information, because a computer program is essentially an algorithm that tells the computer what specific steps to perform (in what specific order) in order to carry out a specified task, such as calculating employees’ paychecks or printing students’ report cards. Thus, an algorithm can be considered to be any sequence of operations which can be performed by a Turing-complete system. Typically, when an algorithm is associated with processing information, data is read from an input source or device, written to an output sink or device, and/or stored for further use. Stored data is regarded as part of the internal state of the entity performing the algorithm. For any such computational process, the algorithm must be rigorously defined: specified in the way it applies in all possible circumstances that could arise. That is, any conditional steps must be systematically dealt with, case-by-case; the criteria for each case must be clear (and computable). Because an algorithm is a precise list of precise steps, the order of computation will almost always be critical to the functioning of the algorithm. Instructions are usually assumed to be listed explicitly, and are described as starting 'from the top' and going 'down to the bottom', an idea that is described more formally by flow of control. So far, this discussion of the formalisation of an algorithm has assumed the premises of imperative programming. This is the most common conception, and it attempts to describe a task in discrete, 'mechanical' means. Unique to this conception of formalized algorithms is the assignment operation, setting the value of a variable. It derives from the intuition of 'memory' as a scratchpad. There is an example below of such an assignment. Ngalarapkeun algoritma [édit] Algorithms are sometimes implemented as computer programs but are more often implemented by other means, such as in a biological neural network (for example, the human brain implementing arithmetic or an insect relocating food), or in electric circuits or in a mechanical device. The analysis and study of algorithms is one discipline of computer science, and is often practiced abstractly (without the use of a specific programming language or other implementation). In this sense, it resembles other mathematical disciplines in that the analysis focuses on the underlying principles of the algorithm, and not on any particular implementation. One way to embody (or sometimes codify) an algorithm is the writing of pseudocode. Some writers restrict the definition of algorithm to procedures that eventually finish. Others include procedures that could run forever without stopping, arguing that some entity may be required to carry out such permanent tasks. In the latter case, success can no longer be defined in terms of halting with a meaningful output. Instead, terms of success that allow for unbounded output sequences must be defined. For example, an algorithm that verifies if there are more zeros than ones in an infinite random binary sequence must run forever to be effective. If it is implemented correctly, however, the algorithm's output will be useful: for as long as it examines the sequence, the algorithm will give a positive response while the number of examined zeros outnumber the ones, and a negative response otherwise. Success for this algorithm could then be defined as eventually outputting only positive responses if there are actually more zeros than ones in the sequence, and in any other case outputting any mixture of positive and negative responses. Di dieu aya conto sederhana dina algoritma. Bayangkeun anjeun mibanda wilangan random dina daptar nu teu kasortir. Tujuan ahirna keur manggihkeun wilangan panggedena tina eta daptar. Lengkah mimiti nyaeta kudu nempo kana sakabeh nilai nu aya dina deret. Lengkah saterusna nyaeta nempo kana eta nilai ngan sakali. Asupkeun kana itungan, algoritma basajan ngeunaan hal eta saperti di handap ieu: - Pretend the first number in the list is the largest number. - Look at the next number, and compare it with this largest number. - Only if this next number is larger, then keep that as the new largest number. - Repeat steps 2 and 3 until you have gone through the whole list. Given: a list "List" largest = List counter = 2 while counter <= length(List): if List[counter] > largest: largest = List[counter] counter = counter + 1 print largest Notes on notation: - = as used here indicates assignment. That is, the value on the right-hand side of the expression is assigned to the container (or variable) on the left-hand side of the expression. - List[counter] as used here indicates the counterth element of the list. For example: if the value of counter is 5, then List[counter] refers to the 5th element of the list. - <= as used here indicates 'less than or equal to' Note also the algorithm assumes that the list contains at least one number. It will fail when presented an empty list. Most algorithms have similar assumptions on their inputs, called pre-conditions. As it happens, most people who implement algorithms want to know how much of a particular resource (such as time or storage) a given algorithm requires. Methods have been developed for the analysis of algorithms to obtain such quantitative answers; for example, the algorithm above has a time requirement of O(n), using the big O notation with n representing for the length of the list. Kecap algoritma comes ultimately from the name of the 9th-century mathematician Abu Abdullah Muhammad bin Musa al-Khwarizmi. The word algorism originally referred only to the rules of performing arithmetic using Arabic numerals but evolved into algorithm by the 18th century. The word has now evolved to include all definite procedures for solving problems or performing tasks. The first case of an algorithm written for a computer was Ada Byron's notes on the analytical engine written in 1842, for which she is considered by many to be the world's first programmer. However, since Charles Babbage never completed his analytical engine the algorithm was never implemented on it. The lack of mathematical rigor in the "well-defined procedure" definition of algorithms posed some difficulties for mathematicians and logicians of the 19th and early 20th centuries. This problem was largely solved with the description of the Turing machine, an abstract model of a computer formulated by Alan Turing, and the demonstration that every method yet found for describing "well-defined procedures" advanced by other mathematicians could be emulated on a Turing machine (a statement known as the Church-Turing thesis). Nowadays, a formal criterion for an algorithm is that it is a procedure that can be implemented on a completely-specified Turing machine or one of the equivalent formalisms. Turing's initial interest was in the halting problem: deciding when an algorithm describes a terminating procedure. In practical terms computational complexity theory matters more: it includes the puzzling problem of the algorithms called NP-complete, which are generally presumed to take more than polynomial time. Kelas algoritma [édit] Aya sababaraha cara keur nyieun kelas algoritma, and the merits of each classification have been the subject of ongoing debate. One way of classifying algorithms is by their design methodology or paradigm. There is a certain number of paradigms, each different from the other. Furthermore, each of these categories will include many different types of algorithm. Some commonly found paradigms include: - Divide and conquer. A divide-and-conquer algorithm reduces an instance of a problem to one or more smaller instances of the same problem (usually recursively), until the instances are small enough to be directly expressible in the programming language employed (what is 'direct' is often discretionary). - Dynamic programming. When a problem shows optimal substructure, i.e when the optimal solution to a problem consists of optimal solutions to subproblems (for instance the shortest path between two vertices on a weighted graph consists of the shortest path between all the vertices in between.) You solve such a problem bottom-up by solving the simplest problems first and then procceding to increasingly difficult problems until you have solved the original problem. This is called a dynamic programming algorithm. - The greedy method. A greedy algorithm is similar to a dynamic programming algorithm, but the difference is that at each stage you don't have to have the solutions to the subproblems, you can make a "greedy" choice of what looks best for the moment. - Linear programming. When you solve a problem using linear programming you put the program into a number of linear inequalities and then try to maximize (or minimize) the inputs. Many problems (such as the maximum flow for directed graphs) can be stated in a linear programming way, and then be solved by a 'generic' algorithm such as the Simplex algorithm. - Search and enumeration. Many problems (such as playing chess) can be modelled as problems on graphs. A graph exploration algorithm specifies rules for moving around a graph and is useful for such problems. This category also includes the search algorithms and backtracking. - The probabilistic and heuristic paradigm. Algorithms belonging to this class fit the definition of an algorithm more loosely. Probabilistic algorithms are those that make some choices randomly (or pseudo-randomly); for some problems, it can in fact be proved that the fastest solutions must involve some randomness. Genetic algorithms attempt to find solutions to problems by mimicking biological evolutionary processes, with a cycle of random mutations yielding successive generations of 'solutions'. Thus, they emulate reproduction and "survival of the fittest". In genetic programming, this approach is extended to algorithms, by regarding the algorithm itself as a 'solution' to a problem. Also there are heuristic algorithms, whose general purpose is not to find a final solution, but an approximate solution where the time or resources to find a perfect solution are not practical. An example of this would be simulated annealing algorithms, a class of heuristic probabilistic algorithms that vary the solution of a problem by a random amount. The name 'simulated annealing' alludes to the metallurgic term meaning the heating and cooling of metal to achieve freedom from defects. The purpose of the random variance is to find close to globally optimal solutions rather than simply locally optimal ones, the idea being that the random element will be decreased as the algorithm settles down to a solution. Another way to classify algorithms is by implementation. A recursive algorithm is one that invokes (makes reference to) itself repeatedly until a certain condition matches, which is a method common to functional programming. Algorithms are usually discussed with the assumption that computers execute one instruction of an algorithm at a time. Those computers are sometimes called serial computers. An algorithm designed for such an environment is called a serial algorithm, as opposed to parallel algorithms, which take advantage of computer architectures where several processors can work on a problem at the same time. The various heuristic algorithm would probably also fall into this category, as their name (e.g. a genetic algorithm) describes its implementation. A list of algorithms discussed in Wikipedia is available. Tempo ogé [édit] - Bulletproof algorithms - Numerical analysis - Cryptographic algorithms - Sort algorithms - Search algorithms - Merge algorithms - String algorithms - List of algorithms - Timeline of algorithms - Struktur data - Genetic Algorithms - Randomised algorithms - Computability logic Sumber séjén [édit] - Donald E Knuth: The Art of Computer Programming, Vol 1–3, Addison Wesley 1998. Widely held as a definitive reference. ISBN 0-201-48541-9. - Important algorithm-related publications Tumbu kaluar [édit] - Gaston H. Gonnet and Ricardo Baeza-Yates: Example programs from Handbook of Algorithms and Data Structures. Free source code for lots of important algorithms. - Dictionary of Algorithms and Data Structures. "This is a dictionary of algorithms, algorithmic techniques, data structures, archetypical problems, and related definitions." - Numerical Recipes	fwe2-CC-MAIN-2013-20-44426000
Rica Dela Cruz Mentor: Dr. Monica Chander SoxR is a redox-sensitive transcriptional dual regulator and activator protein. Homologs of this protein, in addition to the specific DNA sequences it binds, exist in various bacterial species. Traditionally, SoxR has been known to be an oxidative stress-defense protein, such as in the enteric bacterium, E. coli. In the presence of oxidative stress agents, SoxR’s characteristic iron-sulfur clusters become oxidized inducing a conformational change. This allows the protein to bind to a specific DNA promoter site to activate the expression of certain genes, which in turn produce various antioxidant proteins. Unlike E. coli, however, studies in other bacterial species have suggested that SoxR may play a role in the transport and/or modification of small molecules within the cell. For example, it has recently been found that SoxR regulates the efflux of the redox-active antibiotic, pyocynin, produced by the bacteria, Pseudomonas aeruginosa. Analogous to P. aeruginosa, the soil bacterium, Streptomyces coelicolor, also seems to show a possible link between SoxR and one of the redox-active antibiotic it produces, actinorhodin. Though, this has only been shown phenotypically. DNA sequences homologous to the consensus sequence of the SoxR binding site have been found in promoter regions of S. coelicolor genes, SCO2478 and SCO4266. It is hypothesized that SoxR may either be activating or inhibiting the expression of SCO2478 and SCO4266 in the presence of endogenous actinorhodin. Gel shift assays do show that SoxR can bind to these regions in vitro. However, how SoxR binds and its downstream mechanisms are still unknown. Other consensus sequences of the SoxR binding site have also been found in regions upstream of the ecaA, ecaB, and ecaC genes of S. coelicolor. One goal is to find out whether SoxR does bind to these regions. This will be answered by the analysis of gel shift assays. Another goal is to find out whether SoxR functions to activate or inhibit the expression of these genes: SCO2478, SCO4266, and possibly the eca genes. Thus, quantitative RT-PCR and microarrays using both wild type and mutant SoxR strains of S. coelicolor will be analyzed.	fwe2-CC-MAIN-2013-20-44429000
Australian Theatre, Film and Learning This unit of study will examine the nature of theatre and film in Australian cultural and educational settings. A particular focus will be placed on theatre and film for and by young people, and the range of learnings that take place through young people's engagement in, and appreciation of, theatre and film. In addition, the role and nature of Australian film and theatre will be placed within an international context so that students can examine the international forces influencing Australian culture. Indigenous issues in Australian Film and Theatre will be examined. Australian Theatre, Film and Learning will provide first hand experiences of Australian films and theatre performances through field trips to significant theatre performances and festivals, Australian school performances and the viewing of Australian films. Essay (2500 words), Film Assignment essay (2500 words).	fwe2-CC-MAIN-2013-20-44444000
The name of the island is Lohachara not that many of us are going to remember it for long. We'll probably recall it as that little island off India, the first once inhabited island to disappear from the surface of the earth due to rising sea levels attributed to global warming. Lohachara was a small island that supported a population of 10,000 in the Bay of Bengal near where the Ganges and Brahmaputra rivers meet the sea. It is believed that other islands in the area will soon also be submerged displacing some 70,000 more islanders. Several uninhabited islands have disappeared in recent years, notably in the South Pacific. Lohachara is unique because it was inhabited.	fwe2-CC-MAIN-2013-20-44449000
Russia is a transcontinental country that lies on the northern part of Asia and Europe. It is the world’s biggest country and is an eighth of the total land area of Earth. It covers the northern part of Asia and almost half of Europe. It is a nation that spans 11 time zones, is home to more than 142 million people and is the ninth most country populous in the world as of 2007. The Russian Federation has the most mineral and energy resources on earth, and has the largest forest reserves in the world. Due to its enormous land area, Russia shares land borders with a number of nations, including Finland, Poland, Ukraine, China, and North Korea. Moscow is the capital city of Russia. It is the largest city in the country and is one of the largest urban areas in the world. Moscow is also the largest city in Europe. In terms of educational, economic, financial, and transportation, Moscow is at the center of Russia and holds a very significant role in international trade and business. The city is also home to a number of billionaires, and in 2007 was named the most expensive city in the world for the second time in a row. The Russians are known for their craftsmanship and engineering prowess. It is in Moscow that one of the most complex transport systems is located. Known for its architecture, the metro system of Moscow is one of the most admired and busiest in the world. The Moscow International Business Center, also referred to as Moscow-City, is a project being developed to be a part of central Moscow. This ambitious project is designed to create a city within a city. The idea is to have a separate economic activity center inside the city where living space, business, and entertainment are to be combined. The project started in 1992. The Federation Tower, upon its completion in 2008, will be the tallest building in Europe. The construction of four new transport stations, two of which are already operational, will broaden the metro system of the city. The two other stations will be used for the Moscow-City project. \|« London\|\|Mumbai »\|	fwe2-CC-MAIN-2013-20-44463000
We all get stages in our life where we feel a bit low. These troughs can be triggered by a number of factors: relationship problems, feeling stuck in a job we don’t like, not having enough time for relaxation and all kinds of other reasons. Such periods of low mood generally pass in time but there can be a danger that genuine clinical depression can develop and go undiagnosed. . Because depression is such a serious condition, with the very real risk of self-harm and suicide if left untreated, there is a great deal of mental health support on offer for sufferers. If you think someone you know has depression here are some things you can do to help. - Share The Load: One of the key symptoms of depression is a profound sense of isolation, which can lead the sufferer to withdraw from people, making them feel more isolated which feeds their feelings of anxiety and depression. Try and talk to them, and let them know you care about what is happening to them. Be as supportive as you can, and listen to what they are saying. Just being able to communicate how they feel to another person can be a huge help. - Keep Them Active: People suffering with depression often find their energy levels sapped, so the thought of doing something as simple as getting dressed can seem an exhausting ordeal. However, mental health support professionals know that exercise increases endorphin levels in the brain, which leads to an uplift in mood. Don’t send them on a route march, but try and encourage them to go for a gentle walk, a swim or perhaps do something like yoga. Again, offer to go with them to keep them motivated. - Seek Professional Help: This may seem obvious, but encouraging them to talk to a professional will help immeasurably. The first step should be to see their GP, who can diagnose the severity of the depression and begin treatment. This may include referral for counseling and other psychological therapies, and prescription of anti-depressants for severe cases. There is a wide range of mental health support out there, from cognitive behaviour therapy to alternative methods such as arts therapies and they are all worth exploring. If you’re worried that you or someone you care about is suffering from depression then it’s important to seek help now. A charity that specializes in mental health support can be a good place to start. Beating depression isn’t easy, but by taking it one step at a time it can be overcome. For more information go to: http://www.unitedresponse.org.uk/what-we-do/mental-health/	fwe2-CC-MAIN-2013-20-44473000
Monday January 28, 2013 Making a calendar – by hand IRONICALLY enough, the printing of a calendar for the future begins with an ancient guidebook. At the Royal Press, the printing of a traditional Peranakan calendar begins with the planning of calendar dates. Tan Boon Kian, 52, the operations manager, leafs through a 160-year Chinese guidebook and locates the guide for the upcoming year. The making of this Peranakan calendar goes all the way to the very heart of the printing press. Among the millions of lead blocks lining the walls, Foong Yoke Chan, 74, expertly selects a few blocks of different sizes and fonts. According to the guidebook, she composes them in a frame and deftly dabs printers’ ink on the blocks. The entire thing goes into a proofing machine: she cranks a wheel, a cylinder turns and swallows the blocks whole, and a sheet of paper emerges with a clear imprint of the calendar. After this copy is proofread and approved, the actual printing begins with the preparation of ink. Unlike offset printing, letterpress requires colours to be mixed and printed individually. The mixing of coloured inks is so precise that a colour guide and weighing scales are needed to obtain the exact hue required. Adam Man Ful, 38, a Royal Press staff, then prints each colour separately in the Heidelberg platen press – a feat requiring a sharp eye and good instincts. Next, the calendar goes to a stapling machine the size of a large desk. A worker operates this machine by foot, making a rhythmic “thunk” each time a staple is driven into paper. The final touches are done with a punching machine to make a hole in the calendar. An automatic eyeletter inserts a golden eyelet into the hole. After countless hours of planning, composing, proofreading, mixing, printing, stapling, punching and eyeleting, 1,200 copies of this calendar are finally ready to be sold to the Baba Nyonya community for RM1.50 each. – By Hannah Khaw	fwe2-CC-MAIN-2013-20-44477000
Rory Carroll reports from Haiti: At first sight the business resembles a thriving pottery. In a dusty courtyard women mould clay and water into hundreds of little platters and lay them out to harden under the Caribbean sun. The craftsmanship is rough and the finished products are uneven. But customers do not object. This is Cité Soleil, Haiti’s most notorious slum, and these platters are not to hold food. They are food. Brittle and gritty – and as revolting as they sound – these are “mud cakes”. For years they have been consumed by impoverished pregnant women seeking calcium, a risky and medically unproven supplement, but now the cakes have become a staple for entire families. It is not for the taste and nutrition – smidgins of salt and margarine do not disguise what is essentially dirt, and the Guardian can testify that the aftertaste lingers – but because they are the cheapest and increasingly only way to fill bellies. Here’s another report. Except note that both of these articles are from 2008, before the earthquake. Since that time, obviously, the physical devastation will have reduced the country’s ability to grow, harvest, and distribute food. It will also have reduced people’s ability to earn a living and purchase imported food. And this was a population already living on the brink of starvation, with no margin for error. Under the circumstances, aid is vital but it’s emigration that offers the best hope for most Haitians. If developed countries really care about helping, they’ll change their policies and make it possible for more Haitians to move.	fwe2-CC-MAIN-2013-20-44483000
By Brother Nathanael Kapner, Copyright 2010 Real Jew News ( Jewish propagandists would have us believe that Hitler’s unfavorable attitude toward Jewry was based solely on a “racial” hostility between Aryans and the Jewish people. But as we examine Hitler’s early views regarding the Jewish Question, we do not find a predominantly racial line of disputation, but rather, a social line of argumentation. Although the future Führer did identify Jewry as having a “racial character” formed by centuries of Jewish insulation within their host nations, he did not ground his opposition on genetic predetermination. Thus, the accusation that Hitler was a “racist” is a Jewish lie. Beginning with a letter written in 1919 in reply to an inquirer on the subject of Jewry’s influence in the Weimar Republic, Hitler stressed the need for a rational basis for anti-Semitism that would oppose the ethos and actions of Jewry: “Anti-Semitism as a political movement cannot be defined by emotional impulses but by recognition of the facts. The facts are these: First, Jewry is absolutely a race and not a religious association. Jews never designate themselves as Jewish Germans, Jewish Poles, or Jewish Americans - but always as German, Polish, or American Jews. Through thousands of years of the closest kind of inbreeding, Jews have maintained their peculiarities far more distinctly than many of the peoples among whom they have lived. Thus there lives amongst us an alien race that neither wishes to neither sacrifice its racial character nor deny its feeling, thinking, and striving. Nevertheless, it possesses all the political rights we do. If the ethos of the Jews is revealed in the purely material realm, it is even clearer in their thinking and striving. In their dance around the golden calf the value of the individual is no longer decided by his character but by the size of his fortune. The loftiness of a nation is no longer to be measured by the sum of its moral and spiritual powers, but rather by the wealth of its material possessions. This thinking and striving after money and power, and the feelings that go along with it, serve the purposes of the Jew who is unscrupulous in the choice of methods and pitiless in their employment. His power is the power of money, which multiplies in his hands through interest, and which forces peoples under the most dangerous of yokes. Its golden glitter, so attractive in the beginning, conceals the ultimately tragic consequences. Everything men strive after as a higher goal, be it religion, socialism, democracy, is to the Jew only means to an end, the way to satisfy his lust for gold and domination. In his effects and consequences he is like a racial cancer of the nations. Thus, an anti-Semitism based purely on emotional grounds will find its ultimate expression in the form of the pogrom. But an anti-Semitism based on reason must lead to a systematic legal elimination of the privileges of the Jews. The ultimate objective of such legislation must, however, be the irrevocable removal of the Jews from civil and cultural influence. To this end, the installation of nationally-minded leadership personalities with an inner sense of responsibility is necessary.” View Entire Story Here. CLEARLY, HITLER OUTLINED a “social” problem posed by Jewry in its materialistic pursuits that acted as a “cancer” upon Germany. This could only be eliminated by denying the Jews civil and cultural influence through legal means. As mentioned above, the relevance of Hitler’s early views on the Jews to today’s Jewish problem is to be considered. The question must be asked: Is a legal denial of Jewry’s pernicious influence on society the means of ridding ourselves of the Jewish menace? This model was set forth not in racial terms, but again, based on the activities pursued by Jewry, which Hitler viewed as destructive to the culture and destiny of Germany. First, let us explore an “encounter” the future Führer experienced with a religious Jew while walking the streets of Vienna when still a young artist which acted as a catalyst for his ensuing opposition to Jewry: “In the Jew I saw only a man who was of a different religion, and therefore, on grounds of human tolerance, was against the idea that he should be attacked because he had a different faith. Once, when passing through the inner city of Vienna, I suddenly encountered a phenomenon in a long caftan and wearing black side-locks. My first thought was: ‘Is this a Jew? They certainly did not have this appearance in Linz.’ But the longer I gazed at the strange countenance and examined it feature by feature, the more the question shaped itself in my mind: ‘Is this a German?’” View Entire Story Here. IT WAS AT THIS JUNCTURE that Hitler began to consider the role of the Jew in Germany’s cultural life: “As soon as I began to investigate the matter and observe the Jews, then Vienna appeared to me in a different light. What soon gave me cause for very serious consideration were the activities of the Jews in certain branches of life. Was there any undertaking, any form of foulness, especially in cultural life, in which at least one Jew did not participate? I discovered the Jewish activities in the press, in art, in literature and the theatre. One needed only to look at the posters announcing the hideous productions of the cinema and study the names of the authors in order to become permanently adamant on Jewish questions. Here was a pestilence with which the public was being infected. I began to carefully investigate the names of all the fabricators of these unclean products. The result of that inquiry was still more disfavourable to the attitude to which I had hitherto held in regard to the Jews. The fact that nine-tenths of all the smutty literature, artistic tripe and theatrical banalities, had to be charged to the account of people who formed scarcely one per cent of the nation - that fact could not be gainsaid.” View Entire Story Here & Here. NO HINT of racial profiling here, dear readers. And as the saying goes, “Plus ça change, plus c’est la même chose.” For although Hitler did try to change the cultural degradation perpetrated by German Jewry - the moral depravity remains the same throughout the Western world. The Brother Nathanael Foundation, PO Box 1242, Frisco CO 80443	fwe2-CC-MAIN-2013-20-44490000
Tiny Wiki : Fast loading, text only version of Wikipedia. redirect6\|Pianoforte\|earlier versions of the instrument\|Fortepiano\|other uses of "Piano"\|Piano (disambiguation) The piano is a musical instrument which is played by means of a keyboard. Widely used in Western music for solo performances, ensemble use, chamber music, and accompaniment, the piano is also very popular as an aid to composing and rehearsal. Although not portable and often expensive, the piano's versatility and ubiquity have made it one of the world's most familiar musical instruments. Pressing a key on the piano's keyboard causes a felt covered hammer to strike steel strings. The hammers rebound, allowing the strings to continue vibrating at their resonant frequency. These vibrations are transmitted through a bridge to a sounding board that couples the acoustic energy to the air so that it can be heard as sound. When the key is released, a damper stops the string's vibration. Pianos are sometimes classified as both percussion and stringed instruments. According to the Hornbostel-Sachs method of music classification, they are grouped with chordophones. The word ''piano'' is a shortened form of the word ''pianoforte'', which is seldom used except in formal language and derived from the original Italian name for the instrument, ''clavicembalo ''[or ''gravicembalo'']'' col piano e forte'' (literally ''harpsichord with soft and loud''). This refers to the instrument's responsiveness to keyboard touch, which allows the pianist to produce notes at different dynamic levels by controlling the speed with which the hammers hit the strings. The piano is founded on earlier technological innovations. The first string instruments with struck strings were the hammered dulcimers originating from the Persian traditional musical instrument santur. During the Middle Ages, there were several attempts at creating stringed keyboard instruments with struck strings, the earliest being the hurdy gurdy which has uncertain origins. By the 17th century, the mechanisms of keyboard instruments such as the clavichord and the harpsichord were well known. In a clavichord the strings are struck by tangents, while in a harpsichord they are plucked by quills. Centuries of work on the mechanism of the harpsichord in particular had shown the most effective ways to construct the case, soundboard, bridge, and keyboard. The invention of the modern piano is credited to Bartolomeo Cristofori (1655-1731) of Padua, Italy, who was employed by Prince Ferdinand de Medici as the Keeper of the Instruments. He was an expert harpsichord maker and was well acquainted with the previous body of knowledge on stringed keyboard instruments. It is not known exactly when Cristofori first built a piano. An inventory made by his employers, the Medici family, indicates the existence of a piano by the year 1700; another document of doubtful authenticity indicates a date of 1698. The three Cristofori pianos that survive today date from the 1720s. Cristofori's great success was in solving, without any prior example, the fundamental mechanical problem of piano design: the hammer must strike the string, but not remain in contact with it (as a tangent remains in contact with a clavichord string) because this would damp the sound. Moreover, the hammer must return to its rest position without bouncing violently, and it must be possible to repeat a note rapidly. Cristofori's piano action served as a model for the many different approaches to piano actions that followed. While Cristofori's early instruments were made with thin strings and were much quieter than the modern piano, compared to the clavichord (the only previous keyboard instrument capable of minutely controlled dynamic nuance through the keyboard) they were considerably louder and had more sustaining power. Cristofori's new instrument remained relatively unknown until an Italian writer, Scipione Maffei, wrote an enthusiastic article about it (1711), including a diagram of the mechanism. This article was widely distributed, and most of the next generation of piano builders started their work because of reading it. One of these builders was Gottfried Silbermann, better known as an organ builder. Silbermann's pianos were virtually direct copies of Cristofori's, with one important addition: Silbermann invented the forerunner of the modern damper pedal, which lifts all the dampers from the strings at once. Silbermann showed Johann Sebastian Bach one of his early instruments in the 1730s, but Bach did not like it at that time, claiming that the higher notes were too soft to allow a full dynamic range. Although this earned him some animosity from Silbermann, the criticism was apparently heeded. Bach did approve of a later instrument he saw in 1747, and even served as an agent in selling Silbermann's pianos. Piano making flourished during the late 18th century in the Viennese school, which included Johann Andreas Stein (who worked in Augsburg, Germany) and the Viennese makers Nannette Streicher (daughter of Stein) and Anton Walter. Viennese-style pianos were built with wood frames, two strings per note, and had leather-covered hammers. Some of these Viennese pianos had the opposite coloring of modern-day pianos; the natural keys were black and the accidental keys white. [ ] It was for such instruments that Wolfgang Amadeus Mozart composed his concertos and sonatas, and replicas of them are built today for use in authentic-instrument performance of his music. The pianos of Mozart's day had a softer, clearer tone than today's pianos or English pianos, with less sustaining power. The term ''fortepiano'' is nowadays often used to distinguish the 18th-century instrument from later pianos. The modern piano (the pianoforte) was developed from the harpsichord around 1720, by Bartolomeo Cristofori of Padua, Italy. His new instrument had a delicate pianissimo (very soft sound), a strong fortissimo (a very loud, forceful sound), and every level in between. The first upright piano was made around 1780 by Johann Schmidt of Salzburg, Austria. Thomas Loud of London developed an upright piano whose strings ran diagonally (in 1802), saving even more space. Development of the modern piano In the period lasting from about 1790 to 1860, the Mozart-era piano underwent tremendous changes that led to the modern form of the instrument. This revolution was in response to a consistent preference by composers and pianists for a more powerful, sustained piano sound, and made possible by the ongoing Industrial Revolution with technological resources such as high-quality steel, called piano wire, for strings, and precision casting for the production of iron frames. Over time, the tonal range of the piano was also increased from the five octaves of Mozart's day to the 7ÂĽ or more octaves found on modern pianos. Early technological progress owed much to the firm of Broadwood. John Broadwood joined with another Scot, Robert Stodart, and a Dutchman, Americus Backers, to design a piano in the harpsichord case â€“ the origin of the "grand". They achieved this in about 1777. They quickly gained a reputation for the splendour and powerful tone of their instruments, with Broadwood constructing ones that were progressively larger, louder, and more robustly constructed. They sent pianos to both Joseph Haydn and Ludwig van Beethoven, and were the first firm to build pianos with a range of more than five octaves: five octaves and a fifth during the 1790s, six octaves by 1810 (Beethoven used the extra notes in his later works), and seven octaves by 1820. The Viennese makers similarly followed these trends, however the two schools used different piano actions: Broadwoods were more robust, Viennese instruments were more sensitive. By the 1820s, the center of innovation had shifted to Paris, where the Pleyel firm manufactured pianos used by FrĂ©dĂ©ric Chopin and the Ă‰rard firm manufactured those used by Franz Liszt. In 1821, SĂ©bastien Ă‰rard invented the double escapement action, which permitted a note to be repeated even if the key had not yet risen to its maximum vertical position. This facilitated rapid playing of repeated notes, and this musical device was pioneered by Liszt. When the invention became public, as revised by Henri Herz, the double escapement action gradually became standard in grand pianos, and is still incorporated into all grand pianos currently produced. One of the major technical innovations that helped to create the sound of the modern piano was the use of a strong iron frame. Also called the "plate", the iron frame sits atop the soundboard, and serves as the primary bulwark against the force of string tension. The increased structural integrity of the iron frame allowed the use of thicker, tenser, and more numerous strings. In a modern grand the total string tension can exceed 20 tons. The single piece cast iron frame was patented in 1825 in Boston by Alpheus Babcock, combining the metal hitch pin plate (1821, claimed by Broadwood on behalf of Samuel HervĂ©) and resisting bars (Thom and Allen, 1820, but also claimed by Broadwood and Ă‰rard). Babcock later worked for the Chickering & Mackays firm who patented the first full iron frame for grand pianos in 1843. Composite forged metal frames were preferred by many European makers until the American system was fully adopted by the early 20th century. Other innovations for the mechanism included the use of felt hammer coverings instead of layered leather hammers. Felt hammers, which were first introduced by Henri Pape in 1826, were a more consistent material, permitting wider dynamic ranges as hammer weights and string tension increased. The sostenuto pedal (see below), invented in 1844 by Jean Louis Boisselot and improved by the Steinway firm in 1874, allowed a wider range of effects. Other important technical innovations of this era included changes to the way the piano was strung, such as the use of a "choir" of three strings rather than two for all but the lower notes, and the use of different stringing methods. With the over strung scale, also called "cross-stringing", the strings are placed in a vertically overlapping slanted arrangement, with two heights of bridges on the soundboard instead of just one. This permits larger, but not necessarily longer, strings to fit within the case of the piano. Over stringing was invented by Jean-Henri Pape during the 1820s, and first patented for use in grand pianos in the United States by Henry Steinway Jr. in 1859. With duplexes or aliquot scales, which was patented in 1872 by Theodore Steinway, the different components of string vibrations are controlled by tuning their secondary parts in octave relationships with the sounding lengths. Similar systems developed by BlĂĽthner (1872), as well as [http://mediatheque.cite-musique.fr/ClientBookLineCIMU/recherche/NoticeDetailleByID.asp?ID=0162147 Taskin] (1788), and Collard (1821) used more distinctly ringing undamped vibrations to modify tone. Some early pianos had shapes and designs that are no longer in use. The square piano had horizontal strings arranged diagonally across the rectangular case above the hammers and with the keyboard set in the long side. This design is attributed to Gottfried Silbermann or Christian Ernst Friderici on the continent, and Johannes Zumpe or Harman Vietor in England and it was improved by changes first introduced by Guillaume-Lebrecht Petzold in France and Alpheus Babcock in the United States. Square pianos were built in great numbers through the 1840s in Europe and the 1890s in America, and saw the most visible changes of any type of piano: the celebrated iron framed over strung squares manufactured by Steinway & Sons were more than two and a half times the size of Zumpe's wood framed instruments from a century before. Their overwhelming popularity was due to inexpensive construction and price, although their performance and tone were often limited by simple actions and closely spaced strings. The tall, vertically strung upright grand was arranged like a grand set on end, with the soundboard and bridges above the keys, and tuning pins below them. The term was later revived by many manufacturers for advertising purposes. Giraffe, pyramid and lyre pianos were arranged in a somewhat similar fashion in evocatively shaped cases. The very tall cabinet piano was introduced about 1805 and was built through the 1840s. It had strings arranged vertically on a continuous frame with bridges extended nearly to the floor, behind the keyboard and very large ''sticker action''. The short cottage upright or pianino with vertical stringing, made popular by Robert Wornum around 1815, was built into the 20th century. They are informally called ''birdcage pianos'' because of their prominent damper mechanism. Pianinos were distinguished from the oblique, or diagonally strung upright made popular in France by Roller & Blanchet during the late 1820s. The tiny spinet upright was manufactured from the mid-1930s until recent times. The low position of the hammers required the use of a "drop action" to preserve a reasonable keyboard height. Modern upright and grand pianos attained their present forms by the end of the 19th century. Improvements have been made in manufacturing processes, and many individual details of the instrument continue to receive attention. History and musical performance Much of the most widely admired piano repertoire, for example, that of Haydn, Mozart, and Beethoven, was composed for a type of instrument that is rather different from the modern instruments on which this music is normally performed today. Even the music of the Romantics, including Liszt, Chopin, Robert Schumann, Felix Mendelssohn and Johannes Brahms, was written for pianos substantially different from ours. Modern pianos come in two basic configurations (with subcategories): the grand piano and the upright piano. In grand pianos, the frame and strings are horizontal, with the strings extending away from the keyboard. There are several sizes of grand piano. A rough generalization distinguishes the "concert grand" (between about and long) from the "parlor grand" or "boudoir grand" (about to ) and the smaller "baby grand". All else being equal, longer pianos with longer strings have larger, richer sound and lower inharmonicity of the strings. Inharmonicity is the degree to which the frequencies of overtones (known as partials, partial tones, or harmonics) depart from whole multiples of the fundamental frequency. Pianos with shorter, thicker, and stiffer strings (e.g., baby grands) have more inharmonicity. The longer strings on a concert grand can vibrate more freely than the shorter, thicker strings on a baby grand, which means that a concert grand's strings will have truer overtones. This allows the strings to be tuned closer to equal temperament in relation to the standard pitch with less "stretching" in the piano tuning. Full-size grands are usually used for public concerts, whereas smaller grands, introduced by Sohmer & Co. in 1884, are often chosen for domestic use where space and cost are considerations. A grand piano action has a repetition lever for each key. If the key is pressed repeatedly and fairly quickly this repetition lever catches the hammer close to the strings, which assists the speed and control of repeated notes and trills. Upright pianos, also called vertical pianos, are more compact because the frame and strings are vertical. The hammers move horizontally, and are returned to their resting position by springs which are prone to wear and tear. Upright pianos with unusually tall frames and long strings are sometimes called "upright grand" pianos. Some authors classify modern pianos according to their height and, to modifications of the action that are necessary to accommodate the height. * Studio pianos are around 42 to 45 inches tall. This is the shortest cabinet that can accommodate a 'full-sized' action located above the keyboard. * Console pianos have a compact action (shorter hammers), and are a few inches shorter than studio models. * The top of a Spinet model barely rises above the keyboard. The action is located below, operated by vertical wires that are attached to the backs of the keys. * Anything taller than a studio piano is called an upright. Toy pianos began to be manufactured in the 19th century. In 1863, Henri Fourneaux invented the player piano, which "plays itself" from a piano roll without the need for a pianist. A performance is "recorded" onto rolls of paper with perforations, and the player piano replays the performance using pneumatic devices. Modern equivalents of the player piano include the BĂ¶sendorfer CEUS and the Yamaha Disklavier, using solenoids and MIDI rather than pneumatics and rolls. A silent piano is an acoustic piano having an option to silence the strings by means of an interposing hammer bar. They are designed for private silent practice. The transposing piano was invented in 1801 by Edward Ryley. It has a lever under the keyboard used to move the keyboard relative to the strings so that a pianist can play in a familiar key while the music sounds in a different key. The prepared piano, encountered in some contemporary art music, is a grand piano which has objects placed inside it to alter its sound, or which has had its mechanism changed in some other way. The scores for music for prepared piano specify the modifications, for example instructing the pianist to insert pieces of rubber, or paper, or metal screws or washers, in between the strings. These either mute the strings or alter their timbre. Available since the 1980s, digital pianos use digital sampling technology to reproduce the sound of each piano note. Digital pianos can be sophisticated, with features including working pedals, weighted keys, multiple voices, and MIDI interfaces. However, when the damper pedal (see below) is depressed on such an instrument, there are no strings to vibrate sympathetically. Physical models of sympathetic vibration are incorporated into the synthesis software of some higher end digital pianos, such as the Yamaha Clavinova series, or the KAWAI MP8 series. With the advent of powerful desktop computers, highly realistic pianos have become available as affordable software modules. Some of these modules, such as Synthogy's Ivory released in 2004, use multi-gigabyte piano sample sets with as many as 90 recordings, each lasting many seconds, for each of the 88 (some have 81) keys under different conditions, augmented by additional samples to emulate sympathetic resonance, key release, the drop of the dampers, and simulations of piano techniques like re-pedaling. Some other software modules, such as Modartt's Pianoteq released in 2006, use no samples whatsoever and are a pure synthesis of all aspects of the physicalities which go into the creation of a real piano's sound. In recent times, piano manufactures have superseded the old fashioned pianola or player piano with new innovative pianos which play themselves via a CD or MP3 Player. Similar in concept to a player piano, the PianoDisc or iQ systems installed in select pianos will 'play themselves' when prompted by a certain file format designed to be interpreted by software installed and connected to the piano. Such additions are quite expensive, often doubling the cost of a piano and are available in both upright and grand pianos. Almost every modern piano has 36 black keys and 52 white keys for a total of 88 keys (seven octaves plus a minor third, from A0 to C8). Many older pianos only have 85 keys (seven octaves from A0 to A7), while some manufacturers extend the range further in one or both directions. Some BĂ¶sendorfer pianos extend the normal range downwards to F0, with one other model going as far as a bottom C0, making a full eight octave range. These extra keys are sometimes hidden under a small hinged lid that can be flipped down to cover the keys in order to avoid visual disorientation in a pianist unfamiliar with the extended keyboard. On others, the colors of the extra white keys are reversed (black instead of white). The extra keys are added primarily for increased resonance from the associated strings; that is, they vibrate sympathetically with other strings whenever the damper pedal is depressed and thus give a fuller tone. Only a very small number of works composed for piano actually use these notes. More recently, the Stuart and Sons company has also manufactured extended-range pianos, with the first 102 key piano. On their instruments, the frequency range extends from C0 to F8 which is the widest practical range for the acoustic piano. The extra keys are the same as the other keys in appearance. Small studio upright acoustical pianos with only 65 keys have been manufactured for use by roving pianists. Known as "gig" pianos and still containing a cast iron harp, these are comparatively lightweight and can be easily transported to and from engagements by only two people. As their harp is longer than that of a spinet or console piano, they have a stronger bass sound that to some pianists is well worth the trade-off in range that a reduced key-set offers. The Toy piano manufacturer Schoenhut started manufacturing both grands and uprights with only 44 or 49 keys, and shorter distance between the keyboard and the pedals. These pianos are true pianos with action and strings. The pianos were introduced to their product line in response to numerous requests in favor of it. Pianos have had pedals, or some close equivalent, since the earliest days. (In the 18th century, some pianos used levers pressed upward by the player's knee instead of pedals.) Most grand pianos have three pedals: the soft pedal (una corda), sostenuto, and sustain pedal (from left to right, respectively). Most modern upright pianos also have three pedals: soft pedal, practice pedal and sustain pedal, though older or cheaper models may lack the practice pedal. The sustain pedal (or, damper pedal) is often simply called "the pedal", since it is the most frequently used. It is placed as the rightmost pedal in the group. It lifts the dampers from all keys, sustaining all played notes. In addition, it alters the overall tone by allowing all strings, even the ones not directly played, to reverberate. The soft pedal or ''una corda'' pedal is placed leftmost in the row of pedals. In grand pianos, it shifts the entire action, including the keyboard, to the right, so that the hammers hit only one of the three strings for each note (hence the name ''una corda'', or 'one string'). The effect is to soften the note as well as to change the tone. In uprights, this action is not possible, and so the pedal moves the hammers closer to the strings, allowing the hammers to hit the strings with less kinetic energy to produce a softer sound, but with no change in timbre. On grand pianos, the middle pedal is a sostenuto pedal. This pedal keeps raised any damper that was already raised at the moment the pedal is depressed. This makes it possible to sustain some notes (by depressing the sostenuto pedal before notes to be sustained are released) while the player's hands are free to play other notes. This can be useful for musical passages with pedal points and other otherwise tricky or impossible situations. On many upright pianos, there is a middle pedal called the 'practice' or ''celeste'' pedal. This drops a piece of felt between the hammers and strings, greatly muting the sounds. There are also non-standard variants. On some pianos (grands and verticals), the middle pedal can be a bass sustain pedal: that is, when it is depressed, the dampers lift off the strings only in the bass section. This pedal would be used only when a pianist needs to sustain a single bass note or chord over many measures, while playing the melody in the treble section. On the Stuart and Sons piano as well as the largest Fazioli piano, there is a fourth pedal to the left of the principal three. This fourth pedal works in the same way as the soft pedal of an upright piano, moving the hammers closer to the strings. The rare transposing piano, of which Irving Berlin possessed an example, had a middle pedal that functioned as a clutch which disengages the keyboard from the mechanism, enabling the keyboard to be moved to the left or right with a lever. The entire action of the piano is thus shifted to allow the pianist to play music written in one key so that it sounds in a different key. The ''pedalier'' piano, or pedal piano, is a rare type of piano that includes a pedalboard, enabling bass register notes to be played with the feet, as is standard on the organ. There are two types of pedal piano: the pedal board may be an integral part of the instrument, using the same strings and mechanism as the manual keyboard, or, less frequently, it may consist of two independent pianos (each with its separate mechanics and strings) which are placed one above the other, a regular piano played by the hands and a bass-register piano played by the feet. Many parts of a piano are made of materials selected for sturdiness. In quality pianos, the outer rim of the piano is made of a hardwood, normally maple or beech. According to [http://www.speech.kth.se/music/5_lectures/conklin/thepianocase.html Harold A. Conklin], the purpose of a sturdy rim is so that "the vibrational energy will stay as much as possible in the soundboard instead of dissipating uselessly in the case parts, which are inefficient radiators of sound." The rim is normally made by laminating flexible strips of hardwood to the desired shape, a system that was developed by Theodore Steinway in 1880. The thick wooden braces at the bottom (grands) or back (uprights) of the piano are not as acoustically important as the rim, and are often made of a softwood, even in top-quality pianos, in order to save weight. The requirement of structural strength, fulfilled with stout hardwood and thick metal, makes a piano heavy; even a small upright can weigh 136 kg (300 lb), and the Steinway concert grand (Model D) weighs 480 kg (990 lb). The largest piano built, the Fazioli F308, weighs 691 kg (1520 lb). The pinblock, which holds the tuning pins in place, is another area of the piano where toughness is important. It is made of hardwood, (often maple) and generally is laminated (built of multiple layers) for additional strength and gripping power. Piano strings (also called piano wire), which must endure years of extreme tension and hard blows, are made of high quality steel. They are manufactured to vary as little as possible in diameter, since all deviations from uniformity introduce tonal distortion. The bass strings of a piano are made of a steel core wrapped with copper wire, to increase their mass whilst retaining flexibility. The plate, or metal frame, of a piano is usually made of cast iron. It is advantageous for the plate to be quite massive. Since the strings are attached to the plate at one end, any vibrations transmitted to the plate will result in loss of energy to the desired (efficient) channel of sound transmission, namely the bridge and the soundboard. Some manufacturers now use cast steel in their plates, for greater strength. The casting of the plate is a delicate art, since the dimensions are crucial and the iron shrinks by about one percent during cooling. The inclusion in a piano of an extremely large piece of metal is potentially an aesthetic handicap, which piano makers overcome by polishing, painting and decorating the plate. Plates often include the manufacturer's ornamental medallion and can be strikingly attractive. In an effort to make pianos lighter, Alcoa worked with Winter and Company piano manufacturers to make pianos using an aluminum plate during the 1940s. The use of aluminum for piano plates, however, did not become widely accepted and was discontinued. The numerous grand parts and upright parts of a piano action are generally hardwood (e.g. maple, beech. hornbeam). However, since World War II, plastics have become available. Early plastics were incorporated into some pianos in the late 1940s and 1950s, but proved disastrous because they crystallized and lost their strength after only a few decades of use. The Steinway firm once incorporated Teflon, a synthetic material developed by DuPont, for some grand action parts in place of cloth, but ultimately abandoned the experiment due to an inherent "clicking" which invariably developed over time. (Also Teflon is "humidity stable" whereas the wood adjacent to the Teflon will swell and shrink with humidity changes, causing problems.) More recently, the Kawai firm has built pianos with action parts made of more modern and effective plastics such as carbon fiber; these parts have held up better and have generally received the respect of piano technicians. The part of the piano where materials probably matter more than anywhere else is the soundboard. In quality pianos, this is made of solid spruce (that is, spruce boards glued together at their edges). Spruce is chosen for its high ratio of strength to weight. The best piano makers use close-grained, quarter-sawn, defect-free spruce, and make sure that it has been carefully dried over a long period of time before making it into soundboards. In cheap pianos, the soundboard is often made of plywood. Piano keys are generally made of spruce or basswood, for lightness. Spruce is normally used in high-quality pianos. Traditionally, the black keys were made from ebony and the white keys were covered with strips of ivory, but since ivory-yielding species are now endangered and protected by treaty, plastics are now almost exclusively used. Also, ivory tends to chip more easily than plastic. Legal ivory can still be obtained in limited quantities. The Yamaha firm invented a plastic called "Ivorine" or "Ivorite" that mimics the look and feel of ivory; it has since been imitated by other makers. Care and maintenance Pianos need regular tuning to keep them up to pitch, which is usually the internationally recognized standard concert pitch of A4 = 440 Hz. The hammers of pianos are voiced to compensate for gradual hardening, and other parts also need periodic regulation. Aged and worn pianos can be rebuilt or reconditioned. Often, by replacing a great number of their parts, they can be made to perform as well as new pianos. Older pianos are often more settled and produce a warmer tone. Piano moving should be done by trained piano movers using adequate manpower and the correct equipment for any particular piano's size and weight. Pianos are heavy yet delicate instruments. Over the years, professional piano movers have developed special techniques for transporting both grands and uprights which prevent damage to the case and to the piano's mechanics. The piano is a crucial instrument in Western classical music, jazz, film, television, and most other complex western musical genres. Since a large number of composers are proficient pianists â€“ and because the piano keyboard offers an easy means of complex melodic and harmonic interplay â€“ the piano is often used as a tool for composition. Pianos were, and still are, popular instruments for private household ownership. Hence, pianos have gained a place in the popular consciousness, and are sometimes referred to by nicknames including: "the ivories", "the joanna", "the eighty-eight", and "the black(s) and white(s)", "the little joe(s)". Playing the piano is sometimes referred to as "tickling the ivories".	fwe2-CC-MAIN-2013-20-44491000
The true smut fungiRobert Bauer, Dominik Begerow, and Franz Oberwinkler This tree diagram shows the relationships between several groups of organisms. The root of the current tree connects the organisms featured in this tree to their containing group and the rest of the Tree of Life. The basal branching point in the tree represents the ancestor of the other groups in the tree. This ancestor diversified over time into several descendent subgroups, which are represented as internal nodes and terminal taxa to the right. You can click on the root to travel down the Tree of Life all the way to the root of all Life, and you can click on the names of descendent subgroups to travel up the Tree of Life all the way to individual species.close box Note: The classification of Ustilaginomycotina is being revised. The tree at the top of this page reflects the current classification, whereas the following tree and the text on this page reflect a prior classification. The class Ustilaginomycetes comprises more than 1400 species of basidiomycetous plant parasites, which are distributed in approximately 70 genera. They occur throughout the world, although many species are restricted to tropical, temperate or arctic regions. Some species of Ustilago and Tilletia, e.g. the barley, wheat or maize smut fungi, are well known because they are of economic importance. For example, from 1983 to 1988 the barley smut fungi reduced annual yields by 0.7% to 1.6% in the prairie provinces in central Canada, causing average annual losses of about U.S. $8,000,000 (Thomas 1989). Tilletia contraversa is important in the international wheat trade (Trione 1982), and 2-5% of the plants in a corn field are generally infected by Ustilago maydis, while up to 80% of a field can be infected if conditions are good for the smut fungus. On the other hand, the galls of U. maydis are considered a delicacy in the Mesoamerican tradition. They are known in Mexico as "Huitlacoche" and in the U.S.A. as "maize mushroom", "Mexican truffles" or "caviar azteca" (Valverde et al. 1995). - Plant parasitism - Cellular interaction with primary interactive vesicles - Cell wall carbohydrate composition with dominance of glucose and absence of xylose - 5S rRNA secondary structure of type B - Septal pores without parenthesomes, but in most cases with distinctive tripartite membrane caps or discs - Life cycle with a parasitic dikaryophase and a saprobic haplophase In contrast with the Urediniomycetes and Hymenomycetes, the Ustilaginomycetes are ecologically well characterized by their parasitism of vascular plants. Two of the more than 1400 species live on lycophytes, one on ferns, two on conifers, whereas all other Ustilaginomycetes parasitize angiosperms with about 810 species on Poaceae and 170 on Cyperaceae. Interestingly, no species has been reported to parasitize Orchidaceae although this family, with about 20,000 species, is one of the largest groups of the angiosperms. With a few exceptions the teliospore-forming species of the Ustilaginomycetes parasitize nonwoody herbs, whereas those without teliospores prefer woody trees or bushes. However, almost all species sporulate on or in parenchymatic tissues of the hosts. Depending upon the species the sori appear in different organs of the hosts, e.g. in roots, stems, leaves, inflorescences, flowers, anthers, ovaries, seeds etc. An important apomorphy for the Ustilaginomycetes is the presence of zones of host-parasite interaction with fungal deposits resulting from exocytosis of primary interactive vesicles (Bauer et al. 1995a, 1997). Fig.1. Transmission electron micrograph showing primary interactive vesicles in Exobasidium pachysporum. Scale bar = 0.2 µm. © R. Bauer 1997 Fig. 2. Transmission electron micrograph showing a transfer stage between Mycosyrinx cissi (upper cell) and its host (lower cell). Note the infiltrated host cell wall (between the two arrows) and the deposit at the host cell. Scale bar = 1 µm. © R. Bauer 1997 The contents of these vesicles (Fig. 1) are transferred to the host plasma membrane (Fig. 2). Two major types are recognized. (i) Local interaction zones (Fig. 3): short-term production of primary interactive vesicles per interaction site results in local interaction zones, and (ii) enlarged interaction zones (Fig. 4): continuous production and exocytosis of primary interactive vesicles results in the continuous deposition of fungal material at the whole contact area with the host cell. Fig. 3. Transmission electron micrograph showing a local interaction zone (arrows) between Exobasidium pachysporum (lower cell) and its host (upper cell). Note the interaction apparatus (arrowheads) and the deposit at the host cell. Scale bar = 0.5 µm. © R. Bauer 1997 Fig. 4. Transmission electron micrograph showing an enlarged interaction zone between Ustacystis waldsteiniae and its host. The haustorium (h) is encased by electron-opaque material. Scale bar = 2 µm. © R. Bauer 1997 Cell wall carbohydrate composition Prillinger et al. (1993) distinguished between several types of cell wall carbohydrate composition within the Basidiomycota. The Ustilaginomycetes have a distinctive type with dominance of glucose and absence of xylose that separates them from the Urediniomycetes and Hymenomycetes. Gottschalk and Blanz (1985) distinguished between a type A and a type B secondary structure of the 5S rRNA. The Ustilaginomycetes share the type B secondary structure with the Hymenomycetes. In contrast with the Hymenomycetes, the septal pores of the Ustilaginomycetes are without multilayered parenthesomes. In contrast with the Urediniomycetes, in most Ustilaginomycetes the septal pores are enclosed by distinctive, tripartite membrane caps or discs (Bauer et al. 1995b, Bauer et al. 1997, Fig. 5). Fig. 5. Transmission electron micrograph showing a typical septal pore apparatus of the Ustilaginomycetes (Entyloma callitrichis) with two membrane caps (arrows). Scale bar = 0.1 µm. © R. Bauer 1997 The Ustilaginomycetes present a rather uniform life cycle with a saprobic haploid phase and a parasitic dikaryophase (e.g. Sampson 1939; Fig. 6). The haploid phase usually commences with the formation of basidiospores after meiosis of the diploid nucleus in the basidium and ends with the conjugation of compatible haploid cells to produce dikaryotic, parasitic mycelia. The dikaryotic phase ends with the production of basidia. In the majority of the Ustilaginomycetes the young basidium becomes a thick-walled teliospore and separates at maturity from the sorus, thus functioning as a dispersal unit. Most of the Ustilaginomycetes are dimorphic, producing a yeast or yeast-like phase in the haploid state. Almost all Ustilaginomycetes multiply mitotically in the saprobic phase, either with yeasts or with ballistoconidia, or with both. Fig. 6. Generalized life cycle of the Ustilaginomycetes. © R. Bauer and F. Oberwinkler 1997 The Ustilaginomycetes share most characteristics of the life cycle with the Microbotryales, which traditionally were considered belonging to the Ustilago-group. However, several independent characters show that the microbotryaceous species of the genera Aurantiosporium, Fulvisporium, Liroa, Microbotryum, Sphacelotheca, Ustilentyloma and Zundeliomyces are actually Urediniomycetes (Gottschalk and Blanz 1985, Prillinger et al. 1993, Swann and Taylor 1993, Bauer et al. 1997). Since Tulasne and Tulasne (1847) the smut fungi are traditionally divided into the phragmobasidiate Ustilaginaceae and the holobasidiate Tilletiaceae, which are sometimes treated as separate orders (Kreisel 1969, Oberwinkler 1987). Difficulties in their classification have been discussed, e.g. by Durán (1973) and Vánky (1987), neither of whom listed higher taxa in this group. Based predominantly on host-parasite interactions and septal pore apparatus, a radical change in the systematics of smut fungi has been proposed by Bauer et al. (1997). As a result, on the one hand the Microbotryales were excluded from the Ustilaginomycetes and on the other the Exobasidiales s. l., Graphiolales and Microstromatales were included in this group. Cellular interaction (Bauer et al. 1997) and cell wall carbohydrate composition (Prillinger et al. 1993) indicate that the class Ustilaginomycetes in this composition is monophyletic, and phylogenetic analyses of rDNA sequences (Swann and Taylor 1993, Berres et al. 1995, Begerow et al. 1997) are consistent with this hypothesis. Ultrastructural and rDNA sequence analyses provide evidence for the existence of three major groups within the Ustilaginomycetes (Bauer et al. 1997, Begerow et al. 1997). The basal dichotomy is between the Entorrhizomycetidae and the branch uniting the Ustilaginomycetidae and Exobasidiomycetidae (Bauer et al. 1997, Begerow et al. 1997). In contrast with the Ustilaginomycetidae and Exobasidiomycetidae, the septal pores of the Entorrhizomycetidae are not enclosed by tripartite membrane caps. The Ustilaginomycetidae form enlarged interaction zones, whereas the Exobasidiomycetidae form local interaction zones. The Ustilaginomycetes represents the sister group of the Hymenomycetes. Type B secondary structure of the 5S rRNA and glucose as major cell wall carbohydrate component are shared by both classes (Gottschalk and Blanz 1985, Prillinger et al. 1993). Lack of membrane bands or caps at the pores and the presence of local interaction zones without interaction apparatus characterize the Entorrhizomycetidae (Bauer et al. 1997). Entorrhiza is the single genus currently identified of this group. Presence of enlarged interaction zones characterizes the Ustilaginomycetidae (Bauer et al. 1997). This statistically well-supported subclass (Begerow et al. 1997) comprises 33 teleomorphic (with a known sexual stage) and one anamorphic (without a known sexual stage) genera, e.g. Anthracoidea living on Cyperaceae, Cintractia living on Cyperaceae and Juncaceae, Doassansiopsis living on mono- and dicots, Farysia living on Cyperaceae, Melanotaenium s. str. living on dicots, Mycosyrinx living on Vitaceae, Pseudozyma (anamorphic genus), Sporisorium living on Poaceae, Thecaphora living on dicots, Urocystis living on mono- and dicots or Ustilago s.str. mainly living on Poaceae. The Exobasidiomycetidae differ from the Ustilaginomycetidae by forming local interaction zones and from the Entorrhizomycetidae by having membrane caps at the pores (Bauer et al. 1997). This subclass contains 35 teleomorphic and two anamorphic genera, e.g. Botryoconis living on Lauraceae, Brachybasidium living on Arecaceae, Coniodictyum living on Rhamnaceae, Doassansia living on mono- and dicots, Entyloma living on dicots, Exobasidium living on dicots, Georgefischeria living on Convolvulaceae, Graphiola living on Arecaceae, Malassezia (anamorphic genus), Microstroma living on Juglandaceae and Fagaceae, Tilletia living on Poaceae, Tilletiaria (only known in laboratory) or Tilletiopsis (anamorphic genus). Like the terms agaric, polypore, lichen etc. the term smut fungus circumscribes the organization and life strategy of a fungus, but it is not a taxonomic term. Fungi that look superficially similar to the teliospore-forming members of the Ustilaginomycetes evolved in different fungal groups, e.g. the Microbotryales in the Uredinomycetes (Bauer et al. 1997) or Schroeteria in the Ascomycota (Nagler et al. 1989). Bauer, R., Mendgen, K. and Oberwinkler, F. 1995a. Cellular interaction of the smut fungus Ustacystis waldsteiniae. Can. J. Bot. 73:867-883. Bauer, R., Mendgen, K., and Oberwinkler, F. 1995b. Septal pore apparatus of the smut Ustacystis waldsteiniae. Mycologia 87:18-24. Bauer, R., Oberwinkler, F. and Vánky, K. 1997. Ultrastructural markers and systematics in smut fungi and allied taxa. Can. J. Bot. 75:1273-1314 Begerow, D., Bauer, R. and Oberwinkler, F. 1997. Phylogenetic studies on nuclear large subunit ribosomal DNA sequences of smut fungi and related taxa. Can. J. Bot. 75:(appears in Dec.) Berres, M.A., Szabo, L.J. and McLaughlin, D.J. 1995. Phylogenetic relationships in auriculariaceous basidiomycetes based on 25S ribosomal DNA sequences. Mycologia 87:821-840. Durán, R. 1973. Ustilaginales. In: Ainsworth, G.C., Sparrow, F. K. and Sussman, A.S. (eds.) The fungi, vol 4B. Academic Press, New York, London, pp 281-300. Gottschalk, M. and Blanz, P.A. 1985. Untersuchungen an 5S ribosomalen Ribonucleinsäuren als Beitrag zur Klärung von Systematik und Phylogenie der Basidiomyceten. Z. Mycol. 51:205-243. Kreisel, H. 1969. Grundzüge eines natürlichen Systems der Pilze. Cramer Verlag, Lehre. Nagler, A., Bauer, R., Berbee, M., Vánky, K. and Oberwinkler, F. 1989. Light and electron microscopic studies of Schroeteria delastrina and S. poeltii. Mycologia 81:884-895. Oberwinkler, F. 1987. Heterobasidiomycetes with ontogenetic yeast stages-systematic and phylogenetic aspects. Stud. Mycol. 30:61-74. Prillinger, H., Oberwinkler, F., Umile, C., Tlachac, K., Bauer, R., Dörfler, C. and Taufratzhofer, E. 1993. Analysis of cell wall carbohydrates (neutral sugars) from ascomycetous and basidiomycetous yeasts with and without derivatization. J. Gen. Appl. Microbiol. 39:1-34. Sampson, K. 1939. Life cycles of smut fungi. Trans. Br. Mycol. Soc. 23:1-23. Swann, E.C. and Taylor, J.W. 1993. Higher taxa of basidiomycetes: an 18S rRNA gene perspective. Mycologia 85:923-936. Thomas, P.L. 1989. Barley smuts in the prairie provinces of Canada, 1983-1988. Can. J. Phytopath. 11:133-136. Trione, E.J. 1982. Dwarf bunt of wheat and its importance in international wheat trade. Plant Disease 66:1083-1088. Tulasne, L. and Tulasne, C. 1847. Mémoire sur les Ustilaginées comparées Uredinées. Ann. Sci. Nat. Bot. 3:12-127. Valverde, M.E., Paredes-Lópes, O., Pataky, J.K. and Guevara-Lara, F. 1995. Huitlacoche (Ustilago maydis) as a food source-biology, composition, and production. CRC Crit. Rev. Food Sci. Nutr. 35:191-229. Vánky, K. 1987. Illustrated genera of smut fungi. Cryptogamic Studies 1:1-159. Many thanks to Dr. Meike Piepenbring, Dr. José P. Sampaio and Michael Weiß for their helpful comments. Universität Tübingen, Tübingen, Germany Universität Tübingen, Germany Correspondence regarding this page should be directed to Robert Bauer at Page: Tree of Life Ustilaginomycotina Authored by . The true smut fungi.Robert Bauer, Dominik Begerow, and Franz Oberwinkler. The TEXT of this page is licensed under the Creative Commons Attribution License - Version 3.0. Note that images and other media featured on this page are each governed by their own license, and they may or may not be available for reuse. Click on an image or a media link to access the media data window, which provides the relevant licensing information. For the general terms and conditions of ToL material reuse and redistribution, please see the Tree of Life Copyright Policies. - First online 26 November 1997 - Content changed 23 January 2008 Citing this page: Bauer, Robert, Dominik Begerow, and Franz Oberwinkler. 2008. Ustilaginomycotina http://tolweb.org/Ustilaginomycotina/20530/2008.01.23 in The Tree of Life Web Project, http://tolweb.org/. The true smut fungi. Version 23 January 2008 (under construction).	fwe2-CC-MAIN-2013-20-44493000
Your definition of 'national' bespeaks historical amnesia. 'National' usually means the overcoming of the obstacles of geography, racial differences, historical differences and so on, to form a union. Yugoslavia was a nation; it has splintered into ethnicities. The countries of Europe were not mono-racial. There are many different kinds of Germans; the French comprise Gallic predecessors, germanic Franks, and other western Germans; the English comprise French Normans, Danish, Anglo-Saxons, Britons and others; the UK of course is even more diverse; Italy is such a diverse mix of peoples that at one time the definition of 'Italian' was viewed as nothing more than a convenient construction. Nationalism cements diverse groups into one.	fwe2-CC-MAIN-2013-20-44499000
The definition of Physical Aggression varies from professional to professional. Some do not distinguish between aggression directed against objects (more accurately characterized as "property destruction"), aggression directed against the self (more accurately characterized as "self-injurious" behavior) and aggression directed against others through verbal means (more accurately characterized as "verbal aggression"). Although the definition of physical aggression may be more or less inclusive of these various behavioral anomalies, several intervention principles are common in addressing aggressive behavior: An immediate limit-setting response is necessary. It is inappropriate to "ignore" aggression, especially if someone is being injured. The immediate limit-setting response must not be reinforcing – if the child wants to leave the room, and you take the child out of the room when he behaves aggressively, then you’ve effectively reinforced aggression. It may not be possible, or legally permissible, for the treatment provider to implement "contingent exclusion" without the assistance of the adult caretaker. Regulations regarding the use of physical restraint vary from location to location. Physical restraint (holding the child to prevent movement) is not recommended by most professionals, may jeopardize the health and safety of the child, and may be illegal, depending upon its implementation. The use of physical guidance, physical prompting or other means of redirecting (moving) the child to a less-stimulating or less-dangerous setting is usually permissible, but it is always preferable to redirect the child through the use of verbal means. This depends upon the existence of rapport between the child and the treatment provider. The treatment provider is always "icing on somebody else’s cake." In a school, the "cake" is the teacher or classroom aide. At home and in the community, the "cake" is the parent, adult babysitter, or other adult, who is responsible for the child (daycare staff, etc). When physical aggression occurs, it is almost always necessary to "get the cake involved" quickly. Aggression is usually "the tactic of last resort," when other modes of communication have failed. To reduce aggressive tendencies in children, it is almost always necessary to work on improving communication skills. To look further to see if having access to more than 500 Treatment Plans That Worked may be helpful to you, see Order Here Popularity: 100% [?]	fwe2-CC-MAIN-2013-20-44508000
Students at Plum school observe history, show gratitude By Karen Zapf Published: Wednesday, October 3, 2012, 9:30 p.m. Updated: Thursday, October 4, 2012 Serving as a Girl Scout for the past several years, Alexis McClintock regularly volunteers in her community. McClintock, 12, and other students at Center Elementary School in the Plum School District, recently worked on a project that both helped those in need and taught them a history lesson. In honor of Constitution Day on Sept. 17, the students wrote messages of inspiration on squares made of blue jean material. The squares are sewn together into quilts. The Four Freedom Gratitude Quilts are sent to injured and sick troops overseas as part of Operation Quiet Comfort. Constitution Day commemorates the signing of the U.S. Constitution on Sept. 17, 1787. Margi McClintock, Alexis McClintock's mother, said she found out about Operation Quiet Comfort when she was looking for a service project for her daughter's Girl Scout troop. McClintock mentioned the project to Jeff Hadley, Center Elementary principal, who saw Operation Quiet Comfort as an appropriate history lesson. Hadley said public schools across the country conduct history lessons on Constitution Day — formerly Citizenship Day. “It was felt that kids were losing some understanding of history and how the Constitution came to be and how the country got started,” Hadley said. Hadley said writing messages to the troops helps children make the connection between the fight for freedom more than 200 years ago and today. “It's not just about reflecting on the past,” Hadley said. “It's about making the connection that we still stand for the principles and beliefs that are the foundation of our country.” Margi McClintock said each quilt is made up of 96 squares. Center Elementary, with 400 students, made enough squares for four quilts. Alexis McClintock, a sixth-grader, hopes the quilt will brighten an injured soldier's day. “I wrote ‘We miss you, and God bless you,'” she said. “It felt really good to know that when they want to have some cheering up, they will have the quilts.” Amber Delahunty, 12, appreciates the sacrifices the troops make. “I think it's a good way to show how much we appreciate the troops and how they protect our country,” said Delahunty, also a sixth-grader. “I wrote, ‘You are a hero to us.'” Alexis McClintock would like to hear from the soldier who receives the quilt. “I would love to get a message and see what they say about the quilt and how well we did,” she said. Hadley said the lesson was valuable because students got to send their personal messages to the injured soldiers. “Most importantly, the students took the opportunity to say ‘Thank you,'” Hadley said. Karen Zapf is a staff writer for Trib Total Media. She can be reached at 412-856-7400, ext. 8753, or [email protected]. - NHL insider: Penguins’ Shero seems ready to move Letang - Highmark to extend self-insurance plans to small businesses - Steelers rookie safety Thomas learning from Polamalu, Clark - Cheswick Council agrees to buy firetruck - Police find burglary suspect’s cellphone at crime scene - United makes MileagePlus status harder to achieve - SEC investigation to continue into ‘suspicious’ acquisition of Heinz stock option - It’s about what you can bring - More choose to buy into jobs - Pirates notebook: Beanballs escalate tension against Reds - Chrysler agrees to recall of Jeeps at risk of fire; Ex-coal official seeks leniency in conspiracy case; Smithfield Foods lays off 120 more at Va. plant; more You must be signed in to add comments To comment, click the Sign in or sign up at the very top of this page. Subscribe today! Click here for our subscription offers.	fwe2-CC-MAIN-2013-20-44511000
The diagnosis of prostate cancer usually begins in your doctor’s office during a routine rectal exam followed by a blood test to measure prostate specific antigen (PSA). If your rectal exam shows abnormal changes or your PSA test is elevated, your doctor will need to do further testing to determine if you have cancer, benign prostatic hypertrophy , an infection, or some other condition. Your doctor will ask about your medical history, including information about possible risk factors related to prostate cancer, and do a physical exam. Your doctor will also do testing to determine the nature of the abnormal cell growth of the prostate. Tests may include the following: - Blood tests—Your doctor will take a blood sample to test for prostatic specific antigen (PSA) . This is a chemical that indicates abnormalities in the prostate. - Transrectal ultrasonography (or ultrasound)—An ultrasound probe is placed into the rectum as close to the prostate as possible. The probe releases painless sound waves that bounce off the inner tissues of the prostate. The echoes produced by the sound waves create a picture on a computer screen that helps distinguish normal prostate tissue from cancerous tissue. - Transrectal biopsy —The biopsy sample is obtained by inserting a needle through the wall of the rectum into the prostate gland. Transrectal ultrasound is used to guide the doctor in placing the needle into the prostate. The area of the biopsy is usually numbed. This procedure typically takes 10-20 minutes and is performed in the doctor’s office. If cancer is found in the biopsy sample, prognosis and treatment will primarily depend on: - Stage of the cancer - PSA value - Your general health Staging is a careful attempt to determine the extent and seriousness of the cancer by taking into account the following factors: - Gleason score—a measure of the aggessiveness of the cancer as seen under the microscope TNM staging system: - Tumor size and local spread (T) - Spread to lymph nodes in the area (N) - Spread or metastasis to distant organs (M) In addition to a physical exam, tests used to stage prostate cancer include: - Urine and blood tests - Additional physical exam - X-ray —a test that uses radiation to take a picture of structures inside the body, including lungs, bladder, kidney, and lymph nodes - Bone scan —a nuclear medicine scan that uses radioactive material injected into your body to detect abnormal areas of bone. This is usually not done unless your PSA is above 10 ng/ml or you have bone pain. - CT or CAT scan —a type of x-ray that uses a computer to make pictures of structures inside the body - ProstaScint scan —a nuclear medicine scan that uses radioactive material injected into your body to detect prostate cells that may have traveled outside of the prostate. This study is still investigational and has not yet been proven to change disease management . - MRI scan —a test that uses magnetic waves to make pictures of structures inside the body - Lymph node biopsy —Tissue samples are taken from the lymph nodes surrounding the prostate and sent to the laboratory for examination. The TNM staging system is often used to classify cancer of the prostate. The Gleason score is often combined with the TNM system to predict the likelihood of survival over the next five years with treatment. The higher the numbers the worse the prognosis. Tumor size and local spread (T): - T0: There is no evidence of tumor. - T1: The cancer is not felt during a rectal exam nor seen by ultrasound. It is usually found during treatment for benign prostatic hypertrophy or during evaluation of an elevated PSA test. - T2: The cancer can be felt during rectal exam, but is confined to the prostate. - T3: The cancer has spread just outside the prostate and may involve the seminal vesicles. - T4: The cancer has spread to local tissues beyond the prostate and seminal vesicles, organs, or lymph nodes. Spread to lymph nodes (N): - N0: There is no evidence of cancer in any lymph node. - N1: Cancer has spread to one nearby lymph node that is <2 cm in size. - N2: Cancer has spread to one nearby lymph node 2-5 cm in size or multiple lymph nodes all <5 cm in size - N3: Cancer has spread to any nearby lymph nodes >5 cm in size. Spread to distant organs (M): - M0: There is no evidence of distant spread. - M1: There is no distant spread to far removed lymph nodes, bones, or other organs. - Reviewer: Igor Puzanov, MD - Review Date: 09/2012 - - Update Date: 00/92/2012 -	fwe2-CC-MAIN-2013-20-44512000
(CNN) -- Human concepts of beauty are shaping conservation efforts, protecting good-looking plants and animals over ugly ones, a study suggests. The report, "The new Noah's Ark: beautiful and useful species only,"has been published in the 2012 edition of the scientific journal, Biodiversity. It describes how vulnerable species that overtly display characteristics human beings respect or find desirable -- such as beauty, strength, power or cuddliness -- are more likely to be the focus of concerted conservation programs than animals or plants that are less appealing to the eye. "People have biases towards species that are glamorous," said Dr. Ernie Small, author of the study and taxonomist for Agriculture Canada. "Animals that are beautiful, entertaining or that command respect due to their size or power are almost always given greater forms of conservation protection." The study highlights charismatic mega-fauna such as whales, tigers and polar bears as animals more likely to be the focus of successful conservation programs, protective legislation and public funding drives. As a result, the plight of less glamorous -- but no less ecologically important organisms, such as snakes, spiders and frogs -- are often ignored. Small argues that this focus on large, spectacular species could have profound consequences for a wide variety of finely balanced ecosystems and food chains. "When you concentrate on the preservation of selective species ... you do an inadequate job of protecting biodiversity as a whole," he said.. He adds that by employing such selective methods human beings could also be manufacturing nature to reflect their own image or the characteristics they admire. "We find attractive in animals the same qualities that we find attractive largely in our own species. These are not always the most ecologically important species however," he added. For those working on the front line of conservation, the concerns raised by Small and his study are very real. According to Dr Sybille Klenzendorf, director of World Wildlife Fund's species program, there is already a wide body of evidence that suggests people are most interested in vulnerable animals that most closely resemble human beings -- usually large mammals with forward-facing eyes. But Klenzendorf argues that focusing conservation efforts on these vulnerable species can lead to the best conservation programs. "These large, charismatic species are ... the ones that require the largest amount of wild habitat, and by preserving them we save the less impressive species too," said Klenzendorf. "In order to ensure the survival of wild tigers, we not only have to protect vast amounts of natural forest, but we also need to ensure that the animals on which they prey, and the plants on which those animals depend, are all protected. The same is true for polar bears and elephants." "By protecting those animals that we are the most attracted to, we are also influencing and supporting the survival of other species, as well protecting entire landscapes," she explained. But while recognizing that these methods are "not entirely without benefit," Small believes that more must be done to protect less appealing wildlife. "Aesthetic standards have become one of the primary determinants of which species are deemed worthy for conservation and this has to be looked at," he said.	fwe2-CC-MAIN-2013-20-44526000
Vegan For Life by Jack Norris, RD & Ginny Messina, MPH, RD Can a Natural Diet Require Supplements? by Jack Norris, RD \| Last updated: March 2012 If we admit that vegans need to get vitamin B12 through fortified foods or supplements, are we saying that a vegan diet is unnatural? One point to consider is that feces contain large amounts of vitamin B12, produced by bacteria in the colon, and that if we found ourselves in a state of nature, and still wanted to be vegan, we could get enough B12 from feces, though it would be important to make efforts to make sure the bacteria were killed and viruses were neutralized. Admittedly, that's not terribly appetizing. People have told me that they and other vegans they know do not take vitamin B12 supplements nor eat fortified foods and are healthy. While many vegans do not supplement with B12 and remain apparently healthy for many years, they normally do not know what their homocysteine levels are, which could eventually contribute to stroke or dementia. They might eventually run into overt B12 deficiency (see Individual Cases of Deficiency). You are taking a real chance by assuming you have transcended the need for a recommended B12 intake. As people live longer, homocysteine has more years to cause damage to the body. Because of this, the importance of B12 has increased. The longer a vegan does not supplement with B12, the lower their active B12 levels will drop, increasing their homocysteine levels. In Western society today, it is easy for vegans to ensure an adequate B12 intake. Vegans who supplement with B12 can have superior B12 status to non-vegetarians who do not supplement. In fact, due to a decrease in the ability to absorb B12 from animal foods as people age, the Food and Nutrition Board says that all people (not just vegans) over age 50 should "meet their RDA mainly by consuming foods fortified with B12 or a B12-containing supplement." Is the vegan diet natural? To answer that question, I recommend an article that examines the subject in great detail, Comparative Anatomy and Physiology Brought Up to Date: Are Humans Natural Frugivores/Vegetarians, or Omnivores/Faunivores? by Tom Billings. After an extensive review of the research, Billings concludes that humans are not naturally vegetarians or vegans. Despite this, he says: I am both pro-vegetarian and pro-[eating raw foods as a large portion of the diet]. Readers should be aware that I am a long-time vegetarian (since 1970), a former long-time (8+ years) fruitarian (also a former vegan),... However, I am definitely not a promoter of, or a "missionary" for, any specific diet. In reality, I am tired of seeing raw and [vegan/vegetarian] diets promoted in negative ways by extremists whose hostile and dishonest behavior is a betrayal of the positive moral principles that are supposedly at the heart of vegism. You really don't need the naturalness claim to be a vegn! That is, moral/spiritual reasons alone are adequate to justify following a veg*n diet (assuming the diet works for you, of course). Further, if the motivation for your diet is moral and/or spiritual, then you will want the basis of your diet to be honest as well as compassionate. In that case, ditching the false myths of naturalness presents no problems; indeed, ditching false myths means that you are ditching a burden. Readers may also be interested in the article Humans are Omnivores, adapted from a talk by John McArdle, PhD (originally published in the May/June 1991 edition of the Vegetarian Journal). The PaleoVeganology blog also has interesting information about the diets of our ancestors. I strive to be like my prehistoric ancestors in no way whatsoever. I am glad they were able to survive lives that were nasty, brutish, and short, in order to one day allow me to type away for hours a day on a MacBook. But I have already outlived them while eating a large proportion of food they wouldn't recognize and taking supplements both as a child and as an adult. The idea that a prehistoric diet can be approximated today or that it would be the most optimal diet is rather questionable. Today's commercial plant foods and meats are different from the foods available in prehistoric times. We eat hybrids of plants and we feed foods to farmed animals that they would not normally eat. Farmed animals are typically given a host of supplements in their feed. The U.S. food supply is routinely fortified with a host of vitamins and minerals (such as vitamin D in milk), and most people who turn to what they consider to be a more natural diet as adults have often benefited from this supplementation. In the last two hundred years, nutritional science has solved all sorts of serious health problems that plagued humanity for eons. Although there are exceptions, eating meat is one of the few things which most people try to do that is "natural." Paleolithic dieters are probably the most vocal anti-vegetarian, natural eaters. Yet they rarely eat insects, grubs, and worms which, according to Paleoveganology in his post What, No Bugs?!, "have long provided humans and other primates with nutrients, and continue doing so today in most parts of the world." So one has to wonder how close to nature they are actually trying to eat. Many vegans are understandably skeptical of the medical and scientific community. But by refusing to accept the scientific evidence in favor of the need to supplement with B12, we provide a steady flow of vegans with health issues for the medical community to study. If you are wary of the medical community, the best thing you can do is ensure that you do not develop B12 deficiency and become one of their subjects. While I'm grateful that research has been done on vegans who do not supplement with B12, enough is enough. It is the vegan community's responsibility to stop this flow of research subjects. When researchers decide to do studies examining the health problems of vegans who do not supplement their diets with B12, it would be best if they simply could not find any. All vegan advocates should be aware of the symptoms of B12 deficiency (with the realization that elevated homocysteine levels occur long before these symptoms are noticeable), and the need for new vegans to start supplementing with B12 shortly after becoming vegan (or even near-vegan).	fwe2-CC-MAIN-2013-20-44534000
There are many kinds of connectors that crimp onto a wire. These connectors serve a wide variety of purposes, which all relate to joining wires together to make circuits. A crimp-on connector has an end of a wire inserted into it, and then you crush the connector in a specific way so that it grabs the end of the wire. Often one uses a crimping tool, but in some cases pliers can do the job. In some cases there are special purpose crimping tools for specific connectors. It is arguably a good idea to also solder a wire to a crimp on connector. Many claim that a crimp on connection doesn't give a good enough electrical connection, and that soldering does a much better job. Some do not crimp at all but only solder. While others only crimp and do not solder. Clearly to each their own.	fwe2-CC-MAIN-2013-20-44537000
This article describes the design of an antenna for "local" contacts on 7MHz, including a simple and efficient matching system that presents a 50Ω load to the transmitter. The design objectives are: The antenna is intended to serve mainly local VK contacts. The requirement can be simply met by an antenna with approximately omni-directional characteristics. Even though the location is a semi rural one, a horizontal antenna is chosen for best noise performance. VK1OD is located in Bowral (abouty 100km SW of Sydney), roughly in the centre of the south east corner of Australia where well over half of Australia's population reside, as illustrated in the map to the right. The table shows the nearby state capital cities (2002) and the path parameters for 7MHz communications at 0500 UTC with SSN=100. Note that radiation angles from 31 to 82 degrees suit these cities. A dipole mounted low to the ground with its legs sloped downwards from the centre was chosen as a reasonably omni-directional horizontal antenna. A mast to support the centre of the dipole at a height of 11m is available, and the legs can be conveniently sloped downwards at about 45° to the horizontal. The impedance of a nominally half wave dipole is quite dependent on frequency, height above ground, the nature of ground, and nearby conductors. The series resistance component changes slowly with about resonance, and reactance changes quite quickly with frequency. Fig 1 shows NEC modelled R and X for the antenna which is resonant at As the frequency increases, the change in feed point impedance can be expressed as the VSWR it would cause on a given feedline. Fig 2 shows the VSWR in a 75Ω line. Conversely, as the length of the antenna is increased beyond resonance at a given frequency, VSWR(75) will increase. The objective of the matching scheme used is to cause a VSWR of 1.5 on the 75Ω feedline because the effect of that VSWR is that there will be points along the feedline where the the ratio of V to I, the impedance, is 50Ω purely resistive. In the strictest sense, we want VSWR=1.5 at the transmitter end of the 75Ω line, VSWR will be a little higher at the feed point end due to line losses. First step is to erect the dipole with 1:1 current balun at the feed point and tune it to obtain VSWR=1.5 in the 75Ω feed line at the desired frequency by making it a little longer than a resonant dipole. This is best done by measuring VSWR with a 75Ω SWR meter at the transmitter end of a a feed line length that is a little longer than anticipated for the installation (see below). Fig 3 shows the feed point impedance that would be transformed by a length of Belden 1189A (RG6) at 7.1MHz. The NEC model give above gives specific values for feed point impedance for the modelled antennas, but the installed antenna will depart from the model to some extent because the model is a simple one that does not capture the entire antenna environment, and some parameters (eg soil type) are guesses and have a certain amount of error. Nevertheless, we can use the model to guide us to a solution that is tuned for the actual installation. We expect that a dipole like that described above, when tuned for VSWR=1.5 in a 75Ω feed line will have a feed point resistance component typically somewhere in the range 60Ω to 80Ω. From Fig 3, select a length of line that is convenient and will suit that resistance range with positive X (since the dipole is resonant below the desired frequency). Fig 3 indicates a length of around 13m will suit, lets choose 15m as a starting point to cover that range. Now, connect a 50Ω line from the transmitter to a 50Ω SWR meter and then to the 15m of 75Ω line. Measure VSWR(50) at the desired operating frequency, and at adjacent frequencies. It is likely that the VSWR is greater than one, and is less at lower frequencies. Cut a little off the 75Ω line, and repeat the measurements. Repeat the process until the VSWR(50) minimum is at the desired frequency, and it should be very low, less than 1.1. Fig 4 shows the measured VSWR, Rx and Xs from 6MHz to 8MHz looking into the tuned length of RG6. Apologies for the graphs, the TAPR VNA software is poor. The red VSWR scale is from 1:1 to 3:1, so the second grid line from the bottom is 1.4:1. The blue line is R and scale is 0 to 100, and orange line is X and scale is -50 to +50. Note that the R and X lines in Fig 4 are not directly comparable with Fig 3 (Fig 3 shows the feed point impedance required for input impedance of 50+j0Ω vs length, whereas Fig 4 shows the input impedance with the optimised tuned length of feed line). Whilst it is possible to adjust the dipole length and feedline line length for a perfect match, it is impractical as factors like variations in soil moisture content after rain, seasonal variation in vegetation etc will cause small variation in the input impedance. The dipole could be tuned so that resonance is above the desired frequency and VSWR(75)=1.5 at the desired frequency by shortening it from resonant length. This means that feed point impedance would typically be in the range 60Ω to 80Ω and reactance is negative. Looking at Fig 3, you might choose a line length of 23m as the starting point and then adjust the line length until VSWR(50) looking into the line is very low (<1.1). Fig 5 shows the feed point detail. The RG6 feed line is inside a length of 13mm irrigation pipe as protection from birds, and a W2DU style balun formed of 12 suppression sleeves on the RG6 fits inside the irrigation pipe. Fig 6 shows an adjustable capacity hat for fine tuning the antenna. It is just a piece of HDC with a dog leg in the middle, and secured to the dipole wire with a split bolt line tap about 900mm from the end. Fig 7 shows the insulator termination detail. The copper is terminated using crimp sleeves particular to the purpose. These were widely used on open wire telephone lines, but probably not obtainable now. Fig 8 shows the method of tensioning the dipole. The star picket is a temporary measure and will be replaced with a length of galvanised steel pipe. The winch fitting is a rural fence accessory. Fig 8 shows the earthing of the supporting mast to a 2.4m long 16mm copper clad ground rod driven into wet clay. Two 25mm2 conductors bond the mast to the earth rod. The ground rod consistently measures around 12Ω resistance indicating a soil resistivity of around 20Ωm (which is quite low). When connected to the mast in its foundation, the combined resistance consistently measures 9Ω to 10Ω. The temporary end supports were replaced with 50mm diameter steel posts. This raised the ends of the dipole to about 7m in height (included angle 135°) and required a small adjustment in tuning. Fig 10 shows the end support posts. They are made from 40mm NB (~50mm OD) galvanised steel pipe, with cap added and a chain link welded on for rigging attachment. The winch pictured is a permanent fence wire strainer which cost about $7 at the local rural hardware shop. The other pics show the lateral guys (4mm galvanised FSWR) on the mast at 8m height, and their attachment to an eye in the roof frame and a star picket driven into the ground. The mast was trued up laterally using a theodolite and then the rigging screws and shackle pins wired to prevent loosening. The egg insulators are to prevent unwanted interaction with the dipole. Fig 11 above shows a scan with a AIMuhf antenna analyser look into the existing 13m of RG6 coax. The capacity loading stingers were adjusted in position to obtain VSWR(75)=1.5 at about 7.070MHz. The VSWR lot above is referenced to 75Ω, and the cyan cursor shows VSWR(75)=1.5 at 7.059MHz. This is quite close enough, antenna tuning will change a little with ground moisture level etc. In this case, the stingers needed to be move about 100mm to compensate for the new end height which could be expected to affect feed point reactance much more than resistance. Having used this stinger design for many years, it was time to improve the design. Fig 12 shows the improved design, the 2mm HDC stinger wire is formed around a 6mm round rod, then through the split bolt line tap, and the ends bent out at 90°. The improved stinger seats better against the main line, won't fall out easily, and can be removed without fully undoing the line tap. Next step is to determine any adjustment needed in the tuned 75Ω coax section. Fig 13 above shows the same scan referenced to 50Ω. Minimum VSWR(50) occurs at 7.060MHz, and as expected, it is quite low (1.04). It is not altogether surprising that the existing length of line remains optimal as the retuning with the stingers was mostly to correct a shift in reactance caused by the new mounting height. Note that in Fig 13, minimum VSWR is extremely low (<1.05), and reactance does not pass through zero around minimum VSWR. This is an example that shows the nonsense of the widely held belief that system resonance is synonomous with minimum VSWR, and that reactance always passes through zero coincident exactly with minimum VSWR. Fig 14 above shows the new cable entry panel. A brick was removed from the wall and an aluminium panel folded up to cover the space and accommodate four N type bulkhead connectors. This is the garage wall, and the inside is unlined which gives ready access to the other side of the connectors. Fig 15 shows a pair of ceramic feed through insulators with metal hardware fabricated from 5mm stainless threaded rod, nuts and washers. The feed through insulators are to facilitate entry of an open wire feeder. The panel is grounded via a 6mm^2 conductor behind the wall. The 13m of RG6 feedline has a loss under the mismatched conditions of 0.22dB and cost A$5. Another 2m of RG58 fly lead to make the distance to the transmitter has a loss of 0.07dB at a cost of less than A$2, giving a total feed line system with loss of 0.3 dB (efficiency 93%) for less than A$7 and delivering a very good match for the transmitter. The balun is about A$10, so all up, the antenna cost is about A$17 plus appropriate copper wire. An NEC model of the dipole indicates copper loss of 1.8%. Common mode feedline current at the feed point adjacent to the balun was measured at 50mA with 100W delivered to the antenna system. The choke impedance is 560+j780Ω, so power dissipated in the balun at 100W is I^2R=0.05^2*560=1.4W, 1.4% of transmitter output. Fig 16 shows where the transmitter power goes. \|1.02\|\|22/05/2011\|\|New higher end supports and revised tuning.\| VK1OD on the 'net. I appreciate feedback, click on the ... in [email protected] for my email address. © Copyright: Owen Duffy 1995, 2012. All rights reserved. Disclaimer.	fwe2-CC-MAIN-2013-20-44539000
Past Flood Events \| 2011 2011 proved to be another record-breaking flood year in the United States. USGS personnel from North Dakota to Louisiana were busy measuring Spring floods on the Red River of the North, the Ohio River, the Mississippi River, and many tributaries. Water Science Centers along the Missouri River and its tributaries saw record-breaking snow-melt runoff through the summer. The following link outlines some of the nation-wide efforts of the USGS to study and document these record-breaking floods: Focal points of Spring/Summer floods in the Central US: Summary Information For 2011 Floods USGS Professional Paper 1798: 2011 Floods of the Central United States: Summary - Flood information sheet: Science Efforts of the U.S. Geological Survey Chapter B - General Weather Conditions and Precipitation Chapter C - Peak Streamflows and Runoff Volumes Chapter E - New Madrid Floodway Stages and Streamflows Other chapters coming soon... Video: The Anatomy of Floods: The Causes and Development of 2011's Epic Flood Events 2011 Service Assessments from the National Weather Service Divine Providence - The 2011 flood in the Mississippi River and Tributaries Project, by Charles Camillo (USACE, 2012) USACE Post 2011 Flood Event Analysis of the Missouri River Mainstem Flood Control Storage IRTF Report - Interagency Recovery Task Force website with 2011-12 report.	fwe2-CC-MAIN-2013-20-44543000
USGS Surface Water Information New & Noteworthy USGS in Your State USGS Water Science Centers are located in each state. Other Water Sites Documents are presented in Portable Document Format (PDF); the latest version of Adobe Reader or similar software is required to view it. Download the latest version of Adobe Reader, free of charge. Summary of U.S. Geological Survey On-Line Instantaneous Fluvial Sediment and Ancillary Data by Lisa M. Turcios, John R. Gray, and Annette L. Ledford Instantaneous fluvial sediment data, in addition to other instantaneous water-quality and ancillary data collected by the U.S. Geological Survey (USGS), are available on-line through the National Water Information System World Wide Web (NWISWeb) water-quality data base at http://waterdata.usgs.gov/nwis/qwdata. The NWISWeb water-quality data base was populated and is periodically refreshed from electronic files maintained by individual USGS District offices across the United States and Puerto Rico. It represents the single largest repository of USGS electronic instantaneous-value suspended-sediment, bedload, and bed-material data. These Web pages provide a summary of fluvial-sediment data by State, and by USGS station number retrieved from the then-under-construction NWISWeb data base on January 13, 2000. The meta data can be accessed by following the links at the bottom of this Web page. More than 2.6-million values of instantaneous-value sediment and ancillary data were retrieved for 15,415 sites in all 50 States, Puerto Rico, and other locations, including Canada, the Federated States of Micronesia, Guam, and Southern Ryukyu Islands, from the NWISWeb data base on January 13, 2000. The NWISWeb data base is described, along with the criteria used to retrieve sediment and ancillary data, and selected characteristics of those data in a report to be published in the Proceedings of the 7th Federal Interagency Sedimentation Conference, Reno, Nevada, March 25-29, 2001. A copy of the report is available in pdf format and will require the use of Adobe Acrobat software to view. Additional Helpful Information:> Maps showing locations of sites in the United States and Puerto Rico with sediment and ancillary data retrieved from the NWISWeb data base on January 13, 2000: The results of the January 13, 2000, retrieval from then-under-construction NWISWeb water-quality data base, which are summarized in these Web pages, do not include all instantaneous-value sediment and ancillary data collected by the USGS. Only those data that were present in USGS District Office NWIS data bases in the spring of 1999 were used to populate the NWISWeb data base that was the source of the January 13, 2000, retrieval. There is evidence that a considerable amount of USGS suspended-sediment concentration data and some bedload-transport data were not available on the NWISWeb on January 13, 2000. In many cases, these data can be obtained through USGS District offices for a fraction of the cost of collecting a comparable amount of sediment and ancillary data. For more information, we recommend contacting the local USGS office for Water Resources by following the links available at http://water.usgs.gov/local_offices.html. Daily-value suspended-sediment data collected by the USGS from 1930 through September 30, 1994, are available to the public on-line at http://webserver.cr.usgs.gov/sediment/. These and subsequent daily-value USGS suspended-sediment data are entered into the NWISWeb data base as the data become available. For more information about the data collected, you may follow this link to Chapter 2. Water-Quality System of the User's Manual for the National Water Information System of the U.S. Geological Survey. Chose state to view summary pages. Station data for each state may take minutes to load. Suggestions for printing.	fwe2-CC-MAIN-2013-20-44544000
Hidden Vitamin in Milk Yields Remarkable Health Benefits Weill Cornell Researchers Show Tiny Vitamin in Milk, in High Doses, Makes Mice Leaner, Faster and Stronger NEW YORK (June 14, 2012) — A novel form of vitamin B3 found in milk in small quantities produces remarkable health benefits in mice when high doses are administered, according to a new study conducted by researchers at Weill Cornell Medical College and the Polytechnic School in Lausanne, Switzerland. The findings, recently reported in the June 2012 issue of the journal, Cell Metabolism, reveal that high doses of the vitamin precursor, nicotinamide riboside (NR) — a cousin of niacin — prevent obesity in mice that are fed a fatty diet, and also increase muscle performance, improve energy expenditure and prevent diabetes development, all without side effects. The Swiss researchers, led by Dr. Johan Auwerx, performed the mouse experiments, while the ability to give the animals sufficient doses of NR was made possible by Weill Cornell Medical College researchers, who played key roles in uncovering the biological story of NR. "This study is very important. It shows that in animals, the use of NR offers the health benefits of a low-calorie diet and exercise — without doing either one," says Dr. Anthony Sauve, associate professor of Pharmacology at Weill Cornell Medical College. Dr. Sauve is the pharmacologist and organic chemist who has invented a simple method for efficiently synthesizing NR in large scale. He was first to show that NR increases nicotinamide adenine dinucleotide (NAD) levels in mammalian cells. NAD is a central player in energy metabolism. He has pioneered research into the compound, and he is a leader in investigating how NAD can signal adaptation in cells and in physiology. "The research also suggests that the effects of NR could be even broader," Dr. Sauve says. "The bottom line is that NR improves the function of mitochondria, the cell's energy factories. Mitochondrial decline is the hallmark of many diseases associated with aging, such as cancer and neurodegeneration, and NR supplementation boosts mitochondrial functioning." The Swiss researchers call NR a "hidden vitamin" that is believed to also be present in many other foods, although levels are low and difficult to measure. Nevertheless, the effects of NR on metabolism "are nothing short of astonishing." Got nicotinamide riboside? The study depended on a series of crucial discoveries by Dr. Sauve and his laboratory colleagues. NR, related to niacin and other common forms of vitamin B3, was first investigated more than 60 years ago by a Stanford researcher and 1959 Nobel Laureate, Arthur Kornberg. But little more was known about its effects in mammals until Dr. Sauve discovered the effect NR had in stimulating levels of NAD in mammalian cells — work he published in 2007. NAD allows sugars, fats, and proteins to be converted into energy. Dr. Sauve's research provided the first evidence that NR enhances NAD levels in the mitochondria in mammalian cells in culture. These findings are published in the current study. These cell-based observations were key to the demonstration that NR could stimulate tissue NAD levels in animals, and that it could stimulate NAD-dependent sirtuins, which adapt physiology to the low calorie diets that are known to extend the lifespan of many organisms. Dr. Sauve invented a relatively simple method for efficiently synthesizing NR in large scale so that its health benefits can be studied. This methodology, which makes it possible to make NR commercially available, was patented by Cornell's Center for Technology Enterprise and Commercialization and subsequently licensed to ChromaDex Corporation. The development of a means to synthesize NR in adequate quantities was crucial to the current research, and the Sauve lab provided methods and NR to make the study possible. In addition, the biological observations on the effects of NR on NAD levels in cells and on mitochondria were key to the study. Finally, the Sauve laboratory has developed state of the art analytical methods to determine NAD levels in cells, tissues and organelles, and the laboratory provided several key metabolic measurements highlighted in the study. "Our published scientific work has verified that NR is perhaps the most potent NAD enhancing agent ever identified," he says. His laboratory is also widely recognized for developing an expertise in the measurement of NAD metabolism in cell tissues. With this compound, the Swiss researchers found that mice on a high-fat diet supplemented with NR gained significantly less weight (60 percent) than mice fed the same diet without NR, even though the mice supplemented with NR ate the same amount of food as mice on the high fat diet not treated with NR. They had improved energy. They were in better shape than the untreated mice, with significantly better endurance and stronger muscles. Additionally, none of the treated mice developed diabetes, as seen in the untreated mice on the high fat diet. And when fed a normal diet, NR treated mice had improved sensitivity to insulin. The NR treated mice also showed lower cholesterol levels. All of these benefits came without toxicity. While the new study demonstrates that high doses of NR can largely prevent the negative health consequences of a poor diet in mice, Dr. Sauve stresses that the effects of high doses of the vitamin in humans have not been evaluated. "It is important to keep in mind that the amount of NR in milk and other foods appears to be small. We don't know what effects NR would have in humans at relatively high doses," he says. "Still, we have very encouraging evidence of benefits of NR and NAD augmentation in general from this animal study — and much more work to do," he says. The study's senior investigator Dr. Auwerx is head of Laboratory of Integrative Systems Physiology at the Polytechnic School in Lausanne (École Polytechnique Fédérale de Lausanne or EPFL) and the first author is Dr. Carles Cantó, also of EPFL. Other co-authors include Dou Y. Youn and Dr. Yana Cen from Weill Cornell Medical College; Dr. Riekelt H. Houtkooper, Dr. Eija Pirinen, Dr. Maaike H. Oosterveer, Dr. Pablo J. Fernandez-Marcos, Dr. Hiroyasu Yamamoto, Dr. Pénélope A. Andreux, Dr. Philippe Cettour-Rose, Dr. Kristina Schoonjans and Dr. Chris Rinsch from EPFL; Dr. Karl Gademann from the University of Basel in Switzerland. The Ellison Medical Foundation New Scholar Award and the New York State Spinal Cord Injury Board funded study contributions by the Weill Cornell Medical College researchers. Weill Cornell Medical College Weill Cornell Medical College, Cornell University's medical school located in New York City, is committed to excellence in research, teaching, patient care and the advancement of the art and science of medicine, locally, nationally and globally. Physicians and scientists of Weill Cornell Medical College are engaged in cutting-edge research from bench to bedside, aimed at unlocking mysteries of the human body in health and sickness and toward developing new treatments and prevention strategies. In its commitment to global health and education, Weill Cornell has a strong presence in places such as Qatar, Tanzania, Haiti, Brazil, Austria and Turkey. Through the historic Weill Cornell Medical College in Qatar, the Medical College is the first in the U.S. to offer its M.D. degree overseas. Weill Cornell is the birthplace of many medical advances — including the development of the Pap test for cervical cancer, the synthesis of penicillin, the first successful embryo-biopsy pregnancy and birth in the U.S., the first clinical trial of gene therapy for Parkinson's disease, and most recently, the world's first successful use of deep brain stimulation to treat a minimally conscious brain-injured patient. Weill Cornell Medical College is affiliated with NewYork-Presbyterian Hospital, where its faculty provides comprehensive patient care at NewYork-Presbyterian Hospital/Weill Cornell Medical Center. The Medical College is also affiliated with the Methodist Hospital in Houston. For more information, visit weill.cornell.edu.	fwe2-CC-MAIN-2013-20-44551000
The most common symptom of peripheral artery disease (PAD) is pain and cramping in the legs, called intermittent claudication. If your legs cramp after walking short distances, your doctor may want to look for disease in the arteries that supply your legs. The physical exam usually consists of looking at your feet and feeling for pulses in your legs and feet. Tests may include: - Blood tests—Your doctor will review your blood fats and/or your blood sugar. If either is elevated, it may be a treatable cause of PAD. - Ankle-brachial index—This is a blood pressure recordings in the legs and arms. - Doppler ultrasonography —This is a small device that can detect blood flow using sound waves. The test is fast, painless, and harmless. - Angiography —During this procedure, x-rays are taken while dye is being injected into the blood vessels. The x-rays can show blockages. This test is invasive and is usually only done in more serious cases. - CT angiography—This involves using CT scan technology along with angiography to show the blood vessels. - MRI scan —Magnetic waves are used to take images of the body. You will also be evaluated for accompanying problems, such as diabetes, high blood pressure , and elevated levels of cholesterol and other blood fats. - Reviewer: Michael J. Fucci, DO - Review Date: 09/2012 - - Update Date: 00/92/2012 -	fwe2-CC-MAIN-2013-20-44555000
Foreign type specifiers Here is a list of valid foreign type specifiers for use in accessing external objects. Specifies an undefined return value. Not allowed as argument type. As argument: any value (#f is false (zero), anything else is true (non-zero). As result: anything different from 0 and the NULL pointer is #t. This type maps to int in both C and C++. A signed or unsigned character. As an argument, the input Scheme character is cast to C char or unsigned char, resulting in an 8-bit value. A Scheme character with an integer value outside 0-127 (signed) or 0-255 (unsigned) will be silently truncated to fit; in other words, don't feed it UTF-8 data. As a return type, accepts any valid Unicode code point; the return type is treated as a C int, and converted to a Scheme character. An 8-bit integer value in range -128 - 127 (byte) or 0 - 255 (unsigned byte). Values are cast to and from C char or unsigned char type, so values outside this 8-bit range will be unceremoniously truncated.[type] short A short integer number in 16-bit range. Maps to C short or unsigned short.[type] int An integer number in fixnum range (-1073741824 to 1073741823, i.e. 31 bit signed). unsigned-int further restricts this range to 30 bit unsigned (0 to 1073741823). int maps to C type int and int32 maps to int32_t. As an argument type, these expect a fixnum value, and as a return type they return a fixnum. Values outside the ranges prescribed above are silently truncated; you should use e.g. integer if you need the full 32-bit range. Note: int32 is not recognized as an argument type prior to Chicken 4.7.2. Notes for 64-bit architectures: - C's int is 32 bits on most 64-bit systems (LP64), so int and int32 are functionally (if not semantically) equivalent. - The fixnum type is larger than 32 bits and consequently the entire signed or unsigned 32-bit range is available for this type on 64-bit systems. However, for compatibility with 32-bit systems it is probably unwise to rely on this. If you need a 32-bit range, you should use (unsigned) integer or integer32. A fixnum or integral flonum, mapping to int or int32_t or their unsigned variants. When outside of fixnum range the value will overflow into a flonum. C's int is 32 bits on most 64-bit systems (LP64), so integer and integer32 are functionally (if not semantically) equivalent.[type] integer64 A fixnum or integral flonum, mapping to int64_t or uint64_t. When outside of fixnum range the value will overflow into a flonum. On a 32-bit system, the effective precision of this type is 52 bits plus the sign bit, as it is stored in a double flonum. (In other words, numbers between 2^52 and 2^64-1 can be represented but there are gaps in the sequence; the same goes for their negative counterparts.) On a 64-bit system the range is 62 bits plus the sign bit, the maximum range of a fixnum. (Numbers between 2^62 and 2^64-1 have gaps.) unsigned-integer64 is not valid as a return type until Chicken 4.6.4.[type] long Either a fixnum or a flonum in the range of an (unsigned) machine long. Similar to integer32 on 32-bit systems or integer64 on 64-bit.[type] size_t A direct mapping to C's size_t. A floating-point number. If an exact integer is passed as an argument, then it is automatically converted to a float.[type] number A floating-point number. Similar to double, but when used as a result type, then either an exact integer or a floating-point number is returned, depending on whether the result fits into an exact integer or not. A zero-terminated C string. The argument value #f is allowed and is passed as a NULL pointer; similarly, a NULL pointer is returned as #f. Note that the string contents are copied into (automatically managed) temporary storage with a zero byte appended when passed as an argument. Also, a return value of this type is copied into garbage collected memory using strcpy(3). For the nonnull- variant, passing #f will raise an exception, and returning a NULL pointer will result in undefined behavior (e.g. a segfault).[type] c-string* Similar to c-string and nonnull-c-string, but if used as a result type, the pointer returned by the foreign code will be freed (using the C library's free(3)) after copying. This type specifier is not valid as a result type for callbacks defined with define-external.[type] unsigned-c-string Same as c-string, nonnull-c-string, etc. but mapping to C's unsigned char * type.[type] c-string-list Takes a pointer to an array of C strings terminated by a NULL pointer and returns a list of strings. The starred version c-string-list* also releases the storage of each string and the pointer array afterward using free(1). Only valid as a result type, and can only be used with non-callback functions.[type] symbol A symbol, which will be passed to foreign code as a zero-terminated string. When declared as the result of foreign code, the result should be a string and a symbol with the same name will be interned in the symbol table (and returned to the caller). Attempting to return a NULL string will raise an exception. A blob object, passed as a pointer to its contents. Permitted only as argument type, not return type. Arguments of type blob may optionally be #f, which is passed as a NULL pointer. For the nonnull- variant, passing a #f value will raise an exception.[type] u8vector A SRFI-4 number-vector object, passed as a pointer to its contents. These are allowed only as argument types, not as return types. The value #f is also allowed and is passed to C as a NULL pointer. For the nonnull- variants, passing #f will raise an exception. [type] (c-pointer TYPE) [type] (nonnull-c-pointer TYPE) An operating-system pointer or a locative. c-pointer is untyped, whereas (c-pointer TYPE) points to an object of foreign type TYPE. The value #f is allowed and is passed to C as a NULL pointer; similarly, NULL is returned as #f. For the two nonnull- variants, passing #f will raise an exception, and returning NULL will result in a null pointer object. (Note: It is still possible to deliberately pass a null pointer through a nonnull-c-pointer by manually creating a null pointer object, e.g. via (address->pointer 0).)[type] pointer-vector A vector of foreign pointer objects; see Pointer vectors. Permitted only as an argument type, not as return type. This type was introduced in Chicken 4.6.3. A pointer vector contains a C array of void pointers, and the argument is passed as a void ** pointer to these contents. Just as for bytevector types, you must somehow communicate the length of this array to the callee; there is no sentinel node or NULL terminator. #f is allowed and passed as a NULL pointer. For the nonnull- variant, passing a #f value will raise an exception.[type] (ref TYPE) A C++ reference type. Reference types are handled the same way as pointers inside Scheme code.[type] (function RESULTTYPE (ARGUMENTTYPE1 ... [...]) [CALLCONV]) A function pointer. CALLCONV specifies an optional calling convention and should be a string. The meaning of this string is entirely platform dependent. The value #f is also allowed and is passed as a NULL pointer. Scheme objects[type] scheme-object An arbitrary, raw Scheme data object (immediate or non-immediate). A scheme-object is passed or returned as a C_word, the internal Chicken type for objects. Typically, this consists of an object header and tag bits. It is up to you to build or take apart such objects using the core library routines in chicken.h and runtime.c. More information on object structure can be found in Data representation.[type] scheme-pointer An untyped pointer to the contents of a non-immediate Scheme object; for example, the raw byte contents of a string. Only allowed as an argument type, not a return type. The value #f is also allowed and is passed as a NULL pointer. For the nonnull- variant, passing #f will raise an exception. Don't confuse this type with (c-pointer ...) which means something different (a machine-pointer object). scheme-pointer is typically used to get a pointer to the raw byte content of strings and blobs. But if you pass in a SRFI-4 vector, you will get a pointer to a blob object header (not the blob's contents), which is almost certainly wrong. Instead, convert to a blob beforehand, or use a SRFI-4 specific type. User-defined C types[type] (struct NAME) A struct of the name NAME, which should be a string. Structs cannot be directly passed as arguments to foreign functions, nor can they be result values. However, pointers to structs are allowed.[type] (union NAME) A union of the name NAME, which should be a string. Unions cannot be directly passed as arguments to foreign functions, nor can they be result values. However, pointers to unions are allowed.[type] (enum NAME) An enumeration type. Handled internally as an integer. C++ types[type] (instance CNAME SCHEMECLASS) A pointer to a C++ class instance wrapped into a Scheme object instance. CNAME should designate the name of the C++ class, and SCHEMECLASS should be the class that wraps the instance pointer. (make SCHEMECLASS 'this POINTER) (slot-ref INSTANCE 'this)[type] (instance-ref CNAME SCHEMECLASS) A reference to a C++ class instance.[type] (template TYPE ARGTYPE ...) A C++ template type. For example vector<int> would be specified as (template "vector" int). Template types cannot be directly passed as arguments or returned as results. However, pointers to template types are allowed. Type qualifiers[type] (const TYPE) The foreign type TYPE with an additional const qualifier. Map of foreign types to C types \|Foreign type\|\|C type\| \|[nonnull-]blob\|\|unsigned char \| \|[nonnull-]u8vector\|\|unsigned char \| \|[nonnull-]u16vector\|\|unsigned short \| \|[nonnull-]unsigned-c-string\|\|unsigned char \| \|([nonnull-]c-pointer TYPE)\|\|TYPE \| \|(enum NAME)\|\|enum NAME\| \|(struct NAME)\|\|struct NAME\| \|(ref TYPE)\|\|TYPE &\| \|(template T1 T2 ...)\|\|T1<T2, ...>\| \|(union NAME)\|\|union NAME\| \|(function RTYPE (ATYPE ...) [CALLCONV])\|\|[CALLCONV] RTYPE ()(ATYPE, ...)\| \|(instance CNAME SNAME)\|\|CNAME *\| \|(instance-ref CNAME SNAME)\|\|CNAME &\| Previous: Accessing external objects	fwe2-CC-MAIN-2013-20-44560000
- Many birds bred in captivity are hand-reared. Hand-rearing allows a greater number of birds to be reared (initial clutches may be removed and hand-reared, with the birds re-laying). The abnormal rearing environment may, however adversely affect later behaviour. One potential problem is that birds reared in an abnormal environment may not themselves exhibit normal parental behaviour as adults. - A well-recognised problem, of more concern in some species than in others, is that hand-reared birds may become imprinted on humans and not later recognise their conspecifics as appropriate mates. This is less likely to occur if the birds are reared alongside others of their own species. If reared together with chicks of another species, they may preferentially mate with that species. - Hand-reared birds may be less wary than parent-reared birds. This may be useful or detrimental depending on the circumstances. It may increase vulnerability to predation in birds intended for release, but may be useful in producing birds which are less stressed in a captive situation, and therefore more likely to breed: this may be very important in breeding endangered species. - Hand-rearing also requires suitable equipment in the form of brooder boxes, runs, heat lamps etc. and requires a considerable input of time and effort. Not all species are easy to hand-rear and some require considerable experience and expertise. - Hand rearing has the advantages of allowing good control over temperature and food availability. - Success with rearing, particularly of duck species, may be greatly increased with hand-rearing. Losses due to predation and abandonment, in particular, may be decreased. - Once downies have hatched and dried, they should be transferred from the hatching incubator to a heated broody box. Broody boxes should have solid sides and a mesh top to prevent active birds from jumping or climbing out. - The most common method of providing heat is by an infra-red heat lamp. This is usually suspended over the brooder box by means of a chain, allowing the lamp to be raised or lowered as required to adjust the temperature inside the box. Incandescent bulbs may also be used to provide heat, but are more vulnerable if knocked or splashed with water (and may shatter), and do not allow for a period of darkness, which is important for all except Arctic-breeding waterfowl. - A thermal gradient should be present from directly under the lamp (warmest) to the far end of the box, allowing the downies to chose for themselves the most comfortable area. A sturdy thermometer may be placed inside the box to monitor the temperature, which should initially be about 90-99F (32.2-37.2C) directly under the lamp, reducing to 65-70F (18.3-21.1C) (or ambient temperature if higher) by about three weeks old. - N.B. thermometer temperatures are a useful guide, but behavioural monitoring should be used also: if the downies are all underneath the lamp and huddling together, they are too cold and the lamp needs to be lowered. If they are staying in the far corners of the box, as far away from the lamp as possible, panting and appearing stressed, they are too hot and the lamp needs to be raised. Substrate and Cleaning: - Suitable substrates for young waterfowl should stay dry to avoid wetting and chilling and a non-slip surface is preferred to avoid splay-leg. Newspaper is not very suitable as it quickly becomes sodden and is also slippery when dry. Towels may be used initially but quickly become soiled and wet. Hay and straw should be avoided as they may be a source of Aspergillus spp. spores. Wood shavings, hay, straw and paper might be eaten, which may lead to Impaction. Rubber mats with a stippled surface have been used successfully, as has synthetic turf. Plastic-covered weldmesh or stiff plastic mesh on a frame may be used and has the advantage that spilled feed, water and droppings can fall though to a gutter area underneath to be washed away. Good hygiene is very important and brooder boxes should be cleaned daily to avoid bacterial and fungal growth and associated diseases. - There are two main approaches to the provision of water for downy waterfowl. Downies may be kept with full access to water for swimming from the first or second day. In such conditions it is important to watch the birds carefully for the first few days and ensure they are kept warm and dry when out of the water, as there is a risk of the birds becoming too wet with resultant Chilling. It is particularly important for the diving ducks (especially seaducks and stifftails) to have access to water for swimming and diving from an early age (B29). - Alternatively, downies may be maintained with only drinking water, provided in small vessels or in shallow bowls partially filled with stones to prevent swimming; this may be safer and requires less constant watching, and is often used for dabbling ducks and geese, particularly for small delicate duck species. The amount of water is gradually increased to allow paddling, and full access to water is allowed only after the first full plumage of contour feathers has grown. - If full water access is provided from an early age, a constant flow with surface-level drainage should be used, and an area of stippled rubber matting or mesh must be provided under the brooder lamp. - If waterfowl have been reared without full access to water they must be watched carefully when first let onto water as they may become water-logged and sink (see: they are also at greater risk of Chilling until the first plumage has become waterproof. - Food should be provided once the birds are out of the hatcher. For most species which normally peck at food, dry crumbs or small pellets may be provided in a bowl close to water. For species which would sieve their food, food should be finely ground and made up into a wet slurry. Initially, crumbs with a protein level of 19-20% may be given, with this being changed to pellets of about 15-16% from two to three weeks old onwards. Fine grit should also be provided. - Some waterfowl are difficult to get feeding initially, and may fail to gain weight and die, usually during their second week (see: Starveout). A variety of techniques have been developed to encourage waterfowl downies to feed; see: Stimulating Feeding of - N.B. It is important to ensure that downies are actually eating, not just appearing to eat. Daily weighing is a useful indication, although weights normally decreases in the first two or three days as the yolk sac is absorbed. Careful observation is required to ensure that food is actually being ingested, and tube feeding may be required for some very difficult birds which are slow to begin to feed. - For goslings and other grazing species access to growing grass (i.e. turf, not just cut grass) is important. - The number of hours of light provided should mimic the normal daylight hours of the natural environment where the birds are reared. In the case or Arctic-breeding geese, this would be constant daylight. Tropical species may be best maintained on a cycle of 13 hours daylight, 11 hours dark, while temperate species require something in between, such as 16 hours of light, 8 hours dark. Temperate species given too many hours of daylight are prone to overfeeding, with the attendant risk of the development of Angel Wing. - Young waterfowl should be given access to an outside run in suitable weather as young as possible, and may normally be moved outside at least in daytime by as early as one to two weeks old, depending on the weather. - The run should be placed on clean short grass in an area not used by waterfowl (adults or juveniles) the previous year. - Runs should provide sunny areas (weather permitting) and shade to avoid sunstroke/heatstroke, and should be designed to exclude mice. Thought should be given to the fact that the direction of the sun moves during the day, so that a board giving adequate shade in the morning may need to be moved in order to continue to provide shade later in the day. - The young birds should be shut away at night until the down is being replaced by the first proper feathers. Depending on climate, some heat may be required at night at - Until birds are both fully feathered and waterproof it is advisable to ensure that either the birds are shut in at night or the whole run is covered at night, to avoid the risk of birds becoming soaked during a nightime downpour. - Once fully feathered, juveniles may be placed in larger pens, with a good-sized pool. At this stage, birds which have previously been maintained off water must be watched and may need to be dried if they become to wet; waterproofing usually develops properly within a couple of days. These pens should provide sun, dry spots for resting and shelter from rain, as well as areas in sunshine. - Ideally, birds are raised in broods of the same age and species. Juveniles of different species but the same age and size may be reared together also; however some birds reared with a different species may be prone to choose a bird of the wrong species as a mate when adult. Every effort should be made to avoid rearing a youngster without other waterfowl for company (except for Biziura lobata - Musk duck ducklings). B7, B13.46.w1, B29, B41, B95, B97,	fwe2-CC-MAIN-2013-20-44561000
View and connect to available wireless networks If you have a laptop, you can see a list of available wireless networks, and then connect to one of those networks, no matter where you are. The wireless networks appear only if your computer has a wireless network adapter and driver installed and the adapter is enabled. Watch this video to learn how to view and connect to available wireless networks (0.36) To view and connect to available wireless networks Open Connect to a Network by clicking the network icon ( or ) in the notification area. In the list of available wireless networks, click a network, and then click Connect. Some networks require a network security key or passphrase. To connect to one of those networks, ask your network administrator or Internet service provider (ISP) for the security key or passphrase. Whenever possible, you should connect to security-enabled wireless networks. If you do connect to a network that's not secure, be aware that someone with the right tools can see everything that you do, including the websites you visit, the documents you work on, and the user names and passwords that you use. Changing your network location to Public can help minimize the risk. For more information, see Choosing a network location and How do I know if a wireless network is secure? If you'd like to set up your own wireless network, see Start here to set up a home network in Windows 7.	fwe2-CC-MAIN-2013-20-44563000
Code to run the Stretching Images Photo Gallery in your page: About the Pictures Image Gallery Stretching is a form of physical exercise in which a specific skeletal muscle (or muscle group) is deliberately elongated (often by abduction from the torso) in order to improve the muscle's felt elasticity and reaffirm comfortable muscle tone. The result is a feeling of increased muscle control, flexibility and range of motion. Stretching is also used therapeutically to alleviate cramps. Stretching Photo List	fwe2-CC-MAIN-2013-20-44564000
April 24, 2012 WOOSTER, Ohio — Five-year-old Trei Durstine loves experiments, so Saturday’s Science Day at The College of Wooster was a perfect way to spend the afternoon. The young kindergartner joined some 200 other curious young scientists and their families as they touched real animal brains, made air-dry fossils, created “flubber,” sampled ice cream made with liquid nitrogen, and participated in a range of other hands-on exhibits and presentations. “Our goal was to get young children excited about science,” said John Lindner, professor of physics, who, with the Physics Club, is the driving force behind Science Day. “We wanted them to see that science can be cool and fun.” Judging from the smiling faces that made their way through Taylor Hall on Saturday afternoon, the group more than achieved its objective. “This is the first time we used all four floors (of the building),” said Lindner. “There were a lot of things to see and do.” On the third floor, the Neuroscience Club had pig, cow, and sheep brains on display, while the Geology Club offered selections of fundamental rock types and an “active” volcano that would erupt every 15 minutes. The second floor featured two popular demonstrations: (1) Electricity and Magnetism on the Van de Graaff Generator and (2) Polarization, which showed what Karo syrup looked like with sunglasses. The first floor was the busiest level with five different stations, including ones on Air Pressure, Holography, Waves & Sound, and Forces & Motion, where a spinning bicycle wheel could actually rotate a person on a swivel stool in circles through a principle known as the “conservation of angular movement.” In the basement, there was a Spectra station, where onlookers pondered the origin of colors: an Astronomy exhibit, where participants could make comets from dry ice and dirt; and a Chemistry spot, where liquid nitrogen ice cream and “tie-dye” milk were on the menu. “It was a student-driven event with more than 40 of our (college) students representing five different majors doing experiments and making presentations,” said Lindner. Among those student volunteers was senior physics major Katsuo Maxted, who presented Forces & Motion with fellow physics major Patrick Butler. “It was a very popular session,” said Maxted. “As physics majors, we should be able to explain what we do, and share it with audiences in simple terms.” And that was the bottom line as far as Lindner was concerned. “We don’t expect the kids to remember everything they learned today,” he said. “We just want them to enjoy the experience and develop good feelings about science.” 1189 Beall Avenue, Wooster, Ohio 44691. (330) 263-2000 © Map and Directions \| Employment \| A to Z Index \| Contact Us \| Terms and Conditions \| ScotMail \| ScotWeb \| ScotBlogs \| Libraries \| WHN	fwe2-CC-MAIN-2013-20-44572000
- What is a Mitzvah? -- Judaism on the Internet -- The ultimate resource for Jews, Judaism, Jewish Education, and Torah. — “What is a Mitzvah? - ”, - bar mitzvah party extras bar mitzvah party planning special jewish celebrations Here are a few of the elements you are most likely to find in an Israeli bar mitzvah celebration. — “Bar Mitzvah Party Special Extra Party Ideas”, - Definition of mitzvah in the Online Dictionary. Meaning of mitzvah. Pronunciation of mitzvah. Translations of mitzvah. mitzvah synonyms, mitzvah antonyms. Information about mitzvah in the free online English dictionary and encyclopedia. bar. — “mitzvah - definition of mitzvah by the Free Online Dictionary”, - The term "bat mitzvah" is used to describe a 12-year-old girl when she becomes a Jewish adult. Bat Mitzvah also refers to the religious ceremony (and sometimes celebratory party) that accompanies this important life-cycle event. — “Bat Mitzvah - What Is a Bat Mitzvah”, - Find the best bar mitzvah vendors and service providers and get help planning your child's bar mitzvah: bar mitzvah catering, bar mitzvah caterers, bar mitzvah djs. — “Bar Mitzvah, Bar Mitzvah Vendors, Bar Mitzvah Photographers”, - For the Jewish rite of passage, see Bar Mitzvah and Bat Mitzvah. Sefer ha-Mitzvoth by Rabbi Yisrael Meir Kagan (the "Chafetz Chaim") - this work only deals with the commandments that are valid. — “Mitzvah - Wikipedia, the free encyclopedia”, - Mitzvah. Mitzvah (מצוה "commandment", mitsˈva\|, Biblical: Miṣwah ; plural mitzvot [mitsˈvot]; Biblical: Miṣwoth from צוה ṣiwwah "command") is a word used in Judaism to refer to the 613 commandments given in the Torah and the seven rabbinic commandments. — “Mitzvah”, - mitzvah n. , pl. , -voth ( ), or -vahs . A commandment of the Jewish law. The fulfillment of such a commandment. — “mitzvah: Definition from ”, - Learn about Bar Mitzvah Gifts on . Find info and videos including: When to Give a Bar Mitzvah Gift, What Is a Good Gift for a Bar Mitzvah?, Bar Mitzvah Gift Etiquette and much more. — “Bar Mitzvah Gifts - ”, - wikiHow article about How to Act at a Bar or Bat Mitzvah. During most services, there will be men walking around the aisles to make sure everyone is paying attention to the bar or bat mitzvah's lesson. — “How to Act at a Bar or Bat Mitzvah - wikiHow”, - A Mitzvah is an important part of Jewish society, just as it is important with other religions as well. In order to successfully fulfill a Mitzvah you have to perform an act of kindness that is above and beyond the normal act of kindness. — “Fulfilling a Mitzvah - Judaism - ”, - Mitzvah (MITS-vuh); pl: Mitzvot (mits-VOHT) Lit. commandment. Any of the 613 commandments It can also refer to any Jewish religious obligation, or more generally to any good deed. — “Definition: Mitzvah”, - Mitzvah; Mitzvot: (lit. " commandment"); one of the Torah's 613 Divine commandments; a good deed or religious precept; according to Chassidut, the word mitzvah stems from the root tzavta, attachment, the mitzvah creating a bond between G-d who commands and man who performs. — “Mitzvah; Mitzvot - Jewish Knowledge Base”, - What is a bar or bat mitzvah? B'nai mitzvah is more than an event; as we say in the Jewish tradtion, you do not have a bar or bat mitzvah, you become one. A b'nai mitzvah is not a day, it is a person, i. — “b'nai mitzvah - Rodef Sholom: A Reform Jewish Congregation in”, - Mitzvah (Hebrew: מצווה, "commandment"; plural, mitzvot; from צוה, The latter argue that if the reason for each mitzvah could be determined, people might try to achieve what they see as the purpose of the mitzvah, without actually performing the mitzvah itself. — “Mitzvah - New World Encyclopedia”, - Mitzvah definition, any of the collection of 613 commandments or precepts in the Bible and additional ones of rabbinic origin that relate chiefly to the religio See more. — “Mitzvah \| Define Mitzvah at ”, related images for mitzvah - mitzvah scroll gif - decorated Albert Spector Auditorium - Family education is an integral part of our educational system and parents are encouraged to participate not only in Mishpachah family programs but also in every aspect of their - mitzvah 8 jpg - mitzvah5 jpg - Mitzvah S jpg - Mitzvah Gallery 15 jpg - Mitzvah Gallery 6 jpg - Mining Sluice cleans off the genuine gemstones for your guests to find and keep Note Sluice is typically for outdoor warm weather events Select availability at indoor venues Up to 20 people can fit around the Gemstone Mining Sluice at any one time - Mitzvah Gallery 10 jpg - mitzvah 3 jpg - Mitzvah Gallery 5 jpg - This is my big sound and light system consisting of JBL Subwoofers JBL tower speakers and a 16 foot light truss loaded with special effect lights - very young age A year after her death Shlomo married Merav a young woman who had been divorced with two small children of her own Together Shlomo and Merav have had seven more children - Bat Mitzvah 2006 jpg - Mitzvah Gallery 12 jpg - Mass Mitzvahs At B U - Birthday parties Bar and Bat Mitzvahs *tail Parties Anniversary Parties Baby Showers Galas Fundraisers etc - Beer Company s Bar Mitvah Photo Contest COURTESY OF KEVIN FRIEDMAN - Mitzvah Gallery 9 jpg - 2004 Mitzvah Day 15a jpg - Involvement and responsibility are a major component of Jewish identity our own and our identification with our brethren all over the world Such identification is extremely important as - Amanda Bat Mitzvah group JPG - BarMitzvah 17 jpg - mitzvah 4 jpg - mitzvah 5 JPG - mitzvah jpg - KMD BarMitzvah jpg - mitzvah 1 jpg - group 2006 bnai mitzvah jpg - mitzvah 2 jpg - mitzvah3 jpg - mitzvah 9 jpg - mitzvah 5 jpg - mitzvah4 jpg - We also carry back up equipment for a trouble free event - Bar Bat Mitzvahs - Mitzvah Gallery 1 jpg - Mitzvah Gallery 8 jpg - mitzvah gif related videos for mitzvah - ORT: Mission and Mitzvah A personal look at the history of ORT and some of the worldwide programs supported by ORT America - Me First And The Gimme Gimmes Ruin Jonny's Bar Mitzvah - Rapper Drake Talks About His Bar Mitzvah - Dustin's Bar Mitzvah - Kick Him Out Promo video for Dustin's Bar Mitzvah's single "Kick Him Out" - Bar and Bat Mitzvah Packages A description of our Bar and Bat Mitzvah Packages - Satmar Rebbe Dancing Mitzvah Tantz 3/7/11 Part 1of2 Thousands of Satmar Chassidim Gathered last night March 7 2011 in Williamsburg at the Wedding of the Grandson Satmar Rebbe Rabbi Aaron Teitelbaum, The son of Rav Chanoch Henoch Ashke, Avnei Tzedek Rav in the Atzei Temarim section of Kiryas Yoel with the Daughter of Rabbi Zalman Halberstam Tschakava Rav - Paul Rudd: Bat Mitzvah DJ Before "Dinner for Schmucks," "I Love You, Man," and "Clueless" Paul Rudd helped you cheat at limbo. - Miles' Bar Mitzvah Video The Behind the Music parody video made for Miles Rosenthal's Bar Mitzvah by Steve Delahoyde - Turning Your Bar Mitzvah Money Into Millions How Tim Sykes invested at a young age and started his own hedge fund in college. - I'm Zack! Original Music Video for Zachary Freiman's Bar Mitzvah -- music and direction by Scott Freiman "I'm Zack!" is now available on iTunes! All proceeds go to Temple Beth Abraham in Tarrytown, New York. Click on the video to go directly to iTunes. - Lizzie McGuire / Episode 30. Gordo's Bar Mitzvah. "Part 1 of 2". (Widescreen 16:9. HQ) Filmed Live : 15 May. 2001. (and dates around). First Aired : 18,January. 2002. Production code 130. (Season 1 Episode 30). - Bat Mitzvah Crystal Cake We covered this 3 tier square flare bat mitzvah cake with shimmery fuchsia fondant and harvest branches. Flowers matching the invitation adorn each tier with crystal detailing. - Bat Mitzvah Gift Box Cake Watch Joanne from Pink Cake Box stack a three tier Bat Mitzvah cake. This asymmetrical three tier gift box cake was created for a Hollywood themed Bat Mitzvah at Confetti in Randolph NJ. We incorporated pucci design and film to match the decor and Hollywood theme of the party. The flavors included pink velvet cake with lemon cream cheese, pink velvet cake with vanilla buttercream and chocolate cake with oreos and cream. - Julian's Bar Mitzvah Gift 2 Box Football Hobby Break Hi Julian, Here is a gift for you Bar Mitzvah, courtesy of your Mother & Brother. I hope you like the video and the cards. I will get these right out for you. Talk to you soon buddy, Chris J. - U2: The Early Years Part I: The Bar Mitzvah Ben Stiller as Bono and a send up of The Partridge Family, Rattle and Hum. Funny stuff. - Daniel Bar Mitzvah Daniel from birth to 13, slide show made for his Bar Mitzvah. Music by Jon Simon. - Bar Mitzvah Ceremony video - Los Angeles And Cut! Video Services, Los Angeles Daniel went through the age-old tradition of becoming a Bar Mitzvah at the gorgeous University Synagogue in Santa Monica. But let's face it, the video isn't for him, it's for his parents. So what they get is not only a tribute to a very bright young man, but also to the large and loving family who couldn't be more proud of him. - Satmar Rebbe - Mitzvah Tantz Satmar Rebbe Rabbi Aron Teitelbaum Dancing Mitzvah Tantz at his Grandchild Wedding Wednesday, January 19, 2011 in Satmar Beis Medrash 14th Hooper St. in Williamsburg - Lizzie McGuire / Episode 30. Gordo's Bar Mitzvah. "Part 2 of 2". (Widescreen 16:9. HQ) Filmed Live : 15 May. 2001. (and dates around). First Aired : 18,January. 2002. Production code 130. (Season 1 Episode 30). - Michoel Pruzansky Taseh Mitzvah This music video, made for purim, features the hit song Taseh Mitzvah with some hilarious scenes - Frasier Speaks Klingon During Freddie's Bar Mitzvah. Frasier Crane. Frederick Gaylord Crane, Lilith Sternin, Martin (Marty), Niles, Daphne Moon, Gendler, Jeremy, Noel Shempsky. Pookh lod wih le koo. Hach jahj cho-koov-moakh leng-lidge loo-Teb-jahj leng widge-vahd bel rahp shoave dah-nobe-poo- boagh. [in Hebrew] Shabbat shalom. Jewish gobbledygook, gibberish, Klingon Blessing, Star Trek Funny - Dustins Bar Mitzvah Kick Him Out Dustins Bar Mitzvah Kick Him Out video directed by INDICA - Starsky & Hutch Bat Mitzvah Song i just felt the need to upload this cause i love this scene but i never see it online... everything about it is hilarious lyrics: Feel Like Makin Love That's the time Yeah Feel like makin love To you Oh, baby Come on. Yo. in a restaurant in a topless bar in a high school bus in the back of your mama's car On the trampoline in the middle of a putting green Anywhere Yo, near or far Right here at this bat mitzvah owww, thats the time i feel like makin LOVETOYOU - Monk - Bat Mitzvah Theme (Paley Center) Moderator Ray Richmond (television critic, Hollywood Reporter) asks about loyal fans and for examples of extreme fans of the show. Actor Tony Shaloub (Adrian Monk) tells the story of a fan with a Monk-themed Bat Mitzvah. - Mitzvah Blvd. Trailer - Eli learns his Aleph Beis Mitzvah Blvd is here to teach all the letters of the Aleph Beis, one by one; and parents couldn't be happier. This new half-hour video combines live action and animation, puppets and people, entertainment and information. Each letter is introduced with its own skit and song, so that kids not only learn the letter, but basic words that are associated with it. In addition to letters and words, Mitzvah Blvd. teaches Torah values, such as Brochos, Kosher, Tzedakah and much more. Over three years in the making, Mitzvah Blvd. combines all the top talents, including, Yankee Teitelbaum, Fitche Benshimon and the one and only Chaim Fogelman! It makes a great present any time of the year, but especially on Chanukah, which celebrates our commitment to Torah True education. This Mitzvah Blvd. Vol.1 is the first in a series of affordable learning and entertainment DVDs. Each DVD will be packed with Torah and will teach Jewish values in a way that kids from 2 to 12 will enjoy and understand. To order your copy of Mitzvah Blvd, visit your nearest Judaica store or . - Bat Mitzvah at Shoreditch House \| Bloomsbury Films ® Highlights of a Bat Mitzvah party filmed at Shoreditch House, London on 10 May 2008. Produced by Bloomsbury Films ® \| . - Bat Mitzvah Setup Christmas Party Snowflake ceiling Video Stairs OMG Moving Heads Direct Sound DJ Mikey Mike and Chris Mivhaels set up for a Bat Mitzvah \| Then I did a Christmas Party after the setup OMG the Stairs and traffic were a killer \| Snowflake ceiling \| Video \| Trussing \|Stairs OMG \| Moving Heads \| Direct Sound Bat Mitzvah Setup / bar - The Ikea Doll Bat Mitzvah An Ikea Doll comes of age in a colorful world of Torah, Bubbies and hormones - DJ Jazzy Jackson Bat Mitzvah Demo DJ Jazzy Jackson of KittyHawk Mobile DJ Services in San Pedro, California at Alyssa's bat mitzvah celebration at the Doubletree Hotel, San Pedro, California. HD video demo by 24KT Sound & Video also of San Pedro. High energy clip of bat mitzvah highlights. DJ Jazzy is a very good friend and talented entertainer. Love working together with him whenever we can. Jazzy really knows how to "rev up" a crowd. 24KT Sound & Video is located in San Pedro, California. web: www.24 email marc@24 (310) 547-4702 HD video recording for special events, weddings, corporate videos, seminars, tradeshows, training and marketing. Specialty videos include animated photos, talking pets, photo montages, memorial videos. Performance videos include ballet, concerts, plays, recitals, soloists, athletic events. - Funny Bar Mitzvah Dance Mikey and Mom's Funny First Dance at his Bar Mitzvah - I Am Having A Good Time! Dance From Jon Glaser's Delocated. - Mitzvah Tank Rabbi Pinchas Ezagui of the Esformes Chabad Lubavitch Jewish Center in Ormond Beach, shows off his Mitzvah Tank, a rolling synagogue/RV he uses to reach out to Jewish people in surrounding communities. See more local videos at www.news- - Werewolf Bar Mitzvah - Sims 2 A Sims 2 movie of the Tracy Jordan hit song "Werewolf Bar Mitzvah". My first movie ever! Hopefully fans of 30 Rock and Sims 2 together can enjoy this. - Dustin's Bar Mitzvah - To The Ramones We recorded this in a small car boot sale in Acton - David, Baco, Toby and Rob were all in high spirits as the recording went through - they've played everywhere - even in Tokyo.Lucky beggers. Note - Jason, the guy who plays the manager, was an absolute diamond geezer. Very funny, very improvised. Hope y'all like... - Werewolf Bar Mitzvah - Atbash (Rashanim cover) Tom Johnson - Guitar, Max Johnt - Bass, Mike Howey - Drums VFW, Fargo, 3-4-10 (Cover of Rashanim Song) - Jewish Morning Wake Up Mitzvah learn how the Jewish people wake up in the morning according to halacha from the Torah - Bar mitzvah songs.wmv Bar Mitzvah Songs performed by Bourbon and Trucker Dope with special guest, Six Pack. Performed at Spencer Ewing Friedman's Bar Mitzvah - 2010 - Best Bar Mitzvah Speech My son's D'Var Torah Bar Mitzvah speech - Ultimate Bar Mitzvah Film I made this film for my son Jacob's Bar Mitzvah. It chronicles his preparation for the big day, using film and photos, while showing him throughout the years. - "Theater Class" Episode 6: Bye Mitzvah THE CLASS GOES KOSHER, throwing the greatest Jewish goodbye party for Cici (Skylar Schock). Meanwhile, Mason's (Salim Razawi) better judgement is tested and Oliver (Stephen Weighill) learns to love donkeys. Adam Neylan, Karen Fokes, Janet McCarroll, Rachael Ferris, and Tony Rogers also star. - Curb Your Enthusiasm The Bat Mitzvah Larry & Loretta Clip Clip of Larry and Loretta Black. Susie Greene vs Loretta Black. - Bat Mitzvah with Direct Sound Low Fog Uplighting Cool Sound and Lighting twitter about mitzvah Blogs & Forum blogs and forums about mitzvah “Exceptional Philadelphia wedding bands, dance bands, wedding DJs (disc jockeys), party DJs, event planning, lighting and more. EBE is Philadelphia's premier entertainment company for weddings, bar/bat mitzvahs, corporate events, sweet 16 parties” “Showing Blog Articles in Bar Mitzvah Project. MOST RECENT. Creative Charity. When her son Robin wanted the bar mitzvah party to mean more than new clothes,” — Bar Mitzvah Project - - Yad Eliezer Blog, “B'nai Mitzvah Blog. Community Bulletin Board. ECC Blog. JCP Blog. Darren's Blog. Picture JCP Blogs " B'nai Mitzvah Blog. Bnai Mitzvah Students Lead Passover” — B'nai Mitzvah Blog \| JCP Downtown: Jewish Community Project, “Bat/Bar Mitzvah Blog RSS. This area does not yet contain any content. We are so excited to have been selected by FABBlog as their featured interview this week!” — Bat/Bar Mitzvah Blog - Mitzvahlicious, “Did you know that Temple Emanuel of New Hyde Park is now called Temple Tikvah? The ballroom has been renovated in soft earth tones, beautiful crown molding and” — Creative Cuisine \| MitzvahMarket, “General Category / The Simcha Bat & Bar Mitzvah Forum / Re: Bat Mitzvah Party Theme Ideas General Category / The Simcha Bat & Bar Mitzvah Forum / Re: Bat Mitzvah Party Theme Ideas” — Recent Posts, “Mitzvah Corps of the South celebrated Shabbat and the Fourth of July Welcome to our blog - your all-access pass to the Mitzvah Corps experience!” — Mitzvah Corps – Reform Jewish ***s Social Action - Blog, “Read our thoughts on 25 years of Mitzvah entertainment” — Mitzvah Blog,	fwe2-CC-MAIN-2013-20-44576000
AP Science Writer NEW YORK (AP) -- To millions of people, the Christmas tree is a cheerful sight. To scientists who decipher the DNA codes of plants and animals, it's a monster. We're talking about the conifer, the umbrella term for cone-bearing trees like the spruce, fir, pine, cypress and cedar. Apart from their Yuletide popularity, they play big roles in the lumber industry and in healthy forest ecosystems. Scientists would love to identify the billions of building blocks that make up the DNA of a conifer. That's called sequencing its genome. Such analysis is a standard tool of biology, and doing it for conifers could reveal genetic secrets useful for basic science, breeding and forest management. But the conifer genome is dauntingly huge. And like a big price tag on a wished-for present, that has put it out of reach. Now, as Christmas approaches, it appears the conifer's role as a genetic Grinch may be ending. In recent months, scientific teams in the United States and Canada have released preliminary, patchy descriptions of conifer genomes. And a Swedish team plans to follow suit soon in its quest for the Norway spruce. "The world changed for conifer genetics," said David Neale of the University of California, Davis. It's "entering the modern era." What happened? Credit the same recent technological advances that have some doctors predicting that someday, people will have their genomes sequenced routinely as part of medical care. The technology for that has gotten faster and much cheaper. "Until just a few years ago, the idea of sequencing even a single conifer genome seemed impossible," said John MacKay of the University of Laval in Quebec City, who co-directs a multi-institution Canadian project that's tackling the white spruce. The new technologies changed that, he said. How big is a conifer genome? Consider the 80-foot Christmas tree at Rockefeller Center in New York. It's a Norway spruce, so its genome is six times bigger than that of anybody skating below it. Other conifer genomes are even larger. Nobody expects a perfect, finished conifer genome anytime soon. MacKay and others say that reaching that goal would probably require some advances in technology. But even partial versions can help tree breeders and basic scientists, researchers say. Why bother doing this? For breeders, "genomes can really help you speed up the process and simply do a better job of selecting trees, if you understand the genetic architecture of the traits you want to breed for," MacKay said. The prospect of climate change brings another dimension. As forest managers select trees to plant after a fire or tree harvesting, genetic information might help them pick varieties that can adapt to climate trends in coming decades, Neale said. It's all about "giving them a tree that will be healthy into the future," he said. To sequence a genome, scientists start by chopping DNA into small bits, and let their machines sequence each bit. That's the part that has become much faster and cheaper in recent years. But then comes the task of re-assembling these bits back into the long DNA chains found in trees. And that is a huge challenge with conifers, because their DNA chains contain many repeated sequences that make the assembly a lot harder. As a result, conifers present "these large regions I think we will never be able to piece together" with current technologies, said Par Ingvarsson of Umea University in Sweden, who is leading the Norway spruce project. Will scientists develop new technologies to overcome that problem? "You should never say never in this game," Ingvarsson said. This past summer, Neale's group presented partial results for the genome sequence of loblolly pine, based on DNA extracted from a single pine nut. It includes about a million disconnected chunks of DNA, and altogether it covers well over half the tree's genome. Neale figures it will take his team until 2016 to complete genomes of the loblolly, Douglas-fir and sugar pine. The project is financed by the U.S. Department of Agriculture. Mackay's group recently released its early results on DNA taken from a single white spruce. As for the Swedish project on Norway spruce, Ingvarsson said its results will be made public early next year. The 2 million DNA pieces have captured most of the estimated 35,000 to 40,000 genes in the tree, even if researchers don't know just where those genes go in the overall genome sequence, he said. People have about 23,000 genes, not much different from a conifer. The tree's genome so much bigger because it also contains an abundance of non-gene DNA with no obvious function, Ingvarsson said. He said his chief reason for tackling conifer genomes was to fill a conspicuous vacancy in the list of sequenced plants. "It was like the one missing piece," he said. "We just need this final piece to say something about how all the plant kingdom has evolved over the last billion years or so." Canadian project: http://bit.ly/UQdTPd U.S. project: http://pinegenome.org/pinerefseq/ Swedish project: http://www.congenie.org/ Malcolm Ritter can be followed at http://twitter.com/malcolmritter Copyright 2012 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.	fwe2-CC-MAIN-2013-20-44585000
WUSC Regina sponsored student Patience Umereweneza on the lives lead by refugees who do not live in camps: Last semester WUSC Regina came up with an awesome refugee awareness strategy on campus by creating a mock refugee camp. This camp highlighted the way of life in a refugee camp including issues faced by refugees in the camps. These issues included women’s issues, lack of food, lack of sanitation, and of course lack of security. However not all refugees live in camps. In fact according to the United Nations High Commissioner for Refugees (UNHCR), only a third of the world’s refugees live in camps today. This growing trend of urban refugees stems from the fact that cities, unlike camps, create opportunities to stay anonymous, make money, and build a better future. These urban refugees claim that they have a slightly higher chance of regaining control over their wellbeing than if they lived in camps. There are, for example, hundreds of thousands of Somalians living in Nairobi and vast numbers living in other countries such as Djibouti and Yemen. Another example is the new policy that the Ethiopian government presented to UNHCR in which Eritrean refugees who can support themselves are allowed to live outside the camps. This new policy allows Eritrean refugees to live outside camps in any part of the country, provided they are able to sustain themselves financially or have a close or distant relative or a friend in Ethiopia who commits to support them. This change in policy is focused on enabling these refugees to live outside the camp settings. However, living outside of camps however can be very dangerous for refugees. Most countries do not recognize refugees as legal persons and therefore UN papers are not always respected or even recognized. This makes refugees vulnerable to exploitation, arrest and detention, and they can be in competition with the poorest local workers for the worst jobs. Female, elderly, and children refugees are also vulnerable to rape, molestation, and sex trafficking. With the way international aid for refugees is structured, refugees living in large cities often struggle to find their way to UNHCR and receive aid or services that are readily available in camps. It is also not easy for all refugees who live outside camps to earn a living. This can be due to racism, lack of local skills, jobs available, and language barriers. For example over 3.5 million people in Burma have been displaced by the ruling military junta and 147,000 have fled to Thailand. However, these refugees are not recognized and cannot earn income outside refugee camps. Women especially lack access to training and livelihoods and what employment they find outside the camps brings high vulnerabilities and risks. I have never lived in a camp so I can’t say from experience how camps are compared to living outside a camp. However, I feel that not living in a camp gave me a chance to feel like a normal kid for at least a few hours of the day. My siblings and I learned the local language and so were able to go to school and make friends. We blended in…in our own way and were able to lead a normal life to an extent. Yes there was the constant fear of being caught but sometimes the best way to hide something is put it right in front someone’s face. Living inside or outside a camp is not always a choice we make but is a circumstance that just happens and when it does, we just try to make the best out of it.	fwe2-CC-MAIN-2013-20-44588000
Governments start to rein in ivory and rhino horn trade, give sharks and timbers better protection at wildlife trade meeting Countries, on the final day of the Convention on the International Trade of Endangered Species (CITES), capped the historic two-week meeting by deciding for the first time to initiate a process requiring countries most implicated in illicit ivory trade to clamp down on smuggling. Governments mandated China, Kenya, Malaysia, the Philippines, Thailand, Uganda, Tanzania and Viet Nam – the countries of highest concern in terms of their failure to clamp down on large-scale illegal ivory trade - to submit time-bound plans to deal with the problem in two months, and make progress before the next CITES meeting in summer of 2014. Under CITES rules, failure by those countries to take action could lead to a compliance process potentially resulting in sanctions being initiated. The treaty allows CITES to issue a recommendation that governments taking part in the treaty stop trading with non-compliant countries in the 35,000 species covered under the convention, from orchids to crocodile skins. “After years of inaction, governments today put those countries failing to regulate the ivory trade on watch, a move that will help stem the unfettered slaughter of thousands of African elephants,” said Carlos Drews, WWF’s head of delegation at CITES. “The gains made to better protect species here in Bangkok are a major milestone.” “But the fight to stop wildlife crime is not over,” Drews said. “These countries will now be held accountable to these pledges, and must step up the urgency in dealing with the global poaching crisis that is ravaging our wildlife.” The decisions to better regulate the ivory trade this week came after Thai Prime Minister Yingluck Shinawatra on the opening day of the meeting announced she would shut down her country’s ivory markets. The prime minister’s pledge came after more than 1.5 million people signed petitions by WWF, Avaaz, and actor and conservationist Leonardo DiCaprio asking her to end the trading of ivory in Thailand. Governments also extended better protection to threatened rhinos by pledging to work against organized crime syndicates that are smuggling rhino horn through the black market by increasing penalties. In addition, countries adopted a plan to reduce demand for illegal wildlife products like rhino horn, which is believed wrongly to be a miracle cure in Viet Nam. Nearly 700 South African rhinos were killed by poachers last year, and nearly 150 have died thus far in 2013. Up to 30,000 elephants are lost to poaching every year. Governments also reaffirmed the stronger protections for three species of hammerhead sharks, in addition to porbeagle sharks, oceanic whitetips, and two species of manta rays. The sharks and manta rays were listed on CITES Appendix II, seeking to regulate their international trade at sustainable levels. “This is an historic moment, where science has prevailed over politics, as sharks and manta rays are being obliterated from our oceans,” Drews said. “This decision will put a major dent in the uncontrolled trade in shark meat and fins, which is rapidly destroying populations of these precious animals to feed the growing demand for luxury goods.” “These timely decisions to have trade in sharks and manta rays regulated by CITES show that governments can muster the political will to keep our oceans healthy, securing food and other benefits for generations to come – and we hope to see similar action in the future to protect other commercially exploited and threatened marine species, both at the national and international level,” Drews said. Negotiators also voted to ramp up trade regulations for several species of rosewood and ebony, which have been subjects of dangerous levels of illegal logging leading to deforestation, especially in Madagascar.	fwe2-CC-MAIN-2013-20-44591000
Matagorda Historical Photo Question I was looking on Google Earth at Matagorda, specifically the coastline area between Sargent and the Port O'Connor Jetties. I clicked on view, historical imagery, then clicked on the 1943 satellite photos. Two things jumped out at me. First, all the activity that was going on at the military base, there must be 100 planes in the photo, lots of barracks and outbuildings, I recently walked that area with no idea it had such an active past. Secondly and what brought me to my question. There must be 6 or 7 cuts that ran from East and West Matagorda bay that made it to the gulf. Why do some of those cuts not make it to the gulf today. Is it a man made issue? Did the dams on the Colorado for the highland lakes coupled with the water being used for irrigation reduce the freshwater flow enough to cause the cuts to silt in? Would that even make a difference? Is it mother nature? Are we just living during a period where these cuts just don't make it to the gulf? If you have not looked at these photos give them a look there interesting.	fwe2-CC-MAIN-2013-20-44594000
Special Occasion Poems Observance days instituted by the United Nations. Some special occasion days are held on national level also. International observance also known as International dedication or International Anniversary, denotes a period of time to observe some issue of international interest or concern. This is used to commemorate, promote and mobilize for action. Many of these periods have been established by the United Nations General Assembly, Economic and Social Council or by UNESCO. Prime occasions are - Women's Day, Water Day, Health Day, Earth Day, May Day or Labour Day, Mother's Day, No Tobacco Day, Enviroment Day, Fathers Day, Anti Drug Day, Teacher's Day, Literacy Day, Girl Child Day, Elders Day, Anti Poverty Day, Children's Day, Child Rights Day, Violence against Women, AIDS Day, Pollution Prevention & Human Rights Day. My Dad's Hands Bedtime came, we were settling down, I was holding one of my lads... Special Occasion > Fathers Day California > USA	fwe2-CC-MAIN-2013-20-44600000
So maybe you keep losing your keys, or the names of old acquaintances seem to escape you. For most people over 50, it's probably not cause for alarm. But if your forgetfulness is becoming more than a nuisance—you struggle with familiar tasks, you're not sure where you are or how you got there, your friends say you're repeating questions—some medical experts say you should get a "memory screen": typically a five-minute test featuring such tasks as memorizing a series of words, manipulating numbers, and spelling words backward. The idea is to test not just your memory, but everything from language skills to overall thinking ability. The Alzheimer's Foundation of America, a nonprofit advocacy group, recommends these screenings to anyone with memory concerns. The foundation sponsors National Memory Screening Day (866-232-8484) each November, when free screenings are offered at more than 2,000 sites nationwide, including at many assisted living facilities. The test is no substitute for a medical diagnosis, but it can tip people off to early Alzheimer's disease and other types of dementias, and nudge a patient to see a doctor who could prescribe a treatment plan to slow the progression of symptoms, if necessary. Not all health organizations believe mass screenings are the way to go, however. The Alzheimer's Association, another nonprofit advocacy group, says such quick tests are not accurate diagnostic tools and could lead to false positives, scaring people for no reason. Instead, the association encourages one-on-one consultations with doctors (particularly for those over 65) and tells people to watch for ten specific warning signs (to see the list, go to alz.org; you can also call 800-272-3900 for the organization's 24-hour help line). Those warning signs, says Maria Carrillo, Ph.D., director of medical and scientific relations at the association, might include "forgetting how to say words for everyday objects, like 'toothbrush,' and instead asking for 'the thing I use to brush my teeth.' Or, on your usual route from the grocery store, suddenly getting lost and not being able to find home." Carrillo advises patients to see a doctor familiar with the disease and to take along a loved one for support. A good specialist, she says, will walk a patient through a series of cognitive tests, and perhaps an MRI or CT scan to rule out other problems, such as a stroke or a tumor.	fwe2-CC-MAIN-2013-20-44601000
Electrical signals in your heart make the heart muscles contract, pumping blood through your body. If the electrical signals are not flowing well through the heart, this can create serious problems. An electrophysiology study is a test where electrode wires are passed through a blood vessel and into your heart. This electrode can record or create electrical activity. This can help find any problems with the flow of electricity in your heart. Copyright © Nucleus Medical Media, Inc. An electrophysiology study is performed to: Find the cause of abnormally slow heart rhythms (bradycardias) Find the source of abnormally fast heart rhythms (tachycardias) Provoke and diagnose heart (irregular heart beats) that occur infrequently - Reveal suspected arrhythmias An electrophysiology study may also be used to assess: - Risk for sudden death Symptoms of unknown cause - Response to anti-arrhythmic therapy Need for a - Need for an implantable cardioverter defibrillator (destruction of some heart cells by freezing) Problems from the procedure are rare, but all procedures have some risk. Your doctor will review potential problems, like: - Excess bleeding - Blot clots - Injuries to blood vessels or the heart - Abnormal heart rhythm - Heart attack A person’s risk level is very individual. It may relate to the specific arrhythmia suspected and any underlying medical conditions. You doctor may order the following tests: Talk to your doctor about any medications, herbs, or supplements you are taking. You may be asked to stop taking some medications up to one week before the procedure, like: or other anti-inflammatory drugs Blood-thinning drugs, such as - Anti-platelet drugs, such as clopidogrel Do not eat or drink anything after midnight the day before your surgery, unless told otherwise by your doctor. A local anesthetic will be given by needle. It will numb the area where the catheter will be inserted. You will also receive a mild sedative through an IV in your arm. This will help you to relax during the test. You will be asked to lie down on an examination table. Electrodes will be placed on your chest. The electrodes will help to monitor your heart rhythm during the test. An area on your thigh, neck, or just below your collarbone will be cleaned. A thin electrical wire will be inserted into a blood vessel in that area. The electrode will be passed through the blood vessel and into your heart. Your doctor will be able to see the progress of the catheter with the help of x-rays on a screen. The tip of the electrode can send electrical signals to your heart. The signals will make the heart beat at different speeds. Your heart rhythm will be recorded to look for abnormalities. The tip of the electrode can also record electrical activity at specific spots in your heart muscle. The length of the test will vary based on what your doctor is investigating. The test may take 2-4 hours or more to complete. If the doctors induce an arrhythmia, you may feel palpitations, shortness of breath, chest discomfort, or you may even lose consciousness. The medical team can usually control arrhythmias with medicines, but they may need to administer a shock to stop some rhythms. If they need to do this, you will receive more sedation so that you do not feel pain. If your doctor does not need to do additional procedures, you may be able to go home after about six hours. However, you may need to remain in the hospital for up to 24 hours if additional procedures are done during the study. - ECG and blood studies may be done. - You will likely need to lie still and flat on your back for a period of time. A pressure dressing may be placed over the area where the catheter was inserted to help prevent bleeding. It is important to follow the nurses' directions. - You will need to rest in bed until the sedative has worn off. Your heart rate and blood pressure will be monitored. You will also be checked for swelling or infections. If necessary, you may be given pain medicine. After resting for at least 4-6 hours, your doctor will let you know if you can go home that day or if you need to be admitted for more treatment or observation. If you are discharged on the same day as the test, you should have someone drive you home. The results of the study may be available before you leave the hospital or in the next few days. Your doctor will notify you if you need any treatment. When you return home, do the following to help ensure a smooth recovery: - Do not lift heavy objects or engage in strenuous exercise or sexual activity as directed by your doctor. - Change the dressing around the insertion area as instructed. - Take medicines as instructed. - Ice may help decrease discomfort at the insertion site. You may apply the ice for 15-20 minutes at a time. Place a towel between the ice pack and your skin. Be sure to follow your doctor's Call your doctor if any of the following occurs: - Signs of infection, including fever and chills - Redness, swelling, increasing pain, excessive bleeding, or any discharge from the insertion site - Cough, shortness of breath, or chest pain - Your leg feels cold, turns white or blue, or becomes numb or tingly - Lightheadedness or weakness If you think you have an emergency, call for medical help right away. Electrophysiology studies (EPS). American Heart Association website. Available at: . Updated December 10, 2012. Accessed May 6, 2013. Electrophysiology study (EPS). Stanford Medicine website. Available at: . Accessed May 6, 2013. Electrophysiology studies. Texas Heart Institute website. Available at: . Updated August 2012. Accessed May 6, 2013. Warning signs of a heart attack. American Heart Association website. Available at: . Updated March 22, 2013. Accessed May 6, 2013. Last reviewed May 2013 by Michael J. Fucci, DO; Brian Randall, MD Please be aware that this information is provided to supplement the care provided by your physician. It is neither intended nor implied to be a substitute for professional medical advice. CALL YOUR HEALTHCARE PROVIDER IMMEDIATELY IF YOU THINK YOU MAY HAVE A MEDICAL EMERGENCY. Always seek the advice of your physician or other qualified health provider prior to starting any new treatment or with any questions you may have regarding a medical condition. Copyright © EBSCO Publishing. All rights reserved.	fwe2-CC-MAIN-2013-20-44609000
Australian Bureau of Statistics 1301.0 - Year Book Australia, 2008 Previous ISSUE Released at 11:30 AM (CANBERRA TIME) 07/02/2008 \|Page tools: Print Page RSS Search this Product\| Energy conversion and supply losses The energy conversion sectors accounted for approximately three-quarters (4,317 PJ) of total domestic energy use in 2005-06 (diagram 19.4). The energy conversion sectors (including electricity generators, petroleum refiners, operators of coke ovens and blast furnaces, and gas manufacturers) transform primary energy products into more useful, higher value-added derived energy products. For example, petroleum refiners transform crude oil into petroleum products such as petrol and diesel. The electricity generation and petroleum refining sectors are the two main users of energy. In 2005-06 these two conversion sectors used 2,424 PJ and 1,432 PJ respectively (table 19.12). Since 2000-01, energy use by the electricity generation sector has increased by 12% and energy use by the petroleum refining sector has declined by 17%. Derived energy products In 2005-06 Australia produced 2,461 PJ of derived energy products (diagram 19.4). These products included thermal electricity (847 PJ), automotive gasoline (570 PJ), diesel (397 PJ), aviation turbine fuel (192 PJ) and coal products (164 PJ) (table 19.13). The production of derived energy remained essentially the same in 2005-06 as it was in 2000-01 (2,461 PJ in 2005-06 compared with 2,454 PJ in 2000-01). While the production of thermal energy increased from 740 PJ to 847 PJ (up 15%) in this period, there was a fall in the production of all petroleum products - automotive gasoline (down 13%), aviation turbine fuel (down 11%), fuel oil (down 38%), diesel (down 25%) and briquettes (down 79%). Other coal products increased slightly - coke up 3.4% and coal by-products up 2.7%. Significant energy losses are involved in the process of transforming primary energy resources into derived energy products and in the delivery of derived energy products to the market. In 2005-06, almost a third (1,856 PJ) of the total energy available for domestic use was lost through the conversion processes and through distribution and transmission systems (diagram 19.4). Energy end-use by sector In 2005-06 Australia's end-users of energy, comprising households and industries (excluding the conversion sectors), used 3,785 PJ of energy, an increase of 12% since 2000-01 (table 19.14). The transport sector was the largest end-user of energy, using 1,316 PJ in 2005-06. In 2005-06 road transport accounted for 78% (1,021 PJ) of the transport sector's energy use, with the remaining contributors being air transport (202 PJ), water transport (58 PJ) and rail transport (35 PJ). The manufacturing sector was the second highest user of energy (1,209 PJ) in 2005-06. Together with the transport sector, these two sectors account for 67% of total energy end-use. This page last updated 3 June 2010 Unless otherwise noted, content on this website is licensed under a Creative Commons Attribution 2.5 Australia Licence together with any terms, conditions and exclusions as set out in the website Copyright notice. For permission to do anything beyond the scope of this licence and copyright terms contact us.	fwe2-CC-MAIN-2013-20-44611000
J is an eleven-year old boy who spent his first summer at camp last year. A good kid with a good heart, J seems socially inflexible and immature. For example, when it came to playing cards with others, J could only play by his rules. When other campers wanted to stick with the way the majority played the game, he felt left out and hurt by what he perceived as being excluded. This issue seemed to get worse as the behavior pattern repeated and his cabin mates grew more impatient. J simply did not understand that playing a game with different rules is not something to confront your friends about and that disrupting a game is not a way to make people happy with you. J did not have any significant change in his behavior, as he never internalized what he heard from many staff members. J and his entire cabin had an amazing summer and all are returning to camp. Before re-enrolling, however, many parents wanted to talk about J, suggesting we not take him back or just move him. We do not turn kids away simply because they have some growing up to do. Our position with parents is that this is a learning opportunity — not just for J, but for his bunkmates as well. Difficult people seem ever-present no matter what your age, so learning to deal with them seems like a life lesson to us. That said, what do I say to J’s 2012 counselors to better prepare them for the summer? How do I present things better to J so he can begin to understand living in a group? What should be done and said to his bunkmates? Is there anything I can do during the winter to help with this issue come June? Worried in the Woods First of all, I commend you for your clear and courageous stance with your camper parents. Children are certainly a “work in progress,” and the learning here might not only be for J and his cabin mates, but for your parents as well. As much as they may want to, parents can’t always shield their children from life’s challenges. Indeed, it would backfire if they could. Their children would never develop the coping skills they need to succeed in life. J is an example of just the kind of youngster who would benefit from having a behavior plan, or agreement, in place well before he comes to camp. Putting some things in place before the summer will help J be more successful at camp, and it will put his counselors for 2012 at greater ease knowing some forethought has been applied to helping them handle him. Establishing an agreement or behavior plan sometime in the late spring can be extremely beneficial to J, but it must follow certain guidelines. To begin with, the child must be eager to come back to camp. Trying to create an agreement with a child who is not committed to camp simply will not work. From what you say, J had a good summer in other ways and seems keen to return. So far, so good! The second requirement is that J’s parents need to be on board with the idea of having a behavior plan for J, and they must be involved in creating it. My suggestion is that you visit J at his home and talk about last summer. To do this, you will need to set up the visit ahead of time by reviewing J’s behavior with his parents on the phone and framing your visit as a way of coming up with a plan, or agreement, that will help J be more successful this summer. My guess is that J has probably displayed the behavior at school or with friends at home — not just at camp. Presented in the right way, J’s parents will not only be on board with your plan, they will be relieved that you are taking extra steps to help him be more successful with his peers. After all, the whole idea behind such a plan is to help J be more successful. The next step is setting up what are called the “target behaviors,” or the things you would want J to be able to do or do differently this summer. Again, parents should be aware of these details so they can reinforce the objectives with J between the time you create the plan and the time he comes to camp. In general, target behaviors should have the following four properties: - They should be stated in clear, simple, child-friendly terms (what you actually want the camper to be doing and saying). - They should be stated in positive terms as much as possible. - They should be stated in the first person, “I will . . .” - They should be limited to no more than three behaviors. Since J needs help playing by the gener¬ally accepted rules of various games, the first target behavior would be, “I will play by the rules that are agreed upon before the start of the game.” J’s endeavor to control the rules of the game is clearly an attempt on his part to increase his chances of winning. Given this, you will need a second target behavior, such as, “When I lose a game I will still be friendly with the other players.” Having spent a lot of time around youngsters who have a need to control the rules of games and play, I would expand that second target behavior to include winning gracefully. After all, if a child is overly concerned with winning and losing, chances are good they are not only sore losers, but “sore winners” as well. Kids have an equally strong dislike of both. I can’t tell from your letter whether there were other issues that might be included in the list of target behaviors for J. For example, “listening to his counselor and doing what his coun¬selor asks him to do” is a typical target behavior for many campers. Again, you don’t want to overwhelm a camper with too many target behaviors. If there are too many behaviors that a child needs help with, it may be that the child is simply not ready for camp. (See my “In the Trenches” column from the March/April 2010 issue of Camping Magazine for more on determining readiness for camp.) Listing too many target behaviors makes the agreement overwhelming and punitive to the child and harder for counselors to implement. Now that you have identified the specific behaviors you want to help J master, which is his end of the bargain, you need to identify your end of the bargain. In J’s case, you might say that before he plays a game, his counselor will take him aside very briefly to clarify the rules of the game he is about to play and to encourage him to keep his promise to adhere to those rules and to win or lose gracefully. You might even consider having the counselor give J one of those plastic wristbands as a visible reminder of his goal. Giving a camper the sup¬port of a trusted adult — someone who can encourage him, be proud of him, or prompt him — is an example of your end of the bargain and is a key component of a well-crafted behavior plan. To make the plan even more compel¬ling, it should also have both positive and negative consequences for compliance and lack of compliance, respectively. In your face-to-face meeting with J and his parents, ask him what he loves doing most at camp. Think through some op¬tions that don’t involve food, and see if you can set it up that every time J is able to comply with his plan, he gets a point (often represented by an actual “ticket” or sticker on a card). If he gets, say, six points, he gets to do his favorite thing. Many children pick things like extra water skiing, some one-on-one time with a favorite counselor, or getting first pick at an elective on a given day. With a little exploration, it isn’t too hard to come up with things that can serve as incentives for J if he can keep his end of the plan. Likewise, the consequences that would come into play were J to “mess up” need to be clearly outlined so J and his parents know exactly what to expect. I also suggest making these consequences progressive. For example, if J gets into a struggle playing a game, the first conse¬quence would be that he would forfeit his right to play for one day and would get a “positive pep talk” from his counselor. If he can subsequently play and do well, he is “off probation.” If he continues to have a problem, the second-level consequence would be that his unit director would speak with him and his counselor — again, always striving to encourage him to turn it around and be successful. The third level of consequence would be to call his parents and explain his behav¬ior. A fourth level might be that he goes home for three days, thinks about things, and returns with a renewed determina¬tion to work harder to master his plan. Obviously, this step is only practical if the child lives within a certain distance from camp. The final consequence would be to go home for the rest of the summer. With solid support from a caring counselor, many campers are able to achieve mastery over their behavior without triggering consequences. This is especially true when a year has passed, since many children do a lot of growing up in a year and often return to camp more mature and in a better position to participate in an agreement. Some campers are so happy and relieved to be able to come back to camp that they don’t need incentives or rewards. For them, simply being at camp is reward enough. The final point in the plan is to have a chance to speak with J’s cabin mates at the beginning of the session. Done properly, it can help J’s peers be more patient and more supportive toward him. The key is to have this conversation when J is not present (otherwise it would be too embarrassing for him) and to be generous in your description. I might say something like the following: We all know that no one likes to lose. Everyone likes it better when they play a game and win. That said, we all know that in the past, J has had an even harder time sticking to the rules. Why he has such extra trouble with this isn’t important. What is important is that you know that J wants to work on this extra hard this summer and we are trying to help him do that. We understand how annoying it can be when anyone breaks the rules, and we appreciate you giving J a fresh start. If he messes up in the beginning, we will handle it quietly off to the side. What we are asking you for is to give him a fresh start and be patient with him as he tries to get better at this. Everyone will have the chance to show some character by how patient and supportive you can be around this. And if it really starts to bother you, come talk to one of your counselors. Getting it off your chest can help you be more patient, so that’s a good thing. Let me point out that in speaking with J’s cabin mates, you should describe J’s behavior in terms they can easily relate to and avoid labels, which will get you into trouble. You make it clear you’re on top of the situation and that J himself recognizes the need to change. Acknowledge their possible frustration and give them an outlet for it. The final task is to explain the agreement to J’s counselors during staff training. In his case, given that his behavior the previous summer was so challenging, it might make sense for them to have a quiet sit down with him away from the other campers to review the agreement. Many campers have benefitted from agreements like the one I have just described. Good luck with J! Elements of a Behavior Plan or Agreement Bob Ditter is a licensed clinical social worker specializing in child, adolescent, and family therapy. For more information about the author, visit www.BobDitter.com . Originally published in the 2012 March/April Camping Magazine.	fwe2-CC-MAIN-2013-20-44613000
Locked away in fossils is evidence of a sudden solar cooling. Kate Ravilious meets the experts who say it could explain a 3,000-year-old mass migration – and today’s global warming. Just under 3,000 years ago, a group of horse-riding nomads, known as the Scythians, started to venture east and west across the Russian steppes. At about the same time, African farmers began to explore their continent, and Dutch farmers abandoned their land and moved east. All over the world people became restless and started to move – but why? Archaeologists have never found a clear answer, but now one scientist thinks the explanation may lie on the surface of the Sun. This idea of solar activity causing fluctuations in the Earth’s climate has been kicking around for some time, largely in relation to past climate changes such as the Little Ice Age, Medieval Warm Period, etc., but was eclipsed (heh, that pun wasn’t intended) by the recent anthropogenic hypothesis. Several researchers have been exploring this in some detail, see for example: Rozelot, J.P. 2001. Possible links between the solar radius variations and the Earth’s climate evolution over the past four centuries. Journal of Atmospheric and Solar-Terrestrial Physics 63: 375-386. Parker, E.N. 1999. Sunny side of global warming. Nature 399: 416-417. Update on old story Researchers find signs of grain milling, baking 23,000 years ago Archaeologists have found strong evidence that wheat and barley were refined into cereals 23,000 years ago, suggesting that humans were processing grains long before hunter-gatherer societies developed agriculture. The findings, including the identification of the earliest known oven and hence the oldest evidence of baking, were described in a recent issue of the journal Nature. “This is an observation of key progress in human society, as the beginning of baking was likely a major step forward in nutrition,” says author Ehud Weiss, a postdoctoral researcher in Harvard University’s Department of Anthropology and Peabody Museum. “Our work also provides evidence that ancient people held important knowledge that survives to this day. Ten thousand years before agriculture developed, humans recognized the value of cereals.” Well, we’re not sure what to make of this. Certainly, no one believes that the first time people started using grains was also the same time they domesticated them and developed full-fledged agriculture. Generally, it’s been known for some time that hunter-gatherers were using wild cereals to some extent as a food source, without actual full-scale production and domestication. Eh, read it and make of it what you will. Early humans lived in northern China about 1.66 million years ago, according to research reported in the journal Nature this week. The finding suggests humans–characterized by their making and use of stone tools–inhabited upper Asia almost 340,000 years before previous estimates placed them there, surviving in a pretty hostile environment. The research team, including Richard Potts of the Smithsonian Institution’s National Museum of Natural History, reports the results of excavating four layers of sediments at Majuangou in north China. All the layers contained indisputable stone tools apparently made by early humans, known to researchers as “hominins.” The top layer, located at about 43.3-45.0 meters deep in the Earth’s soil, contains the oldest known record of hominin stone tools, dating back to 1.32 million years ago. But the fourth and deepest layer, in which Potts and his team also found stone tools, is about 340,000 years older than that. See? 1.6 million years ago we can find undisputed stone tools, but for some reason the pre-Clovis people in North America could barely knock some rocks together. Archaeologists to the rescue Hi-tech bid to find ancient treasures There is something missing from the ornate church in one of Norfolk’s most picture-perfect villages. Twelve stone apostles and one stone Jesus Christ were stripped from it during Henry VIII’s Reformation, so folklore goes, before being thrown into the nearby harbour in a bout of religious fervour. Now the residents of Cley, in North Norfolk, want them back. But instead of relying on divine inspiration, the very traditional village is turning towards rather hi-tech methods to sniff them out. SHE was one of the most beautiful women of her time, who won the heart of a king to become France’s first officially recognised royal mistress. But when Agnes Sorel died in agony at the age of 28, rumours began to circulate that she had been murdered. The lover of Charles VII, Sorel enraged the king’s son and heir, the future Louis XI, with the influence she exerted over his father’s court. Rumour has it the dauphin paid one of the king’s officials to poison Sorel, who died in 1450 shortly after giving birth. Now French historians hope to clear up what has become one of their country’s most enduring mysteries, by exhuming her body to discover how she died. We found this supposed painting of young Agnes on the Web: Who says history never repeats itself. . . In all seriousness, however, we find the confluence of a premature birth and subsequent death of the young lady involving abdominal pain to be not particularly unusual since many women died during or shortly after childbirth.	fwe2-CC-MAIN-2013-20-44614000
AccessMyLibrary provides FREE access to millions of articles from top publications available through your library. Under the right conditions, all children can become more creative thinkers and problem solvers. In this program, students learn strategies for innovative thinking while unlocking "the secret of the volcano." How do we help children expand their creativity? During the past 25 years, educators have designed many instructional programs in an effort to develop the creative potential of preschool and primary school children. Reviews of research on the effectiveness of these programs, however, are discouraging; most programs did not appear to produce a notable increase in children's creative abilities (Mayer 1983). This lack of experimental support gives rise to doubts about the extent to which instructional techniques can improve creativity. Before accepting this skeptical conclusion, however, let's examine five assumptions - ideas I believe are limiting and misleading - shared by many of the methods that have not proven effective. * Children are blank slates; they have no ideas or opinions about creative strategies and must be taught how to be creative. * Creativity is a unique mental skill; thus, learning this single skill will boost creativity. For example, brainstorming - perhaps the best-known creativity technique focuses on the abundant production of unusual ideas in order to promote innovation. * Children who are instructed with artificial materials (such as puzzles and riddles) are able to spontaneously transfer creative strategies from the training environment to everyday situations. For example, Covington, Crutchfield, and Davis (1966) based their training on detective stories that children solve by applying a given strategy; they hoped that students could apply the same strategy in real-life situations. * Children will learn to think creatively if they …	fwe2-CC-MAIN-2013-20-44617000
England and Scotland are presently debating the terms of a referendum in 2014 that could see Scotland leave the United Kingdom. Two years after that vote, however, Scottish and English energy networks will become significantly better connected. HVDC Link is a unique project establishing many firsts for interconnectors around the world. Costing around £1 billion to install, it will be the first grid interconnector below the sea ever to use high voltage direct current. It will become the longest 2,200MW capacity HVDC cable in the world and will be the first to operate at 600kV. project is set to break boundaries in several regards as it seeks to meet a significant need for greater grid capacity across the UK. With large scale development of renewable energy capacity in Scotland, the challenge is to grow transmission capacity between Scotland and England, where large population centres consume much of the energy produced. This challenge is pressing as the two existing overhead lines that cross the border are running at capacity already. This project will help to meet that need, but must also face the problem of significant transmission loss that can occur over a 420km cable. The 600kV voltage level is designed to help bring the loss down to just three percent. The more conventional 400kV A.C level used in connectors would risk losing three times that level. There are also projected cost benefits to raising the voltage level from the previous highest example of 500kV to 600kV. This can enable the cable to handle a greater electrical capacity without the need for a wider diameter of copper, saving on the cost of an expensive raw material. National Grid Electricity Transmission and Scottish Power Transmission have commissioned the order and aim to see cable installation along the route and construction of converter stations in Hunterston in Ayrshire and Connah’s Quay in ten north of Wales. However, with Flintshire County Council rejecting the planning application for Connah’s Quay on 8 February, it remains to be seen how proposals for the southern converter station will adjust. itself will run under the Irish Sea through the area designated by the Crown Estate as zone nine. Zone nine is part of round three of the off-shore wind programme and rights to the area were granted to Centrica Energy Renewable Investments Limited. Western HVDC in numbers - €1.1 billion – the contract awarded for establishing the link - 2,200MW – the capacity of the new HVDC cable - 600,000 – the voltage level of the new interconnector - 420km – the length of cable between converter stations - 3% - transmission losses, including cable and converter losses - 32GW – off-shore capacity in phase three	fwe2-CC-MAIN-2013-20-44619000
Glucose-6-phosphate-dehydrogenase (G6PD) deficiency is an inherited disease that can cause anemia, or a low red blood cell count. G6PD deficiency occurs when a person doesn't have enough of an enzyme called glucose-6-phosphate-dehydrogenase. This enzyme is important in metabolism. Red blood cells, which carry oxygen, don't get enough energy when G6PD is lacking. The red blood cells die too soon in this condition, which can cause anemia. Anemia can be mild or severe and is often triggered suddenly by illness, foods, or certain medications. Some people with G6PD deficiency have no symptoms at all. In others, the symptoms and signs can range from mild to severe, and may include: newborn jaundice, an abnormal yellow color of the skin and eyes that is present at or shortly after birthan enlarged spleen or liver Hemolytic crisis is a group of symptoms that occur when many red blood cells suddenly die all at once. The symptoms that result include: weaknesspain in the abdomen or backjaundicedark urinefever and chillssevere fatiguetachycardia, or a rapid heartbeatlow blood pressurekidney failure, known as acute renal failurecongestive heart failure, a condition in which the heart is unable to pump blood effectively throughout the bodyshock G6PD deficiency is inherited on the X chromosome. Females have two X chromosomes but males have one X and one Y chromosome. This disease is therefore called "X-linked" and usually only occurs in men. This is because men only need to inherit one abnormal gene to get the disease. Women, on the other hand, have to inherit two abnormal genes to get the disease. In the US, a mild form of G6PD deficiency is very common in blacks. Those from the eastern Mediterranean region are at a higher risk for a more severe form of G6PD deficiency. Sudden attacks of G6PD deficiency, or a hemolytic crisis, can be caused by: any serious illnessfava beans, in the more rare forms of G6PD deficiencysulfa medications, such as sulfamethoxazole, an antibioticcertain medications used to treat malaria, such as primaquinenitrofurantoin (i.e., Macrobid, Macrodantin), an antibioticaspirin, which doesn't usually cause a problem in people with the common form of G6PD deficiency G6PD deficiency is an inherited disease, so it cannot be prevented. Genetic counseling may be helpful to couples with a family history of the disease. The diagnosis of G6PD deficiency is suspected when jaundice and anemia occur. Blood tests, including a complete blood count or CBC and a blood chemistry tests, are done to show that red blood cells have died in large numbers. A specific diagnosis can be made by measuring of the amount of G6PD enzyme activity in red blood cells. This blood test can tell whether the amount of G6PD is abnormally low. In some cases, a blood test called protein electrophoresis may need to be done to confirm the diagnosis. Some people may have a mild form of G6PD deficiency with no long-term effects. Children with severe forms of this disease may have growth problems. These children may need constant monitoring and treatment. Some long-term problems include an enlarged spleen or liver and the need for blood transfusions. Severe, sudden attacks of red cell breakdown can result in kidney damage, congestive heart failure, shock, and even death. This is uncommon in the variety of G6PD deficiency seen in the US. Most affected people in the US can lead a normal life if they are able to avoid the medications and illnesses that cause sudden red blood cell death. G6PD deficiency is not contagious, but an abnormal G6PD gene can be passed on to children, who may or may not get the disease. Most people with G6PD deficiency do not need regular treatment. The genetic defect cannot be cured. If a hemolytic crisis occurs, a person usually needs short-term treatment. If a medication caused the attack, the person should stop taking that medication right away. Other treatment is directed at the person's needs. This may include oxygen, fluids, or medications to treat problems such as congestive heart failure or chronic renal failure. Blood transfusions may be needed in some cases. Some people may need surgery to have their spleen taken out if it gets too big. A treatment called iron chelation therapy may be needed if iron overload occurs. This therapy helps the body get rid of excess iron. These treatments help with complications of G6PD deficiency, but they do not fix or cure the disease. Blood transfusions may cause allergic reactions or infections. Having many transfusions can lead to infections. It may also lead to iron overload, a condition in which there is too much iron in the body. Surgery carries a risk of bleeding, infection, or allergic reaction to the anesthesia. Iron chelation therapy may cause allergic reactions and stomach upset. Most affected people in the US have mild forms of G6PD deficiency. These people often need no treatment other than to avoid certain medications. When they become ill, closer monitoring or treatment may be needed. Those with severe forms of G6PD deficiency often need close monitoring and treatment for life. G6PD deficiency is monitored with blood tests, such as CBC and blood chemistry tests. These can detect anemia or blood cell death and response to therapy. The disease does not generally get worse or improve with age. Any new or worsening symptoms should be reported to the healthcare professional. Harrison's Principles of Internal Medicine, 1998, Fauci et al.	fwe2-CC-MAIN-2013-20-44620000
In the past few weeks I’ve shared a few examples of how science is gradually opening up. We’ve had the likes of Harvard using crowdsourcing methods in their research into diabetes. In a similar vein was PCORI project from Michigan, that aims to get patients involved in the medical research process more than they currently do in their role as pharmaceutical guinea pigs. Or you’ve got the German based social network for scientists to hang out on and collaborate on projects. Whilst the bulk of the science done around the world remains very much in the old school, these kind of efforts do represent an interesting shift. Adding their considerable grist to the mill in the past few days has been Mozilla. They’ve announced the launch of the Mozilla Science Lab. It’s a project that they hope will apply the open source principles that much of the web was founded upon to scientific endeavour. The aim of the Science Lab is to foster an ongoing dialogue between the open web community and researchers to tackle this challenge. Together they’ll share ideas, tools and best practices for using next-generation web solutions to solve real problems in science, and explore ways to make research faster, more agile and collaborative. So in other words, they want to encourage the kind of open and collaborative tools that I highlighted at the start of this post. Their initial goals are of the low hanging fruit variety. They’re teaming up with Software Carpentry to try and improve the digital skills amongst those in the science community. It leads me to wonder if they’re playing catch-up a bit on a community that is already making great use of social tools in their research. As the saying goes, the future already exists, it’s just unevenly distributed, and there are already plenty of positive deviants out there doing great things. Hopefully Mozilla can help spread the awareness of those isolated projects, and aid the more mainstream science community in following suit. You can keep up to date with the project via their Twitter feed – http://twitter.com/mozillascience	fwe2-CC-MAIN-2013-20-44626000
Drought in 2013: Major pains ahead? In 2012, the drought's biggest effects were on the surface. Now if the drought continues as we head into 2013, those agricultural implications will likely unfold into deeper ones, figuratively and literally. Experts at the National Drought Mitigation Center in Lincoln, Nebraska, are looking ahead to 2013 with a close eye on how the drought will unfold and what it will mean to both crop prospects and the condition of the soils in which those crops are planted. Thus far, the drought's effects have been mostly in the top tiers of the soil and what's growing there: Wheat, corn, and forage yields were hit hard, and that alone has had implications beyond the field, namely in the prices fetched for the commodities in shortest supply. But 2012 began with a fuller soil moisture profile than today. That's got some experts bracing for more serious effects on the landscape if the historic flash drought (one whose effects are felt immediately instead of the more typical slow-moving natural disaster) continues. "The previous five years all had above-normal precipitation, the wettest period in recorded history,” says Michael Hayes, director of the National Drought Mitigation Center (NDMC) at the University of Nebraska. "For Nebraska, it was unprecedented. We came into 2012 with a full hydrological system -- rivers, streams, reservoirs, and groundwater. When you’re talking major droughts, this is not a multiyear drought. As we look ahead to 2013, we don’t have that margin built into our hydrological system, so we’re in pretty dire straits.” Adds NDMC drought resources specialist Kelly Smith: "The first wave of drought impacts has been agricultural. The winter wheat crop outlook across the Great Plains has been reduced, and ranchers are scrambling to find feed for cattle. Hay prices have risen, likely meaning bigger grocery bills as meat and dairy prices climb in response. The second wave of impacts is often hydrological. It is likely [the Mississippi and Missouri river] basins are going to be fairly dry through winter and into next year."Slim recovery chances Just in the last few days of 2012, moisture has moved through parts of the Plains and Midwest in the form of snow. While that did put a small dent in the drought conditions in places like Iowa, the drought that's impacted about 60% of the contiguous U.S. doesn't loosen its grip until you move east into parts of Indiana and Ohio. And Nebraska state climatologist Al Dutcher said recently there's only about a 10% to 20% chance that the dryness abates by spring. “Right now the expectations are for increased odds of above-normal temperatures across quite a bit of the nation,” Hayes says. That's been fueled already this winter by a lighter-than-normal snow season in the Rocky Mountains, where much of the surface water supply for western Kansas, eastern Colorado, and western Nebraska originates, adds NDMC climatologist Brian Fuchs in a university report. If that continues through the winter, look for a sharp downturn in groundwater levels come spring.	fwe2-CC-MAIN-2013-20-44631000
\|JamaicaVM 3.2 — User Documentation: The Virtual Machine for Realtime and Embedded Systems\| \|Prev\|\|Chapter 14. Debugging with Eclipse\|\|Next\| Before you are able to debug your project, the code needs to compile and run cleanly. You first need to create a run configuration for your application and to make sure that it starts properly. Next, you need to set up the debug configuration in a similar way using the Run > Debug... menu. You also need to select the class to be used as the main Java class by the debugger (see also Figure 14-2). You can have as many debug configurations for a single project as you wish. When the debugger is started (from Run > Debug... ), it is opened in a new window, and you are ready to start debugging. When you launch your application for debugging, Eclipse automatically switches to the Debug perspective. The most common debugging procedure is undoubtedly to set breakpoints that will allow the inspection of variables and the values inside conditional statements or loops. To set breakpoints in the Package Explorer view of the Java perspective, double-click the selected source code file to open it in an editor. Walk through the code and place your cursor on the marker bar (along the left edge of the editor area) on the line including the suspected code. Double-click to set the breakpoint (see also Figure 14-3). Now start the debugging session from the Run > Debug... menu. It is important not to put multiple statements on a single line because you cannot step over or set line breakpoints on more than one statement on the same line. The Variables view (in the Display window) displays the values of the variables in the selected stack frame (see Figure 14-4). To view a requested variable, simply expand the tree in the Variables view until you can see the requested element. You can also watch variables in the Variables view as you step through the code in the Debug view. When the debugger stops at a breakpoint, you can continue the debugger session by selecting the Step Over option from the Run > Debug... menu (see Figure 14-5). This steps over the highlighted line of code and continues execution at the next line in the same method (or it will continue in the method from which the current method was called). To suspend the execution of threads in the Debug view, select a running thread and Click the Suspend button in the Debug view toolbar. The current call stack for the thread is displayed, and the current line of execution is highlighted in the editor in the Debug perspective. When a thread is suspended, the cursor is placed over a variable in the Java editor and the value of that variable is displayed in a small hovering window. Also, the top stack frame of the thread is automatically selected and the visible variables in that stack frame are displayed in the Variables view. You can examine the appropriate variable in the Variables view by clicking its name. The Eclipse debugger offers an interesting option for debugging remote applications. It can connect to a remote VM running a Java application and attach it to the internal debugger. Working with a remote debugging session is for the most part similar to local debugging. However, a remote debugging configuration requires different settings in the Run > Debug... window. You need to first select the Remote Java Application entry in the left-hand view and then click the New button. A new remote launch configuration is created and three tabs are shown: Connect, Source, and Common. In the Project field of the Connect tab, select which project to use as a reference for the launch (for source code lookup). In the Host field of the Connect tab, type the IP address or domain name of the remote host where the Java program is running. In the Port field of the Connect tab, type the port where the remote VM is accepting connections. Generally, this port is specified when the remote VM is launched. Select the Allow termination of remote VM option when you want the debugger to determine whether the Terminate command is available in a remote session. Select this option if you want to be able to terminate the VM to which you are connecting. Now when you select the Debug option, the debugger attempts to connect to a remote VM at the specified address and port, and the result is displayed in the Debug view. If the launcher is unable to connect to a VM at the specified address, an error message appears. In general, the availability of remote debugging functionality depends purely on the Java VM (Virtual Machine) that runs on the remote host. Figure 14-6 shows the setting of connection properties for a remote debugging session.	fwe2-CC-MAIN-2013-20-44633000
Science Fair Project Encyclopedia Knot theory is a branch of topology that was inspired by observations, as the name suggests, of knots. But progress in the field no longer depends on experiments with twine. Knot theory concerns itself with abstract properties of theoretical knots — the spatial arrangements that in principle could be assumed by a loop of string. In mathematical jargon, knots are embeddings of the closed circle in three-dimensional space. An ordinary knot is converted to a mathematical knot by splicing its ends together. The topological theory of knots asks whether two such knots can be rearranged to match, without opening the splice. The question of untying an ordinary knot has to do with unwedging tangles of rope pulled tight. A knot can be untied in the topological theory of knots if and only if it is equivalent to the unknot, a circle in 3-space. Knot theory originated in an idea of Lord Kelvin's (1867), that atoms were knots of swirling vortices in the æther (also known as 'ether'). He believed that an understanding and classification of all possible knots would explain why atoms absorb and emit light at only the discrete wavelengths that they do (i.e. explain what we now understand to depend on quantum energy levels). Scottish physicist Peter Tait spent many years listing unique knots under the belief that he was creating a table of elements. When ether was discredited through the Michelson-Morley experiment, vortex theory became completely obsolete, and knot theory fell out of scientific interest. Only in the past 100 years, with the rise of topology, have knots become a popular field of study. Today, knot theory is inextricably linked to particle physics, DNA replication and recombination, and to areas of statistical mechanics. An introduction to knot theory Creating a knot is easy. Begin with a one-dimensional line segment, wrap it around itself arbitrarily, and then fuse its two free ends together to form a closed loop. One of the biggest unresolved problems in knot theory is to describe the different ways in which this may be done, or conversely to decide whether two such embeddings are different or the same. The unknot, and a knot equivalent to it Before we can do this, we must decide what it means for embeddings to be "the same". We consider two embeddings of a loop to be the same if we can get from one to the other by a series of slides and distortions of the string which do not tear it, and do not pass one segment of string through another. If no such sequence of moves exists, the embeddings are different knots. A useful way to visualise knots and the allowed moves on them is to project the knot onto a plane - think of the knot casting a shadow on the wall. Now we can draw and manipulate pictures, instead of having to think in 3D. However, there is one more thing we must do - at each crossing we must indicate which section is "over" and which is "under". This is to prevent us from pushing one piece of string through another, which is against the rules. To avoid ambiguity, we must avoid having three arcs cross at the same crossing and also having two arcs meet without actually crossing (we would say that the knot is in general position with respect to the plane). Fortunately a small perturbation in either the original knot or the position of the plane is all that is needed to ensure this. In 1927, working with this diagrammatic form of knots, J.W. Alexander and G.B. Briggs , and independently Kurt Reidemeister, demonstrated that two knot diagrams belonging to the same knot can be related by a sequence of three kinds of moves on the diagram, shown right. These operations, now called the Reidemeister moves, are: - Twist and untwist in either direction. - Move one loop completely over another. - Move a string completely over or under a crossing. Knot invariants can be defined by demonstrating a property of a knot diagram which is not changed when we apply any of the Reidemeister moves. Some very important invariants can be defined in this way, including the Jones polynomial. You can unknot any circle in four dimensions. There are two steps to this. First, "push" the circle into a 3-dimensional subspace. This is the hard, technical part which we will skip. Now imagine temperature to be a fourth dimension to the 3-dimensional space. Then you could make one section of a line cross through the other by simply warming it with your fingers. Two knots can be added by breaking the circles and connecting the pairs of ends. Knots in 3-space form a commutative monoid with prime factorization. The trefoil knots are the simplest prime knots. Higher dimensional knots can be added by splicing the spheres. While you cannot form the unknot in three dimensions by adding two non-trivial knots, you can in higher dimensions. - The Knot Book: An Elementary Introduction to the Mathematical Theory of Knots, Colin Adams , 2001, ISBN 0716742195 - Knots: Mathematics With a Twist, Alexei Sossinsky , 2002, ISBN 0674009444 - Knot Theory, Vassily Manturov , 2004, ISBN 0415310016 The contents of this article is licensed from www.wikipedia.org under the GNU Free Documentation License. Click here to see the transparent copy and copyright details	fwe2-CC-MAIN-2013-20-44646000
Science Fair Project Encyclopedia St. Stephen's Day December 26, the day following Christmas Day, is called St. Stephen's Day in Ireland, and is a public holiday. It commemorates St. Stephen, the first Christian martyr or protomartyr. In Irish it is called Lá Fhéile Stiofán or Lá an Dreoilín — the latter translates literally as another English name used, the "Day of the Wren" or Wren's Day. This name alludes to several Irish legends linking episodes in the life of Jesus to the wren. In parts of Ireland persons carrying either an effigy of a wren, or an actual caged wren, travel from house to house playing music, singing and dancing. Depending on which region of the country, they are called Wrenboys, Mummers or Strawboys. A Mummer's Festival is held at this time every year in the village of New Inn , Co. Galway. St Stephen's Day is also a popular day for visiting family members. A popular rhyme, known to many Irish children and sung at each house visited by the mummers goes as follows: - The wren, the wren, the king of all birds, - On St. Stephen's Day was caught in the furze, - Up with the penny and down with the pan, - Give us a penny to bury the wren. The contents of this article is licensed from www.wikipedia.org under the GNU Free Documentation License. Click here to see the transparent copy and copyright details	fwe2-CC-MAIN-2013-20-44647000
Almost every teen has heard about the kissing disease. Though only about 5-10 percent of them actually come down with the symptoms of Mono, tales of this infection are well known in adolescent circles. When I see a teen in the clinic with the classic symptoms of fever, sore throat, fatigue and enlarged lymph nodes, I tell them it could be Mono. Many of them nod knowingly and flash an embarrassing smile because now they think their parents must know they’re kissing someone. Truth is, while Mono can be commonly spread by sharing kisses, it’s also spread by sharing eating or drinking utensils and by sexual contact. Coming into contact with the bodily fluids of someone currently infected with Mono increases your chances of catching it. What is Mono? Mono is a viral infection caused by EBV (Epstein-Barr Virus). It’s incredibly ubiquitous and most children are exposed to it prior to adolescence. The difference is children rarely come down with the symptoms of Mono. So, the illness is most common in 15- to 24-year-olds who were not exposed in childhood. Eventually 90-95 percent of the population becomes EBV positive. Fatigue and sore throat are by far the most common and most severe complaints of Mono. Fever may occur early in the disease but is not the most significant symptom. It’s often mistaken for strep throat or the flu since symptoms can greatly overlap. To confirm suspicions of Mono, many teens will need a blood test checking their white blood count and for presence of antibodies to EBV. A strep culture may also be done to rule out strep throat. Caution in Mono About 50-60 percent of teens with Mono will also have an enlarged spleen. Rupture of the spleen is rare but can be life threatening and for this reason, teens are not to participate in all sports activities for a minimum of 3 weeks. Contact sports, such as football, are definitely sidelined until 4 weeks after the onset of illness. Check with your child’s doctor to know when your teen gets the green light. When can my teen return to school? Once your teen is afebrile, sore throat is under control and fatigue has lifted then he/she is likely ready to return to school. There’s no hard and fast rule on this since contagiousness starts before onset of symptoms and shedding of the virus continues long after initial infection. Remind your teens to not share eating or drinking utensils and to avoid intimate contact with someone else recently infected. Dr. Mom's bottom line: The fatigue of Mono can linger for months. Make sure your teen is getting enough sleep (8.5 to 9 hours per night) and that any residual throat pain and/or swelling is addressed.	fwe2-CC-MAIN-2013-20-44651000
If a scientist tells you sunny days are ahead – duck and cover! He may be talking about space weather and the giant solar flares that fry satellites and national electrical grids! Just in case you haven’t had enough stormy weather here on Earth, astronomers are warning us to expect some major solar storms over the next few years. Coming our way—more solar flares. Click to expand! Source: NASA Solar Dynamic Observatory Here’s what they are talking about. The sun is a spinning ball of hot magnetized gas and plasma. As it spins, the magnetic force lines in the sun become tangled. After a few years, the twisted magnetic fields are so tangled that they stick out in giant loops through sun’s surface – creating dark sun spots. When the sun is covered with giant storms and sunspots—something has to give. For the three years following the solar peak of activity, something does. Like a rubber band stretched beyond endurance, the magnetic fields snap and break. This splatters large hunks of the solar gas and plasma out into space. We call the snapping “solar flares”. Imagine heating a pot of grease. Eventually, when it gets hot enough, the surface of the grease is covered with bubbles. When the bubbles burst, the grease spatters and anyone nearby can get burned. Now imagine the splatter bigger than Jupiter. Fortunately the Earth's magnetic field is a shield. However, some of the ionized solar particles leak through the North and South Magnetic Poles. When you look up in the sky, you can see the crackling energy as colorful “Northern Lights” or aurora. Scientists warn that these solar “splatters” can do enormous damage to technology. The plasma is hot (269,540˚F), and generates a strong electrical current. They are particularly dangerous to satellites, where they can fry computer chips or burn out equipment, and electrical power grids. They can create electrical surges that enter and burn out equipment and cause blackouts. The last time we had storms big enough to cause this damage was 1989, when a solar storm caused a major Canadian blackout in Quebec and hit several satellites. A National Science Foundation study shows a map of US electrical damage if there was another storm the size of the May 1921 super storm. Yikes! Parts of the US electrical grid at risk from a May, 1921 sized solar storm. Source: NASA Science News - John Kappenmann, Severe Space Weather Events—Understanding Societal and Economic Impacts, National Academy of Sciences, 2008. NASA is monitoring the sun and can warn utilities if a really big storm is coming, in time for the companies to take some protective precautions. Still it is strange. Big solar storms can eliminate GPS, silence cell phones and cause blackouts. Without electricity, pipelines can’t deliver gas or water. If the sun has a major tantrum, we couldn’t even flush our toilets! Compared to that, earthbound snow flurries are enjoyable inconveniences. Speaking of snow flurries—are you one of the people being hit by this week’s storm or one of the lucky people enjoying the safe type of “sunny” weather? Evelyn Browning Garriss, historical climatologist, blogger, writer for The Old Farmer's Almanac, and editor of The Browning Newsletter, has advised farmers, businesses, and investors worldwide on upcoming climate events and their economic and social impact for the past 21 years.	fwe2-CC-MAIN-2013-20-44655000
• hangover • Pronunciation: hæng-o-vêr • Hear it! Part of Speech: Noun Meaning: 1. Something or someone left over from a prior time period; a vestige, a holdover, a leftover, a remnant. 2. The unpleasant effects of overdrinking the night before or a short period before, a katzenjammer. Notes: Today's word is an interesting bit of evidence of the importance of word order in language: an overhang is quite a different thing from a hangover. The only derivation ever tried for this word is hangoverish reported in 1939. The word currently appears only 5,350 times on the Web, mostly in dictionaries. In Play: First things first: "This dorm must be a hangover from an old insane asylum!" The second meaning was derived from the first by means of narrowing to a strictly pejorative sense: "I had such a hangover from the party last night that I think I might have flunked the chemistry exam." Word History: Today's Good Word is obviously a compound comprising hang + over. Hang, the verb, is related to Hittite gang- "to hang", Sanskrit sankate "wavers", and Latin cunctari "to delay", so the Proto-Indo-European root pervaded the Indo-European languages pretty thoroughly. The original past tense was hanged, but a northern British form, hung, emerged in the 16th century as the past participle, then moved on to take over as the past tense form. Hanged remained only in the legal sense, legalese being more conservative than the general language. Stonehenge originally meant "stone gallows", presumably from the resemblance to gallows of the three-piece ensembles.	fwe2-CC-MAIN-2013-20-44657000
by Alexander Kurz Adrenoleukodystrophy (ALD) is an X-chromosomal recessive disorder which leads to adrenal gland dysfunction. The disease is characterised by an abnormal storage of very long chain fatty acids (VLCFA) in myelin and in almost all cells of the body. A variant of ALD is adrenomyeloneuropathy (AMN) in which the spinal cord and peripheral nerves are mainly affected, resulting in spastic paraparesis, sensory abnormalities in the legs, and bladder or anal sphincter dysfunction. Symptoms and course The adult variant of ALD becomes manifest at the age of 28 to 30 years. Clinical features include behavioural disorders, psychotic symptoms, impaired sexual function, ataxia, psudobulbar symptoms, progressive dyskinesia or polyneuropathy. Psychiatric and neurological symptoms are accompanied by adrenal gland dysfunction (fatigue, intermittend vomiting, arterial hypotension, hyperpigmentation of the skin) and hypogonadism. Causes and risk factors ALD is caused by mutations in the ABCD1 gene (Xq28), which encodes a transporter involved in the import of very long-chain fatty acids (VLCFA) into the peroxisome. The storage of abnormally long fatty acids alters the properties of myelin and results in a destabilisation of myelin membranes followed by demyelinisation. The prevalence is estimated at 1:42.000 (Van Geel et al, 2001). Juvenile, adolescent, and adult variants of ALD may be distinguished. The adult form of ALD accounts for approximately 3 % of all cases of ALD. Cranial CT demonstrates demyelinisation in 80 % of ALD patients which is parieto-occipital initally and later also extends to frontal areas. MRT shows hyperintensities in the parieto-occipital white matter and in the spinal cord. The cerebrospinal fluid shows inflammation with pleocytosis, elevated protein content and intrathecal immunoglobulin production. As a consequence of demyelinisation, evoked potentials are slowed. Skin biopsy shows macrophages with typical inclusions. The diagnosis of ALD is established by the demonstration of elevated levels of VLCFA in plasma. Care and treatment Dietary restriction of VLCFA is not sufficient. Lorenzo’s oil is used to increase the intake of unsaturated fatty acits in order to inhibit the generation of VLCFA. Lorenzo’s oil, however, has no effect on demyelinisation and does not slow the progression of the disease. The combination of VLCFA-poor diet and Lorenzo’s oil normalises VLCFA in some patients and slows the progression of symptoms. Adverse effects include thrombopenia, lymphopenia, liver enzyme elevation, and reversible cardiomyopathy. Immune supressive therapy and high-dose intravenous immunoglobuline treatment had only minor effects. Recently bone marrow transplantation has been reported to improve neurological and neuropsychological symptoms if applied at the early stage of the disease. United Leukodystrophy Foundation, 2304 Highland Drive Sycamore, Illinois USA 60178 http://www.ulf.org/ ALD Life, 209 High Street, Penge, London, SE20 7PF, www.aldlife.org - P Aubourg, S Blache, I Jambaqué: Reversal of early neurologic and neuroradiologic manifestations of X-linked adrenoleukodystrophy by bone marrow transplantation. N Engl J Med 322: 1860-1866, 1990 - H. W. Moser: Adrenoleukodystrophy: phenotype, genetics, pathogenesis and therapy. Brain 120: 1485-1508, 1997 - H W Moser, A E Moser, I Singh, B P O’Neill: Adrenoleukodystrophy: Survey of 303 cases: Biochemistry, diagnosis, and therapy. An Neurol 16: 628-641, 1984 - B M van Geel, L Bezman, D J Loes, H W Moser, G V Raymond: Evolution of phenotypes in adult male patients with X-linked adrenoleukodystrophy. Ann Neurol 49: 186-194, 2001 - B M van Geel, J Assies, E B Haverkort, J H Koelman, B Verbeeten, R J Wanders, P G Barth: Progression of abnormalities in adrenomyeloneuropathy and neurologically asymptomatic X-linked adrenoleukodystrophy despite treatment with “Lorenzo’s oil”. J Neurol Neurosurg Psychiatry 67: 290-299, 1999 Last Updated: vendredi 17 août 2012	fwe2-CC-MAIN-2013-20-44662000
Caring for someone with dementia This section deals with the everyday care of the person with dementia: - Personal hygiene - Eating and drinking - Personal relationships - Recreation, activities and exercise - Living alone - Helping children to cope You will find that each chapter is arranged in a similar way. First there is a title. This is followed by a short account of one or more experiences of a carer, which might give you a better idea of what the chapter is about. Then there is a paragraph providing background information and a brief outline of any potential problems. After this, you will find information, which summarises the main coping strategies. The rest of the chapter explains in more detail how to cope with the particular kind of behaviour or problem when it arises and how to prevent it from occurring in the first place (if there is a possibility of doing so). The advice in these chapters should not be considered as recipes for making all problems disappear. The advice given won’t always work for you or the person you are caring for. Last Updated: jeudi 06 août 2009	fwe2-CC-MAIN-2013-20-44663000
Enormous expanses of the Internet are unreachable with standard web search engines. This book provides the key to finding these hidden resources by identifying how to uncover and use invisible web resources. Mapping the invisible Web, when and how to use it, assessing the validity of the information, and the future of Web searching are topics covered in detail. Only 16 percent of Net-based information can be located using a general search engine. The other 84 percent is what is referred to as the invisible Web--made up of information stored in databases. Unlike pages on the visible Web, information in databases is generally inaccessible to the software spiders and crawlers that compile search engine indexes. As Web technology improves, more and more information is being stored in databases that feed into dynamically generated Web pages. The tips provided in this resource will ensure that those databases are exposed and Net-based research will be conducted in the most thorough and effective manner.	fwe2-CC-MAIN-2013-20-44665000
Q: Not long ago, I saw a newspaper article about a “Red” Mass in some city. Later I heard about people attending a “Blue” Mass. What are these? A: A “Red” Mass is a Votive Mass of the Holy Spirit, celebrated for judges, lawyers and other members of the legal profession, to ask God’s blessing upon their work. In Washington, D.C., this Mass is celebrated on the Sunday before the U.S. Supreme Court begins its term on the first Monday of This liturgical custom has more recently led to annual Masses for at least two other occupational groups: “Blue” Masses for police officers and others engaged in public safety, as well as “White” or “Rose” Masses for doctors, nurses and other health-care professionals. According to the St. Thomas More Society, the first Red Mass was celebrated in 1245 at La Sainte Chapelle in Paris. This custom spread to England in 1310. In some places, judges once wore or still wear red robes. The Mass celebrant wears red in honor of the Holy The first Red Mass in the United States was celebrated in New York City in 1928. The 2007 Washington, D.C., Mass at St. Matthew Cathedral was the 54th annual Mass in that city. Archbishop Donald Wuerl presided, and Archbishop Timothy Dolan of Milwaukee preached. Six U.S. Supreme Court justices attended, including five who are Catholic and Stephen Breyer, who is Jewish. Archbishop Dolan began his homily by recalling the witness given in 2002 by a 24-year-old woman at World Youth Day in Canada. Addicted to alcohol and other drugs, she was considering suicide. Friends convinced her to attend a World Youth Day event where she heard Pope John Paul II say that God loves each person, that every person is God’s work of art and known individually by God. “I now want to live,” she told a group in Toronto. Later in his homily Archbishop Dolan said, “Ideas have consequences, and perhaps a way to view our participation in this annual Red Mass in our nation’s capital is as our humble prayer for the red-hot fire of the Holy Spirit, bringing the jurists, legislators and executives of our government the wisdom to recognize that we are indeed made in God’s image....” The archbishop closed his homily by quoting from a prayer that Bishop John Carroll of Baltimore wrote in 1789: “God, we pray for all judges, magistrates and other officers who are appointed to guard our political welfare, that they may be enabled by Thy protection to discharge the duties of their respective stations with honesty In recent years, Red Masses have seen increased ecumenical and interfaith participation. At last September’s Red Mass in Atlanta, Rabbi William Rothschild proclaimed the first reading, from the Book of Haggai. “It’s a wonderful way to recognize the serious, serious responsibility we carry out every day,” said Judge Doris Downs, chief judge of Fulton County Superior Court. “The judiciary does need the prayers.” Catholic Standard, the newspaper of the Archdiocese of Washington, D.C., and The Georgia Bulletin, the newspaper of the Archdiocese of Atlanta, gave full coverage to their Red Masses, as did other diocesan papers regarding local Masses for occupational groups. Women and men distinguished for their public or community service are often honored at these Masses. Occupation-related Masses remind us that faith touches all aspects of life. The feast of St. Joseph the Worker, celebrated on May 1, was introduced into the Church’s worldwide liturgical calendar in 1956 to stress a similar theme: One’s work can be part of—and not an obstacle to—growing in holiness. ‘No Word and Communion Services Q: I have a question that is driving me crazy. Because of a shortage of priests, several parishes in my city no longer have daily Mass. My parish has Word and Communion services twice a week. Sometimes these are led by a deacon but other times by laypersons, including women. All the prayers for the Mass are said, except the consecration prayers. I absolutely refuse to participate. Am I being old-fashioned in not accepting this? A: I suspect that someone may not be accurately reporting what is happening there. The Church’s Congregation for Divine Worship approved a 1973 document entitled “Holy Communion and Worship of the Eucharist Outside Mass.” That instruction indicates who may lead these services (priests, deacons, those designated to bring Holy Communion to the sick and those whom the local bishop may designate) and what such a service includes (an introductory rite, followed by one or more readings from Scripture, the general intercessions, the Our Father and the rest of the Communion That omits the offertory and the eucharistic prayer, a sizable and key section of the Mass. If your parish is not following that Instruction, that is an abuse that should be reported to your local bishop. Anyone doing so needs first to be sure of the facts. The National Conference of Catholic Bishops (now the U.S. Conference of Catholic Bishops) published a booklet in 1976 providing the text of this Instruction and appropriate biblical The Eucharist is the Church’s celebration; whoever leads the Word and Communion service that you have described is acting in the Church’s name. By choosing not to participate, you are depriving yourself of a valuable opportunity to reverence the Body and Blood of Jesus and receive help in your growth as a disciple of Jesus. I would call such a decision not “old-fashioned” but rather “shortsighted.” I hope you will reconsider your decision—even as we work and pray to celebrate Mass Q: In a few months, my grandson, who is not Catholic, and his fiancée will be married on a cruise ship. We fly into Florida on a Saturday and board the ship the next morning. It looks as though I won’t be able to attend Mass that Sunday, something that I always do. Is it O.K. to miss under those circumstances? A: I see two possibilities in this situation. First, there might be a Saturday evening Mass at a church near where you are staying that night. If you go to www.MassTimes.org, you can check out locations and possibilities. This Web site also offers maps to the churches listed. Second, the cruise line might already have arranged for a priest to celebrate Mass on that ship. Check with the cruise line beforehand or with the staff after you board. If neither of these possibilities exists in this situation, then you have done your best under the circumstances. Q: I know that the months of May and October are dedicated to the Blessed Virgin Mary, the month of June to the Sacred Heart of Jesus and the month of July to the Most Precious Blood of Jesus. Are there dedications for the other months? A: Yes, there are. The Catholic Source Book (2007) gives the following list: January (Holy Childhood), February (Holy Family), March (St. Joseph), April (Holy Spirit/Holy Eucharist), May (Mary), June (Sacred Heart), July (Precious Blood), August (Blessed Sacrament), September (The Seven Sorrows of Mary), October (Holy Rosary), November (Souls in Purgatory) and December (Immaculate Father Stanley Rother (1935-1981), a priest of the Archdiocese of Oklahoma City, was murdered at his rectory in Santiago Atitlan, Guatemala. He is regarded by many people there and in the United States as a martyr. On October 5, 2007, the cause for his canonization was formally begun at Holy Trinity Catholic Church in Okarche, Oklahoma, where he was baptized. Archbishop Eusebius Beltran has appointed Deacon Norman Mejstrik as coordinator. Father Rother was the subject of our July 2006 cover story, which is posted at www.AmericanCatholic.org. Thomas Rice, a Patrician Brother working at the Franciscan Mission in Aitape, Papua New Guinea, seeks picture books for children (ages five through eight), novels for teens and writing supplies, as well as statues of Mary and other saints. These can be sent to him at P.O. Box 179, Aitape 553, Sandaun Provice, Papua New Guinea. If you have a question for Father Pat, please submit it here. Include your street address for personal replies enclosing a stamped, self-addressed envelope, please. Some answer material must be mailed since it is not available in digital form. You can still send questions to: Ask a Franciscan, 28 W. Liberty Street, Cincinnati, OH 45202.	fwe2-CC-MAIN-2013-20-44669000
The people of Ireland have always had a pride and passion for their land and traditions. Our new Irish records help you meet these people — your ancestors — and learn more about the places and eras that shaped them. Not sure about exact dates and locations? Even a guess can help. In Ireland, Catholic parish registers are your best bet for finding early births, marriages and deaths, as most people rejected the Anglican Church of Ireland. Our collections let you pinpoint your ancestors in their home country before many of them fled during the Great Famine. Ireland, Catholic Parish Baptisms, Catholic families are rarely small – see how many babies you can discover, and learn dates, places and parents’ names. Ireland, Catholic Parish Deaths, 1756–1881 Catholic burial registers are crucial, as the authorities were opposed to cremation. Discover the deceased’s name, burial date and parish. Ireland, Catholic Parish Marriages and Banns, 1742–1884 Weddings attracted family members from far and wide – celebrate with them, and uncover partners’ names, dates, places and witnesses. Build a timeline of your ancestors’ lives with these national lists of births, marriages and deaths. They cover the period of the destroyed censuses, so they can help you fill in frustrating gaps in your family tree. They include Northern Ireland up to 1922. Ireland, Civil Registration Births Index, Find your family’s new arrivals – together with their mothers’ names – in more than 10 million birth records. Ireland, Civil Registration Deaths Index, Discover where and when your ancestors died – and how old they were when they passed away – with more than 7 million death records. Ireland, Civil Registration Marriages Non-Catholic marriages were recorded from 1845. You’ll start finding Catholics among these 5 million records from 1864. PLUS Ireland, Births and Baptisms, Go back further and find your family among more than 5 million births, collated from church, civil, family and other records. Learn more about this rich land and those who called it home.	fwe2-CC-MAIN-2013-20-44681000
Scanned text contains errors. feet long, and 11 feet 4 inches high. The cclla, or temple proper, is 194 feet long, and 69\| feet wide, with six columns at each (3) * A METOPE FROM SOUTH OF THE PARTHENON. (British Museum ) end, 33 feet in height. Opposite the outermost columns at each end are antw, formed by the prolongation of the side walls of the Kella (sie plan of acropolis). Along the tup of the outer wall of the cello, ran a continuous frieze, 524 feet in length, with representations of the Panathenaic procession goddess, wrought in gold and ivory, the masterpiece of Phidias (cp. athene, neat the end). The western chamber of tht cella was fronted by a portico, and was called by the special name of the Parthi-non. [Within this smaller chamber were kept vessels for use in the sacred processions, with various small articles of gold or silver. Modern writers have hitherto generally identified this small chamber with the SpisthodomOs (lit. back-chamber), which was used as the treasury, or State bank, of Athens; but it is held by Dorpfeld that this term should be confined to the corresponding chamber of the early temple south of the Ereehtheum.] In the Middle Ages the temple was converted into a church, dedicated to the Virgin Mary, and then into a mosque, and remained in good preservation till 1687. In that year, during the siege of Athens by the Venetians, the building was blown up by the explosion of a powder magazine that the Turks had stored in it, and, with the exception of the two pediments, was almost completely destroyed. Most of the sculptures preserved from the pediments and metopes, and from the frieze of the temple chamber, are now among the Elgin Marbles in the British Museum. (4) FROM THE NORTH FRIEZE OP THE PARTHENON. (British Museum; slabs xxxv, xxxvi.) carved in very low relief (fig. 2, F, and figs. 4 and 5). At the east end of the cella, the pronaos, or portico, leads into the eastern chamber, which was 100 Greek feet in length, and was therefore called the hecd-tompedos. It was divided longitudinally into three parts by two rows of nine columns each, and above these was a second row of columns forming an upper story. The central space was open to the sky (hy-paethral). At its western end, under a protecting canopy, stood the statue of the Farthgnopsus. According to the older tradition, the beautiful sou of Talaus of Argos, and the brother of Adrastus; according to others, the son of Atalanta and Melanion. He was one of the Seven against Thebes, and was killed on the Theban wall during the storming of the city; the piece of rock that laid him low was hurled by Perlcly-menus. His son by the Nymph Clymgne is Promachus, one of the Epigoni. Faslphae. Daughter of Helios and Perseis, sister of Aetes and Circe, wife of	fwe2-CC-MAIN-2013-20-44682000
Nursing Challenge 1 The kidneys are a pair of bean-shaped organs that lie on either side of the spine in the lower middle of the back. Each kidney weighs about ¼ pound and contains approximately one million filtering units called nephrons. Each nephron is made of a glomerulus and a tubule. The glomerulus is a miniature filtering or sieving device while the tubule is a tiny tube like structure attached to the glomerulus. http://www.emedicinehealth.com/chronic_kidney_disease/article_em.htm The kidneys are connected to the urinary bladder by tubes called ureters. Urine is stored in the urinary bladder until the bladder is emptied by urinating. The bladder is connected to the outside of the body by another tube like structure called the urethra. The main function of the kidneys is to remove waste products and excess water from the blood. The kidneys process about 200 liters of blood every day and produce about two liters of urine. The waste products are generated from normal metabolic processes including the breakdown of active tissues, ingested foods, and other substances. The kidneys allow consumption of a variety of foods, drugs, vitamins and supplements, additives, and excess fluids without worry that toxic by-products will build up to harmful levels. The kidney also plays a major role in regulating levels of various minerals such as calcium, sodium, and potassium in the blood. http://www.emedicinehealth.com/chronic_kidney_disease/article_em.htm Nursing Challenge 2 With loss of kidney function, there is an accumulation of water; waste; and toxic substances, in the body, that are normally excreted by the kidney. Loss of kidney function also causes other problems such as anemia, high blood pressure, acidosis (excessive acidity of body fluids), disorders of cholesterol and fatty acids, and bone disease. Stage 5 chronic kidney disease is also referred to as kidney failure, end-stage kidney disease, or end-stage renal disease,...	fwe2-CC-MAIN-2013-20-44687000
The Occupational Therapy Role in Driving and Community Mobility Across the Lifespan Community mobility is defined as "moving around in the community and using public or private transportation, such as driving, walking, bicycling, or accessing and riding in buses, taxi cabs, or other transportation systems" (AOTA, 2008, p. 631). Community mobility is grounded in independence, spontaneity, and identity. It begins when we are passengers in a car seat and on the school bus, and continues as we learn to ride a bike and drive a car. Although the mode of transportation may change, the meaning remains constant: transport from one location to another enables participation in the things we want and need to do (occupations). Because occupational therapy practitioners focus on enabling participation, they are natural professionals to address driving and community mobility across the lifespan. Occupational therapy evaluations for community mobility may focus on screening for passenger safety, school system capacity to transport general and special education students, readiness and ability to ride a bicycle, ability to cross the street and negotiate curbs and sidewalks, visual motor skills for reading signs, driving readiness among adolescents, driving ability and safety, ability to use transportation other than a private vehicle, and driver–vehicle fit. Interventions may include creating transportation alternatives and networks of community resources, restoring range of motion or strength, providing cognitive retraining, modifying vehicles with adaptive equipment, developing walking programs to improve health and function, and training in public transportation options. Infants and Children Infants, toddlers, and children rely on caregivers to transport and secure them safely. Occupational therapy interventions address emerging mobility needs of children that have an impact on safe participation in the community. Occupational therapy considerations for this population include appropriate use of car seats and booster seats, children with disabilities who have special securing needs, parents with disabilities who need assistance, bicycling education (e.g., helmet use), and safety tips for transport by school bus. Adolescents and Young Adults Students with an autism spectrum disorder, nonverbal learning disability, cognitive impairments, spina bifida, cerebral palsy, and other disabilities need to address driving while still in high school. Transportation affects a student's access to employment, housing, social, educational, and recreational opportunities. Occupational therapy can contribute to an adolescent's potential to drive by addressing predriving skills that promote independence, such as coordination and quick use of the extremities, crossing streets, managing social interactions, managing time, managing money, handling an emergency, and self-care when alone. Managing impulse control, reducing stress, and regulating sensory input are essential for all adolescents, regardless of disability. Additional community mobility skills addressed by occupational therapy with this population include reading maps or using a GPS, obtaining a first driver's license, and using public transportation. Seniors are often living with medical conditions that may affect driving safety. To address the goal of "driving safer longer," occupational therapy practitioners offer evaluation, education, strategies, and identification of appropriate mobility options where needed. Practitioners can also offer strategies and resources for caregivers transporting adults with special needs (e.g., dementia-friendly transportation), as well as caregiver training and specialized intervention for ensuring cessation when necessary, while addressing the person's need for continued mobility. Other occupational therapy considerations for this population include education and training in using public transit with a disability, driver–vehicle fit issues, functional decline that necessitates adaptations, and maintaining social connections if driving is no longer an option. Where Are Driving and Community Mobility Services Provided? The skills needed for driving and community mobility (e.g., cognition, strength, stamina, flexibility, etc.) are often needed for other functional activities, and they are evaluated as part of an occupational therapy session. Occupational therapy practitioners are also essential members of CarFit events (www.Car-Fit.org) during which they ensure that people's vehicles are properly adjusted for the best fit and safety. Occupational therapy practitioners who are driving rehabilitation specialists provide comprehensive driving evaluation, adaptation, education, and training addressing the goals of learning, resuming, or seeking assurance about the ability to drive safely. For those who need to retire from driving, occupational therapy practitioners identify appropriate alternatives, prioritizing continued participation in the community. For most Americans, driving and community mobility are essential for employment, independence, and social and leisure activities. Occupational therapy practitioners are skilled at evaluating a person's ability and potential to drive, providing education and adaptations to allow driving, and providing comprehensive resources and training if driving is not an option and other forms of community mobility need to be explored. For more information go to the Driver Safety section of AOTA's Web site at www.aota.org/older-driver. American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd ed.). American Journal of Occupational Therapy, 62, 625–683. doi: 10.5014/ajot.62.6.625 Developed by Elin Schold-Davis, OTR/L, CDRS, for the American Occupational Therapy Association. Copyright © 2012 by the American Occupational Therapy Association. This material may be copied and distributed for personal or educational uses without written consent. For all other uses, contact [email protected].	fwe2-CC-MAIN-2013-20-44690000
Washington, D.C., April 27, 2005 - As a national supporter of Cover the Uninsured Week, the American Public Health Association (APHA) today expressed alarm that 45 million Americans -- 15.6 percent of the total U.S. population -- lack insurance coverage of any kind for an entire year. Eight out of 10 uninsured Americans either work or are in working families, according to federal data. "In the wealthiest industrialized nation, 45 million Americans have no health insurance, including more than 8 million children," said Georges C. Benjamin, MD, FACP, executive director of the American Public Health Association. "This staggering statistic endangers the health of millions across the spectrum of society. Solving this crisis should be a top priority for our elected leaders, and we're committed to working toward comprehensive health care coverage for all Americans. Access to care is a right, not a privilege, to which every person is entitled." People without health insurance do not receive routine preventive health services, receive too little medical care too late, are sicker and die sooner and receive poorer care when they are hospitalized. Also, when seeking care, they are often sicker and therefore more expensive to treat. Frequently, uninsured Americans seek care at the nearest hospital emergency room, which is an expensive and inefficient way to get care. To address the growing crisis of the uninsured, APHA issued 14 points on universal health care. Included among these points is a call for the following: - Universal coverage for everyone in the United States with comprehensive benefits, affordable prices and quality services; - Organization and administration of health care through publicly accountable mechanisms to assure maximum responsiveness to public needs, with a major role for federal, state and local government health agencies; and - Attention to the organization, staffing, delivery and payment of care to the needs of all populations, including those confronting geographic, physical, cultural, language and other non-financial barriers to service. More information about Cover the Uninsured Week is available at www.covertheuninsuredweek.com.	fwe2-CC-MAIN-2013-20-44692000
The most visited archaeological site of Mexico, Teotihuacan, was opened to public 100 years ago, in September 13th 1910, after exploration, excavation, restoration and conservation work conducted by archaeologist Leopoldo Batres from 1905 to 1910. Since then, the Prehispanic city has undergone continue research conducted by Batres, Manuel Gamio, Sigvald Linne, Alfonso Caso, Pedro Armillas, Eduardo Nogera, Ignacio Bernal, Jorge Acosta, Ruben Cabrera, Eduardo Matos, Guadalupe Mastache, Juan Vidarte and Laurette Sejourne, among others. Explorations have lead to the recent finding at la Ciudadela of a tunnel more than 1,800 years old, project in charge of INAH archaeologist Sergio Gomez. To commemorate the first century of scientific investigations at the site part of the United Nations Educational, Scientific and Cultural Organization (UNESCO) List of World Cultural Heritage since 1987, the National Institute of Anthropology and History (INAH) has organized academic activities that will begin in September 23rd when a commemorative plaque will be unveiled. Conferences will take place in September 23rd and 30th, as well as in October 7th, with the participation of remarkable archaeologists that have developed research at Teotihuacan, as Eduardo Lopez Moctezuma, Ruben Cabrera, Alejandro Villalobos, Linda Manzanilla and Arturo Menchaca, among others, who will create a historical panorama of the most relevant archaeological findings registered in the last 100 years. In September 23rd 2010 the exhibition Museo de Sitio, 100 Años de Historia (Site Museum, 100 Years of History) will be opened, gathering 32 historical photographs from the INAH National Photo Library, The National Library of Anthropology and History and the National Newspaper Library of Mexico. The exhibition is to be opened until November 2010 at the Site Museum. Celebrations include talks and visits designed for youngsters and children from communities near the Prehispanic city. From September to December 2010, authorities of the archaeological site will guide groups of students from nearby primary schools, to invite them to know and value their cultural heritage. The exhibition Tras la Huella de Tlaloc (Following the imprints of Tlaloc), organized by INAH and UNAM (National University of Mexico) is also part of the commemorations and will be open from November 2010 to May 2011. The fundamental features of Tlaloc were found in Teotihuacan at first, and this will be the first multimedia exhibition displayed at the archaeological zone.	fwe2-CC-MAIN-2013-20-44703000
Significance and Use It has long been the practice to include in fuel specifications a requirement that the fuel be clear and bright and free of visible particulate matter (see Note 1). However, there has been no standard method for making this determination so that practices have differed. This test method provides standard procedures for the test. Note 1—Clean and bright is sometimes used in place of clear and bright. The meaning is identical. Procedure 1 provides a rapid pass/fail method for contamination in a distillate fuel. Procedure 2 provides a gross numerical rating of haze appearance, primarily as a communication tool. Other test methods, including Test Methods D 1744, D 2276, D 2709, and D 4860, permit quantitative determinations of contaminants. No relationship has been established between Procedure 2 and various quantitative methods. Limited laboratory evaluations of samples that have failed this clear and bright test indicate that an experienced tester can detect as little as 40 ppm of free water in the fuel. 1.1 This test method covers two procedures for estimating the presence of suspended free water and solid particulate contamination in distillate fuels having distillation end points below 400°C and an ASTM color of 5 or less. 1.1.1 Both procedures can be used as field tests at storage temperatures, or as laboratory tests at controlled temperatures. 1.1.2 Procedure 1 provides a rapid pass/fail method for contamination. Procedure 2 provides a gross numerical rating of haze appearance. 1.2 The values stated in SI units are to be regarded as standard. No other units of measurement are included in this standard. 1.3 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. 2. Referenced Documents (purchase separately) The documents listed below are referenced within the subject standard but are not provided as part of the standard. D1500 Test Method for ASTM Color of Petroleum Products (ASTM Color Scale) D1744 Test Method for Determination of Water in Liquid Petroleum Products by Karl Fischer Reagent D2276 Test Method for Particulate Contaminant in Aviation Fuel by Line Sampling D2709 Test Method for Water and Sediment in Middle Distillate Fuels by Centrifuge D4057 Practice for Manual Sampling of Petroleum and Petroleum Products D4860 Test Method for Free Water and Particulate Contamination in Middle Distillate Fuels (Clear and Bright Numerical Rating) cleanliness; distillate fuel; free water; particulate contamination; visual inspection; visual ratings; Appearance of materials; Clarity/cleanness; Clear and bright rating; Color--petroleum products; Contamination--petroleum products; Distillate fuels; Particulate contamination (petroleum); Pass-fail test; Visual examination--petroleum products; Water analysis--petroleum products testing; ICS Number Code 75.160.20 (Liquid fuels) ASTM International is a member of CrossRef. Citing ASTM Standards [Back to Top]	fwe2-CC-MAIN-2013-20-44715000
colorful images are of thin slices of meteorites viewed through a Part of the group classified as HED meteorites for their mineral content (Howardite, Eucrite, Diogenite), they likely to Earth from 4 Vesta, the mainbelt asteroid currently being explored by NASA's Why are they thought to be from Vesta? Because the HED meteorites have visible and infrared spectra that match the spectrum of The hypothesis of their origin on Vesta is also consistent with data from Dawn's ongoing observations. by impacts, the diogenites shown here would have originated deep within the crust of Vesta. are also found in the lower crust of planet Earth. A sample scale is indicated by the white bars, each 2 millimeters long. Hap McSween (Univ. Tennessee), A. Beck and T. McCoy (Smithsonian Inst.)	fwe2-CC-MAIN-2013-20-44716000
Heliocentricity, besides being proven false by experience and multiple experiments, is full of the most fantastical improbabilities and theoretical leaps that most people are willing to make simply because the pseudo-scientific establishment told them so. Here are some questions and answers to help clear up the Geocentric vs. Heliocentric world-views: Why does the Earth seem motionless? GC: Because it is motionless. HC: It only seems motionless because it's spinning at a perfectly uniform speed with no acceleration or deceleration ever and the atmosphere is magically velcroed to it. Actually the Earth is spinning on it's axis at 1,000 mph, rotating around the Sun at 67,000 mph, which is orbiting the Milky Way at 500,000 mph and shooting through the known Universe at 67,000,000 mph. We don't feel even the slightest bit of this motion because all the centrifugal, gravitational, and inertial forces somehow perfectly cancel out. "Most people who accept that the Earth is in motion believe it is a proven fact. They do not realize that not only has the motion of the Earth never been proven, but by the constructs of modern physics and cosmology cannot be proven. Again, even modern cosmology does not claim to be able to prove that the Earth is in motion. In fact the very best argument for Earth’s motion is based on pure ‘modesty’ not logic, observation and experience. If anyone could prove the Earth’s motion, that someone would become more famous than Einstein, Hawking and others. They may all be fools but even they would not make such an ignorant claim to proof of Earth’s motions, and those who do so don’t realize just how ignorant of physics they really are! Before folks go demonstrating how ignorant they are, they should consider: 1. The relationship between Mach’s principle and relativity. 2. The relationship between Gravity and Inertia, and Gravity and Acceleration (and the paradoxes that exist). 3. Relativity does not claim to prove Earth’s motions, in fact it ‘dictates’ the ridiculous idea that motion cannot be proven period. 4. Relativity proposes motion, it does not nor can it claim to disprove that the Earth is the center of the universe! 5. Only those who are ignorant of physics attempt to make arguments based on weather patterns, ballistic trajectories, geosynchronous satellites, and Foucault’s pendulums for evidence of Earth’s motions! For all those ‘geniuses’ out there, not even Einstein would claim such stupidity." -Allen Daves Why do the Sun and Moon appear to be the same size? GC: Because they are the same size. HC: They only appear to be the same size because of an incredibly perfect parallax perspective from Earth. Actually the Sun is 1.392x10^6 km in diameter and 1.496x10^8 km from Earth. The Moon is 3474 km in diameter and 384,403 km from the Earth. And these just happen to be the EXACT diameters and distances necessary for a viewer from Earth to falsely perceive them as being the same size. Why do the Sun, Moon, and Stars all appear to revolve around a stationary Earth? GC: Because they do. HC: The Moon does revolve around the Earth, but the Earth actually revolves around the Sun, and all the stars only seem to revolve around the Earth because the Earth itself is spinning beneath your feet! "Whilst we sit drinking our cup of tea or coffee the world is supposedly rotating at 1,039 mph at the equator, whizzing around the Sun at 66,500 mph, hurtling towards Lyra at 20,000 mph, revolving around the centre of the 'Milky Way' at 500,000 mph and merrily moving at God knows what velocity as a consequence of the 'Big Bong.' And not even a hint of a ripple on the surface of our tea, yet tap the table lightly with your finger and ... !" -Neville T. Jones "If the Government or NASA had said to you that the Earth is stationary, imagine that. And then imagine we are trying to convince people that 'no, no it's not stationary, it's moving forward at 32 times rifle bullet speed and spinning at 1,000 miles per hour.' We would be laughed at! We would have so many people telling us 'you are crazy, the Earth is not moving!' We would be ridiculed for having no scientific backing for this convoluted moving Earth theory. And not only that but then people would say, 'oh then how do you explain a fixed, calm atmosphere and the Sun's observable movement, how do you explain that?' Imagine saying to people, 'no, no, the atmosphere is moving also but is somehow magically velcroed to the moving-Earth. The reason is not simply because the Earth is stationary.' So what we are actually doing is what makes sense. We are saying that the moving-Earth theory is nonsense. The stationary-Earth theory makes sense and we are being ridiculed. You've got to picture it being the other way around to realize just how RIDICULOUS this situation is. This theory from the Government and NASA that the Earth is rotating and orbiting and leaning over and wobbling is absolute nonsense and yet people are clinging to it, tightly, like a teddy bear. They just can't bring themselves to face the possibility that the Earth is stationary though ALL the evidence shows it: we feel no movement, the atmosphere hasn't been blown away, we see the Sun move from East-to-West, everything can be explained by a motionless Earth without bringing in all these assumptions to cover up previous assumptions gone bad." -Allen Daves Why do we never see the rotation of the Moon? GC: Because it doesn't rotate. HC: Both the Moon and the Earth are actually rotating but they are doing so in such a way that from our perspective it seems that neither are. The Earth is spinning East to West at 1,000 mph while orbiting the Sun at 67,000 mph. The Moon is spinning West to East at 10.3 mph while orbiting the Earth at 2,288 mph. These motions/speeds perfectly cancel out so that the Moon always only shows us one side. "They want you to believe that the Moon's rotation is perfectly synchronized with its orbit so that's why we only ever see one side of the Moon, rather than conclude the obvious - that the Moon is simply NOT rotating. Moreover, they had to slow down the Moon's speed by 58,870 mph AND reverse its direction to West-East to successfully sell their phony heliocentricity system to a gullible public. I don't think there is one person in many, many thousands - regardless of education - who knows that the Copernican Model had to turn the Moon's observable direction around and give it a new speed to accommodate the phases and eclipses." -Marshall Hall “The Moon presented a special math problem for the construction of the heliocentricity model. The only way to make the Moon fit in with the other assumptions was to reverse its direction from that of what everyone who has ever lived has seen it go. The math model couldn’t just stop the Moon like it did the Sun, that wouldn’t work. And it couldn’t let it continue to go East to West as we see it go, either at the same speed or at a different speed. The only option was to reverse its observed East to West direction and change its speed from about 64,000 miles an hour to about 2,200 miles an hour. This reversal along with the change in speed were unavoidable assumptions that needed to be adopted if the model was to have a chance of mimicking reality." -Bernard Brauer Why do the stars appear to be fixed along a celestial sphere? GC: Because they are. HC: The stars only appear to be fixed along a celestial sphere because they are so incredibly far away. Even after hundreds of millions of miles of our (supposed) orbit around the Sun, the stars appear in the exact same positions at the exact same meridian times because they are many "light-years" away. A light-year is approximately 6 TRILLION miles away and that is why they falsely seem fixed from our faulty perspective. "Take two carefully-bored metallic tubes, not less than six feet in length, and place them one yard asunder, on the opposite sides of a wooden frame, or a solid block of wood or stone: so adjust them that their centres or axes of vision shall be perfectly parallel to each other. Now, direct them to the plane of some notable fixed star, a few seconds previous to its meridian time. Let an observer be stationed at each tube and the moment the star appears in the first tube let a loud knock or other signal be given, to be repeated by the observer at the second tube when he first sees the same star. A distinct period of time will elapse between the signals given. The signals will follow each other in very rapid succession, but still, the time between is sufficient to show that the same star is not visible at the same moment by two parallel lines of sight when only one yard asunder. A slight inclination of the second tube towards the first tube would be required for the star to be seen through both tubes at the same instant. Let the tubes remain in their position for six months; at the end of which time the same observation or experiment will produce the same results--the star will be visible at the same meridian time, without the slightest alteration being required in the direction of the tubes: from which it is concluded that if the earth had moved one single yard in an orbit through space, there would at least be observed the slight inclination of the tube which the difference in position of one yard had previously required. But as no such difference in the direction of the tube is required, the conclusion is unavoidable, that in six months a given meridian upon the earth's surface does not move a single yard, and therefore, that the earth has not the slightest degree of orbital motion." -Samuel Rowbotham, "Zetetic Astronomy" Why can't I simply hover in a helicopter and wait for the Earth's rotation to bring my destination to me? GC: Because the Earth doesn't rotate. HC: Because the Earth's atmosphere is magically velcroed to the Earth and rotates along with it. If the atmosphere is magically velcroed to the Earth and constantly rotates from West to East along with it, 1) how is it that clouds, wind and weather patterns often travel in opposing directions simultaneously? 2) why don't East to West traveling planes or projectiles encounter increased resistance? 3) why can I feel the slightest Westward breeze but not the Earth's supposed 1,000 mph Eastward spin? 4) If gravitational force is so great to pull the atmosphere together with the Earth then how come little birds and bugs are able to fly? GC: All these questions are moot and irrelevant in the geocentric view. HC: All of these questions are difficult and my pseudo-scientific heliocentric answers will be implausible and like grasping at straws. "If the atmosphere rushes forward from west to east continually, we are again obliged to conclude that whatever floats or is suspended in it, at any altitude, must of necessity partake of its eastward motion. A piece of cork, or any other body floating in still water, will be motionless, but let the water be put in motion, in any direction whatever, and the floating bodies will move with it, in the same direction and with the same velocity. Let the experiment be tried in every possible way, and these results will invariable follow. Hence if the earth's atmosphere is in constant motion from west to east, all the different strata which are known to exist in it, and all the various kinds of clouds and vapours which float in it must of mechanical necessity move rapidly eastwards. But what is the fact? If we fix upon any star as a standard or datum outside the visible atmosphere, we may sometimes observe a stratum of clouds going for hours together in a direction the very opposite to that in which the earth is supposed to be moving. Not only may a stratum of clouds be seen moving rapidly from east to west, but at the same moment other strata may often be seen moving from north to south, and from south to north. It is a fact well known to aeronauts, that several strata of atmospheric air are often moving in as many different directions at the same time ... On almost any moonlight and cloudy night, different strata may be seen not only moving in different directions but, at the same time, moving with different velocities; some floating past the face of the moon rapidly and uniformly, and others passing gently along, sometimes becoming stationary, then starting fitfully into motion, and often standing still for minutes together. Some of those who have ascended in balloons for scientific purposes have recorded that as they have rapidly passed through the atmosphere, they have gone though strata differing in temperature, in density, and in hygrometric, magnetic, electric, and other conditions. These changes have been noticed both in ascending and descending, and in going for miles together at the same altitude." -Samuel Rowbotham, "Zetetic Astronomy" How do Heliocentricist's account for the Allais effect, and the results of Michelson-Morley, Michelson-Gale, Airy's Failure, Sagnac and Kantors experiments proving the aether and a fixed Earth? GC: Yeah, good question. "I don’t argue or enter into debates, because the issue here is exactly what you would bring to the debate, which is the wealth of erroneous information that allowed our situation to become as dire as it is in the first place. Your argument would consist of phony statistics, historical fables, the newspaper’s latest lies, and profit-driven 'science.' My argument is simple. Discover who controls everything you’ve been told, only believe what you can verify for yourself through original documentation, science and logic, and then look for a political connection between the sources of all the erroneous information. Find the motives behind the lies. If you did that, there would be no debate, and we would all agree on whose head should roll, as the saying goes." -Jolly Roger	fwe2-CC-MAIN-2013-20-44719000
Developed by educators at the Lawrence Hall of Science at the University of California, Berkeley, Sunprints encourage an interest in the photographic process using only sun, water, and a bit of imagination. Place a fern, flower, or other object on the special paper and set it in the sun briefly. Then rinse the paper in water and watch as a beautiful long-lasting image appears. Is it magic? Young children will squeal with delight watching the shape of their item come on the paper. Kit contains 15 - 20x30cm sheets of Sunprint paper, 1 - 20x30cm acrylic sheet and instructions. Made in the USA.	fwe2-CC-MAIN-2013-20-44722000
Say it with FEELING!! Rationale: “Fluency means reading faster, smoother, more expressively, or more quietly with the goal of reading silently. Fluent reading approaches the speed of speech.” (Murray) At this development stage, fluency is a major goal of the student and the teacher. This lesson is aimed to teach and emphasize one aspect of fluency: expression. Reading with expression brings a story, and its characters, to life, making reading more enjoyable for everyone. The teacher will read a story, showing great expression, to model for children. Materials: Copy of Tiki Tiki Tembo, various classroom library books, notebook paper, pencils 1. Review with students the difference that punctuation makes make at the end of a sentence. Read the following sentences twice through. The first time, pay NO ATTENTION to the punctuation marks at the end of the sentence. The second time, use the correct inflection in your voice, depending on the punctuation mark at the end of the sentence. “JIMMY WENT RUNNING., JIMMY WENT RUNNING?, JIMMY WENT RUNNING!. CAN ANYONE TELL ME THE DIFFERENCES IN THOSE SENTENCES?” Hopefully children will answer that the first was a statement, the second was a question, and the third was an exclamation. 2. “WHAT A WONDERFUL DAY WE HAVE!!!” After you have excited the kids with that exclamation, the teacher says ‘“NOW THAT WAS LOUD AND FULL OF EXCITEMENT WASN’T IT? THAT WAS HAPPY EXPRESSION. WHEN WE TALK OR READ WITH EXPRESSION, WE CHANGE THE TONE OF OUR VOICE (HAPPY TO SAD), THE VLOUME OF OUR VOICE (LOUD TO SOFT), AND USE OUR FACES TO SHOW THE FEELING OF THE BOOK. DIFFERENT FEELINGS HAVE DIFFERENT SOUNDS AND FACIL LOOKS.” 3. “CAN SOMEONE TELL ME WHY WE SHOULD USE EXPRESSION WHEN WE READ? Students will offer their own explanations. “GREAT! WE USE EXPRESSION TO MAKE THE STORY MORE INTERESTING AND FUN TO READ!!!” 4. “WHAT WOULD MY VOICE SOUND LIKE IF I WERE SCARED?” Children raise their hands and answer, using facial expressions and vocal tones. “WHAT ABOUT IF I WERE ANGRY? WOULD I YELL OR WHISPER?” Children will answer correctly to the question. 5. Now, gather the children around your reading center and read ‘“Tiki Tiki Tembo’”. Make sure to OVEREXAGGERATE your expressions. (vocal tone, facial expressions, and volume) When done reading, ask children what emotions you were trying to convey at different parts of the story. Have a mini group discussion. 6. Pair children up and have them select a book from the classroom library to read. Set a timer for 5-8 minutes and let each child read to their partner. “REMEMEBER TO READ TO YOUR READING BUDDY WITH LOTS OF EXPRESSION! MAKE YOUR READING BUDDY FEEL LIKE THEY ARE IN THE STORY.” Teacher circulates with rubric and evaluates each child as they read. Now have the kids switch roles. Reading buddy becomes reader and reader becomes reading buddy. 7. After the children are done with the reading, have each child individually write three sentences about their book that end with various punctuation marks. “OKAY CLASS, NOW THAT WE HAVE LEARNED TO READ WITH EXPRESSION, I WANT US TO WRITE WITH EXPRESSION. TAKE OUT PAPER AND A PENCIL. WRITE THREE SENTENCES ABOUT THE STORY YOU JUST READ. ONE SHOULD BE A STATEMENT AND END WITH A PERIOD. ONE SHOULD BE A QUESTION AND END WITH A QUESTION MARK. ONE SHOULD BE AN EXCLAMATION AND END WITH AN EXCLAMATION POINT.” Have each child come to your desk or reading table and have them read, with expression, their original sentences. This will assess their grasp of punctuation and also the concept of expression: how to write it and convey it to the reader. You also have the checklist rubric that you evaluated their oral reading on. www.auburn.edu/rdggenie The Reading Genie Website Click here to return to Openings	fwe2-CC-MAIN-2013-20-44724000
Image: Intestinal Bacteria - D. Colgan - © Australian Museum There are many forms of bacteria, which gain their energy in a variety of ways. Some bacteria are autotrophic, making their own food in a similar way to plants by splitting carbon dioxide using energy from the sun, or through the oxidation of elements such as nitrogen and sulphur. Bacteria involved in the decomposition of animal bodies are heterotrophic, breaking down complex molecules into their constituent elements through respiration or fermentation (depending on whether they are aerobic or anaerobic bacteria). Bacteria are largely responsible for the recycling of carbon, nitrogen and sulphur into forms where they can be taken up by plants. For example, heterotrophic bacteria like Bacillus decompose proteins, releasing ammonia, which is oxidised by other bacteria into nitrogen dioxide, and eventually into nitrate. Nitrate can be assimilated by plants as a source of nitrogen.	fwe2-CC-MAIN-2013-20-44727000
What is bankruptcy? Bankruptcy in the United States seeks to benefit both debtors and creditors by seeing that debtors get relief from debts they can't pay, and that creditors get paid from whatever assets the debtor does not need to live going forward. Bankruptcy is governed by the federal law found in Title 11 of the United States Code. As federal law, it supercedes any conflicting state law by reason of the Supremacy Clause of the Constitution. With the exception of exemptions, it is the same from state to state. What types of bankruptcy are there? There are four kinds of bankruptcy proceedings. They are referred to by the chapter of the federal Bankruptcy Code that describes them. Chapter 7 - The Atom-Bomb Bankruptcy (most common but not always the best) Chapter 13 - Repayment Plan Chapter 11 - Business Bankruptcy or Over-Limits for Chapter 13 (most expensive) - most large companies reorganize under Chapter 11 Chapter 12 - Farmers bankruptcy is a simplified reorganization for family farmers, modeled after Chapter 13, where the debtor retains his property and pays creditors out of future income. Chapter 7 - The Atom Bomb Chapter 7 is the most common form of bankruptcy. It is a liquidation proceeding in which the debtor's non-exempt assets, if any, are sold by the Chapter 7 trustee and the proceeds distributed to creditors according to the priorities among creditors established in the Code. Chapter 7 is available to individuals, married couples, corporations and partnerships. Individual debtors typically get a discharge within 4-6 months of filing the case. If there are assets which are not exempt, the trustee takes control of those assets, sells them and pays creditors as much as the proceeds permit. Any wages the debtor earns after the case is begun are the debtor's; the creditors have no claim on those earnings. Chapter 11 - Business or Over-Limit Individual Payment Plan Reorganization Chapter 11 is a reorganization proceeding, typically for corporations or partnerships. Individuals, especially those whose debts exceed the limits of Chapter 13, may file Chapter 11. In Chapter 11, the debtor usually remains in possession of his assets and continues to operate any business, subject to the oversight of the court and the creditors committee. The debtor proposes a plan of reorganization which, upon acceptance by a majority of the creditors, is confirmed by the court and binds both the debtor and the creditors to its terms of repayment. Plans can call for repayment out of future profits, sales of some or all of the assets, or a merger or recapitalization. Chapter 13 - Repayment Plan Chapter 13 is a repayment plan for individuals with regular income and unsecured debt less than $336,900 and secured debt less than $1,010,650. The debtor keeps his property and makes regular payments to the Chapter 13 trustee out of future income to pay creditors over time (3-5 years). Repayment in Chapter 13 can range from 1% to 100% depending on the debtor's income and the make up of the debt. Certain debts that cannot be discharged in Chapter 7 can be discharged in Chapter 13. Chapter 13 also provides a mechanism for individuals to prevent foreclosures and repossessions, while catching up on their secured debts. In certain circumstances, debtors can reduce the balance of loans on vehicles or discharge second mortgages or home equity lines of credit. These types of discharges can be complex, though, and typically require the assistance of an attorney.	fwe2-CC-MAIN-2013-20-44729000
Week 69 Brain Booster In these imitation trials, the programming toddlers watched was simple—the dowel-hitting adults moved slowly and deliberately, a far cry from most of today's noisy, fast-moving kids shows that are packed with flashy, high-speed animation. But even these seemingly boring actions inspired the young toddlers to act out what they saw once they got their hands on similar materials. That's why parents need to be reminded that from age 14 months, TV is a powerful influence. Your guilty-indulgence soap operas, those programs on the cartoons-for-grownups channel, the nightly news—all of it can, incredibly, become fodder for imitation for your toddler if it's on. (And if you're watching it, a program seems even more enticing to your little one—remember, babies as young as 50 weeks look to you to determine where they should focus their attention. And you also know that by week 58, mimicry is in full swing.) Bottom line? If TV or other on-screen entertainment is part of your child's environment, keep it on sparingly, view it together, and make sure what he or she watches is positive and proactive, not negative or violent. Coming soon, look forward to: Week 70: Sorting Objects into Categories (All by Herself!) Review the most recent accomplishments: Week 68: Why Experimenting Leads to Learning Curious about how else your toddler might be developing right now? Learn more about her clever brain and her growing body here:	fwe2-CC-MAIN-2013-20-44733000