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What to Look for in Tudor Paintings
In Tudor times, only the very rich could afford to have their portraits painted. Paintings of poorer people from this time are rare. In the past, people used portraits as a way of showing their wealth, status and power. They displayed the portraits in the same way that people post photographs of themselves on social media today.
Tudor Portrait of Arabella Stuart
When sitting for a portrait people would dress very carefully, using clothing and accessories to present a carefully constructed image. Jewellery, expensive fabrics, embroidered cloth or objects beside them were used to suggest to the viewer that the person in the portrait was important or rich.
'Toy Dog' from a Portrait of Lady Bennet
Some people had their pet 'toy' dogs in their portraits. At the time most people kept dogs as working animals and to keep a pet purely for pleasure, as a 'toy', was another sign that you were among the wealthiest in society.
Clothing in Portraits
People often dressed in fabrics in rich, dark colours for portraits, as these were the most expensive dyes. You can also see that people are wearing many layers of material and garments, such as:
• Ruffs made of lace were worn by better off Tudor people. Lace was then an expensive material, because it had to be imported from Brussels or Italy. Ruffs had no practical purpose, people just wore them to be fashionable and thought that the bigger their ruff, the wealthier it would make them look.
Portrait of Lady Bennet (detail)
• Look out for gloves (worn by both ladies and men) in the portraits. They were very popular among the rich, as they showed that the wearers did not do any manual work. Queen Elizabeth was given many pairs of gloves as presents. Wealthy people used scent on their gloves to conceal bad smells.
Portrait of Henry Lord Darnley (detail)
• Tudor ladies often carried a sweet purse, in which they carried rose petals or dried lavender and spices. This was to cover up any nasty odours, as the clothes they wore were not washed regularly and people bathed rarely.
Portrait of Lady Bennet (detail)
• Pale, whitened skin was fashionable among Tudor ladies. A pale complexion was a clear sign that you did not work outside, because you had servants to work for you. Many Tudor ladies, including Queen Elizabeth I, used make-up to make themselves look paler and to cover marks or scars. However, this contained dangerous substances like white lead, which we now know is poisonous. Women often suffered from side-effects, such as irritated skin or hair loss.
Complexion - colour and texture of skin, usually on the face
Conceal - to hide something
Constructed - to build or make something using a plan
Display - to put something on show so that others can see it
Embroidered - to decorate fabric by sewing designs on to it
Garments - pieces of clothing
Manual - physical work done by hand
Odours - smells
Ruff - a fancy collar made of lace
Status - someone's importance or position in society
Substances - material something is made of
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https://www.mylearning.org/stories/tudor-clothing--dress-to-impress/406
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The German term Kulturkampf (literally, "culture struggle") refers to German policies in relation to secularism and the influence of the Roman Catholic Church, enacted from 1871 to 1878 by the Chancellor of the German Empire, Otto von Bismarck.
Until the mid-nineteenth century, the Catholic Church was still a political power. The Papal States were supported by France but ceased to exist as an indirect result of the Franco-Prussian War. The Catholic Church still had a strong influence on many parts of life, though, even in Bismarck's Protestant Prussia. In the newly founded German Empire, Bismarck sought to bolster the power of the secular state and reduce the political and social influence of the Roman Catholic Church by instituting political control over Church activities.
The 1871 Kanzelparagraf marked the beginning of a series of sanctions against Catholicism that Bismarck imposed until 1875. To characterize Bismarck's politics toward the Catholic church, the pathologist and member of the parliament of the Deutsche Fortschrittspartei (Progressive Liberals) Rudolf Virchow used the term Kulturkampf for the first time on January 17, 1873, in the Prussian house of representatives.[1] As this conflict brought him an ever growing political defeat, he moderated his struggle with the Catholic Church and in the wake of Pius IX's death on February 7, 1878, reconciled with the new Pope, Leo XIII, lifting most sanctions except for the Kanzelparagraf (which remained in force till 1953) and civil marriage.
It is generally accepted among historians that the Kulturkampf measures targeted the Catholic Church under Pope Pius IX with discriminatory sanctions. Many historians also point out anti-Polish elements in the policies in other contexts.[2][3][4][5][6][1][7]
Because the German Empire had descended from the 1866 North German Confederation, Bismarck saw the addition of the southern German states (especially Catholic Bavaria) as a possible threat to the Empire's stability. Tensions were also increased by the 1870 Vatican Council proclamation on papal infallibility. There were also significant Catholic populations in eastern parts of Germany (mainly Poles), the Rhineland and in Alsace-Lorraine. Moreover, Bismarck had deliberately formed the German Empire against interference from Austria, a more powerful Catholic country than those previously mentioned. Among the measures taken to reduce the influence of the Catholic Church was the addition in 1871 of § 130a to the German Criminal Code (Strafgesetzbuch), which threatened clergy who discussed politics from the pulpit with two years of prison; this article was dubbed the Kanzelparagraph (from the German Kanzel—"pulpit").
In March 1872, religious schools were forced to undergo official government inspection and in June, religious teachers were banned from government schools. In addition, under the May Laws administered by Adalbert Falk, the state began to monitor closely the education of clergy, creating a secular court for cases involving the clergy, and requiring notification of all clergy employment. That same year the Jesuits were banned (and remained banned in Germany until 1917) and in December, the German government broke off diplomatic relations with the Vatican. In 1875, marriage became a mandatory civil ceremony, removed from the control of the Church. Bismarck even blamed the poisoning of a popular lion from Berlin Zoological Gardens in 1874 on Catholic conspirators. On July 13, 1874, in the town of Bad Kissingen, Eduard Kullmann attempted to assassinate Bismarck with a pistol, but only hit his hand. Kullmann named the church laws as the reason why he had to shoot Bismarck.
The Papal encyclical Etsi multa (On the Church in Italy, Germany and Switzerland) of Pope Pius IX, in 1873, claimed that Freemasonry was the motivating force behind the Kulturkampf.[8] The Catholic Encyclopedia also claims that the Kulturkampf was instigated by Masonic lodges.[9]
Bismarck's attempts to restrict the power of the Catholic Church, represented in politics by the Catholic Centre Party, were not entirely successful. In the 1874 elections, these forces doubled their representation in the parliament. Needing to counter the Social Democratic Party, Bismarck softened his stance, especially with the election of the new Pope Leo XIII in 1878, and tried to justify his actions to the now numerous Catholic representatives by stating that the presence of Poles (who are predominantly Catholic) within German borders required that such measures be taken.
The general ideological enthusiasm among the liberals for the Kulturkampf[10] was in contrast to Bismarck's pragmatic attitude towards the measures[10] and growing disquiet from the Conservatives.[10]
All in all, the Kulturkampf was hardly a success of Bismarck's government, despite temporary gains within the government itself.[11]
Kulturkampf in the Prussian Province (Duchy) of Posen/Poznań
The Kulturkampf had a major impact on the Polish-inhabitated regions of Prussia. At this time Poland did not exist as a state and had been partitioned between Austria, Prussia (which in turn became part of the German Empire), and Russia. The struggle against Catholicism and Catholic southern German states started almost simultaneously with an extensive campaign of Germanization in the lands formerly belonging to the Polish-Lithuanian Commonwealth and the Polish Kingdom. Because of that, in European historiography the anti-Catholic elements of the Kulturkampf are usually tied to Germanization efforts involving language and culture within the empire.[7][12]
After the Falk Laws (May Laws) had been passed, the Prussian authorities started to close down most of the public financed schools teaching the Polish language. German language schools were promoted as an alternative. In November 1872 minister Falk ordered all classes of religion to be held in German by the spring of the following year. The wave of protests on the side of Polish Catholics and the clergy was pacified the following year, when the Catholic Seminaries of Posen and Gniezno were closed down, and the state took up the supervision of education, previously carried out mostly in church-sponsored schools. The estate of the Church was confiscated, monastic orders dissolved, and the paragraphs of the Prussian constitution assuring the freedom of the Catholics were removed. In Greater Poland the Kulturkampf took on a much more nationalistic character than in other parts of Germany.[13]
Soon afterward, the Prussian authorities responded with repressions; 185 priests were imprisoned and several hundred others forced into exile. Among the imprisoned was the Primate of Poland Archbishop Mieczysław Ledóchowski. A large part of the remaining Catholic priests had to continue their service in hiding from the authorities. Although most of the imprisoned were finally set free by the end of the decade, the majority of them were forced into exile. Many observers believed these policies only further stoked the Polish independence movement. There is also a question regarding possible personal antipathy towards Poles behind Bismarck's motivation in pursuing the Kulturkampf.[14] Contrary to other parts of the German Empire, in Greater Poland—then known under the German name of Provinz Posen—the Kulturkampf did not cease after the end of the decade. Although Bismarck finally signed an informal alliance with the Catholic church against the socialists, the policies of Germanization did continue in Polish-inhabited parts of the country.[13]
In 1886, in line with Eduard von Hartmann's slogan of eradication of Slavs on the German soil, the authorities in the Prussian part of Poland prepared a new policy of Germanization of the land. According to Heinrich Tiedemann, the author of the plan, the reason why all earlier attempts at bringing more German settlers to the Poznań area failed was that they allegedly "felt uncertain and alien" there. The proposed solution was to assure them through the elimination of the Poles from public life and land property, as well as to promote land acquisition by administrative means. The state-controlled Colonization Commission was to buy off land and estates from the local Poles and sell it, at a much lower price, to Germans. Although it managed to attract circa 22,000 families to the area,[15] the overall percentage of Polish inhabitants of the land was not changed. Similarly, the activities of the Eastern Marches Society met with little success. Instead, the German actions following the start of the Kulturkampf resulted in strengthening the Polish national awareness and creation of several nationalist organization similar to the ones created against the Polish culture and economy. By 1904, when the new law on settlement which effectively forbade Polish peasants from construction of new houses, the sense of national identity was strong enough to cause a period of civil unrest in the country. Among the notable symbols of the era were the children's strike of Września and the struggle of Michał Drzymała who effectively evaded the new law by living in a circus van rather than a newly-built house.
All in all, the policies of Germanization of the Poznań area mostly failed. Although most of the administrative measures aimed against the Poles remained in force until 1918, between 1912 and 1914, only four Polish-owned estates were expropriated, while at the same time Polish social organizations successfully competed with German trade organizations and even started to buy land from the Germans. The long-lasting effect of the Polish-German conflict in the area was development of a sense of Greater Polish identity, distinct from the identity common in other parts of Poland and primarily associated with nationalist ideas rather than socialism, which prevailed in other parts of the country in twentieth century.
Modern uses of the term
The word Kulturkampf has also been used to refer to similar cultural conflicts in other times and places. In the United States, the term "culture war," a calque of Kulturkampf, was popularized to describe the polarization of the country around a set of cultural issues. The expression was introduced by the 1991 publication of Culture Wars: The Struggle to Define America, by James Davison Hunter. In that book, Hunter described what he saw as a dramatic re-alignment and polarization that had transformed American politics and culture.
He argued that on an increasing number of "hot-button" defining issues—abortion, gun politics, separation of church and state, privacy, homosexuality, censorship issues—there had come to be two definable polarities. Furthermore, it was not just that there were a number of divisive issues, but that society had divided along essentially the same lines on each of these issues, so as to constitute two warring groups, defined primarily not by nominal religion, ethnicity, social class, or even political affiliation, but rather by ideological world views.
Hunter characterized this polarity as stemming from opposite impulses, toward what he refers to as Progressivism and Orthodoxy. The dichotomy has been adopted with varying labels, including, for example, by commentator Bill O'Reilly who emphasizes differences between "Secular-Progressives" and "Traditionalists."
The term was picked up by Patrick Buchanan during his run for the Republican nomination for President in 1992. This theme of "culture war" was the basis of Buchanan's keynote speech at the 1992 Republican National Convention. The term "culture war" had by 2004 become commonly used in the United States by both liberals and conservatives.
See also
1. 1.0 1.1 New Catholic Dictionary, Kulturkampf. Retrieved January 8, 2009.
2. Norman Davies, God's Playground (New York: Columbia University Press, 1982, ISBN 0-231-05353-3).
3. Adam Zamoyski, The Polish Way: A Thousand-Year History of the Poles and Their Culture (Hippocrene Books, 1993, ISBN 0-7818-0200-8).
4. Maciej Milczarczyk and Andrzej Szolc, Historia; W imię wolności (Warsaw: WSiP, 1994, ISBN 83-02-05454-2).
5. Andrzej Chwalba, Historia Polski 1795-1918 (Krakow: Wydawnictwo Literackie, 2000, ISBN 83-08-03053-X).
6. Piotr Szlanta, Admirał Gopła, Mówią wieki 501 (09/2001).
7. 7.0 7.1 Leonore Koschnick and Agnete von Specht, The Social Dimension: "Founders" and "Enemies of the Empire," Bismarck: Prussia, Germany, and Europe. Retrieved January 7, 2009.
8. EWTN, Etsi Multa. Retrieved January 7, 2009.
9. Catholic Encyclopedia, Masonry (Freemasonry). Retrieved January 8, 2009.
10. 10.0 10.1 10.2 Jeremy Rabkin, A Supreme Court in the culture wars. Retrieved January 8, 2009.
11. Piotr Stefan Wandycz, The Price of Freedom: A History of East Central Europe (London: Routledge, 2001, ISBN 0-415-25491-4).
12. Henry Bogdan, From Warsaw To Sofia; A History of Eastern Europe, Edited by Istvan Fehervary (Santa Fe, NM: Pro Libertate Publishing 1989, ISBN 0-9622049-0-0).
13. 13.0 13.1 Jarmila Kaczmarek and Andrzej Prinke, Two Archaeologies in one Country: Official Prussian versus amateur Polish activities in Mid-Western (i.e.: Greater) Poland in XIXth-early XXth cent, Poznań Archaeological Museum publications. Retrieved January 8, 2009.
14. Eugene Kalkschmidt (ed.), Bismarcks Reden (Berlin: Deutsche Bibliothek).
15. Wielka Encyklopedia PWN, KOMISJA KOLONIZACYJNA.
• Blackbourn, David. Marpingen: Apparitions of the Virgin Mary in Nineteenth-Century Germany. Oxford, 1993. ISBN 9780679757788.
• Bogdan, Henry. Istvan Fehervary: From Warsaw To Sofia; A History of Eastern Europe. Santa Fe, New Mexico: Pro Libertate Publishing, 1989. ISBN 0-9622049-0-0
• Chwalba, Andrzej. Historia Polski 1795-1918. Kraków: Wydawnictwo Literackie, 2000. ISBN 83-08-03053-X.
• Davies, Norman. God's Playground. New York: Columbia University Press, 1982. ISBN 0-231-05353-3.
• Hazen, C. D. Europe Since 1815. New York, 1910. OCLC 1153921.
• Hunter, James Davison. Culture Wars: The Struggle to Define America. New York: Basic Books, 1992. ISBN 0-465-01534-4.
• Milczarczyk, Maciej, and Andrzej Szolc. Historia; W imię wolności. Warsaw: WSiP, 1994. ISBN 83-02-05454-2.
• Robinson and Beard. Development of Modern Europe. Boston, 1908. OCLC 577136.
• Ross, Ronald J. The Failure of Bismarck's Kulturkampf: Catholicism and State Power in Imperial Germany, 1871-1887. Washington, D.C., 1998. ISBN 9780813208947.
• Wandycz, Piotr Stefan. The Price of Freedom: A History of East Central Europe. London: Routledge, 2001. ISBN 0-415-25491-4.
• Zamoyski, Adam. The Polish Way: A Thousand-Year History of the Poles and Their Culture. Hippocrene Books, 1993. ISBN 0-7818-0200-8.
External links
All links retrieved April 25, 2018.
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MythBuster: Why Electric Vehicles Beat Gas in 5 Extreme Tests
In a exclusive, Jamie Hyneman breaks down his team's most recent eye-popping experiment: rolling out a Ferrari, Harley, ATV, compact car and hand-built go-kart to the track, and pitting each against its electric-propulsion counterpart. The bottom line? Plug-in vehicles aren't just clean, they're fast—and might be easier to build than a toy car.
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I'm really big on electric vehicles because the total amount of fuel consumption involved is much less than what gas vehicles consume thanks to the efficiencies involved in a power generating plant. But there's a lot of talk out there that electric vehicles just don't perform as well as their gas counterparts—and, because we want to keep the planet intact, it sounded like a good myth to bust. So we decided to put gas and electric models of compact cars, ATVs, motorcycles and go-karts head-to-head on the track and the road to figure out if electric could hold its own.
We started by pitting two average compact cars—one with a standard gas engine and an electric that had been converted from gas in someone's garage—against each other on a country road. The gas car did what every gas car does: It was peppy and got me where I wanted to go. The home-built electric eventually got up to highway speeds on the flat or downhill, but I had to stop on a medium steep hill to allow cameras to reset for my arrival, and the car just didn't have the power to get up the hill without a running start. Kudos to the builder, though, who used lead acid batteries and other components that were easy to find. He made a car that would get you to the store or down the highway, but the range was limited and you'd pretty much be the slowest thing on the road.
Then things picked up a bit. A little over a year ago I was approached by a company called Barefoot Motors to help develop an electric ATV. My first reaction was that this was a recreational vehicle and, while worth doing, it wouldn't make a big impact if some kids were using electric instead of gas ATVs to fool around in the backyard.
Then Barefoot showed me the numbers. There are millions of ATVs out there, and a major portion are used for agriculture and forestry. Every hour that a gas ATV is running, it's putting out as many pollutants as four modern cars because the engines don't have the same pollution restrictions. An electric ATV could be charged on the grid at a fraction of the pollution and cost associated with gas ATVs, and it would be much quieter, too. So we took a week and built one using a pre-existing, heavy-duty ATV. We removed all the engine-related stuff and mounted a 45-hp AC induction motor right to the torque converter. AC motors can be very efficient, but may not have as much bottom-end torque as a DC motor, so the torque converter was just the ticket. We paired it with an Alltrax speed controller already made to accommodate regenerative braking. We used Thundersky lithium-iron phosphate batteries to power the ATV, and that, combined with a very efficient motor and speed controller system, allowed us to cut down from the 600-pound weight of the gas version to 500 pounds on the electric one—same make and model chassis, same horsepower.
Then we took the electric Model One ATV and a traditional gas ATV out to a motocross track to see how our electric performed—and it won by a hair, mainly due to the motor's high bottom-end torque and the easier maneuverability due to the lighter weight. (I suspect the gas one would win in a drag race, but that's not what ATVs are used for, is it?)
We also managed to get access to some very fast electric and gas motorcycles, which we tested at Infineon Raceway in Sonoma, Calif. The gas motorcycle, a modified Harley Dragster, went against an electric Killacycle on a quarter-mile dragstrip. The Killacycle also used A123 Systems batteries; interestingly, the bike had the same Advanced Direct Current (DC) 75-volt motor that I used on the go-karts—only there were two of them. I thought I was pushing it by pumping 125 volts through the motor, but these guys were running them at over 500 volts. Those motors aren't made for that, and it caused problems: There were a couple runs that were right about the same as the gas bike, and the Killacycle welded the motorcycle's commutator into one solid lump. The builder seems happy with the battery system, though, and intends to use an AC induction motor as soon as he finds the right one. There are no brushes to wear out, and they can get efficiencies of up to 95 percent.
Finally, we got to the cars—not homebuilt ones, either. We pulled in an electric car named the X1 made by Ian Wright of Wrightspeed, Inc., from Silicon Valley, Calif. The car does 0 to 60 in 3.07 seconds. It's a two-seater with an open cockpit—more of a race car than something you would commute with, but Ian drove it to the track on the highway, and every last thing about it was refined and all business. We raced it against a Ferrari on the quarter-mile; it cleanly and quietly crossed the finish line first. The X1 currently has a range of 100 miles of average highway driving and uses lithium polymer batteries, which are another variation of the lithium approach, and a good one—except that a battery change runs you about $40,000. The X1 in production is expected to cost about $200,000 when it comes out, and if it's anything like Ian's first one, it will be a car to keep your eye on.
Our tests convinced me that if you can go electric, you should. Taking off across the country might not be practical, but if you're commuting, you can plug in the car, get in, go to work and then plug it in again. The two- and four-cycle gas engines used on ATVs and go-karts are extremely polluting. With electric vehicles, you're dealing with a very small fraction of the fuel consumption and pollution because you're using the power grid.
Besides almost zero emissions, electric vehicles also have some very distinct advantages: An electric ATV is quiet, healthier to have around crops, and you don't need it to go 300 miles on a charge. Barefoot's prototype is running 2.5 hours of average use on a charge and is back to 80 percent charge over a lunch break, which is more than adequate run time on a farm or vineyard. Our highways and neighborhoods will be quieter and cleaner with electric cars and motorcycles on them.
Building an electric go-kart or ATV is not any more difficult than making a radio-control electric car. Sure, we're using welders instead of pre-made plastic parts, but you've got an electric motor, a bank of batteries and a speed controller. Look at your racing RC toys—it's the same thing. The home-built electric car we tested had serious limitations, but I think I could build one that doesn't have those problems. I fully intend to make a full-size electric car; I figure it'd take about $28,000 worth of components for a plus-300-mile range. It should take me about a week or two to build—tops.
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https://www.popularmechanics.com/science/a3244/4264025/
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Survey Timer and Timed Survey: Definition, Questions with Examples
What is a Survey Timer or a Timed Survey?
A survey timer or a timed survey is defined as the as pre-configured time limit for a respondent to complete a survey from the time of starting a survey. Respondents have to complete the survey within a certain period of time and when the timer runs out, the survey closes and the responses are marked as incomplete. The minimum time limit is 1 minute and the maximum is 60 minutes.
Creating a survey is an important tool for market research and collecting feedback. Creating and deploying a survey consumes a considerable amount of resources and time and hence if the sample doesn’t provide the requisite number of responses, the survey may end up being futile. Hence, special care has to be taken into the survey design and the survey questions. Adding a survey timer makes the data collection experience much more robust as it helps dictate the pace of the survey and ensure the data collected is accurate and complete.
For example, when an organization is conducting interviews with candidates to potentially onboard them to the organization, they can conduct a survey asking demographic questions and other qualifying questions, like a quiz. These former doesn’t need much time to be completed and the latter is to be regulated so that the candidates do not seek external help. In this case, a timed survey works effectively to collect the right information from the respondent.
Types of Survey Timer
There are multiple timers that a survey can consist of. Some of the widely used timers in a survey are:
• Question Timer: A question timer adds a timer for each question in the survey design phase. Alternatively, a timer can be added to a specific or all question types in the survey. For example, a retail brand can time dichotomous question types to be answered within 15 seconds whereas a tad bit complicated question type like the semantic differential scale question can be allowed 1 minute. This means that a timed survey can consist of one, some, many or all timed questions depending on the objective of the study, survey distribution method and the respondent demographics.
• Section Timer: Surveys that have many questions that are broken down into sections so that data analysis can be conducted section wise. It also makes it easier for the respondent to reply to questions since they are largely structured. This then allows each section to be timed separately. For example if a hypermarket is collecting feedback, the section on demographics and geographical location can be timed differently, questions about shopping can be timed differently and billing questions can be timed differently depending on their complexity and the number of questions.
• Page Timer: A survey consists of multiple pages and the survey timer allows a time limit to be assigned to each page in a survey. Depending on the objective of the survey, the timer can be applied to none, some, most or all pages. This ensures that the respondent is aware of the time that he/she has to complete each page. For example, if an airline is collecting feedback on the flying experience, the pre, during and post flying experience questions can all be on individual pages.
• Survey Timer: The most commonly timed survey type is where there is a timer for the survey as a whole. When a respondent starts taking a survey, a ticker constantly shows the amount of time remaining to complete the survey. For example, if an organization would like to conduct a product evaluation survey, when the survey is sent out to respondents, each survey is configured to be timed.
Tips for Conducting an Effective Timed Survey
There are multiple benefits of conducting a timed survey; especially since it offers an insightful and fully controlled experience for an online survey. However, to take full advantage of this feature, some recommended best practices are:
• Allow enough time to respond: Make sure there is enough time for each question to be answered. You don’t want to give respondents very less time that they cannot respond or way too much time that boredom sets in. For example, in the case of a Van Westendorp-Price sensitivity question, the time required to think and respond is much more than a simple multiple-choice question. These factors have to be taken into account while setting up the survey.
• Survey prompts: Prompts about time left in a survey helps increase the survey response rate as the respondent is aware of how much time is left to complete a survey.
• Test survey beforehand: Speculating on the survey completion time may not be the ground reality of the actual time it takes to complete a survey. Hence, prior testing of the timed survey is very important.
Survey Timer and Timed Survey Questions with Examples
Let us consider a survey where Walmart is conducting to understand the purchasing trends of customers and potential customers. The survey distribution is conducted via multiple means to the sample of the people that are potential respondents.
The time to complete the survey is set at 2 minutes. The first question asked can be:
On a selection, the next question is displayed with the timer running in the background so that each respondent can check how much time is left to complete the survey.
How do I set up a time limit for my survey?
To set up time limit for the survey, go to:
• Login » Surveys » (Select Survey) » Edit Survey » Security » Countdown Timer
• Use the drop-down of Time Limit to select the number of minutes for the timer, with a minimum time of 1 minute and a maximum time of 60 minutes.
• Click Save Changes.
How does the time limit work?
A countdown timer will be displayed on the survey. Respondents have to finish the survey within the specified time. If respondents do not finish the survey within the specified time, the survey will end and the response will be marked as incomplete.
Survey Software Help Image
Why would you ever want your survey to time out?
Answering a survey under a given time frame actually increases the quality of responses in terms of capturing the first thing that comes to the respondents' mind. Other use cases include administering a quiz in a classroom setting, as part of a training course, or as a gauge of people's knowledge about a product as part of a market research project.
What's the benefit of using a countdown timer?
The biggest advantage of this feature is to reduce dropout rates. The respondents have to complete the survey as soon as they start it as there is a timer. They cannot leave it and walk away from their desk etc.
Advantages and Benefits of using a Survey Timer or Conducting a Timed Survey
There are many advantages of using a survey timer or conduct a timed survey. They are:
• Ensure survey completeness: With a timer that shows up during the survey, the respondent is well-aware about having to complete a survey. This helps increasing the number of completed responses.
• Discourage taking external help: If the respondent is aware that there is a limited time to complete a survey, there is limited scope for the respondent to take external help. This helps in increasing the validity of the responses. This feature is very effective when surveys are in the form of a quiz or a test; especially when a candidate is interviewing with an organization.
• Weed out invalid responses: If the time to take a survey is set at 20 minutes and completion tests throw up a time close to this number, it is safe to say that a respondent should take around that time to complete a survey. If post survey data shows the survey completion time shows 2 minutes, this means that the respondent didn’t answer seriously and just rushed through the responses to claim the incentive. In this case, this response can be discarded as invalid.
• Watch videos or listen to audio’s entirely:If there is a 3 min audio file or a video clip in the survey, you want the respondents to pay attention to that rich media. Adding a timer in the survey so that the respondent can move to the next question or page until the whole file plays out, ensures that the respondent is paying attention to the whole question.
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Understanding Depression: 7 Facts
7 Key Facts to Understanding Depression
Did you know October is National Depression Education and Awareness Month? This is an opportunity for everyone to get a chance at understanding depression. Protecting your mental health is an all-year endeavor, but this campaign can help you and your loved ones start important conversations and raise awareness about this common condition.
Yes — awareness does matter. Research shows that depression awareness campaigns help reduce the stigma associated with depression and help people recognize signs and symptoms, which may promote earlier intervention and treatment. Public awareness campaigns may even help reduce the rates of suicide when provided in combination with other intervention approaches, including training for medical personnel, teachers, clergy, and local media.
If you have depression, managing your daily life can seem stressful or downright insurmountable at times. This requires all acts of tremendous resiliency and strength, because it requires actions such as figuring out how to cope, recognizing if you or a loved one needs help, and figuring out where to get help.
You deserve to be informed about your mental health, and if you live with depression you deserve the help that’s available to you. To help us honor National Depression Education and Awareness Month, keep reading to learn seven key facts about depression and discover some helpful resources.
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1. What is Depression?
Depression is a leading mental illness affecting more than 16 million Americans every year. While common, depression isn’t a “normal” part of life. It’s more significant and longer-lasting than the occasional feelings of sadness or “being down in the dumps” that everybody experiences from time to time.
Depression is not a sign of mental weakness nor poor character. While certain populations are more at risk for depression—including women and anyone with a family history of depression—this mental illness affects people of all ages and backgrounds. Additionally, the condition ranges from mild to severe and can disrupt a person’s ability to work, affect their ability to take care of themselves, impair their relationships, and in severe cases lead to thoughts or attempts of suicide and self-harm.
2. What Are the Common Symptoms of Depression?
When understanding depression, keep in mind that many signs and symptoms of depression are subtle and can be hard to spot, and not everybody who has depression looks or acts the same way. Plus, many people with depression feel ashamed and embarrassed about their mental health struggles, so they hide their feelings from friends, loved ones, and colleagues.
The two main symptoms of depression are an unusually sad mood and no longer enjoying certain activities that used to be enjoyable. A person must have at least one of these symptoms nearly every day for at least two weeks in order to be diagnosed with the disorder.
Other warning signs and symptoms include:
1. Extreme fatigue, slow movement, and a lack of energy
2. Feelings of worthlessness, hopelessness, emptiness, and guilt
3. Social withdrawal and isolation
4. Changes in sleeping patterns— sleeping too much, not sleeping enough, or having trouble falling or staying asleep
5. Changes in appetite — eating too much or too little. This can lead to weight gain or loss
6. Thoughts about death and self-harm*
7. Trouble remembering things, concentrating, and making decisions.
8. Increased use of alcohol or drugs. A person may appear more agitated, irritable, restless, and reckless.
9. Persistent physical symptoms like digestive problems, cramps, and headaches that cannot be explained by another condition and don’t respond as expected to typical treatment.
3. Why Me? Causes of Depression
Research points to several possible causes of depression, although the exact cause isn’t always clear. Generally, most doctors and researchers agree that a combination of genes and environmental factors like stress can alter a person’s brain chemistry and hormone levels. This can make it harder for them to stabilize their mood and therefore increase their risk of depression.
Why Me? Causes of Depression
Other potential risk factors or triggers of depression include:
• Drug and alcohol abuse
• Certain medications
• Certain health conditions like cancer, heart disease, diabetes, obesity, dementia, Alzheimer’s disease, Parkinson’s disease, and multiple sclerosis
• Low self-esteem
• Challenging and stressful life events including a job loss, financial hardship, sickness or death of a loved one, or divorce
4. Understanding Depression: The Crucial Value of an Accurate Diagnosis
In order to be diagnosed with clinical depression, a person must feel unusually sad and/or lose enjoyment in activities they used to enjoy nearly every day for at least two weeks. Only a medical professional like a doctor or psychiatrist can make this diagnosis.
The right diagnosis is essential because it ensures a person gets the right interventions. Depression can also mimic other conditions like anxiety, bipolar disorder, or dementia. These and other conditions need to be ruled out or identified (since depression can co-occur with other health issues) in order to make sure the person gets comprehensive and appropriate treatment.
Additionally, more than one type of depression exists and these may require different interventions.
5. Different Types of Depression
Clinical depression, also known as major depressive disorder or MDD, is the main form of depression and a type of mood disorder. Several other conditions fall into this category, including:
• Persistent depressive disorder: generally longer lasting but less severe than major depressive disorder
• Postpartum depression (PPD): depression in new moms that starts after birth and lasts for two weeks to one year
• Seasonal affective disorder (SAD): associated with decreased sunlight exposure in the fall and winter months (with remission during spring and summer months)
• Premenstrual dysphoric disorder: a severe form of premenstrual syndrome (PMS) that profoundly impacts a woman’s life
• Bipolar disorder: a mental health condition characterized by extreme mood volatility, including highs (mania) and lows (depression)
6. Common Consequences of Untreated Depression
When understanding depression, it should be noted that depression can be extremely disruptive and distressing for the person experiencing it and his or her loved ones. But only about a third of all people with severe depression seek professional treatment.
Unfortunately, studies show that having untreated depression may increase a person’s risk for:
• Diabetes
• Cognitive decline and increased inflammation the brain
• Chronic pain
• Osteoporosis and impaired bone mineral density
• Heart disease
• Autoimmune disorders
• Gastrointestinal problems
• Migraine headaches
People with untreated depression may not even know they have it. Therefore, this means signs and symptoms like sleep problems, irritability, anger, and recklessness can get worse over time. This can lead to other problems that impact a person’s physical and mental health, career, finances, and relationships.
Suicide is the worst and most severe consequence of untreated or under-treated depression.
7. Is There a Cure? Available Treatments for Depression
It’s not necessarily accurate to say depression can be “cured.” But in understanding depression, people should know that it’s possible for those with depression to have full remission of the disorder. People with depression can also learn how to manage their condition and lead healthy, productive, and fulfilling lives.
Research suggests a combination of psychotherapy and medications is the best treatment for depression. Additional treatments may be right for you, but your exact plan depends on your personal health history and type and severity of depression you have.
Additional treatments include:
• Exercise
• Meditation
• Brain stimulation therapies like repetitive transcranial magnetic stimulation (rTMS)
• Herbal supplements like folate and St. John’s Wort
Newer treatments, like transcranial near-infrared laser therapy and psychedelic drugs like psilocybin and MDMA show promising results. But more research needs to be done to determine their safety, effectiveness, and (in the case of psychedelic drugs) legality.
Depression affects the way a person thinks, feels, and behaves. It can disrupt relationships, careers, and even physical health. Seeking treatment for depression shows incredible courage. It also shows courage to talk to a loved one if you’re concerned about their mental health.
This October, do your part to break the stigma. Particularly, raise awareness about depression, and share this article with your loved ones and colleagues. Additionally, be sure to check out other helpful resources about depression, including the National Alliance on Mental IllnessNational Institute of Mental Health, and Mental Health America.
*Not everybody with depression has suicidal thoughts, but recognizing the early warning signs of suicide can save lives. Click here to learn more about suicide warning signs or call the National Suicide Prevention Lifeline at 1-800-273-8255.
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https://www.rapiddetox.com/mental-health/depression-7-facts/
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Sikh Diversity
There are Sikhs by belief and Sikhs by birth. A Sikh’s belief is defined in article one of the Sikh Rahit Maryada (Code of Conduct). However, there are people who would identify themselves as Sikhs but who may not believe in the religion. It was in recognition of this distinction that Sikhs successfully lobbied for paragraph 67 of the 2001 UN Declaration against Racism which takes note of the multiple bases of identity.
Within mainstream Sikhism there is the unifying belief in the Guru Granth Sahib Ji and the Guru Khalsa Panth (Khalsa). Variant groups that exist are the Namdharis and the Nirankaris who believe in a living human Guru. Combined, these groups number in excess of ten thousand.
Within the community there are different attitudes towards the Khalsa. Some regard the Khalsa as an ideal and choose not to join it. Others differ over interpretations of the Sikh Rahit Maryada (Code of Conduct) and follow what they regard as a more traditional line (for example, Akhand Keertanee Jatha and Damdami Taksal) or the interpretations of a holy person (Sant Baba).
Download the entire essay here
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https://www.reonline.org.uk/subject-knowledge/sikhism/sikh-diversity/
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The Sexualization of Minorities
By Dr. Christina Sisti
Photo by Trevor Cole on Unsplash
“Intersectionality means being aware of and acting on the fact that different forms of prejudice are connected, because they all stem from the same root of being ‘other’, ‘different’ or somehow ‘secondary’ to the ‘normal’, ‘ideal’ status quo.”
Laura BatesEveryday Sexism
Mainstream society has placed races into categories. For example, the Three Bears Effect is the name given by Aiyo at the blog Black British Girl for how whites stereotype blacks and Asians as opposites and whites as just right.1
Asian women are perceived as very feminine whereas black women are thought of as manly thus placing white women in the middle and classified as just right. Abagond of Restructure! Writes “Mainstream society perceives Asian women as “ultra-feminine” and extra submissive, and when we are sexually objectified, we are perceived as literal sex objects, even more, dehumanized than white women. 1 Social, gender and sexual stereotypes are played out through commonly held beliefs of society.
To further investigate public policy and sexual perceptions that create vulnerability it is necessary to examine the foundation of sexual stereotyping of women and then individual stereotypes of different races and abilities. In the Medico-Legal system, the view that sexuality exists in early childhood permeates the medical literature of the late eighteenth century and throughout the nineteenth century.2
The idea of an unsullied child is a notion held onto by adults, yet the sexualization of girls existed through child prostitution. It is here that the difference between classes is noted.
Friedrich Hugel drew a parallel between poverty, unemployment, and low wages of female workers and the biological and psychological weakness of the female. The lower class, poorly educated female is by nature physically weaker, and more given to “coquetry, love of pleasure, dislike of work, desire for luxury and ostentation, love of ornament, alcoholism, avarice, immorality, etc..”2 Hugel’s study was conducted in 1865, yet the stereotype of the lower-class woman exists in this century.
In America society labels those in disadvantaged classes with negative stereotypes and persists on focusing on race rather than on the cause of poverty often which is a lack of education, financial and social opportunity.
Those in the lower socio-economic rungs of society face harsh criticism for their poverty but none more so than African-Americans. They are subject to age-old prejudices rooted in trade with Western Europeans and slavery which can be found as far back as the Middle Ages. The association of the black with concupiscence reaches back into the Middle Ages. The twelfth-century Jewish traveler Benjamin of Tudela wrote that at Seba on the river Pishon…is a people…who like animals, eat of the herbs that grow on the banks of the Nile and in the fields. They go about naked and have not the intelligence of ordinary men.
The conventional belief of intellectual inferiority carried throughout the ages leaving African-Americans in a precarious situation in society. They were not thought of as equals yet the belief that they were intellectually inferior was combined with the belief that they were also sexually deviant. A widely held theory of racial inferiority included female genitalia.
Edward Turnispeed of South Carolina argued in 1868 that the hymen black women is not at the entrance to the vagina, as in white women, but from one-and-a-half inches to two inches from its entrance in the interior.” From this, he concluded that “this may be one of the anatomical marks of the non-unity of the races.”2
Black people carry the stigma of promiscuity or excessive or unrestrained heterosexual desire because Western Europeans labeled Africans as animals and uncivilized due to the differences in cultures. Studies of African-American slave women routinely point to sexual victimization as a defining feature of American slavery.3
Why is it important to understand the history of racism and its relation to female sexuality?
The views held in the eighteenth and nineteenth century spawned miscegenation, a word which described the fear of interracial sexuality and the decline of the population. Emile Zola sees in the sexual corruption of the male the source of political impotence and provides a projection of what is a personal fear, the fear of loss of power, onto the world.2
The “white man’s burden,” his sexuality and its control, is displaced into the need to control the sexuality of the Other, the Other as a sexualized.2 The need to control female sexuality and the fear of interracial sexuality is evidenced in the Eugenic Movement and the oppressive nature of poverty often suffered by minorities and those who are disabled.
Abagond (2011, January 1). White women are stereotyped differently from Black and Asian women, Restructure!, London, UK.
Gilman, Sander L. (1985). Difference and Pathology: Stereotypes of Sexuality, Race, and Madness. (1st ed.). Ithaca, NY: Cornell University.
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https://www.safetyfirstforgirls.org/2018/03/the-sexualization-of-minorities.html
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Classroom Tips
7 Classroom Screencasting Activities
James Francis | November 13, 2017
7 Classroom Screencasting Activities
Back in January, our friend Eric Curts of Control Alt Achieve created a fantastic 1 hour training video in which he explained seven creative ways to use Screencastify in the classroom.
If you're a teacher who already uses Screencastify to create flipped learning videos and are looking for more ways to engage your students using screencast, Eric's video is the place to start.
We've posted the full video below. Eric also detailed each of the activities in writing in his original post, and we've summarized them after the video.
1. Instructional Videos
No surprises here. The most common way teachers use Screencastify in the classroom is to create instructional videos for their students. Good instructional videos enable students to learn at their own pace, whenever and wherever they prefer.
2. Narrating Slideshows
It's easy to use Screencastify with Google Slides to narrate over slideshows. Possible student activities range from standard presentations to creative storybooks, animations, or comic strips.
3. Explaining Student Understanding
Students can use Screencastify to explain what they know in their own words. Simply ask your students to record themselves working through a problem, summarizing a concept, or explaining the main points of a story.
4. Dubbing A Video
Arguably the most entertaining activity on this list is video dubbing. Have your students play a video with the volume muted and record their own narration. Video dubbing is quite a versatile educational activity, as it can be used for language practice, creative storytelling, and plot comprehension.
5. Giving a Speech or Performance
Research has shown that students practice a presentation an average of 7 times when they know they're being recorded. Therefore, asking your students to record themselves giving a speech or performance before they deliver it live in front of their class is a great way to encourage practice and reduce anxiety.
6. Practicing Fluency
Give your students a document or website and ask them to record themselves reading it. This is a great way for younger students learning to read or older students learning a different language. Plus, you'll be able to listen to their pronunciation as many times as you need and can send the recordings their parents to demonstrate progress.
7. Providing Feedback
Giving students feedback via screencast is more compassionate, personal, and detailed than written feedback. It's also a great time saver! Simply speak over a student's document and annotate any suggested changes as you speak. You can also ask students to provide each other feedback via screencast.
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https://www.screencastify.com/blog/7-classroom-screencasting-activities/
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Policy on Discrimination, Harassment and Bias Incidents
Relevant excerpt
Harassment is unwelcome, offensive conduct that occurs on the basis of a Protected Characteristic. It is a form of discrimination and violates this Policy. Conduct that violates this Policy is not necessarily a violation of the law.
While it is not possible to identify every form of conduct that can constitute harassment, harassing conduct can occur in various forms, including:
• Verbal Harassment, including unwelcome sexually suggestive, demeaning or graphic comments; using ethnic, racial, religious or other slurs to refer to a person; jokes or comments that demean a person, in each case on the basis of a Protected Characteristic;
• Physical Harassment, including unwanted sexual contact; sexual intimidation through physical threats; physical threats toward or intimidation of another person, in each case on the basis of a Protected Characteristic;
• Visual Harassment, including exposing another person to unwanted pornographic images; creating or displaying racially, ethnically or religiously offensive pictures, symbols, cartoons or graffiti; and
• Communication-Based Harassment, including phone calls, emails, text messages, chats or blogs that offend, demean or intimidate another person, in each case on the basis of a Protected Characteristic.
A hostile environment is created when the offensive behavior reaches a level of severity or pervasiveness that it interferes with a reasonable person’s ability to participate in the University’s programs (i.e., to work and to learn).
A determination as to whether harassment occurred depends on the totality of the circumstances, including the context of a communication or incident, the relationship of the individuals involved in the communication or incident, whether an incident was an isolated incident or part of a broader pattern or course of offensive conduct, the seriousness or severity of the incident, the intent of the individual who engaged in the allegedly offensive conduct, and its effect or impact on the individual and the learning community. The fact that a person was personally offended by a statement or incident does not alone constitute a violation of this Policy.
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https://www.thefire.org/fire_speech-codes/stevens-discrim-harass/?share=email
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Reaumur to Kelvin Conversion
2036 Reaumur to Kelvin Conversion - Convert 2036 Reaumur to Kelvin (°R to K)
2036 Reaumur to Kelvin Conversion
Reaumur to Kelvin - Temperature Interval - Conversion
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2545 Kelvin (K)
Kelvin : The Kelvin is a unit of measurement for temperature. It is one of the seven base units in the International System of Units (SI) and is assigned the unit symbol K. It also is a unit of temperature interval.
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https://www.theunitconverter.com/reaumur-to-kelvin-conversion/2036-reaumur-to-kelvin.html
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Child Swallows A Coin: What To Do
Children are curious little creatures who tend to touch and taste anything and everything in their line of sight - It’s their way of exploring the world. Buttons, batteries, marbles, coins and even sand is not spared. Their logic is that if it fits in their mouth, then it’s supposed to be eaten. But what do you do after they swallow these foreign objects or if they get stuck?
If and when your child swallows a coin, there are two possibilities - The coin may go into the stomach and the chances are that it will be expelled with stool or it might get stuck in the passage to the stomach which is when things could get dangerous. A few symptoms that suggest that the coin is stuck in the oesophagus are:
1. Difficulty in swallowing and refusing to eat and drink even when he’s hungry.
2. Continuous drooling i.e. dropping of saliva from the mouth.
3. Pain in the neck or chest.
4. A sudden increase in the body temperature.
Sometimes even when the coin is stuck, the child may continue to eat and swallow food without much difficulty. In such cases, the child might cough continuously which means the coin is causing inflammation, irritation of the oesophagal tissues and will eventually rupture the oesophagus.
When the coin gets stuck in the intestines and tears through the intestinal walls then you might see this translate as blood in stool, vomiting and severe stomach pain.
Take your child to the doctor as immediately as possible if you think the coin is stuck.
If your child isn't exhibiting any of the symptoms and seems to be doing well (which is almost 90% of the cases), then you can keep an eye on him and wait until he passes out the foreign object in his stool. Do not self-medicate by giving him laxatives to speed up the process or try and make him vomit. In any case, it’s better if you consult with your doctor.
What do you do?
- Keep a close eye on your child and observe every little thing he does closely.
- Bananas are a good option because they are soft and full of fibre. It might help move things along for your child.
- Check your child’s poop everytime he uses the loo for signs of the foreign object.
- Keep your child hydrated so that they don’t have any difficulty passing stools.
Once you take your child to the doctor, an X-ray will be done to determine the position of the object. The doctor will most likely recommend medicines that will help in passing out the coin. Surgical methods will only be used if the swallowed object is sharp and poses a threat of rupturing the gastrointestinal tract.
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https://www.tinystep.in/blog/child-swallows-a-coin-what-to-do-xyz?utm_source=direct&utm_medium=recommend&utm_campaign=es&utm_content=8
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The Cave of the Man in Mount Fuji – Koan 24
(Imai’s note: In the Record of Nine Generations of the Hojo Rulers, the first part, the following story occurs:
On the third day of the sixth month of the third year of Kennin (1203 A.D.) the Shogun Yoriie went hunting on the foot-slopes of Mount Fuji, in the country of Suruga. There is a big cave on the lower slope of the mountain which the local people call the Cave of Man. He thought he would like to find out where it led, and called Nitta Shiro Tadatsune; giving him a most precious sword, he told him to go into the cave and explore it to the end. Tadatsune bowed, received the sword and withdrew. At the head of a party of six, he went into the cave. The next day, the fourth, at the hour of the snake (10 a.m.) Shiro Tadatsune came back out of the cave, his journey altogether having taken a day and a night. He was brought before the Shogun to report, and this was his account.
The cave became very narrow so that it was difficult even to turn round; they had to squeeze through one after another, and as in a nightmare they felt they could hardly move. The darkness was indescribable. The party had each a pine torch; they kept in touch by calling to each other. A stream running along the bottom soaked their feet. Innumerable bats, startled at the light, flew on ahead, filling the passage. They were black like the ordinary bat, but with not a few white ones among them. As they followed the stream, little snakes were continuously coiling round their feet; they had to keep cutting and cutting into the stream at these, in order to get on.
Sometimes a rank smell of raw flesh assailed their nostrils and at times they felt sick, but again a delicious heart-soothing fragrance would also come.
The passage gradually widened, and above them something like a transparent column, as it were a pillar of blue ice, was clearly seen. One of the men said that he had heard this kind of stalactite was a mineral from which the Sennin immortals prepare the nectar of immortality – so he had been told.
As they went further, under their feet came the thunder of furious shouts as from a thousand throats of demons fighting. It was terrifying.
Going still further they lit more pine torches, and saw that the place had widened out somewhat. On every side they could see nothing but pitchblack emptiness, but from far and near human cries from time to time arose. Their hearts contracted as at treading the paths of hell.
Now they came to a wide river. There was no indication of the way (no ‘miyako-bird’ – allusion to Narihira’s famous poem). By the sound of it, a torrent was rushing down into an unimaginable abyss. They tested the surging current with their feet, and it was swift as an arrow and colder than any ice – as if it were from the frozen hells Guren and Daiguren.
The further bank was 200–250 feet away, and opposite them there appeared a light something like a blazing torch but not the colour of fire; in the light they described an awe-inspiring form standing in majesty.
Four of the men fell dead then and there. Tadatsune bowed to that spirit, and hearing its voice inwardly, threw the precious sword into the river, upon which the wonderful form disappeared and Tadatsune, his life spared, returned and gave his account.
Shogun Yoriie, hearing thus about the world within different from this world, determined to send another expedition with many men and a specially made boat. But his senior counsellors dissuaded him, telling him that according to tradition this cave was the abode of the great Bodhisattva of Asama, and from ancient times it had not been permitted to men to look upon it.)
The nyudo Wada Hidetsura, going to Kenchoji for an interview with master Nanzan (the 20th teacher there), asked about this story of the Cave of Man in the field at the foot of Mount Fuji. The priest said:
‘What Your Honour has related is a tale of the heroic daring of warriors. The heroism of Zen must be in penetrating to the uttermost depths of the Cave of Man.
When the aspirant begins his training and enters the Cave of Man in the field of Zen, as he goes further in, he gets a feeling of his feet being cut by icy waters. He experiences sensations of fragrance, and then again there are perceptions of bright light. The treasure sword which he received from his master – there comes a time when he throws it away. When he throws it away, the form of the spirit, which he has been seeing, suddenly vanishes. While yet he sees this spirit form, he is caught by the Buddha, tied up by the dharma, and cannot have the freedom of Zen inspiration. But after the spirit form vanishes, he must go yet one more step into the interior. Do you not hear what I am saying?
If you want to have the full view of a thousand miles, Mount one more storey of the tower.’
(1) Going into the Zen cave, there is a feeling of the feet being cut by icy water. Why is that?
(2) Why do sensations appear like a bad smell or a fragrance?
(3) When comes the awareness of bright light?
(4) What is the throwing away of the precious sword?
(5) What is the appearance of the spirit form?
(6) After the spirit form disappears, what is there further within?
(Note by Imai Fukuzan:) The Bushosodan records that these tests were used in the interviews of warriors when Kosen Ingen (38th master at Kenchoji) was teaching at Chojuji temple in Kamakura. They were used when aspirants were entering on the practice of Zen meditation. But in times like the present (1925) when the importance of Zen meditation is overlooked, there will be few who could answer them properly. The fashion of Zen these days, among monks and laymen alike, is to absorb oneself in examining the words of the patriarchs in the koans, and since they do not experience the states of Zen meditation, there are hardly any who could open their mouths to these tests. The tests have as subject the meditation experiences of a Zen aspirant, experiences of the six consciousnesses (senses plus mind) and then making void the seventh consciousness, and then thrusting a sword down into the heart-field of the eighth Alaya consciousness. When as at present ‘philosophical’ followers of Zen hope to travel the path of the patriarchs at high speed on an express train as it were, these koans are quite unsuitable for them. But twenty or thirty years ago, among some of the senior laymen who practised Zen, there were quite a few who actually went through them.
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https://www.tlayt.org/the-cave-of-the-man-in-mount-fuji-koan-24/
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Lowland dry acid grassland
Lowland dry acid grassland
Lowland dry acid grassland
Lowland dry acid grassland
Lowland dry acid grassland
Lowland dry acid grassland
Sprinkled with diminutive, ephemeral flowers in spring and parched dry by July, this is a habitat of heathlands, coastal grasslands and ancient parkland.
What is it?
Lowland dry acid grassland is found in pastoral landscapes in the warm, dry southern lowlands on acid, often sandy, soils. The best examples can be species-rich, with up to 25 plant species per square metre. In addition to fine grasses, lichens and mosses, these include small rosette-forming species such as cat’s-ear and mouse-ear hawkweed, low-growing herbs such as sheep’s sorrel and bird’s-foot-trefoil, and tiny annuals such as common stork’s-bill, changing forget-me-not, and parsley piert. The vegetation varies with climate and a less diverse form is found in moister upland fringes and in south-west England, while in Scotland it can be found on stable river shingle.
Why is it like this?
Acid grassland develops when heavy grazing on heathland slowly eliminates heather, or following reversion from temporary cultivation on heathland soils (provided these have not been heavily limed or fertilised). If grazing pressure is subsequently reduced, the heather can re-establish, and there has probably always been some ebb and flow between acid grassland and dry heathland.
Lowland acid grassland is generally grazed today, although in some places it is maintained though very regular cutting, for example on air fields and golf courses. However, grazing animals (including rabbits) are ideal for creating a diverse habitat - the disturbance created through trampling and burrowing results in a small-scale mosaic of short vegetation and bare ground. This is suitable for the more ephemeral species that would otherwise soon become crowded out if more vigorous species had the opportunity to become established. Heavy machinery can also damage the fragile soils, so is best avoided, although rotovation is successfully used to disturb lowland dry acid grassland in Breckland, where there is a long history of rotational cultivation of the poor soils (‘brecks’ were fields temporarily cultivated then allowed to revert to grassy heath).
Distribution in the UK
Mainly found in the warm and dry lowlands of England, with key locations including Breckland, the Suffolk Sandlings, the New Forest and the Dorset and Wealden heaths.
What to look for
Sandy soils on particularly open and parched acid grassland can support a range of ground dwelling and burrowing insects. The impressive black and brown field cricket (lost from all but one site before being subsequently reintroduced to others within its former range) remains rare, but look out for mining bees and wasps, particularly on warm, south facing banks, and for butterflies such as grayling, green hairstreak and small heath.
The enigmatic stone curlew is associated with lowland dry acid grassland and is best seen at publicised reserves, for example in Breckland. Woodlarks are also attracted to the short sparse turf where they prey on invertebrates, particularly if there is taller grass or heather nearby for nesting - listen out for their fluid, spiralling song from early spring. Adders like deep cover and can be found on the heathy margins of acid grassland.
Characteristic plants are small in stature, but make up for it in interest – look out for rare and scarce plants such as the tiny red mossy stonecrop, a suite of rare clovers and Breckland specialities including sand catchfly, perennial knawel and spring speedwell. Also in the Brecks, look out for characteristic ‘stone striping’ where deep acid sand and chalk alternate, creating a corresponding pattern in the vegetation.
Much lowland dry acid grassland was lost in the 20th century through afforestation and agricultural improvement, and there have been ongoing declines in the area of grassland and in the fortunes of characteristic species. A decline in plant species-richness has been associated with air pollution, while changes in agriculture have led to a decline in traditional grazing and an increase in the amount of bracken and scrub. Suitable management practices are well-understood, but lowland heathland is generally prioritised over lowland dry acid grassland, even though this is the scarcer habitat in some areas.
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https://www.wildlifetrusts.org/habitats/grassland/lowland-dry-acid-grassland
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The Psychology of Nature
The Psychology of Nature
The Psychology of Nature
What happened? Kuo argues that simply looking at a tree "refreshes the ability to concentrate," allowing the residents to better deal with their problems. Instead of getting flustered and angry, they could stare out the window and relax. In other words, there is something inherently "restorative" about natural setting - places without people are good for the mind.
To better understand how nature works its psychological magic, let's look at an important 2008 study led by Marc Berman, at the University of Michigan. (I've written about this study before.) Berman and colleagues outfitted undergraduates at the University of Michigan with GPS receivers. Some of the students took a stroll in an arboretum, while others walked around the busy streets of downtown Ann Arbor.
The subjects were then run through a battery of psychological tests. People who had walked through nature were in a better mood and scored significantly higher on a test of attention and working memory, which involved repeating a series of numbers backwards. In fact, just glancing at a photograph of nature led to measurable improvements, at least when compared with pictures of city streets.
Does this mean we should all flee the city? Of course not. It simply means that it's a good idea to build a little greenery into our life. This isn't a particularly new idea. Long before scientists fretted about the cognitive load of city streets, philosophers and landscape architects were warning about the effects of the undiluted city, and looking for ways to integrate nature into modern life. Ralph Waldo Emerson advised people to "adopt the pace of nature," while the landscape architect Frederick Law Olmsted sought to create vibrant urban parks, such as Central Park in New York and the Emerald Necklace in Boston, that allowed the masses to escape the maelstrom of urban life. (As Berman told me, "It's not an accident that Central Park is in the middle of Manhattan...They needed to put a park there.")
Although Olmsted took pains to design parks with a variety of habitats and botanical settings, most urban greenspaces are much less diverse. Instead, the typical city park is little more than an expansive lawn, punctuated by a few trees and playing fields. I've got nothing against grass and Little League, but it's probably worth pointing out that, if you want to maximize the psychological perks of greenspace, this is probably the wrong approach. In a 2007 paper, Richard Fuller, an ecologist at the University of Queensland, demonstrated that the mental benefits of green space are closely linked to the diversity of its plant life. When a city park has a larger variety of trees, subjects that spend time in the park score higher on various measures of psychological well-being, at least when compared with less biodiverse parks.
Over at Scienceline, Ferris Jabr has an excellent article on the recent attempts to turn ecopsychology into a rigorous science. He describes an interesting new experiment led by Peter Kahn:
First, Kahn stressed out his participants by giving them a series of math tests. Then he placed some people in front of a window overlooking a grassy lawn with trees, others in front of a large plasma television screen displaying the lawn in real time, and still others in front of a blank wall. As expected, those in front of the window experienced the quickest drop in stress levels, as measured by their decreasing heart rate. Participants also spent far more time looking out the window and at the plasma screen than at the blank wall. But the researchers found an unexpected result.
“Surprisingly, the blank wall and the plasma screen were no different in terms of stress reduction,” said Ruckert. Their study indicates that gazing at an authentic natural space reduces stress, whereas a digital replica of nature soothes only as well as a boring blank wall.
I sometimes wonder if, when we look back at the mass cognitive mistakes of the 21st century, we'll worry less about the internet and multitasking - people have been multitasking forever - and instead fret about our turn away from nature. The human species is urbanizing at an unprecedented rate. (In the next century, at least 3 billion people will migrate to cities.) And yet, we're only beginning to understand how living in dense agglomerations of perfect strangers, surrounded by skyscrapers and concrete, actually affects the brain. This work on ecopsychology is an important start.
Image: From my recent trip to the Grand Tetons. This view restored my PFC.
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https://www.wired.com/2010/08/the-psychology-of-nature/
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How a teenager deals with alcohol, sex, and violence in J.D Salinger's "Catcher in the rye"
Essay by Anonymous UserCollege, UndergraduateA+, June 1996
download word file, 4 pages 4.0 1 reviews
The Catcher in the Rye, by J.D Salinger, depicts how a lonely teenager, Holden Caulfield, deals with alcohol, sex, and violence. Teenagers must also deal with these problems daily.
Alcohol is very predominate throughout the novel The Catcher in the Rye. Alcoholic beverages are a readily available, and relatively inexpensive for minors to get. Over the past couple of years, teenage consumption of alcohol has risen dramatically. The National Institute on Alcohol Abuse and Alcoholism states that more than 1.3 million teenagers have a drinking problem. The National Institute also reports that the reason for underage teenage drinking is they believe in a mixture of rebellion towards their parents and a sign of maturity. Another reason for teenage drinking is it represents a daring gesture. According to Dr. Joseph Franklin, "The way drinking starts is, one kid dares another kid to take a drink of alcohol, and the kid doesn't want his friends to think he is a coward so he does.
Then the rest of them follow."
In the book, Between Parent and Teenager, it states the substance abuse is the number one cause of death amongst teenagers. Studies show that among high school students age 14 - 17, 60% of the students use alcohol once a week, 75% use it at least once a month, and 85% have used it once in the year.
In the novel, Holden Caulfield has very easy access to alcoholic beverages. Throughout the novel, it seems that every time Holden gets depressed, he turns towards alcohol. in Chapter 12, Holden is at Ernie's night club and he got served even though he was only a minor. In Chapter 20, Holden gets drunk. The way he acted when he was drunk shows how pathetic you are when you can not...
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https://www.writework.com/essay/teenager-deals-alcohol-sex-and-violence-j-d-salinger-s-cat
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How Did They Build the International Space Station?
by Megan Ray Nichols
A Global Collaboration
Years of Construction
In the early 1990s, visitors to Florida’s Kennedy Space Center could view pieces of the station being built on the ground in sealed clean rooms. Then, on November 20, 1998, Zarya launched on top of a Russian proton rocket. The name Zarya means sunrise in the Russian language.
Two weeks later, the first U.S. component launched on December 4. This was the first of many shuttle missions dedicated to building this monumental piece of history. The first astronauts didn’t set foot on the station until two years later. One astronaut, Bill Shephard, and two cosmonauts, Yuri Gidzenko and Sergi Krikalev, were the first humans to reside on the station in 2000.
More pieces have been added over the years as other countries joined the project.The U.S. lab went into orbit in 2001, followed by the European lab which was named Columbus in 2008. Kibo, Japan’s lab, was added to the station in 2008.
In 2011, a third-party company called Casis was selected to manage the U.S. national lab on the station, making it easier for scientists on Earth to utilize the unique environment on the station to conduct their experiments.
Materials and Engineering
What goes into creating something like the International Space Station? The station itself weighs roughly 925,000 pounds. NASA likened the design to a soda can on Earth — the cylindrical can is designed to contain the pressure created by the carbonated soda. On the ISS, the sections of the body are designed to hold a pressurized atmosphere for the astronauts to breathe.
The station itself is primarily made of materials like aluminum, titanium,high-grade steel and kevlar. Aluminum might not seem like the most reliable material for use in outer space, but it provides excellent protection against micro meteoroids and piece space junk that might impact the station while it’sin orbit. The exterior is also wrapped in a 10 cm thick ‘bulletproof vest’ made of kevlar and ceramic to help deal with these impacts. They tested this vest by shooting itwith high-velocity guns while it was still down here on Earth.
Inside the station are living quarters, laboratories and even a zero-gravity gym where the astronauts can exercise. You might also see a few things that look familiar, like an air compressor. In space, compressors are used for managing air supply and creating water,but they look very different than the one you might have in your garage.Earth-bound compressors rely on oil for lubrication, but that doesn’t work in zero-G, where the oil might pool in awkward places or leak out and cause problems inside the station. The compressors in orbit are oil-free, relying on other forms of lubrication to keep the motor running.
Compressors also rely on being able to pull in atmospheric air from the area around them to function. In space, where oxygen is limited, the use of a compressor is limited.
The modules themselves are held together by 16 connecting bolts that are automatically tightened by the Common Berthing Mechanics. Those bolts are tightened down with 19,000 pounds of force — we’d like to see the impact wrench you have at home do that!
The International Space Station is a marvel of modern engineering that is expected to remain functional and in orbit until at least 2024. Now, you have a better idea of what it takes to build something like a space station. The station itself passes over roughly 90 percent of the sky during its orbits. If you want to take a peek, NASA’s Spot the Station tool will tell you when the station will be passing overhead so you can see it from home.
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http://awesci.com/how-did-they-build-the-international-space-station/
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Bên dưới đây là những bài đọc mẫu được sưu tầm và tổng hợp lại để các bạn tiện thực hành về chủ đề các loài vật. Để xem đáp án và nguồn của các bài đọc, bạn hãy vui lòng bấm vào các đường link được liên kết.
Reading Practice:
1. Although they are not big animals, honey badgers are fearless, ………… and tough.
2. Honey badgers will attack …………if they need to protect themselves.
3. The pattern and colours on the honey badger's back make it …………
4. The food they eat is meat-based and …………
5. ………… form the biggest part of a honey badger's diet.
6. Honey badgers find the creatures they eat by their …………
7. ………… are often used to catch honey badgers which attack beehives.
8. For one particular type of food, the honey badger has a …………with another creature.
The honey badger
It looks harmless and vulnerable. But the honey badger is afraid of nothing... and will attack and eat almost anything
The honey badger (Melivora capensis), is an African and south-Asian mammal that has a reputation for being one of the world's most fearless animals, despite its small size. And in spite of its gentle-sounding name, it is also one of its most aggressive. Honey badgers have been known to attack lions, buffalo, and snakes three times their size. Even humans are not safe from a honey badger if it thinks the human will attack or harm it. They are also extremely tough creatures, and can recover quickly from injuries that would kill most other animals.
At first glance, honey badgers look like the common European badger. They are usually between 75cm and 1 metre long, although males are about twice the size of females. They are instantly recognisable by grey and white stripes that extend from the top of the head to the tail. Closer inspection, which is probably not a wise thing to do, reveals pointed teeth, and sharp front claws which can be four centimetres in length.
Honey badgers are meat-eating animals with an extremely varied diet. They mainly eat a range of small creatures like beetles, lizards and birds, but will also catch larger reptiles like snakes and small crocodiles. Some mammals, such as foxes, antelope and wild cats also form part of their diet.
The badgers locate their prey mainly using their excellent sense of smell, and catch most of their prey through digging. During a 24-hour period, they may dig as many as fifty holes, and travel more than 40 kilometres. They are also good climbers, and can easily climb very tall trees to steal eggs from birds' nests, or catch other tree-dwelling creatures.
As their name suggests, honey badgers have always been associated with honey, although they do not actually eat it. It is the highly nutritious bee eggs (called 'brood') that they prefer, and they will do anything to find it. They usually cause a lot of damage to the hive in the process, and for this reason, humans are one of their main predators. Bee-keepers will often set special traps for honey badgers, to protect their hives.
One of the most fascinating aspects of the honey badger is its working relationship with a bird called the greater honey guide (Indicator indicator). This bird deliberately guides the badger to beehives, then waits while the badger breaks into the hive and extracts the brood. The two creatures, bird and mammal, then share the brood between them.
On the trail of the honey badger
Researchers learn more about this fearless African predator
On a recent field trip to the Kalahari Desert, a team of researchers learnt a lot more about honey badgers. They were rewarded with a detailed insight into how these fascinating creatures live and hunt.
The team employed a local wildlife expert, Kitso Khama, to help them locate and follow the badgers across the desert. Their main aim was to study the badgers' movements and behaviour as discreetly as possible, without frightening them away or causing them to change their natural behaviour. They also planned to trap a few and study them close up before releasing them. In view of the animal's reputation, this was something that even Khama was reluctant to do.
'The problem with honey badgers is they are naturally curious animals, especially when they see something new,' he says. 'That, combined with their unpredictable nature, can be a dangerous mixture. If they sense you have food, for example, they won't be shy about coming right up to you for something to eat. They're actually quite sociable creatures around humans, but as soon as they feel they might be in danger, they can become extremely vicious. Fortunately this is rare, but it does happen.'
The research confirmed many things that were already known. As expected, honey badgers ate any creatures they could catch and kill. Even poisonous snakes, feared and avoided by most other animals,, were not safe from them. The researchers were surprised, however, by the animal's fondness for local melons, probably because of their high water content. Previously researchers thought that the animal got all of its liquid requirements from its prey. The team also learnt that, contrary to previous research findings, the badgers occasionally formed loose family groups. They were also able to confirm certain results from previous research, including the fact that female badgers never socialised with each other.
Following some of the male badgers was a challenge, since they can cover large distances in a short space of time. Some hunting territories cover more than 500 square kilometres. Although they seem happy to share these territories with other males, there are occasional fights over an important food source, and male badgers can be as aggressive towards each other as they are towards other species.
As the badgers became accustomed to the presence of people, it gave the team the chance to get up close to them without being the subject of the animals' curiosity - or their sudden aggression. The badgers' eating patterns, which had been disrupted, returned to normal. It also allowed the team to observe more closely some of the other creatures that form working associations with the honey badger, as these seemed to adopt the badgers' relaxed attitude when near humans.
Question1: Why did the wildlife experts visit the Kalahari desert? Choose two reasons.
A To find where honey badgers live.
B To observe how honey badgers behave.
C To try to change the way honey badgers behave.
D To temporarily catch some honey badgers.
E To find out why honey badgers have such a bad reputation.
Questions 2-5
2. What two things does Kitso Khama say about honey badgers?
A. They show interest in things they are not familiar with.
B. It's hard to tell how they will behave.
C. They are always looking for food.
D. They do not enjoy human company.
E. It is common for them to attack people.
3. What two things did the team find out about honey badgers?
A. There are some creatures they will not eat.
B. They were afraid of poisonous creatures.
C. They may get some of the water they need from fruit.
D. They do not always live alone.
E. Female badgers do not mix with male badgers.
4. According to the passage, which of these two features are typical of male badgers?
A. They don't run very quickly.B They hunt over a very large area.
C. They defend their territory from other badgers.
D. They sometimes fight each other.
E. They are more aggressive than females.
5 What two things happened when the honey badgers got used to humans being around them?
A. The badgers lost interest in people.
B. The badgers became less aggressive towards other creatures.
C. The badgers started eating more.
D. Other animals started working with the badgers.
E. Other animals near them became more relaxed.
Passage 1
Nature on display in american zoos - By Elizabeth Hanson
The first zoo in the United States opened in Philadelphia in 1874, followed by the Cincinnati Zoo the next year. By 1940 there were zoos in more than one hundred American cities. The Philadelphia Zoo was more thoroughly planned and better financed than most of the hundreds of zoos that would open later but in its landscape and its mission - to both educate and entertain - it embodied ideas about how to build a zoo that stayed consistent for decades. The zoos came into existence in the late nineteenth century during the transition of the United States from a rural and agricultural nation to an industrial one.
The population more than doubled between 1860 and 1900. As more middle-class people lived in cities, they began seeking new relationships with the natural world as a place for recreation, self-improvement, and spiritual renewal. Cities established systems of public parks, and nature tourism - already popular - became even more fashionable with the establishment of national parks. Nature was thought to be good for people of all ages and classes. Nature study was incorporated into school curricula, and natural history collecting became an increasingly popular pastime.
At the same time, the fields of study which were previously thought of as 'natural history' grew into separate areas such as taxonomy, experimental embryology and genetics, each with its own experts and structures. As laboratory research gained prestige in the zoology departments of American universities, the gap between professional and amateur scientific activities widened. Previously, natural history had been open to amateurs and was easily popularized, but research required access to microscopes and other equipment in laboratories, as well as advanced education.
The new zoos set themselves apart from traveling animal shows by stating their mission as education and the advancement of science, in addition to recreation. Zoos presented zoology for the nonspecialist, at a time when the intellectual distance between amateur naturalists and laboratory- oriented zoologists was increasing. They attracted wide audiences and quickly became a feature of every growing and forward-thinking city. They were emblems of civic pride on a level of importance with art museums, natural history museums and botanical gardens.
Most American zoos were founded and operated as part of the public parks administration. They were dependent on municipal funds, and they charged no admission fee. They tended to assemble as many different mammal and bird species as possible, along with a few reptiles, exhibiting one or two specimens of each, and they competed with each other to become the first to display a rarity, like a rhinoceros. In the constant effort to attract the public to make return visits, certain types of display came in and out of fashion; for example, dozens of zoos built special islands for their large populations of monkeys. In the 1930s, the Works Progress Administration funded millions of dollars of construction at dozens of zoos. For the most part, the collections of animals were organised by species in a combination of enclosures according to a fairly loose classification scheme.
Although many histories of individual zoos describe the 1940s through the 1960s as a period of stagnation, and in some cases there was neglect, new zoos continued to be set up all over the country. In the 1940s and 1950s, the first zoos designed specifically for children were built, some with the appeal of farm animals. An increasing number of zoos tried new ways of organizing their displays. In addition to the traditional approach of exhibiting like kinds together, zoo planners had a new approach of putting animals in groups according to their continent of origin and designing exhibits showing animals of particular habitats, for example, polar, desert, or forest. During the 1960s, a few zoos arranged some displays according to animal behavior; the Bronx Zoo, for instance, opened its World of Darkness exhibit of nocturnal animals. Paradoxically, at the same time as zoo displays began incorporating ideas about the ecological relationships between animals, big cats and primates continued to be displayed in bathroom-like cages lined with tiles.
By the 1970s, a new wave of reform was stirring. Popular movements for environmentalism and animal welfare called attention to endangered species and to zoos that did not provide adequate care for their animals. More projects were undertaken by research scientists and zoos began hiring full-time vets as they stepped up captive breeding programs. Many zoos that had been supported entirely by municipal budgets began recruiting private financial support and charging admission fees. In the prosperous 1980s and 1990s, zoos built realistic 'landscape immersion' exhibits, many of them around the theme of the tropical rainforest and, increasingly, conservation moved to the forefront of zoo agendas.
Although zoos were popular and proliferating institutions in the United States at the turn of the twentieth century, historians have paid little attention to them. Perhaps zoos have been ignored because they were, and remain still, multi-purpose institutions, and as such they fall between the categories of analysis that historians often use. In addition, their stated goals of recreation, education, the advancement of science, and protection of endangered species have often conflicted. Zoos occupy a difficult middle ground between science and showmanship, high culture and low, remote forests and the cement cityscape, and wild animals and urban people.
Questions 1-7: T/F/NG
1. The concepts on which the Philadelphia zoo was based soon became unfashionable.
2. The opening of zoos coincided with a trend for people to live in urban areas.
3. During the period when many zoos were opened, the study of natural history became more popular in universities than other scientific subjects.
4. Cities recognized that the new zoos were as significant an amenity as museums.
5. Between 1940 and 1960 some older zoos had to move to new sites in order to expand.
6. In the 1970s new ways of funding zoos were developed.
7. There has been serious disagreement amongst historians about the role of the first zoos.
Questions 8-13: NO MORE THAN ONE WORD
• Up to 1940
• 1940s and 1950s
• 1960s
• 1970s
• 1980s onwards
More mammals and birds exhibited than 8................................
9......... ............. were very popular animals in many zoos at one time.
Zoos started exhibiting animals according to their 10……….and where they came from.
Some zoos categorized animals by 11.................
12...................... were employed following protests about
animal care.
The importance of 13................... became greater
Passage 3:
The effects of light on plant and animal species
Light is important to organisms for two different reasons. Firstly, it is used as a cue for the timing of daily and seasonal rhythms in both plane and animals, and secondly, it is used to assist growth in plants.
Breeding in most organisms occurs during a part of the year only, and so a reliable cue is needed to trigger breeding behaviour. Day length is an excellent cue because it provides a perfectly predictable pattern of change within the year. In the temperate zone in spring, temperatures fluctuate greatly from day to day, but day length increases steadily by a predictable amount. The seasonal impact of day length on physiological responses is called photoperiodism, and the amount of experimental evidence for this phenomenon is considerable. For example, some species of birds' breeding can be induced even in midwinter simply by increasing day length artificially (Wolfson 1964). Other examples of photoperiodism occur in plants. A short-day plant flowers when the day is less than a certain critical length. A long-day plant flowers after a certain critical day length is exceeded. In both cases, the critical day length differs from species to species. Plants which flower after a period of vegetative growth, regardless of photoperiod, are known as day-neutral plants.
Breeding seasons in animals such as birds have evolved to occupy the part of the year in which offspring have the greatest chances of survival. Before the breeding season begins, food reserves must be built up to support the energy cost of reproduction, and to provide for young birds both when they are in the nest and after fledging. Thus many temperate-zone birds use the increasing day lengths in spring as a cue to begin the nesting cycle, because this is a point when adequate food resources will be assured.
The adaptive significance of photoperiodism in plants is also clear. Short-day plants that flower in spring in the temperate zone are adapted to maximising seedling growth during the growing season. Long-day plants are adapted for situations that require fertilization by insects, or a long period of seed ripening. Short-day plant that flower in the autumn in the temperate zone are able to build up food reserves over the growing season and over winter as seeds. Day-neutral plants have an evolutionary advantage when the connection between the favourable period for reproduction and day length is much less certain. For example, desert annuals germinate, flower and seed whenever suitable rainfall occurs, regardless of the day length.
The breeding season of some plants can be delayed to extraordinary lengths. Bamboos are perennial grasses that remain in a vegetative state for many years and then suddenly flower, fruit and die (Evans 1976). Every bamboo of the species Chusquea abietifolio on the island of Jamaica flowered, set seed and died during 1884. The next generation of bamboo flowered and died between 1916 and 1918, which suggests a vegetative cycle of about 31 years. The climatic trigger for this flowering cycle is not-yet-known, but the adaptive significance is clear. The simultaneous production of masses of bamboo seeds (in some cases lying I2 to I5 centimetres deep on the ground) is more than all the seed-eating animals can cope with at the time, so that some seeds escape being eaten and grow up to form the next generation (Evans 1976).
The second reason light is important to organisms is that it is essential for photosynthesis. This is the process by which plants use energy from the sun to convert carbon from soil or water into organic material for growth. The rate of photosynthesis in a plant can be measured by calculating the rate of its uptake of carbon. There is a wide range of photosynthetic responses of plants to variations in light intensity. Some plants reach maximal photosynthesis at one-quarter full sunlight, and others, like sugarcane, never reach a maximum, but continue to increase photosynthesis rate as the light intensity rises.
Plants, in general, can be divided into two groups: shade-tolerant species and shade-intolerant species. This classification is commonly used in forestry and horticulture. Shade-tolerant planes have lower photosynthetic rates and hence have lower growth rates than those of shade-intolerant species. Plant species become adapted to living in a certain kind of habitat, and in the process evolve a series of characteristics that prevent them from occupying other habitats. Grime ( 1966) suggests that light may be one of the major components directing these adaptations. For example, eastern hemlock seedlings are shade-tolerant. They can survive in the forest understorey under very low light levels because they have a low photosynthetic rate.
Questions 27-33: T/F/NG
27 There is plenty of scientific evidence to support photoperiodism.
28 Some types of bird can be encouraged to breed out of season.
29 Photoperiodism is restricted to certain geographic areas.
30 Desert annuals are examples of long-day plants.
31 Bamboos flower several times during their life cycle.
32 Scientists have yet to determine the cue for Chusquea abietifolia's seasonal rhythm.
33 Eastern hemlock is a fast-growing plant.
Questions 34-40: NO MORE THAN THREE WORDS
34 Day length is a useful cue for breeding in areas where ........................................... are unpredictable.
35 Plants which do not respond to light levels are referred to as ........................................... .
36 Birds in temperate climates associate longer days with nesting and the availability of .................
37 Plants that Bower when days are long often depend on ....................... to help them reproduce.
39 There is no limit to the photosynthetic rate in plants such as ........................................... .
40 Tolerance to shade is one criterion for the ......................... of plants in forestry and horticulture.
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Notes on codes, projects and everything
Semantic Network
Recently the term “Semantic Web” becomes extremely popular that Sitepoint blogs keep posting articles on this topic (1, 2). In my college days, I learned about Semantic Network and I wonder if there is some relationship between them. I’m not sure whether I get the concept correctly but in this article I would like to revise a bit on semantic network before going to semantic web. Please correct me if I’m wrong.
What is Semantic Network
As far as I know, a semantic network is a type of knowledge representation. A mind map, IMO, is a type of network diagram which loosely based on semantic network. Back to the topic, a semantic network is usually drawn to represent some knowledge through interconnecting nodes with labeled arcs. One of the objectives in drawing a semantic network is to do inferencing by referring to the interconnecting nodes. (I will post diagram once I find my e-copy of the lecture slides to illustrate)
Because my lecturer discussed about Prolog before moving on to semantic network, so we discuss semantic network in conjunction with Prolog way to represent facts. The steps taken to produce a semantic network for the fact “Mary is a lecturer” may be as follows:
1. Change the fact into Prolog fact: lecturer(mary)
2. Rewrite the prolog fact into another form: instance(mary, lecturer)
3. Now draw a semantic network with two nodes – mary and lecturer.
4. Then connect the two nodes with an arc labeled instance (diagrams coming soon)
Of course the above produced network is simple because the given fact is simple in the first place. However, when there are more than two arities (predicates) in the prolog fact then the semantic network can be reasonably complex as follows.
My lecturer discussed the inferencing process with an example that uses multiple related facts. For example, we have two person, Peter and Jane each has the height of 180cm and 177cm. The initial semantic network may seems as follows:
To do inferencing, a special procedure is added to the network to process the nodes. Without the special procedure then the analysis of the diagram would become limited.
As you can see the semantic network got expanded and an arc is added to link the previously unrelated facts. Hence, we can make an inference through observing the diagram that Peter has the height of 180cm greater than Jane’s at 177cm.
Then the semantic network can be expanded as complex as possible in anyway one may think logical. Of course there may be more to cover in this topic like expanding and partitioning the semantic network, using frames to overcome the limitations of semantic network etc. But I would just stop here to check whether I have made any mistake before moving on.
Further reading: Semantic Network by John F. Sowa
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http://cslai.coolsilon.com/2008/03/20/semantic-network/
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Nose Breathing: Why it’s better to breathe through your nose
Nose breathing. Babies do it. Dogs do it. In yoga, they call it Pranayama, or breath control. Conscious breathing is the link between the body and the mind. It can help control our emotions. Notice your breath the next time you are anxious. It will be fast and shallow. When you consciously slow and deepen the breath, especially when breathing through the nose, anxiety lessens.
The most effective way to slow down and control the breath is through Nose Breathing. Nose breathing benefits the breather in the following ways:
• it relaxes the stress response
• it increase blood flow
• it increase mental focus
• it helps fight infection
• it helps maintain body temperature
• it removes toxins from the body
• it relieves blockages in the body
• it increases oxygenation during exercise
“Nasal breathing (as opposed to mouth breathing) increases circulation, blood oxygen and carbon dioxide levels, slows the breathing rate and improves overall lung volumes.” (Swift, Campbell, McKown 1988 Oronasal obstruction, lung volumes, and arterial oxygenation. Lancet 1, 73-75). When you breathe through the mouth, you bypass important stages of of the breathing process, such as proper oxygen uptake.
But wait, there’s more. According to a resent article in Forbes, nose breathing affects our memories! “Our study shows that we remember smells better if we breathe through the nose when the memory is being consolidated – the process that takes place between learning and memory retrieval…The results showed that when the participants breathed through their noses between the time of learning and recognition, they remembered the smells better…”
So take a deep breath – through your nose – you’ll feel better. You might even remember more!
Photo by Carlo Navarro on Unsplash
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http://drinkblossomwater.com/nose-breathing-why-you-should-breathe-through-your-nose/
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While optimal blood pressure is 120/80, low blood pressure is measured at 90/60. The medical term for this health condition is hypotension. If you’re a long sufferer of low blood pressure, then you already know how difficult it is to live with it. Constant fatigue, dizziness, feeling cold, feeling every change of the weather… these are just a few of the symptoms of low blood pressure.
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Usually, low blood pressure is not serious. But, if it comes to a sudden drop in the blood pressure, it may deprive the vital organs, such as the brain, kidneys and heart, of the necessary blood supply. This can further lead to lightheadedness or dizziness.
There are two types of low blood pressure, postural and neurally mediated. Postural hypotension usually occurs when a person is rising from a lying position to standing too fast. The neurally mediated hypotension occurs when a person is standing for too long.
With age, the risk of low blood pressure increases, as plaque slowly builds up in the blood vessels. About 20 percent of elderly people, above 65, have hypotension.
Treating Hypotension: How To Instantly Increase Your Blood Pressure
Do you know that salt water can immediately increase your blood pressure? That’s why salt is not recommended for people with very high pressure, as it can additionally increase their already high blood pressure. On the other hand, salt is useful in the treatment of hypotension, as it has rich sodium contents. However, do not consume big amounts of this natural mineral, as too much salt is unhealthy.
Whenever you feel that your blood pressure drops, mix a small pack of salt in a glass of water and drink it! In addition, saline water is also useful for long track runners, or marathon runners, as their sodium levels can drop very fast due to the racing.
If you cannot make a saline water, you can always eat a small amount of salt. Just pour it into your mouth!
Taking the above into account, if you have problems with low blood pressure, you should always carry a pack of salt in your pocket! You never know when you might need it!
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http://healthawarenesscommunity.com/treat-hypotension-with-saline-water/
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These orbs might be remote sensing drones placed near the chemtrails to monitor the levels of chem-additives in the atmosphere. The other possibility that comes to mind is that the chemtrails may also contain smart dust and the orbs may be part of a neural network. The orbs being the collection points of data from the smart dust. The orbs might then upload the collected data to satellites where it would eventually be beamed to super computers. The computers would then reassemble the billions of bits of data into cohesive images that could be analyzed for intelligence or snooping. The advantage of smart dust over satellite imaging is that smart dust can drift into, under and around structures allowing 3-D imaging of what is inside a structure as well as what is outside the structure.
copyright Glenn Boyle
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http://imageevent.com/firesat/strangedaysstrangeskies?p=229&n=1&m=-1&c=4&l=0&w=4&s=0&z=3
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…du baroque
2 clar, 2 bsn, 2 tpt, trbn, timps, piano 6’ 2004
...it lacked coherent melody, was unsparing in dissonances, constantly changed key and metre, and speedily ran through every compositional device.
Anonymous letter to a French jourmal in 1734 complaining of music by Rameau which was described as 'du barocque'.
[Baroque music is] ‘rough’music - which aims to surprise by the boldness of its sounds and passes for song while pulsating with speed and noise.
English journal of 1738
Rousseau 1768
According to Grove Music, the term ‘Baroque’ is derived from the Portuguese barroco, meaning a pearl of irregular or bulbous shape. In describing a style of art it was therefore originally intended as a term of abuse. While writing this piece, I wondered what it was that the above commentators of the eighteenth century were complaining of, and set about to explore some characteristics of baroque music: such as (1) a continuo part which launches out and does its own thing from time to time; (2) ideas that are elaborated and ornamented, but not developed in a dramatic way; (3) use of repetition to form a structure.
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http://lambertmusic.co.uk/du-barocque....html
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Persistent Right Aortic Arch: A Common Birth Defect
German Shepherd puppies
Persistent right aortic arch is a relatively common congenital birth defect often referred to as a “ring anomaly.” These are abnormalities in the major blood vessels at the base of the heart. These ring anomalies are sometimes completely benign but sometimes they entrap vital organs with serious consequences1.
While these abnormalities are inherited, the exact hereditary mechanism is unknown. The condition is most common in German Shepherds and Irish Setters but can occur in other breeds2,3.
Just what happens when this defect occurs is dependent on what organs are entrapped. In most cases the remnant (the ligamentum arteriosum) of the vessel wraps over the esophagus causing a stricture and a restriction of the flow of food down the esophagus to the stomach.
Clinical signs are usually begin when a puppy begins to eat solid foods. The esophagus in front of the stricture becomes distended and dilated and accumulated food is forced back forward and out of the mouth. This is not vomiting, which requires effort, but rather regurgitation (a more passive action).
Diagnosis of persistent arch
The diagnosis of a persistent arch is relatively simple. It involves having the dog swallow a meal mixed with a contrast medium (Barium sulfate) and taking radiographs. In some cases the esophagus will be dilated. The degree of dilation is an indication of the extent and severity of the abnormal esophagus. It can be a sign that the esophagus will have poor function even after surgery.
Prognosis of persistent arch
The degree to which the esophagus is damaged is an indication of the likelihood of recovery. If the condition is repaired promptly, the prognosis for excellent function is very good but becomes more guarded the longer the surgery is postponed. Untreated dogs will not develop to their normal size and will be generally unhealthy in appearance and small in size4.
Surgically dividing the ligament that is the result of the persistent arch will free the esophagus and allow normal passage of food. Recovery within a few months is likely. Less than 10% of dogs treated fail to improve4. Healing and return to normal esophageal function may be greatly helped by feeding the dog with his dish elevated so he must stand upright on his rear legs. This lets gravity assist in swallowing.
Because the condition is congenital and likely has some genetic cause, affected dogs should not be bred and careful thought should be given to breeding the parents of affected dogs.
Questions to ask your veterinarian
• My recently weaned puppy cannot keep down solid food. He was fine when he was nursing and has no trouble with liquids. What could the problem be?
• My German shepherd has been diagnosed with an esophageal stricture that my vet says is from an abnormality of the heart. My breeder has offered us the pick of his mother’s next litter. Should I accept her offer?
1. "Persistent Right Aortic Arch (vascular Ring Anomaly)." UPEI: University of Prince Edward Island.
2. "Anomalies of Derivatives of the Aortic Arches." Merck Veterinary Manual.
3. "Persistent Right Aortic Arch." The University of Pennsylvania School of Veterinary Medicine.
4. Koc, Yilmaz, Kursat Turgut, Fahrettin Alkan, Faith Birdane, and Ismail Sen. "Persistent Right Aortic Arch and Its Surgical Correction in a Dog." 10 Feb. 2002.
Related symptoms:
Reviewed on:
Wednesday, February 25, 2015
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http://pethealthnetwork.com/dog-health/dog-diseases-conditions-a-z/persistent-right-aortic-arch-a-common-birth-defect
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Abstract for: Introducing Change over Time Lessons for Math and Science Pre-College Classes
Central to understanding dynamic phenomenon is understanding change over time patterns. In school, these patterns are formally introduced using symbolic representations which are often not intuitive to students. Activities that introduce some of the simple behavior patterns in a more intuitive manner will be introduced, followed by the stock/flow modeling structure that will capture the important components that produce the given pattern of change. Then these structures can be used together to study more realistic (but still simple) systemic problems appropriate for undergraduate students. Participants should expect to participate in the activities and follow up by building the models. Please bring a laptop.
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http://proceedings.systemdynamics.org/2012/proceed/abstracts/1150.html
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Space Radar Image of the Yucatan Impact Crater Site
This is a radar image of the southwest portion of the buried Chicxulub impact crater in the Yucatan Peninsula, Mexico. The radar image was acquired on orbit 81 of space shuttle Endeavour on April 14, 1994 by the Spaceborne Imaging Radar C/X-Band Synthetic Aperture Radar (SIR-C/X-SAR). The image is centered at 20 degrees north latitude and 90 degrees west longitude. Scientists believe the crater was formed by an asteroid or comet which slammed into the Earth more than 65 million years ago. It is this impact crater that has been linked to a major biological catastrophe where more than 50 percent of the Earth’s species, including the dinosaurs, became extinct. The 180-to 300-kilometer-diameter (110- to 180-mile) crater is buried by 300 to 1,000 meters (1,000 to 3,000 feet) of limestone. The exact size of the crater is currently being debated by scientists. This is a total power radar image with L-band in red, C-band in green, and the difference between C-band L-band in blue. The 10-kilometer-wide (6-mile) band of yellow and pink with blue patches along the top left (northwestern side) of the image is a mangrove swamp. The blue patches are islands of tropical forests created by freshwater springs that emerge through fractures in the limestone bedrock and are most abundant in the vicinity of the buried crater rim. The fracture patterns and wetland hydrology in this region are controlled by the structure of the buried crater. Scientists are using the SIR-C/X-SAR imagery to study wetland ecology and help determine the exact size of the impact crater.
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http://purely-positive.com/2019/12/02/space-radar-image-of-the-yucatan-impact-crater-site/
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Texas Invasive Species Institute
Texas Invasive Species Institute
Mute Swan
Cygnus olor
Class: Aves
Order: Anseriformes
Family: Anatidae
Cygnus olor
Photographer: Tony Brierton Source:www.commons.wikimedia.org Copyright:CC BY-SA 2.0
The mute swan (Cygnus olor) is a large bird with a total length of 56-62 inches and an average weight of 25-30 lbs. Typical of many swans, the mute swan is white with an orange bill and two black knobs. Males and females are very similar with only differences occurring in slightly large beak knobs and body size of males. While in the water, mute swans form a hump with their wings to hold them out of the water. Juvenile mute swans are a gray with a slightly darker gray beak. The mute swan was not named for its inability to make noise, in fact the mute swan is fully capable of making noise including hissing noises when it feels threatened.
Ecological Threat
Mute swans are aggressive birds that exhibit fierce behavior when defending their nests, which forces other native bird species to find new nesting and feeding sites. Mute swans are also known for showing aggressive behavior towards people visiting beaches. Aquatic ecosystems are greatly threatened by mute swans due to the large amounts of aquatic vegetation consumed on a daily basis. An average, male mute swan will consume 8 lbs of submerged aquatic vegetation each day throughout the year. In areas of high mute swan density, aquatic vegetation populations are reduced severely, forcing native fish and invertebrate species to find shelter and hiding places in a different area.
In captivity the mute swan has been observed to nest in groups, but in the wild mating pairs will nest separately from others. Mute swan nests are laid along the edge of the water, and are known to be used several consecutive years by the same mating pair. Clutch size can range from 5 to 12 eggs, with an average of 6, incubated by the female for 35 to 42 days. Parental care of offspring (cygnets) has been observed until the breeding season of the following year. Mute swans reach maturity at 2 years of age, but don't begin mating until 3-5 years of age. Some mute swans will form mating pairs after 1 year of life, but mating doesn't occur until the third year.
Introduced from Europe in the 1800's, mute swans escaped captivity and became established in several areas across the United States.
Native Origin
Native Origin: Europe
Current Location
U.S. Habitat: The mute swans prefer estuarine river habitats along the coast, but some populations can be found in large lake habitats. The greatest density of mute swans is found in Canada, indicating a preference for cooler weather and water temperatures. The mute swan is known for eating large amounts of aquatic vegetation with an average consumption of 8 lbs per day.
U.S. Present: Mute swans can be found in several states on the East coast from New Hampshire to Florida, states west to the great lakes, and some populations as far west as Washington.
For a map of partial distribution provided by EDDmapS click here.
The mute swan can be mistaken for trumpeter swans and tundra swans, which are native to the east coast and can be found inhabiting areas near the mute swan.
As a result of increasing populations of the mute swan, several states along the East coast are taking lethal action to remove mute swan populations to prevent further increase of establishment. If populations weren't managed, it is estimated that the current 3,600 mute swans would reach 22,000 within ten years in the Chesapeake Bay area alone. Local wildlife officials have determined that relocating and adopting out mute swans would not be effective in dealing with the high number of swans present along the east coast.
Text References
Bech, Claus. 1979. Body temperature, metabolic rate, and insulation in winter summer acclimatized mute swans (Cygnus olor). Journal of Comparative Physiology 136(1): 61-66.
Birkhead, Mike. 1982. Causes of mortality in the mute swan Cygnus olor on the river Thames. Journal of Zoology 198(1): 15-25.
Charmantier, Anne, Christopher Perrins, Robin H. McCleery, and Ben C. Sheldon. 2006. Evolutionary response to selection on clutch size in a long‐term study of the mute swan. The American Naturalist 167(3): 453-465.
Perrins, C. M., G. Cousquer, and J. Waine. 2003. A survey of blood lead levels in mute swan Cygnus olor. Avian Pathology 32(2): 205-212.
Internet References
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http://tsusinvasives.org/home/database/Cygnus-olor
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Retinal Care
The retina is the film in the back of the eye that light rays and images are focused on. Tiny photoreceptor cells pick up those images and transmit them to electrical impulses that are sent via the optic nerve to the brain, where visual images are interpreted. The center of the retina is called the macula. This is the most sensitive area of the retina used for reading vision, and straight ahead vision. Retinal and specifically macular diseases can cause clouding and distortion of vision, loss of peripheral visionand eventually blindness. There are many types of retinal disease.
Retinal Care
Symptoms of retinal disease:
• Any condition that disturbs the center of the retina, called the macula, will result in the onset of blurred vision. Sometimes subtle vision loss is difficult to detect unless you happen to close the good eye.
• Floaters, cobwebs, or worm like shadows that move as you move your eye, especially noticeable against a solid blue or white background
Causes of retinal disease:
• Infection: Bacterial, fungal and viral infections
• Heredity: there are conditions such as retinal dystrophies that cause night vision loss, color vision loss, light sensitivity or generalized blur from a young age. There conditions are often progressive.
• Eye trauma
• Certain systemic diseases, like diabetes or hypertension
Diagnosing retinal disease:
Your Ophthalmologist or Optometrist check for chronic conditions like macular degeneration and diabetic eye changes (retinopathy) by doing a complete eye exam, which includes dilation and examination using special magnifying instruments. Photographs may be taken, a dye test such as fluorescein angiography can be performed to determine leakage of blood vessels. Your doctor may also order an OCT scan of the eye, your doctor can detect signs of elevation, fluid accumulation, scarring or membrane formation.
Treatment for retinal disease:
There are a variety of treatments for retinal disease, ranging from preventative therapy with vitamins to surgery for retinal detachment that is either done in the office or the hospital to laser treatment for diabetes to seal leaky blood vessels, and injections such as LUCENTIS® and Avastin to stop abnormal blood vessels from growing in the retina and doing damage to central vision.
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Main Menu
Author Name: Farzana Yesmin Chowdhury
Research Area: Economics
Volume: 07
Issue: 03
Page No: 59–63
Emailed: 0
Total Downloads: 284
Country: Bangladesh
PDF View: Details
Every child has the fundamental right to receive the education. In this regard, the UN Millennium Development Goals (MDGs) and more recent UN Sustainable Development Goals (SDGs) encouraged continuous efforts to quality education for all. However, despite the continued commitment and investment importance of education, nearly 260 million children of the world are still out of school where most of the children belong from developing countries like Sub-Saharan Africa (SSA) and South Asian countries. In this connection, the purpose of this study was to explore the obstacles which are hindrances for the children to attending school in the developing countries. The study based on the secondary data which have been leaned from the web based research, review of the relevant literature. The study found that obstacles such as both direct and indirect cost of education, child labor, poor health of the child, gender discrimination, parental education, child age, public-private school competition, school environment and lack of quality education are the challenges for the children not to attend school in the developing countries.
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http://www.ijbssr.com/journal/details/challenges-of-the-developing-countries-children-to-attend-school-14013325
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Friday, December 23, 2011
[MLE] Language, the basis of unity and conflict
Dear MLE friends,
A while ago I travelled with a donor to review an MLE related project in North East India. Her concern was that our efforts to develop the local languages and use them in the schools would encourage the ethnic conflicts. Today I saw an IBN article titled "Language, the basis of unity and conflict" by Prof H S Shivaprakash on this very issue.
A few quotes:
Language, as one of the most pre-eminent expressions of human civilisation, has always been the source of unity and conflict in human history. There have been times when the unity of diverse peoples was imposed by existing forms of tyranny as in the case of Roman Civilisation. Equally numerous are the cases when language question figured prominently as a means of self-assertion as exemplified by the emergence of Bangladeshi and Ukrainian nationalism in the recent past.
India never had the counterpart of the first Chinese emperor [who wiped out all local languages -KvR]. Though at different points of time, some languages were used as lingua franca or trans-regional languages - Sanskrit, for example - the regional languages, including innumerable tribal languages without script not only did not vanish but went on flourishing as they produced high quality literary expressions, both oral and written.
Let us celebrate the diversity of our tongues, which is a hallmark of our civilisational genius. In order to offset eruptions of linguistic chauvinism, we need to reinvigorate multilingualism which has been an integral part of our culture. At the same time, we need to emphasise the need for equal growth of regions and communities to ensure the equality of languages.
Thursday, December 22, 2011
[MLE] NMRC Newsletter; Results of longitudinal study
Dear MLE friends,
Once again the JNU National Multilingual Education Resource Consortium (NMRC) has brought out a high quality newsletter. The main topic is the outcome of a longitudinal research spanning over the last three years done in Orissa and AP: "DOES MLE WORK IN ANDHRA PRADESH & ODISHA? A LONGITUDINAL STUDY"
Some quotes:
"To sum up, the findings across the two states and five time frames, it can be pointed out that in case of both Andhra Pradesh and Odisha,the MLE children had better overall performance in all the objective measures of achievement taken together; MANOVA analyses for the state specific data over the five time-frames showed clearly that the performance of the MLE children was significantly better than that of their non-MLE counterparts when all the variables are taken together." (P13)
"All the MLE teachers interviewed (except one) expressed that mother tongue of the child was ideal medium of instruction at the primary
level since it would help students relate better to what was being taught and also remove any fear and inhibitions that they might experience in the schools. " (P15)
"The dominant sentiment of the tribal communities was a pragmatic targeting development of children's competence in the state language in both the states. However, because of MLE experience, many parents were changing their views and were favouring the decision that early education should be done in children's mother tongue. Parents whose children go to MLE schools were considerably more satisfied with their
children's learning in school though they continued to have some anxiety towards late introduction of regional language in this new curriculum." (P22)
Monday, December 19, 2011
[MLE] The outcome of the ASER Study in relation to Home-School language
Dear MLE Friends,
ASER Centre recently released Inside Primary Schools: A study of teaching and learning in rural India. Supported by UNICEF and UNESCO, this longitudinal study tracked 30,000 rural children studying in Std 2 and Std 4 in 900 schools across five states (Andhra Pradesh, Assam, Himachal Pradesh, Jharkhand, and Rajasthan). These children, their classes, schools and families were tracked over a period of 15 months (2009-2010) in order to take a comprehensive look at the factors in the school, in the classroom and in the family that correlate with children’s learning outcomes. (See a summary of the outcomes below)
They also studied the difference between children whose home language is the same with children with a different home language. It makes clear that this indeed makes an impact on learning of the children. A quote:
The table attached shows some relevant findings too. It would be interesting to connect this data to drop-out rates too.
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http://www.mle-india.net/2011/12/
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Homily Notes
Focus the Mass homily on the challenging ideas around communication published in the Pope’s message. Some ideas might be to start the homily with your own personal use of communications technologies such as smartphones/tablet devices, internet/email or begin by describing how you use the digital highways to absorb the media, news, information and for the purpose of daily business. Your own personal story will resonate with parishioners.
It might be an idea to gradually move onto the topic of ‘encounters’ and ‘neighbourliness’, which Pope Francis refers to in his message for World Communications Day. Here are some quotes from the Pope’s text that you could refer to and reflect upon in the homily:
• Those who communicate, in effect, become neighbours.
• I like seeing this power of communication as “neighbourliness”.
• It is not enough to be a passersby on the digital highways, simply “connected”; connections need to grow into true encounters. We cannot live apart, closed in on ourselves. We need to love and to be loved. We need tenderness.
Could you encourage parishioners to view one or two of the digital stories by referring to how the individual stories about encountering Christ in the everyday life can have the effect of ‘stirring hearts’?
Perhaps the homily might reflect upon the theme of World Communications Day: Communication at the Service of an Authentic Culture of Encounter. Challenge parishioners by emphasising the word ‘communication’. What is communication? How do we communicate with each other? Do we just talk or just listen or do both? ‘The walls which divide us can be broken down only if we are prepared to listen and learn from one another’ Pope Francis.
Homily ideas/notes – What does Pope Francis mean when he speaks about ‘an authentic culture of encounter’? Are we authentic in our communications with others? With Jesus? Where do we encounter Jesus in our lives? At Mass? In the chapel? In the park? In the home? How can we as Catholics communicate that encounter experience? ‘A culture of encounter demands that we be ready not only to give, but also to receive’ Pope Francis.
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http://www.stirringhearts.org.au/?page_id=213
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A legal and diplomatic justification of the Ottoman declaration of war against Russia, 1768: Legitimizing War within the Ottoman Empire
This document is a beyānnāme, or declaration, sent by the Ottoman reʾīsül-kuttāb (chief scribe) to Britain's ambassador to the Ottoman Empire, justifying the Ottoman declaration of war on Russia by explaining Russia's violation of treaty obligations. The document gives insight into eighteenth-century Ottoman attitudes to international law and its relationship with Islamic law. Its use of the phrase naḳż-ı ʿahd (breaking the treaty), which has its origins in a specifically Qurʾānic context illustrates one way in which war was legitimized within the Ottoman Empire. Other phrases used in the beyānnāme demonstrate how Ottoman legal plurality functioned within a martial context.
The question of the role of war in Islam is one of intense focus in the contemporary world, not least with the proliferation of jihādī groups and ideologies that place warfare at the front of discourse within and about Islam. This violent shade of the Islamic spectrum is not monochrome, with differing opinions as to permissible targets in war, from indiscriminate takfīrī groups to those advocating more focused targeting of religious and political enemies, often defined as "the West" and its allies. Although Muslim-on-Muslim violence, particularly in Iraq and Syria, has somewhat complicated popular perceptions targets of warfare in the contemporary Islamic world (even if reduced to a Sunnī-Shīʿa binary), a sense of a Huntingtonian clash of civilizations of a homogenized "Islam" and "West" still persists.
The combination of a number of events – the increasingly aggressive and assertive foreign policy of Turkey and the return of Islam to public life in that country, the territorial expansion of Dāʿish, and the centenaries of the Ottoman declaration of jihād against the Entente powers in 1914 and the Sykes-Picot agreement of 1916 – has brought the Ottoman Empire back into the spotlight. As a major Muslim polity and the last widely-recognized holder of the caliphate, the Ottoman Empire and its relations with the world around it are of increasing interest to a wider audience. Yet there is still a tendency to frame the history of Ottoman foreign policy as part of an ongoing clash between Christian West and Muslim East. To simplistically describe the Ottoman Empire as an Islamic polity is rather problematic given its legal pluralism and demographic and confessional diversity. This is not to say that Islam was not central to its identity, nor that the shariʿa played no role in foreign policy processes, but that it was one of a number of legal frameworks employed within the Ottoman state.
This is particularly true of the eighteenth century, a hugely important time in the history of the Ottoman state in terms of its domestic and foreign policy institutions. It is also the century that has often been described as the start or entrenchment of Ottoman "decline" – a narrative those of us in Ottoman studies try to avoid – that saw increasing territorial losses and military defeats to European enemies. One key development during the eighteenth century was that Russia, thanks to significant modernization efforts in its armed forces and a voracious demand for new territories, emerged as Istanbul's military and political nemesis. In particular, the Black Sea, which had been an Ottoman lake thanks to Istanbul's dominion in the south and strong cooperation with its vassal territory, the Crimean Khanate, in the north, became a target of Russian efforts. When the modern Russian state invaded Crimea in 2014, Cossacks and Tartars once again entered the European vocabulary. Yet, it was another Russian invasion, that of 1768, that would prove to be a profound moment in the history of both the Ottoman and Russian empires, and would mark the beginning of the end for the political independence and even presence of Muslims in the northern Black Sea region.
An informatory declaration
The document I would like to briefly analyze here is a text sent by Recāī Efendi, the reisü'l-küttāb – literally the chief scribe, but the de facto foreign minister in the Ottoman dīvān, the imperial council of ministers – to the British ambassador John Murray in 1768. This was subsequently translated into Italian (the diplomatic lingua franca in the Ottoman realms in this period), and the original and its translation were sent to London where they were stored with the other files and correspondence dispatched from Istanbul. Below is my translation from the Ottoman Turkish original, and my transcription of the text can be found at the end of this post.
Text of the Ottoman Declaration on Russia
This is an informatory declaration that the State of Russia has violated and broken the treaty concluded with the Ever-Eternal Sublime State.
The Sublime State has always completely observed the rules of the peace contracted between the Eternal Sublime State and the State of Russia. However, it is clear from the evidence that follows that they have not been at all observed by the State of Russia. Contrary to the signs of friendship, the State of Russia built a number of castles near to and around the border, collecting and positioning soldiers and all the [necessary] supplies, and did not subsequently withdraw them. In the year [11]77 (1763), the King of Poland, Augustus III, died and the Polish nation, in accordance with their rules of independence, elected a king of the Commonwealth of Poland. In this matter, by the principles of their people, the king may not be from among the officers of the military class of Poland, and no inappropriate person can be forced into the position of king.
[Russian] partiality to a particular candidate being contrary to the will of the Commonwealth, and an interference in and aggression towards all the affairs of Poland, the [Russian] agent [in Istanbul] was questioned. He said in his answer: “Because [the Poles] had requested a unit of soldiers to protect the rules of the independence of the Commonwealth of Poland, six thousand lancers and a thousand Cossacks, making a total of seven thousand, were appointed to the Realm of Poland without guns or gunpowder, and they were set to work throughout the Commonwealth of Poland. A while afterwards, an individual who was not one of the military men made a declaration, and he subsequently went to the Realm of Poland and raised armed soldiers.”
[The Russian agent] was asked why a gentleman called Poniatowski was forced to be nominated to the position of king. He said in reply: “God forbid the State of Russia should be partial to a person, and install any person as king." He said, "There has been no compulsion, and after [Poniatowski] had presented a certificate with his signature he gradually returned to the Realm of Poland with soldiers issued with guns and gunpowder. By the actions of one of the generals, the rules of independence of Poland were annulled, and the Poles did not hold an election. The crown prince was deposed and forced to be his subject, those who did not submit were killed and their goods plundered, and similar pieces of news were received that [the rebels] were beginning operations contrary to the official declaration. Such actions are the cause of and reason for disturbances of order on the borders of the Sublime State. In accordance with the requirements of old and new imperial capitulations, it is explained and required for [Russian] soldiers to be withdrawn from Poland at the time of February, and at such a time all of them withdrew and left."
After [the agent] sent a document with a petitionary declaration with a number of signatures and seals, the Russian army with cannon and guns was sent over the Islamic borders to the area of Balta and launched a surprise attack on the people of Islam [i.e., Muslims]. When news arrived that more than a thousand men, women, and children had been slaughtered; whether they were from the Sublime State or from the most noble, the most brave and esteemed khan, the ruler of the region of Crimea, the response of the State of Russia was contrary to peace and harmony by denying their blatant movements of cannon and munitions. [The Russian agent] said: “The Haidamaka (Polish-Lithuanian armed bands similar to Cossacks) caused great harm and they were punished.” This is a deceitful answer; by a special command the Haidamaka bandits did not frequently roam with cannon and munitions, and it is common knowledge that these methods are contrary to peace and harmony – and that [the Haidamaka] are a great pest.
Three or four years later, and the [Russian] soldiers have failed to leave Poland. In the provisions of the treaty of 1133 (1720) as well as that of [11]52 (1739), one of the articles of peace says, “Anything that does any harm to the order of the ever-lasting peace shall be immediately prohibited.” When [we] explained this [to the Russians], they denied those who were causing havoc and villainy at Balta, and did not swiftly and publicly discipline those who dared to do so. Moreover, because they did not withdraw their soldiers from the Realm of Poland contrary to the provisions of peace, the current secretary and envoy of the State of Russia residing at the Threshold of Felicity were questioned on this situation and the [Russian] agent was invited to the Sublime Abode to present a signed and sealed petitionary declaration, and was himself questioned on the aforesaid article, but he gave no answer at all. With his silence, they broke the treaty.
He was once more asked about the situation, [we] desiring to know why the soldiers of Russia would not leave Poland, [and he responded] that the soldiers of Russia would not leave Poland until the Poles were made subject to the king. As he had petitioned and made his declaration in conformity to the old and new imperial capitulations, he was asked during his speech, “Would the State of Russia abandon its interference with the Poles, and cease the pretension of introducing a new order, security, and custodianship over the realm?” He insisted in his reply: “My plenipotentiary powers are limited. This [treaty] article is known by my state.” By this means they also clearly broke the treaty.
This being evident and clear, consequently a requirement of the orthodox law necessitated a victorious imperial military expedition against the Muscovites, and the great scholars responded by issuing a noble opinion in response that they were in complete accord that a campaign against Russia was legally permissible. As a result, it was necessary to arrest the [Russian] agent in accordance with the ancient custom of the Sublime State, and he was imprisoned in the Seven Towers. To this time, there will not be found any base actions by the Sublime State contrary to friendship and the imperial capitulations. In this matter, the State of Russia acted contrary to peace and harmony by offering affronts and delays in consideration of friendship over three years, and in this way have clearly and evidently broken the treaty. This declaration is to inform and declare [this matter] to the State of Britain.
The purpose of the declaration
This document calls itself a beyānnāme, a declaration or manifesto, explaining specifically how Russia had violated its treaty with the Ottoman Empire. In this relatively short text, a number of different principles are revealed, but to understand them, a very brief bit of historical context is needed. Before the Eastern Question (the competition among European powers over what to do with a weakened Ottoman Empire) was the Polish Question, which was to result in the partitioning of the territory of the Polish-Lithuanian Commonwealth between Austria, Prussia, and Russia in 1772 and 1793, with a third partition in 1795 marking the end of the Commonwealth's existence. The prelude to this was a growing interference in Poland's affairs by its neighbors, particularly Russia. Poland-Lithuania was an elective monarchy, with the king a figurehead protecting but subject to a set of fundamental articles (the Articuli Hernicani). He was elected by the powerful nobility, and presided over a sovereign parliament (the Sejm).
A major power of the seventeenth century, Poland-Lithuania found its delicate political balance increasingly subject to direct Russian interventions, which reached a head in the flawed election of Stanisław August Poniatowski as King Stanisław II in 1764. Stanisław was pushed strongly by the Russian Empress Catherine II, with the Russian army invading Poland to support him. Growing resentment against this Russian interference lead to violence in 1768, with a rebellion by the Haidamaka in the border lands, and a major noble uprising by a group known as the Bar Confederation. Under the Polish-Lithuanian constitution, rebellion against an unlawful or unjust king was a key right of the nobility, but the Russians utilized this conflict to consolidate their power in the region, leading to the First Partition in 1772 that saw key territory Poland-Lithuanian split between Austria, Prussia, and Russia, and the rump state reduced to the status of a Russian protectorate.
The Ottoman Empire, as a near neighbour of Poland-Lithuania and a target of Russian aggression, had a clear stake in this situation, and the arrival of violence on its borders, and in partiuclar the Russian construction of fortifications and positioning of troops next to Ottoman territory, was in violation of earlier peace treaties. Reports of massacres of Muslims in the region by Russian troops provided further provocation and, for the Ottomans, evidence that the peace had been broken. In short, Russian attacks on Polish independence amounted to direct and indirect attacks against the Ottoman Empire and its wider interests.
What have the British got to do with all of this? From the latter part of the seventeenth century onwards, the British attempted to increase their economic and political clout with the Ottoman state by attempting to mediate peace treaties between the Ottomans and their enemies, particularly the Habsburgs. This was successfully achieved at Carlowitz in 1699 and Passarowitz in 1718. The British had also pushed hard for the mediation of the Treaty of Belgrade in 1739, but were beaten to it by the French. However, with crisis growing in the East and with a strong interest in gaining commercial access to the Black Sea, the British again tried to position themselves as the natural choice for mediator between the Ottomans and Russians in the mid-1760s. The British were therefore a crucial ally, and the Ottoman state evidently felt a need to prove that it was they who were the victims of Russian aggression. By highlighting Russian interference in and violence against Poland-Lithuania, the narrative that the Russians would also break their treaties with the Ottomans through violence was made more compelling.
Breaking treaties
When the document describes the consequences of Russian actions, it uses one particular phrase that is repeated at key moments: naḳż-ı ʿahd (breaking the treaty)This idea of the breaking of a treaty has its origins in a specifically Qurʾānic context. The Arabic words naqḍ (breaking or rescinding, which becomes naḳż in Ottoman Turkish) and ʿahd (covenant, pact, or treaty) appear together in the sacred text on a number of occasions, usually chastising those who break God's covenant (e.g. 2:27, 13:25, 16:91). One verse that is of particular interest for us here is from Surat al-Anfāl verses 55-56 (translation taken from Ṣaḥīḥ International):
(55) Indeed, the worst living creatures in the sight of Allah are those who have disbelieved, and they will not [ever] believe - (56) The ones with whom you made a treaty but then they break their pledge every time, and they do not fear Allah.
The idea of those who 'break their treaty every time' (yanquḍūna ʿahdahum fī kulli marratin] transferred into Ottoman legal parlance (via an as yet untraced journey) to become a standard phrase – naḳż-ı ʿahd – describing the unjust breaking of peace treaties by erstwhile allies.
The use of a Qurʾānic phrase to justify Ottoman war makes sense when we consider the legal process that legitimized military campaigns. Warfare had to be legally approved by the Islamic jurists, the ʿulemā, and so had to be justified in terms of Islamic jurisprudence, fiqh. The jurisprudential process followed by Ottoman scholars in accordance with the precepts of the Ḥanafī madhhab (school of jurisprudence) relied on a number of sources: the text of the Qurʾān; the sunna, the words and deeds of the Prophet Muḥammad; ijmāʿ, consensus reached among the first generation of Muslims; istiḥsān, a preference for particular rulings within Islamic law; and ʿurf, a consideration of the customs of the people. In this case, describing the violation of a treaty as naḳż-ı ʿahd gave the scholars' opinion the greatest possible weight, as they took the highest possible source, the Qurʾān, as their evidence and reasoning. Three key moments in this declaration are when this phrase is invoked, rhetorical flourishes emphasizing Russian guilt and the appropriateness of Ottoman military action: 'With his silence, they broke the treaty' (sükūtu naḳż-ı ʿahd eyledikleri); 'By this means they also clearly broke the treaty' (bu ṣūret ile daḫi naḳż-ı ʿahd ʿārını irtikāb eyledikleri); 'In this way have clearly and evidently broken the treaty' (bu vechile naḳż-ı ʿahdı irtikāb ve işʿār eylediği).
The framework of friendship and peace
Aside from Islamic law, the Ottoman justification for war provides a number of phrases that give us an interesting insight into Ottoman legal pluralism. The first major term, which describes Russia's actions and provides the overarching framework for diplomatic law, is that they had acted 'contrary to the signs of friendship (muġāyir-i emāre-ʾi dostu)'. Friendship was a fundamental tenet of the treaties between the Ottoman state and its allies, and the rhetorical and physical demonstration of friendship, i.e. through words and deeds, was crucial in its maintenance. This had developed from the earliest treaties of the Ottoman state, and was a key regulator of interactions. Acting in an unfriendly manner by going against the text or spirit of treaties was a justifiable cause for censure or even war. This was supported by the textual corpus of capitulations (ʿahdnāme, the unilateral and largely commercial agreements given by the Ottoman state to foreign powers) and peace treaties that formally defined interactions, and these were a cumulative and interreferential body, so that the terms of the capitulations granted by the Ottomans to France or Britain were equally applicable to Spain or Prussia. Similarly, older versions of treaties, unless specifically repealed, were valid. Therefore, the Russians had to act 'in accordance with the requirements of the old and new capitulations (ḳadīm ve cedīd ʿahdnāme-ʾi hümāyūn mūceblerince)'. Unfriendly actions were consequently both 'contrary to the provisions of the peace treaty (muġāyir-i şurūṭ-u muṣālaḥa)' and 'contrary to peace and harmony (muġāyir-i ṣulḥ ve ṣalāḥ)'. The declaration made a specific reference to an article that had been broken from the 1739 Treaty of Belgrade, which had ended an earlier Ottoman-Russian conflict:
In the provisions of the treaty of 1133 (1720) as well as that of [11]52 (1739), one of the articles of peace says, “Anything that does any harm (ḫalel verecek) to the order of the ever-lasting peace shall be immediately prohibited.”
The Russian persistence in committing violence and interference in Poland-Lithuania was therefore a clear breach of the peace. A specific example given here was that the Russians 'did not swiftly and publicly discipline' (ʿalenen teʾdībe taʿcīl eylemeyüb) the Cossacks committing brutalities on the border. Treaties provided rules of friendship that were key to maintaining peace and harmony in the world, and in this case, the Ottoman state argued, the Russians had been decidedly unfriendly through their interference in the affairs of Poland-Lithuania and attacks on Muslim subjects.
The legal culture of Poland-Lithuania
In raising their objections to Russian political and military interference in Poland-Lithuania, the Ottoman state demonstrated a key understanding of that state's political institutions, processes, and ideologies. These were something quite distinct from their own institutions. Above all, the declaration above emphasises the importance of the Polish constitution. The Poles elected a king in conformity to 'the rules of their independence' (şurūṭ-u serbestiyetleri), and the person elected king should not be a military commander in accordance with 'the principles of their people' (fī’l-āṣıl ʿırḳ). Partiality towards a particular candidate, especially by a foreign power, was contrary to 'the will of the Commonwealth' (irāde-ʾi cumhūr)'. These very specific terms and ideas demonstrate an understanding of legal principles of the elective monarchy, and that the Ottoman state would therefore be able to discern when it was being abused. In the eyes of the Sublime State, guilt had been very firmly established, and therefore it had to be proven within the bounds of its legal framework to justify its own military involvement, and to sell such actions to allies like Britain.
Islamic and customary law
Two legal frameworks formed the main narrative body of this declaration explaining the permissibility for Ottoman war against Russia in 1768: the Russian violation of friendship and the treaties that enshrined it; and the Russian violation of the constitution of Poland-Lithuania. The Ottoman response to these Russian actions was to declare war. The process described in the document above reveals how a state of war was formalized once the fact that the Russians had broken the treaty (naḳż-ı ʿahd) had been proved as 'evident and clear' (işkār ve iẓhār).
1. Islamic law
The great scholars issued a noble opinion in response that they were in complete accord that the campaign against Russia was legally permissible (ʿulemā-ʾı ʿaẓām fetvā-yı şerīfe ile cevāb buyurmalarıyla ittifāḳ-ı ārā ile Rusiya üzerine sefer muḥaḳḳaḳ olduġundan)
The first response was to rule whether or not a military expedition was necessary. This was argued for within the bounds of ‘the orthodox law’ (şerʿ-i ḳavīm), that is, the Ḥanafī interpretation of sharīʿa to which the Ottoman state subscribed. In other words, the military campaign had to conform to the basic precepts of the sharīʿa, which underpinned the different forms of sultanic law (ḳānūn) that governed a number of areas of legal life including foreign policy. The decision to go to war was taken by the imperial dīvān, the council of senior financial, bureaucratic, military, and religious/judicial ministers. However, in order for that decision to be valid, it had to be approved as legally – i.e. religiously – permissible by the ʿulemā, the Islamic scholars and jurists. On consideration of the facts and evidence, they deemed this a legally permissible campaign (sefer muḥaḳḳaḳ olduġundan). Most importantly, this decision was made unanimously (ittifāḳ-ı ārā), so that there could be no argument against the legality of the war. Therefore, the decision to go to war by the state using the sultan’s authority through the dīvān was only valid due to the approval by the formal legal opinion (fetvā) of the ʿulemā in conformity to the legitimate precepts of the sharīʿa.
2. Customary law
In accordance with the ancient custom of the Sublime State (ʿādet-i ḳadīme-i Devlet-i ʿAliye üzere)
Once war was approved by the ʿulemā, the Ottoman state in this period treated the diplomats of their new enemy in a rather different way to what was expected elsewhere in Europe. As the representative of an unfriendly state, the ambassador would be arrested and imprisoned in the fortress prison of the Seven Towers. The text describes this action not in terms of international law or Islamic law but as an ancient custom (ʿādet-i ḳadīme) of the Ottoman Empire. Much of Ottoman legal practice beyond the sharīʿa and the ḳānūn was based on the precedent established by custom. There was no explicit fetvā (legal opinion) or hüküm (imperial ruling) justifying such an action, but the practice of centuries provided a distinct legal realm. Yet this was only possible after the empirical legal grounds had been established by the sharīʿa, and was therefore not an arbitrary action.
This declaration to the British government justifying the Ottoman declaration of war against Russia contained a sentence that harked back to the comport of the Qurʾānic verse noted above:
[Up] to this time, there will not be found any base actions by the Sublime State contrary to friendship and the imperial capitulations (Ve Devlet-i ʿAliye ṭarafından bu vaḳta gelince dostluġuñ ḫilāfı ve ʿahdnāme-i hümāyūnuñ muġāyiri ednā ḥareket vuḳūʿ bulmayub).
The Ottoman Empire was not the one to violate the treaty, but their enemies who, as the Qurʾān warned, broke their treaties every time. The process for arriving at war with the Russians in 1768 was complex and legally diverse. Russian aggression against Muslim subjects in the borderlands, and its interference in Polish politics, was deemed sufficiently detrimental to the maintenance and continuance of Ottoman-Russian friendship. This body of evidence was ultimately sanctioned by the opinion of the ʿulemā in conformity to the sharīʿa, and accompanied by practices established in customary law. This eighteenth-century example shows that the Ottoman Empire was conscious of its actions being legitimate both in terms of the international community and its own state administration and subjects. This required the interplay of Islamic law with a variety of other legal frameworks and understandings, and demonstrates a legally sophisticated state asserting its rights and interests in an entangled international field.
Primary source text
The National Archives, London: State Papers 97/44, fol. 139
Ottoman Turkish text
(1) Devlet-i ʿAliye-ʾi Dāʾimü’l-ḳarār ile olan muṣālaḥayı Rusiya devleti fesḫ ve naḳż-ı ʿahd eylediğini müşʿir beyān-nāmedir (2) Devlet-i ʿAliye-ʾi Ebed-Devām ile Rusiya Devleti beyninde münʿaḳid olan muṣālaḥanıñ (3) şerāʾiṭine Devlet-i ʿAliye ṭarafından bi-tamāmihā riʿāyet olunub lakin Rusiya Devleti ṭarafından (4) ʿadem-i riʿāyete delāʾil-i vāżıḥa budur ki Rusiya Devleti muġāyir-i emāre-ʾi dostu ḳurb ve cevār-ı (5) ḥudūdda müteʿaddid-i ḳalʿeler binā ve derūnlarına ʿasākir ve mühimmāt cemʿ ve tertīb eylemekden bir ān ḫālī (6) olmadıġından başḳa yetmiş yedi senesinde Leh ḳıralı Aġostos-u s̲ālīs̲ fevt olduḳda Lehlü ṭāʿifesiniñ (7) şurūṭ-u serbestiyetleri üzere Cumhūr-u Leh’iñ kıral intiḫāb eylemleri ḥuṣūṣunda fī’l-āṣıl ʿırḳında (8) ḳıral olmuş olmayub aḥād-ı ṭavāʾif-i ʿaskeriye-ʾi Leh żābıṭānından ve ḳrallıġa nā-şāyān olan (9) kimesneyi cebren ḳıral naṣb ve irāde-ʾi cumhūra muġāyir öyle şaḫṣa ṭarafgīrlik ve kāffe-ʾi umūr-u Leh’e (10) müdāḫale ve taʿarruż eytmekle ḳapıketḫüdāsından suʾāl olunduḳda Leh Cumhūru şurūṭ-u serbestiyetlerini (11) muḥāfaẓa żımnında bir miḳdār-ı ʿasker ṭaleb eylediler ṭobsuz ve cebehḫānesiz altı biñ nefer süvārı ve biñ nefer (12) ḳazaḳ ki mecmūʿyu yedi biñ nefer eder aṣl-ı Leh Memleketi’ne taʿyīn ve iʿmālını daḫi Leh Cumhūru’na tefvīż (13) eylemişlerdir bundan ziyāde ferd-i vāḥid-i ʿaskerīsi olmadıġını beyān ve baʿdehu Memleket-i Leh’e ziyāde ve müsellaḥ (14) ʿasker taʿyīn ve Bonyatovski nām kibārınıñ oġlunu ḳıral naṣb eylemek üzere niçün cebr olundu (15) deyü suʾāl olunduḳda Rusiya Devleti ḥāşā bir kimesneyi ilzām ve fılān şaḥṣı ḳıral naṣb eden deyü (16) cebr eylediği yoḳdur demekle mumżā taṣdīḳnāme verdikden ṣoñra yine Memleket-i Leh’e peyderpey ṭoplu (17) ve cebhḫānelü ʿasker taʿyīn ve iʿmāllarını kendü ceneralları yediyle olub şurūṭ-u serbestiyet-i Leh ilġā (18) ve Lehlü’nüñ intiḫāb etmedikleri ve ḳıralzāde olmayan şaḫṣa ittibāʿ içün cebr ve tabʿiyet eylemeyenleri (19) ḳatıl ve emvālların nehb eylemek mis̲illü işāʿa eylediği beyān-nāmeye muġāyir ḥarekāta taṣaddī (20) olunduġu mesmūʿ ve bu mis̲illü ḥareket iḫtilāl-ı niẓām serḥadāt-ı Devlet-i ʿAliye’ye bāʿis̲ ve bādī olub (21) ḳadīm ve cedīd ʿahdnāme-ʾi hümāyūn mūceblerince Leh’den ʿaskeriniñ iḫrācı tavṣiye ve tefhīm olunduḳda (22) kah- ı şubāṭda ve gāh-ı fılan vaḳıtda cümlesi iḫrāc oluna çıḳdır deyü müteʿaddid-i mümżā ve maḫtūm (23) taḳrīr kāġıdları gönderdikden ṣoñra ḥudūd-u İslāmiye’den Balṭa nām maḥalle ṭob ve tüfenk ile (24) Rusiya ʿaskerī gönderüb ehl-i İslām üzerine baġteten hücūm ve biñ neferden ziyāde ricāl ve nisvān (25) ve ṣıbyānı ihlāk eylediğiniñ ḫaberi geldikde gerek Devlet-i ʿAliye ṭaraflarından ve gerek fermān-revā-yı (26) iḳlīm-i Ḳırım olan şehmānetlü celādetlü ḫān-ı ʿālīşān ṭaraflarından bu mādde Rusiya Devleti’nden suʾāl (27) olunduḳda muġāyir-i ṣulḥ ve ṣalāḥ ṭob ve ḫumbara ile aşikāre ḥareketi inkar ve Ḥaydamaḳ ṭāʾifesi (28) bir miḳdār ḫasāret eylemişler teʾdīb olunurlar deyü cevāb-ı nā-ṣavāb irādı bā-ḫuṣūṣ Ḥaydamaḳ eşḳiyāsı ṭob ve ḫumbara ile geşt ve güzār edegelmediği maʿlūm-u ʿālemiyān iken (29) bu gūne muġāyir-i ṣulḥ ve ṣalāḥ ḥarekete sebeb ve ʿillet nedir ve üç dört seneden berü Leh derūndan (30) ʿaskeriñ ʿadem-i iḫrācı biñ yüz otuz üç tārīḫinde olan muṣālaḥa şurūṭuna ve gerek (31) elli iki tārīḫinde vuḳūʿ bulan muṣālaḥa mevāddında ṣulḥ-u müʾebbediñ niẓāmına ḫalel verecek (32) şeʾy olur ise der-ḥāl menʿ oluna deyü muṣarraḥ iken Balṭa’ye eyledikleri ḫasāret (33) ve ġadrī inkār ve cesāret edenleri ʿalenen teʾdībe taʿcīl eylemeyüb ve muġāyir-i şurūṭ-u muṣālaḥa (34) Leh Memleketi’nden ʿaskerīni iḫrāc eylemediğiniñ sebeb ve ʿilleti suʾālı içün Āsitāne-ʾi Saʿādeti’nde muḳīm Rusiya Devleti’niñ (35) bi’l-fiʿil müsteşīr ve muraḫḫaṣı olub bu isimle mümżā ve memhūr taḳrīrler veren ḳapıḳetḫüdāsı Der-ʿAliye’ye (36) daʿvet ve mevādd-ı merḳūme kendüden suʾāl olunduḳdan ḳaṭʿā cevāb verememekle sükūtu naḳż-ı ʿahd (37) eyledikleri iḳrārı maḳāmına ḳāʾim olduġundan ġayrī Leh’den ʿasker-i Rusiya’nıñ ʿadem-i ihrācı keyfiyeti (38) istifsār olunduḳda bi’l-cümle Lehlü’yü ḳırala tabʿiyet etdirmedikce Rusiya ʿaskerī derūn-u Leh’den (39) iḫrāc olunmayacaġını taḳrīr ve beyān eyledikde ḳadīm ve cedīd ʿahdnāme-i hümāyūn mūceblerince Rusiya Devleti (40) Lehlü’ye ve memleketine müdāḥaleden ve niẓām-ı cedīd ve kefālet ve żāminlik idiʿāsından ferāġat (41) eder mi deyü ḫıṭāb olunduḳda benim muraḫḫaṣlıġı maḥdūddur bu māddeyi ol-ṭarafda devletim bilir deyü (42) cevābda ıṣrār ve bu ṣūret ile daḫi naḳż-ı ʿahd ʿārını irtikāb eyledikleri işkār ve iẓhār (43) eylediğine bināʾen bir muḳteżā-yı şerʿ-i ḳavīm Mosḳovlu üzerine sefer-i hümāyūn-u ẓafter-nümūn iḳtiżā eylediğini (44) ʿulemā-ʾı ʿaẓām fetvā-yı şerīfe ile cevāb buyurmalarıyla ittifāḳ-ı ārā ile Rusiya üzerine sefer muḥaḳḳaḳ (45) olduġundan nāşī ḳapıketḫüdāsınıñ ol-vechile ḥapsi lāzım gelmekle ʿādet-i ḳadīme-i Devlet-i ʿAliye üzere (46) Yedi-Ḳule’de meks̲ etdirildiği ve Devlet-i ʿAliye ṭarafından bu vaḳta gelince dostluġuñ ḫilāfı ve ʿahdnāme-i hümāyūnuñ muġāyiri ednā ḥareket vuḳūʿ bulmayub bu mādde üç sene miḳdārı (47) dostluġa bināʾen iġmāż ve imhāl olunmuşken Rusiya Devleti’niñ muġāyir-i ṣulḥ ve ṣalāḥ bu vechile (48) naḳż-ı ʿahdı irtikāb ve işʿār eylediği İngiltere Devleti’niñ maʿlūmu olmaḳ içün ifāde ve (49) beyān ḳılındı
Aksan, Virginia H., Ottoman Wars, 1700-1870: An Empire Besieged. London & New York: Routledge, 2007.
Aksan, Virginia H., An Ottoman Statesman in War and Peace: Ahmed Resmi Efendi, 1700-1783. Leiden: Brill, 1995.
Davies, Brian L., The Russo-Turkish War, 1768-1774: Catherine II and the Ottoman Empire. London & New York: Bloomsbury Academic, 2016.
Demir, Uğur, '1768 savaşı öncesi Osmanlı diplomasisi (1755-1768)', PhD thesis, Marmara Üniversitesi, 2012.
Panaite, Viorel, 'Notes on the Islamic-Ottoman law of peace', Revue des études sud-est européennes 41:1-4 (2003), 191-206.
Stone, Daniel, The Polish-Lithuanian State, 1386-1795. Seattle & London: University of Washington Press, 2001.
Talbot, Michael, 'A treaty of narratives: Friendship, gifts, and diplomatic history in the British Capitulations of 1641', Osmanlı Araştırmaları / The Journal of Ottoman Studies 48 (2016), 357-398.
Van den Boogert, Maurits H., The Capitulations and the Ottoman Legal System: Qadis, Consuls and Beratlıs in the 18th Century. Leiden: Brill, 2005.
Yurdusev, A. Nuri (ed.), Ottoman Diplomacy: Conventional or Unconventional?Basingstoke & New York: Palgrave Macmillan, 2004.
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Exodus 19 James Gray - Concise Bible Commentary
Exodus 19
James Gray - Concise Bible Commentary
Exodus 19:1-25
The Exodus includes two concurring elements in the moral history of the people their redemption and their renovation. It is worthy of notice that God did not give Israel the law first and then say, “I will redeem you if you obey it,” but that He redeemed them first and gave them the law afterwards.
THE ARRIVAL AT SINAI (Exodus 19:1-2)
“In the third month the same day.” These words lead to the belief that the first day of the third (lunar) month is meant, just 45 days (as we can easily recall) from their departure out of Egypt. To these, quoting Bush, let us add the day on which Moses went up to God (Exodus 19:3), the day after when he returned the answer of the people to God (Exodus 19:7-8), and the three days more named (v. 10-11), and we have just fifty days from the Passover to the giving of the law. Hence the feast kept in later times to celebrate this event was called Pentecost, which means fiftieth day. And it is interesting that it was at this very feast the Holy Spirit was given to the disciples of Christ (Acts 2:1-4) to enable them to communicate to all men to the new covenant of the Gospel.
The text of Exodus 19:2 in the King James version distinguishes between the “desert” and the “wilderness” of Sinai, but there seems to be no good reason for this. “Sinai” denotes a particular mountain of that name, while “Horeb” denotes the range of which Sinai is a part. The wilderness of Sinai would seem to be the plains and wadys in its immediate neighborhood, including the mountain itself, and perhaps coextensive with the term Horeb.
THE DIVINE PRELUDE (Exodus 19:3-9)
When it is said “Moses went up unto God,” remember the pillar of cloud in which in a sense the divine Presence abode, and which now rested doubtless on the summit of the mountain. Evidently Moses did not ascend the mountain at this time, but simply approached it.
By what two names are the people designated in Exodus 19:3? Which points to their natural and which their spiritual derivation (Genesis 32:23-32)?
With what three words in Exodus 19:4 does God call them as witnesses to the fidelity of His promises? What beautiful figure of speech does He use expressive of His care for them? (Compare Exodus 19:4 with Deuteronomy 32:11-12.) Also examine Revelation 12:14, where His care for them in their coming tribulation at the end of this age is spoken of in similar terms. The parent eagle in teaching its nestlings to fly sweeps gently past them perched on the ledge of a rock, and when one, venturing to follow, begins to sink with dropping wing, she glides underneath it and bears it aloft again.
But what is expected of them as the result of this grace? And what promise is bestowed upon them in this contingency (Exodus 19:5)? And how will their preciousness to God find expression in their service (Exodus 19:6)?
that while all the inhabitants of the earth belong to God by right of creation and general benefaction, Israel belonged to Him by special grace and covenant; that while they themselves were to be objects of priestly intercession and kingly protection they were also to be elevated into the dignity and authority of performing priestly functions and dispensing royal favors to others; and
2. that as a qualification for all this they were to be a holy nation.
THE PEOPLE’S PLEDGE (Exodus 19:7-9)
PEOPLE’S PLEDGE (19:7-9) “The elders of the people” (Exodus 19:7) means the leaders and principal men of the different tribes. How is the Lord’s command received by them (Exodus 19:8)? While this is commendable, yet in the sequel how much better if they had asked God’s help to enable them to obey and to appreciate His goodness! How little they knew themselves, and how well they represent us in the earlier stages of our new experiences in Christ!
What does God now promise to Moses personally (Exodus 19:9)? To what end? And why was it necessary? Had not God given evidence of His divine commission in the sign of the rod and the serpent? Yes, but this was only before the elders of the people. And had He not given evidence in the miracles of judgment upon Egypt? Yes, but many of these were not before all the people. So now they are to have a general and personal attestation which should last forever. Observe our Savior’s recognition of this authority of Moses in Luke 16:31, and compare a similar recognition of His own authority in 2 Peter 1:16-18.
What was the Lord now about to do (Exodus 19:11)? And with reference thereto what warning is promulgated (Exodus 19:12)? What should happen to the man or beast overstepping these bounds (Exodus 19:13)? The word “it” in the first clause of the verse refers to the man or beast. That is, no one should cross the bounds, even to go after it (the man or beast) to drag it back or punish it, but from a distance it should be stoned or shot. What a commentary on presumptuous sin!
“Trumpet” means a supernatural one to be heard from the mountain. The people were to “come up to the mount” in that they were to draw night to it, but no nearer than the bounds already prescribed.
Describe the impressive phenomena of verses 16 and 18, and their effects on the people. Never until the close of this age and the coming of our Lord will anything like this be seen or heard again. Compare 2 Thessalonians 1:6-10 and the language of the Apocalypse, e.g., chapters 4 and 5.
How did God speak to Moses (Exodus 19:19)? Doubtless this means by “an audible and articulate form of word.” What seems to have been impending on the part of the people, judging by Exodus 19:21? How is God’s attention to details (if one may so say), and how is His mercy manifested here?
Who can be meant by “priests” in Exodus 19:22 since the Aaronic priesthood was not yet instituted? The common answer is the firstborn or eldest son in every household. This seems to be suggested by the patriarchal history as one of the privileges connected with the birthright. Compare also Exodus 24:5.
Who was to come up into the mountain with Moses when the latter returned (Exodus 19:24)? We shall see the reason for this later when Aaron is invested with the priesthood, for it was fitting that there should be put upon him that distinction which would inspire respect for him on the part of the people.
(2) What have we learned of the priestly character of Israel?
(3) Can you quote Luke 16:31?
1. Name one or two illustrations here of God’s grace to us in Christ.
2. Have you examined the Scripture references in this lesson?
James Gray - Concise Bible Commentary
Text Courtesy of BibleSupport.com. Used by Permission.
Bible Hub
Exodus 18
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Technology, Ecology & Art: Garbage Incineration in Japan
Our group in the Hundertwasser Lobby
Yesterday our family visited the Maishima Incineration Plant located near the port of Osaka. Japan is the world leader in burning garbage to produce electricity. Land is precious in this crowded island nation, and landfills are not a good option.
The plant deals with garbage in three ways. Most waste is burned at extremely hot temperatures. The heat is converted to electricity through steam and turbines. Most of the electricity goes to power the plant itself, but the excess electricity is sold back to the municipal electrical grid. The leftover ash is used in land reclamation projects or converted to bricks to pave roads and sidewalks. Japan and in many other countries in Asia, artificial islands are quite common near the coasts of cities. In fact, the main international airport, Kansai International Airport (KIX) is an artificial island.
Large items, such as furniture, bicycles, etc. goes through a different process. The recyclable metals, iron and aluminum are converted to pellets and sent to recycling plants. The leftovers are either crushed into small blocks or burned. The 15 cm – 40 cm blocks are used with ash in land reclamation projects.
Mom and Owen
Incineration plants started in the 1990s and were found to emit toxins into the environment. Today, much of the plants are devoted to cleaning by-products before they are released.
Incineration plants are common in Japan. The Maishima plant is one of six in the Osaka metropolitan area. It handles around 900 tonnes of waste per day. The guide estimated that Osaka disposes approximately 36,000 tonnes per day. With a growing world population living at a higher standard of living than ever before, protecting the planet is an increased concern of mine. I am worried about climate change and the quality of life on earth being lessened by our wasteful lifestyles. I agree it is good to burn garbage instead of just burying it, but it would be better to reduce the amount of waste generated in our lives.
Control Room
On a small level, I have been tracking the waste generation of our family. We recycle glass, metal and paper through the excellent Minoh city recycling program. I’ve started to compost our vegetable matter at school. This has reduced our waste significantly. However, a big problem is packaging. The amount of plastic used to protect, transport and display products is crazy. As a consumer, it is impossible to escape!
View of facade from rooftop garden
What make the Maishima unique is the architecture of the plant. City officials commissions the Austrian/New Zealand artist and architect, Friednesreich Hundertwasser to improve the facade of the plant. Hundertwasser was a fascinating artist and a man ahead of his time. His mother was Jewish and father German, and he escaped death by hidingbill his maternal origins. He became quite a famous architect and applied artist after World War II. Hundertwasser detested straight lines and the grey monotony of city buildings. He was also one of the first architects to incorporate nature in his buildings and believed that planting trees in cities, helped well-being. We visited his famous apartment block in Vienna years ago. Hundertwasser was married to a Japanese women in the 1960s which may be the connection to Japan.
Compared to most of the boring, industrial design of buildings in Japan, I am happy that they invested in making it beautiful. It was uplifting to walk around the roof top garden and it has become of tourist destination and raised awareness of sustainability. Hundertwasser thought the project brought “technology, ecology and art in harmony” and I have to agree!
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https://billkralovec.com/tag/maishima-incineration-plant/
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The Benefit of Music and Singing With Toddlers
The Benefit of Music and Singing With Toddlers
Young children are constantly learning, they are playing with the way words work and the rhythm and patterns in speech. This can be encouraged and strengthened through music.
Here are some of my favourite reasons for spending time singing with your child (even if you think your singing is reserved purely for the shower):
1. It helps to build a secure attachment and bond together. When singing with young children they generally look into your eyes automatically, creating a special social connection.
2. Singing helps to form the foundation of understanding communication and storytelling
3. Singing can help children to concentrate for longer periods of time, because of the nature of a song, there is a set length, children learn to focus for a full song, this helps their brain develop stamina.
4. It helps to build vocabulary and rhyming, when singing you can swap words in and out and make silly songs together – playing with words in this way helps children to learn how words work
5. Children can learn new words and concepts through song
6. Singing encourages children to listen carefully and join in, this strengthens their auditory skills
7. Music and singing encourages movement, a physical response to the sounds they are hearing.
8. Music let’s children explore volume and tone in different ways
9. Music and singing is a good way to keep children connected to their first language (or additional languages)
10. Songs can tell stories of culture and history, especially when special songs are passed down from generations (for example, my Grandma used to sing a special song to my Mum, my Mum then sung it with me as a child and I now sing it with the newest generation).
Here are some of my favourite songs to enjoy with young children (Google them if you don’t know them already):
1. Willoughby wallaby woo
2. Down by the bay
3. The Wheels on the Bus
4. Head, Shoulders, Knees and Toes
5. A Root Chy Cha
6. 5 Little Ducks
7. Old Mc’Donald Had a Farm
8. This Old Man
9. I’m a Little Teapot
10. Row Row Row Your Boat
11. Dingle Dangle Scarecrow
12. Der Glumph
13. Miss Polly had a Dolly
14. The Echo Song
15. A Sailor Went to Sea
Add in these fun instruments to your music and singing time for even more fun:
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This Video Shows What A Type 1 Diabetic Has To Face Every Day
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Type 1 diabetes afflicts about 10 percent of all people who suffer from diabetes. Usually diagnosed in children and young adults, it is also known as juvenile diabetes or early onset diabetes. However, the rules for this are changing as more and more adults are being diagnosed with type 1, even though they still make up a minority portion of the population.
This humorous video by Insulin Nation poses the question, “what if the majority of people had type 1 diabetes?”
The video depicts an alternate universe where people with type 1 diabetes are in the majority and those with properly functioning pancreases are rare. It highlights the difficulties, misconceptions, and inconveniences that people with type 1 diabetes face in their day-to-day lives. It offers some pretty great examples of the ridiculous questions and statements people might encounter (typically the same ones people with type 1 are faced with regularly).
Check it out, and let us know in the comments if you can relate!
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Grade 5
Charter Oak's Grade 5 Teachers
Ashley Kendrigan
Grade 5 Teacher
Jo-Ann Lizon
Grade 5 Teacher
Lyssa Martin
Grade 5 Teacher
Lindsey Roberts
Grade 5 Teacher
Grade 5 Curriculum in a Nutshell
Dear Families,
Paul W. Vicinus, Jr.
Assistant Superintendent for Curriculum, Instruction and Assessment
Language Arts
• Apply Phonics and Word Recognition Skills
• Use knowledge of letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar multisyllabic words.
• Read with Fluency
• Read on level text with appropriate accuracy and fluency to support comprehension
• Identify Key Ideas and Details
• Quote accurately from a text when drawing inferences and explaining what the text says explicitly.
• Determine a theme from details in the text including how characters respond to challenges or how the speaker in a poem reflects upon a topic.
• Compare and contrast how characters interact drawing on specific details.
• Determine two or more main ideas of a text and supporting key details; summarize the text.
• Based on specific information in a text, explain the relationships or interactions between individual, events, etc.
• Understand the Structure of Texts
• Determine words/phrases used in a text including figurative language (e.g., metaphors, similes).
• Explain how chapters, scenes or stanza fit together to provide structure of a story, drama or poem.
• Describe how the narrator’s or speaker’s point of view influences how events are described.
• Compare and contrast the overall structure of events, ideas, information in texts.
• Analyze multiple accounts of the same event noting similarities and differences in the point of view they represent.
• Integrate Knowledge and Ideas Within and Across Texts
• Analyze how visual and multimedia elements contribute to the meaning or tone of a text.
• Draw on information from multiple print or digital sources to locate an answer or solve a problem quickly and efficiently.
• Explain how an author uses evidence to support particular points in a text.
• Integrate information from several texts on the same topic and write or speak about the subject knowledgeably.
• Independently and proficiently comprehend a variety of texts at the grade 4 – 5 complexity range.
• Demonstrate Command of Conventions of Standard English
• Appropriately use conjunctions, verb tenses, and correlative conjunctions (e.g.,either/or, neither /nor).
• Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
• Use Knowledge of Language
• Use knowledge of language and its conventions when writing, speaking, reading or listening.
• Understand and Use Grade Appropriate Vocabulary
• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (e.g., similes, idioms, proverbs).
• Use general academic and domain-specific words/phrases that signal contrast and other logical relationships (e.g., similarly, nevertheless).
Speaking And Listening
• Participate in Collaborative Conversations with Understanding
• Come to discussions prepared and explicitly draw on information known about the topic under discussion.
• Follow agreed upon rules and contribute to the discussion.
• Review key ideas and draw conclusions based on information and knowledge shared.
• Summarize a written text read aloud or information presented in diverse media and formats.
• Summarize the points a speaker makes and explain how the reasons and evidence are supported.
• Present Knowledge and Ideas Clearly
• Report on a topic or present an opinion with logical sequence and descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• Include multimedia components and visual displays when appropriate.
• Adapt speech to a variety of contexts and tasks.
Narrative: Narrative Craft
Information: The Lens of History
Opinion: The Research-Based Argument
• Review and practice Zaner Bloser cursive alphabet.
The fifth grade Keyboarding Without Tears program develops the accuracy and speed necessary to handle the demands of schoolwork and testing in higher grades.Formatting and typing skills are reinforced with engaging and changing themes: Start the Music, Super Words, People Power, and Water, Water! Spot Checks within the program are used to gauge student understanding of specific skills. Each Spot Check measures speed and accuracy. The end of Grade 5 keyboarding benchmark expectation is 20 words per minute (wpm) with 90% accuracy. Proper technique and posture are emphasized at all grade levels.
Our instructional focus in Grade 5 is on three critical areas: (1) developing fluency with addition and subtraction of fractions, developing understanding of the multiplication of fractions, and of division of fractions with unit fractions and whole numbers (2) extending division to two-digit divisors, developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; (3) developing understanding of volume. To provide you with an understanding of your child’s mathematics learning, we have highlighted the domains and clusters of standards for Grade 5 below. A comprehensive description of the Connecticut Core Standards for Mathematics is available at
Mathematical Practices
• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of others.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.
Key Fluency
• Multiply multi-digit whole numbers using the standard algorithm.
Operations and Algebraic Thinking
• Write and interpret numerical expressions.
• Analyze patterns and relationships.
Number and Operations in Base Ten
• Understand the place value system.
Number and Operations – Fractions
Measurement and Data
• Convert like measurement units within a given measurement system.
• Represent and interpret data.
Social Studies
• Determine the purpose for rules and laws.
• Instruction about Religion: Discussion of how religion shaped the development of the 13 original colonies.
• Explore maps and their purpose.
• Give and follow directions.
• Create a variety of maps.
In addition, as part of the English/Language Arts and Writing units, fifth graders will participate in a study of exploration and colonization. Students first consider the question, What impact did the early explorers have on shaping the development of the New World? Students then study the 13 original colonies in an effort to answer the question In what ways, and for whom, was America a land of opportunity during the colonial period? Students determine the similarities and differences among the early American colonies through the study of a variety of primary and secondary sources and electronic media.
World Language
Aiken, Braeburn, Bugbee, Charter Oak, Duffy, Morley, Smith, Webster Hill, Whiting Lane and Wolcott-Spanish; Norfeldt - French; Charter Oak - Chinese
• Learn to communicate in French, Spanish or Chinese through oral expression
• Learn the correct pronunciation of specific French, Spanish or Chinese vocabulary
• Learn the nuances of verbal / nonverbal communication in French, Spanish or Chinese
• Develop cultural awareness and cultural knowledge
A theme related to travel focuses on transportation, airports, hotels, time, directions and currency. The cultural focus centers on regional France, South American countries, and China.
In fifth grade, students develop an understanding of matter and its conservation through experimentation and create models to show their knowledge. They are able to interpret data about the distribution of water on Earth as well as describe ways in which the geosphere, biosphere, hydrosphere and/or atmosphere interact. Fifth grade students also identify the movement of matter and energy transfer among plants, animals, decomposers and the environment. Finally, fifth graders are able to understand the patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
To demonstrate their understanding of the core ideas indicated above, fifth grade students engage in the following science and engineering practices:
• Asking questions and defining problems
• Developing and using models
• Planning and carrying out investigations
• Analyzing and interpreting data
• Using mathematics and computational thinking
• Constructing explanations and designing solutions
• Engaging in argument from evidence
• Obtaining, evaluating and communicating information
Visual Arts
Understanding The Creative Process through the Visual Arts
Connecting / Exploring Culture through Concept and Skill
• Learn about styles of art such as Pop Art, Abstraction, Cubism, Surrealism
Responding / Critique and Aesthetic Discourse
Vocal Music
Instrumental Music
Instrumental Music
• Read and write simple rhythmic and melodic patterns; e.g., dotted quarter and eighth; pentachordal melodies.
• Identify symbols, traditional terms and standard music notation.
• Identify simple form, e.g., theme and variations.
• Listen to and recognize basic form, styles, meter and tonality.
• Use terminology in describing and analyzing music, e.g., theme and variations.
• Devise criteria to evaluate music performance, e.g., ensemble, intonation, balance and blend.
Understanding Culture/History
• Identify ways in which other disciplines are interrelated with music.
• Sing songs and play games that explore cultural diversity.
• Put music into a cultural and historical context.
Physical Education
• Perform more complex combinations of locomotor, non-locomotor, and manipulative skills, including specific sport skills and educational gymnastic routines.
• Perform more complex rhythmic patterns involving creative or cultural dance movement.
• Participate in a variety of activities to improve their health-related fitness.
• Participate in competitive and cooperative activities that require effective interpersonal communication, individual skills, and teamwork to achieve success.
Library Media Services
Standard 1—Inquire, think critically, and gain knowledge.
• Use information and technology ethically and responsibly.
Standard 4—Pursue personal and aesthetic growth.
• Describe physical, social and emotional changes that occur during puberty.
• Identify cognitive, emotional and physical effects of alcohol, drug use or misuse. Practice refusal skills to ensure healthy lifestyles.
• Work cooperatively to develop positive attitudes, problem solving and coping skills while respecting the differences, similarities and the rights of others.
• Make healthy eating choices, particularly at breakfast.
• Analyze techniques the media uses to influence our choices.
• Practice effective communication skill, including how to start conversations, ways to use assertive strategies when necessary, and how to use etiquette when on the Internet.
• Practice using problem-solving strategies in social situations, such as dealing with gossip; resisting impulses to cheat, steal or lie; or dealing with peer pressure.
• Demonstrate self-regulation techniques and anger management strategies in a variety of situations, including resisting revenge and dealing with consequences.
• Identify ways to access help or support when needed from trusted adults, including when on the Internet.
• Explain what to do if cyberbullying occurs.
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Since global warming is expressed in terms of carbon emissions or CO2 equivalent, can the short lived carbon soot/ black carbon that is produced from incomplete combustion be expressed in terms of CO2 equivalent? I learnt Carbon soot is a major health risk. The purpose of doing this is to calculate how much of heating effect can be reduced by controlling the emissions of these carbon particles.
Though both $\ce{CO2}$ and particulate carbon (soot) cause warming, a direct mathematical relationship of the effects would be specious for a few reasons:
• The life-times of atmospheric $\ce{CO2}$ and soot differ, and vary with amount of sunlight (enabling plants to absorb $\ce{CO2}$, but not affecting soot appreciably), with amount of precipitation (affecting both), etc.
• The heating effects differ: $\ce{CO2}$ remains in the atmosphere, absorbing and re-emitting infrared radiation and thereby raising atmospheric temperatures more than surface temperatures. Soot eventually settles out, warming the surface more than the atmosphere when radiation is absorbed.
• There are other differences, such as effect of solar angle (seasonal and latitudinal variation), albedo of the surface (e.g. is the soot falling on snow or on a dark pine forest), etc.
BTW, particulate carbon and products of incomplete combustion also have direct impact on health, such as in burning fuels indoors or urban smog while the physoiological impact of $\ce{CO2}$ (at current levels) is less severe.
• $\begingroup$ Your insights are great. Thank you so much for sharing. I happened to read agupubs.onlinelibrary.wiley.com/doi/full/10.1002/jgrd.50171 13.3.2 talked about the soot to co2 equivalent conversion idea and the uncertainty that revolves around it. Can you please go through and share your thoughts? $\endgroup$ – Giri Nov 9 at 12:00
Your Answer
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https://chemistry.stackexchange.com/questions/123536/is-it-possible-to-convert-carbon-soot-black-carbon-in-mg-to-co2-equivalent-if/123555
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The Cryptonomicon brings up an interesting idea when Sergeant Shaftoe, Corporal Benjamin and Lieutenant Monkberg get in an argument after they ram their ship into Normandy. The reader already knows the purpose of the mission because it is alluded to in earlier chapters, but only Lieutenant Monkberg knows the exact orders, which causes problems when he tells them to do something that seemed like treason. The purpose of the mission was to leave behind the Allies' code book in order to have an excuse to change their codes, which they know the Germans have cracked, without alerting the Germans that they have cracked Enigma. Hiding the fact that they have cracked Enigma while still taking advantage of what they know is basically the entire purpose of Detachment 2702. The concept of Detachment 2702 raises an interesting point because they have to deliberately hurt themselves in order to not reveal their resources. The concept behind 2702 is an answer to one of the things discussed in class, mainly the problem of revealing that a code has been cracked. Because of Detachment 2702, the Allies were able to fool the Axis into believing that Enigma was same and because of that, the Allies were able to keep a crucial advantage that was desperately needed in order to gain the upper hand in World War II. The Allies even had 2702 fooled, they couldn't possibly comprehend why they would ever leave behind the code book, though this secrecy turned into a double sided sword. When Corporal Benjamin is told to leave behind the code book, the Corporal assumes that his commanding officer is a spy and it didn't help that Lieutenant Monkberg was the only person that had received the orders. If they would have continue with taking the code book with them, they would have failed in their mission though they wouldn't realize it and it would have ended up costing Allied lives because the Allies would have needed to come up with a new way in which to justify switching code books, and until then all Allied conveys would be at risk of being destroyed by German U-boats.
Picture: U-Boat Surrender by Wessex Andy (Flickr)
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https://derekbruff.org/blogs/fywscrypto/2012/11/12/the-interference-of-secrecy/
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The biggest living thing on Earth is dying but people are trying to save it
The most massive living thing on Earth (that we know of anyway) is a huge tree with multiple trunks. It's also described as a group of trees that are clones of each other. (Things in the real world don't always fit into simple categories.) The specific tree in question is an aspen often called Pando (Latin for "I spread"). As with redwoods, aspens reproduce by sprouting a clone from the root system, with the new trunk sharing use of the existing root. Pando is a collection of such trunks that covers over 100 acres in a national forest in central Utah.
The new sprouts are food to various foraging animals from rabbits to elk, but historically the number of foragers has been limited by predatory carnivores. Now the number of predators has declined because of human activities, and fewer predators means a larger population of prey species to eat the sprouts. If all the sprouts get eaten the older trunks eventually die without being replaced, and that's what's killing Pando. Humans are however trying to save Pando by building a fence around it.
There's more in this PBS NewHour report below:
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https://dgarygrady.com/2019/02/05/the-biggest-living-thing-on-earth-is-dying-but-were-trying-to-save-it/
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A newer version of this documentation is available.
View Latest
Writing MapReduce Views
During the view creation process, the output structure, field order, content, and any summary or grouping information desired in the view is defined.
The fundamentals of a view are straightforward. A view creates a perspective on the data stored in Couchbase buckets in a format that can be used to represent the data in a specific way, define and filter the information, and provide a basis for searching or querying the data in the database based on the content.
Views achieve this by defining an output structure that translates the stored JSON object data into a JSON array or object across two components, the key and the value. This definition is performed through the specification of two separate functions written in JavaScript. The view definition is divided into two parts, a map function and a reduce function:
• Map functions
• Reduce functions
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orbits - moved
Mike Hewson
Mike Hewson
Joined: 1 Dec 05
Posts: 6,051
Credit: 109,346,392
RAC: 44,678
RE: Not strongly enough to
Message 94616 in response to message 94614
Not strongly enough to be of note until they get really close. Tides are proportional to the sizes of the objects over their distance apart. Neutron stars are only the size of a city.
Ah, so tidal locking comes on fairly late in the evolution of the system. I get dizzy just think of those huge masses whizzing round real close. If one could be a hypothetical observer there'd be all that GR warping and whatnot to give a real weird experience. And from a distance there'd be signal changes as it climbs out of the well.
Also, the dissipation caused by tides strongly depends on the equation of state. With neutron stars, we know only a little. For instance, rock/magma has a lot of viscosity; solar material has less (the vicosity is generated by magnetic fields). Neutron stars...who knows? Nuclear material has little viscosity (the "liquid drop" model seems to work well) but the magnetic fields are strong so that will do something.
So the equation of state relates pressure, density, temperature and whatnot? Or put another way it describes how a lump of the stuff responds if you poke it?
Maybe a LIGO-associated theorist has worked some of this out...for instance, if tides caused a bulge that took some time to damp out during the rotation like how the oceans slosh around from tides, that would cause an asymmetry that would "ring" a bit if the EOS is bouncy. That would generate gravitational radiation at various harmonics of the spin frequency along with harmonics of the "ringing" frequency. That's what E@H would potentially hear in the data we're crunching. Of course, it may take a close binary to cause enough tidal warping, which would smear the tone signals and therefore would require a binary searching algorithm like that used with the ABP1 data. The problem is the data span of LIGO data needed to get enough SNR is many orbits, which makes the close binary search impractical.
Reminds me of those tricks in spacecraft, where you have an oscillating droplet of fluid just floating there but wobbling around a spherical shape in various modes. So the tidal effect could be like plucking a string on the base behaviour of the material. Or flicking the wineglass ....
(Oh, oh, rambling by theorizing while typing)
Please do! :-)
Cheers, Mike.
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A pair of wooden chopsticks, on a chopstick rest.
Chopsticks are sticks used in pairs as cutlery. Chopsticks are the traditional eating utensils of some countries including China, Japan, Korea, Taiwan, and Vietnam. They are usually made of wood bamboo, or plastic. Gold, silver or ivory chopsticks also exist but are rare or considered to be extravagant.
Today chopsticks are mainly used in China and neighboring countries. In other countries chopsticks are often used in restaurants of those countries' cuisines.
History[edit | edit source]
Chopsticks came from China as early as the Shang dynasty (1600–1100 Template:BC).[1] The creation of chopsticks might have been influenced by the teachings of Confucius.[2] They were widely used throughout East Asia. Tools like chopsticks were also found in the archaeological site Megiddo in Israel. This discovery may mean there was some form of trade between the Middle East and Asia in early antiquity. Alternatively, such tools may have developed independently in both the Middle East and Asia. Chopsticks were also common household items of civilized Uyghurs on the Mongolian steppes during the 6th–8th centuries.[3]
Where the word for Chopstick is from[edit | edit source]
The chopsticks in the picture are plastic and wooden. Chopsticks in take-out cafes often come in a paper bag.
The English word "chopstick" seems to come from Chinese Pidgin English, a pidgin where "chop chop" meant quickly.[4][5]
The Mandarin Chinese word for chopsticks is kuàizi (筷子). It is a word made of different parts; it has the phonetic part of "快", which means quick, and a semantic part, 竹, meaning bamboo. In Chinese, the old word for "chopsticks", and also in some varieties of modern Chinese such as Hokkien, was zhù (MC: Template:Unicode) (箸 Pinyin:zhù, Minnan: ). However, zhù became a taboo on ships because it sounded the same as another word meaning "to stop" (住). Consequently, it was replaced by a word of opposite meaning, kuài (fast, quick). This gradually spread until it became the word for "chopsticks" in most varieties of modern Chinese. The character for this new meaning of "chopsticks" (筷) for kuài has the semantic element of bamboo added to the character meaning "fast" kuài (快).[6]
In Japanese, chopsticks are called hashi, written . They are also known as otemoto (おてもと?). This is what is usually printed on disposable chopsticks.
In Korean, 箸 (jeo) is used in the compound jeotgarak (젓가락) which is composed of jeo (chopsticks) and garak (stick). Jeo cannot be used alone.
In Vietnamese, chopsticks are called "đũa".
Eating with chopsticks[edit | edit source]
The lower stick rests stationary, the upper stick can be moved like a pen.
When people are eating with chopsticks they usually do not use a knife and fork. The sticks are held together in the same hand. Usually this is the right hand.[7] At some formal occasions it may be considered rude to use chopsticks with the left hand.[8]
1. Put one chopstick between the palm and the base of the thumb, using the ring finger (the fourth finger from the thumb) to support the lower part of the stick. With the thumb, squeeze the stick down while the ring finger pushes it up. The stick should be stationary and very stable.
2. Use the tips of the thumb, index and middle fingers to hold the other stick like an ink pen. Make sure the tips of the two sticks line up.
3. Move the upper stick up and down towards the stationary lower stick.
4. With enough practice, the two sticks function like a pair of pincers (a tool that can easily lift things).
If the tips do not line up, it will be difficult to hold things. Hold the chopsticks upright with one of the tips lightly touching the table, and gently push the chopsticks down or gently loosen your grip for a moment to let both tips become equal in length. You can also adjust your grip or holding position this way.
With practice, it is possible to perform step one and two right away, on picking up the chopsticks with one hand smoothly. Hold the chopstick at different angles if necessary in order to feel comfortable with two sticks between your fingers.
Table manners[edit | edit source]
Etiquette[edit | edit source]
Chopsticks are used in many countries; those eating with chopsticks generally observe the following rules:
• Chopsticks are not used to make noise, to draw attention, or to gesture. Playing with chopsticks is considered rude and vulgar (just as playing with cutlery in a Western environment would be).
• Chopsticks are not used to move bowls or plates.
• Chopsticks are not used to toy with food or with the dishes in common.
• Most often, chopsticks are not used to stab food. Exceptions include tearing larger items apart such as vegetables and kimchi. In informal use, small, difficult-to-pick-up items such as cherry tomatoes or fishballs may be stabbed, but this use is frowned upon by traditionalists.
• Chopsticks can be rested horizontally on one's plate or bowl to keep them off the table entirely. A chopstick rest can be used to keep the points off the table.
• Chopsticks should not be left standing vertically in a bowl of rice or other food. Any stick-like object pointed upward resembles the incense sticks that some people use as offerings to deceased family members; certain funerary rites designate offerings of food to the dead using standing chopsticks.
• Do not eat when the tips of a pair of chopsticks are not aligned properly. In Chinese, this is called "三长两短" (san1 chang2 liang2 duan3), which means death.[9]
Types of chopsticks[edit | edit source]
There are many different kinds of chopsticks. From top to bottom: Plastic chopsticks from Taiwan, porcelain chopsticks from mainland China, bamboo chopsticks from Tibet, palmwood chopsticks from Indonesia (Vietnamese style), stainless flat chopsticks from Korea (with a matching spoon), a Japanese couple's set (two pairs), Japanese child's chopsticks, and disposable "hashi" (in wrapper)
Chopsticks are used in many countries. Chopsticks are sometimes different in those countries.
• Chinese: longer sticks that are square at one end (where they are held) and round at the other (where they contact the food). They end with a blunt tip.
• Japanese: short to medium length sticks that have a pointed end. This development may have occurred because the Japanese diet consists of large amounts of whole fish. Japanese chopsticks are traditionally made of wood and are lacquered. Some chopstick sets include two lengths of chopsticks: shorter ones for women and longer ones for men. Child-sized chopsticks are widely sold.
• Korean: medium-length stainless-steel tapered rods, with a flat rectangular cross section. (Traditionally, they were made of brass or silver.) Many Korean metal chopsticks are decorated at the grip.
• Vietnamese: long sticks that end in blunt point; traditionally wooden, but now made of plastic as well. A đũa cả is a large pair of flat chopsticks that is used to serve rice from a pot.
Other uses for chopsticks[edit | edit source]
Chopsticks are used in cooking to stir materials in a pan, or to help move meals.
In Japan, people use a single-use chopstick called waribashi (split chopstick). Before using, people split it into two.[10] Japanese people also call their chopsticks hashi.
In Japan, people use chopsticks during the funeral ceremony of Buddhists. After burning the dead, family and friends use chopsticks to move the burned bones of the dead from the coffin to a pot.[11]
Chopsticks and the environment[edit | edit source]
Using a set of chopsticks only once, and then throwing them away causes problems for the environment.[12][13] There are some movements which aim at telling people to use a set of chopsticks more than once.[14] In China, about 45 billion pairs of disposable chopsticks are used per year. This is equal to 1.7 billion cubic metres of timber–about 25 million fully grown trees. China is the biggest producer of disposable chopsticks, about 60,000 people have a job making chopsticks. If production continues at the current level, China's forests will be gone in about a decade.[13]
For this reason, a tax has been introduced on chopsticks that are only used once. There are also moves to replace disposable chopsticks made of wood by plastic or metal ones.[13]
References[edit | edit source]
• Giblin, James Cross. (1987). New York: Thomas Y. Crowell.
Other websites[edit | edit source]
P Food.png Food Portal — All articles about food, chefs, restaurants, cookbooks and more
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The begin the building of a free Czechoslovakia.
The board
game 1989: Dawn of Freedom, is set in
a time where the Soviet Union was getting close to its demise. In each of its satellite
states, the people are filled with the sense of getting their freedom. By the time
the year 1989 ends, Germany is reunited and Poland, Hungary, Romania,
Czechoslovakia, and Bulgaria are all independent nations once again. One of the
bigger revolutions was the one that took place in Czechoslovakia, known as the
Velvet Revolution.
Prior to this revolution, there was
a failed revolution in 1968 called the Prague Spring. This revolution ended
when the Russian Army was sent in with tanks to stop the revolution. When 1989
rolled around, murmurs of a revolution started again. The Velvet Revolution began
on November 17, 1989 when students organized a march to mark the anniversary of
a student’s death during a protest of the Nazi’s prolonged stay in the country.
The peaceful act quickly turned into an anti-communist free-for-all. At the end
of the event, 167 students were hospitalized after the police came in and
started to drag people away and beat them. This and many other protests and
marches caused the people to begin the building of a free Czechoslovakia. As
the movement began to grow, ordinary people began to come forward to become the
defacto leaders of the movement, most prominently, actors and playwrights.
These new leaders made the theaters in Czechoslovakia the central hubs for the
revolution. On November 19th, the most prominent and most
recognizable group, the Civic Forum, was established from the coming together
of other groups, such as Charter 77. Their goal was to bring together the
different groups in Czechoslovakia and remove the communist government.
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This group was led by Vaclav Havel, an author, playwright, and poet.
He used his talents to craft the movements message by challenging the
government that helped to capture the people. He had been arrested many times
for things that he said. After orchestrating
a series of public demonstrations and strikes over the next three weeks, Havel
became the face of the Czech opposition and led the group in talks with the government
in early December 1989. Then negotiations with the Communist government began. These
talks lead to Havel being appointed president of Czechoslovakia in 1989 and the
demise of the Communist government there and the rise of the democratic government.
Haval was then elected president in June 1990 and held the office until 2003.
In the board game, there are multiple cards in the game
that have to do with the Velvet Revolution. The very first card that has to do
with the revolution is card #29 Jan Palach Week. The event that inspired this
card was a week created for the anniversary of Jan Palach, a student who committed
suicide to protest the government. This event was then used as a way to protest
the government and the police got involved under government orders. The next
card is card #52 Normalization. This card was based on when tens of
thousands of Prague Spring supporters were removed from the government and the
Czechoslovak Communist party. It was implemented by Milos Jakes, who later rose
to leader of Czechoslovakia. In his rise to power Jakes spoke the words of a
reformer, praising perestroika, but in reality, was a hardliner. Another card
is card # 68 Klaus and Komarek. This card comes from the actions of Vaclav
Klaus and Valtr Komarek. They were Czech economists that became
outspoken critics of the regime. Klaus even became the president of the Czech
Republic. The final card is card #105 Public Against Violence. This card was
based on a group of the same name who was like the Civic Forum. They eventually
broke up when the Communist government broke up.
The game designers created this game with Twilight Struggle
as the basis, but made modifications to it. They made it at a country level and
made it more unpredictable with the addition of the power struggle cards. With
this in mind, they created the cards to have a certain effect on different
places and social classes. This showed how much the public swayed each way, but
the cards also had a bigger effect in relation to the historical event. Each
card has to do with how each side dealt with the revolution. While the
Communist cards use cards that suppress the revolution, the democratic cards use
actions to uplift it. This ultimately gives the game the thrill of the
democrats slowly taking over and the communists trying desperately to hold on
to power.
I'm Johnny!
Check it out
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https://farmersfeastmanitoba.com/the-begin-the-building-of-a-free-czechoslovakia/
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As a learning tool for occupants, visitors, instructors and the community, Mid-Career Project Grantee Karen Savage-Blue created Seven Clans, a large exterior mural on the Fond du Lac reservation’s Head Start building, in Northern Minnesota. Savage-Blue provided a statement and description of the Ojibwe Clan System:
Artist Statement
Created on Poly Tab inside my studio, the theme of the mural is living in harmony and honoring the ways of our ancestors. The depiction of this theme was done in a way which would be appealing to both children and adults, who enter this building several days of the week on their way to Head Start. The gymnasium in this building is used for social gatherings of various types, and the mural provides a welcoming by the Seven clan members and a human who is honoring this way of life.
The Ojibwe Clan System
The Ojibwe Clan System was created to provide leadership, law and order, and it reinforced the teachings and principles of a sacred way of life. There were seven original clans and each clan was known by its animal emblem, or totem. The animal totem symbolized the strength and duties of the clan.
The original Clan System has become distorted. Today some people are revisiting this system and are taking steps to reinstate this way of community living.
The Seven Clans of the Ojibwe:
The Crane and Loon Clans were given the power of Chieftainship, working together they provided a balanced government.
Fish Clan were the teachers and scholars. They helped develop skills and healthy spirits. They also solved disputes.
The Bear Clan were strong guardians, patrolling the land surrounding the village. They knew which roots, bark, and plants to use for medicines for their people.
Hoof Clan were gentle, they cared for others. They were the poets and pacifists avoiding all harsh words.
Marten Clan were hunters, food gathers and warriors of the Ojibway, known as master strategists in planning the defense of their people.
Bird Clan represented the spiritual leaders of the people giving its vision. The people of the Bird Clan possess the characteristics of the eagle, pursuing the highest elevations of the mind just as the eagle pursues the highest elevations of the sky.
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https://forecastpublicart.org/seven-clans-mural-by-forecast-mid-career-grantee-karen-savage-blue-honors-ancestors-and-harmonious-living/
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No Safe Litter
We’ve all done it at some point: tossed a banana peel, apple core, or sandwich crust out of our car windows. Many people believe this is safe because food scraps are biodegradable. Unfortunately, food waste has become a leading cause of death for wildlife. When you toss food out the window, it attracts hungry animals of all kinds. If they get hit by traffic, their bodies then attract scavengers. If any of the victims are mothers, their babies will starve soon after. One apple core can create a domino effect of preventable deaths.
Please hold onto your trash until you are able to throw it away or compost it appropriately.
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Hindi: प्रिया, प्रिये
Senior Member
Per dictionaries, प्रिया is used for a female beloved. However, I think I've only seen and heard प्रिया as a female given name and प्रिये used instead for a female beloved. Why does प्रिया become प्रिये in this context? Sanskrit has a vocative form प्रिये for the feminine noun प्रिया, but is the use of प्रिये in Hindi a borrowing from Sanskrit grammar or is there another explanation? The corresponding term for a male beloved in Hindi is प्रिय but it doesn't change like प्रिया/प्रिये
Last edited:
• Qureshpor
Senior Member
Panjabi, Urdu پنجابی، اردو
Thank you for starting this thread @desi4life. I have often wondered if constructions like प्रिये and राधे were vocatives. I thought they might be because in Punjabi we have "kuRiye" ( O girl) and "munDiyaa" (O boy).
Senior Member
Panjabi, Urdu پنجابی، اردو
I am surprised no one with knowledge of Sanslkrit has come foreward to answer your query.
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Nuances of Mandarin and Cantonese Translation
The Demand for Professional Chinese to English Translation Services & Vice-Versa
Mandarin & Cantonese Translation
Until very recently, China (中国) has been one of the fastest growing major economies in the world. Its large geographic size and population, are some of the factors that contributed to its powerful global presence. Current statistics, estimate that China has a total population of over 1.37 billion people. Furthermore, China’s economy and population have prompted many companies to expand to the region. This is in an effort to take advantage of the opportunities presented. Chinese companies have also responded to the global expansion. Many have gone to the extent of setting up operations in foreign countries. However, one challenge that a lot of businesses, both Chinese and foreign, have faced when expanding their operations. It is the language barrier requiring Mandarin – Cantonese Translation. In order to continue high growth in any market, it is imperative for companies to ensure that communication is effective.
Difference between Mandarin and Cantonese Translation
The main languages people speak in China are Mandarin and Cantonese. Mandarin is the official language of Mainland China and Taiwan, and is also the most common Chinese dialect. On the other hand, people in Guangdong or Canton Province in Mainland China, Macau and Hong Kong among others, speak Cantonese. In 2013, The Education Ministry of China said that only 30% of the population cannot speak Mandarin. It is the national language of the country. Statistics also indicate, that more than 60 million people in the country can speak Cantonese. One important aspect that should not be overlooked, is that there are many variations within the Chinese language. The variations in some cases are confusing and lead to misunderstanding. This may make Cantonese translation or Mandarin translation, quite a challenge to a translator.
Chinese Dialects vs Chinese Scripts
Non-Chinese speaking people usually confuse Chinese dialects and scripts opens in a new window. Mandarin and Cantonese are spoken dialects, whereas Simplified and Traditional Chinese are written scripts. Written Chinese is a script which is based on thousands of unique symbols. Simplified Chinese, is the written form of Chinese used in the People’s Republic of China (PRC). Malaysia and Singapore also use the simplified script. The islands of Taiwan and Hong Kong, on the other hand, use the Traditional Chinese script.
Dialects are important when it comes to doing transcription, interpretation, dubbing, and voice-over. Translators are often concerned with the written form of a language. In turn, they do not have to grapple with dialects. Written Chinese is based on symbols, as opposed to a phonetic alphabet. As a result, written text will be read the same way in any Chinese dialect. This creates a common thread through the whole country.
Chinese Machine Translation
The translation problem in the case of translating from English to Mandarin or Cantonese, can be presented by many factors. They include the use of proper nouns, various forms of verbs, and language that is common to one region. These factors present a problem especially in the case of machine translation. The findings of one study, showed that the accuracy of machine translation varies greatly depending on the languages and content. One should never for instance attempt using a machine to perform marketing translation. Aiken and Balan suggest that translations involving Asian languages are often relatively poor. Such an inference, is an indicator that machine translation is not reliable, in the case where a person wants to either translate to Mandarin or translate to Cantonese.
English to Chinese Translation & Localization
There are over 20,000 Chinese characters. Even the Simplified Chinese script contains thousands of characters. Since one computer byte allows only 128 variations, to properly represent the majority of the Chinese script, programmer had to rely on two bytes. This is why Asian languages require double-byte encoding on computers. Most other languages contain under 128 characters in their alphabets, requiring only a single byte. Double-byte encoding adds another layer of complexity to the localization of software and websites into Chinese and other Asian languages.
Chinese to English Translation Services
Chinese to English translation services, like English to Chinese translation services can be very challenging. Often times even a native translator can find it hard to deal with some texts. However, firms that provide professional Mandarin or Cantonese to English translation services, are able to offer impeccable translation. This is due to their awareness of the importance of context and need for accuracy. The experts take time to understand, interpret and translate the variations present in the Chinese tongue. This helps to avoid misunderstandings and ensure accuracy. In general, when it comes to translating any information from one language to another, we highly recommend you choose expert translators to take care of the task. Couple that with the right process and technology and you will know that the end quality will meet your needs!
Find out more on how to choose a translation company.
10 Tips On Achieving Quality in Translation and Localization
10 Tips on Achieving Quality in Translation and Localization
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1. codes in the text files and uses
is used for writing webpages. It’s a scripting language.HTML stands
for Hypertexts Markup Language.
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Hypertext is
a text that works as a link.
Markup Language is
a way of writing your layout information in documents or pages.
An HTML document is a
plain text file that contains text in structured form with an extension .htm or
.html. When any browser opens an HTML file, Browser looks for HTML codes in the
text files and uses them to change layouts, insert images, or create links to
navigate to other pages.
Hence HTML tags can be written in any simple text editor.
We can create our pages using some popular HTML editors, such as notepad, notepad++,
sublime editor, FrontPage or Dreamweaver.
:Contents to Written here
Opens and closes an
HTML document
to provide information about the
document for use primarily by search engines & browsers
<br> The title of the document
All the content of the pages
// for Hyperlink
Ordered list
the main content of the web pages
2. Cascading
Style Sheets (CSS)
Style Sheets (CSS) is the W3C standard for defining the presentation or
abstraction of documents written in HTML or in
any XML language. Presentation, refers to the display of document that
is displayed to the user, whether on a computer screen, laptop, a cell phone
display, printed on paper, or read by a screen reader in any device. CSS is a
separate language with its own syntax.
of Syntax:
· Every
statement must include a selector and a declaration. First the selector and
then declaration.
· The
declaration properties are separated by semicolons.
· Each
property name followed by a colon and then the value for that property. There
are many different types of values in properties, but any given property can
only take certain specific values as set down in the specification.
· Sometimes
a property can take a number of values, as in the font-family. The values in
the list should be separated by a comma and a space.
· As
with HTML, white space can be used to make your style sheet easier to read and
of CSS:
· Better
downloading speed
· Makes
better pages accessibility.
· Less
time for maintaining and modifying the site.
· Multiple
styles will cascade into one.
3. PHP
is server side scripting system programming language – PHP stands for
“PHP: Hypertext Preprocessor” – Syntax based on Perl, Java, and C.
Very good language for creating dynamic content and Powerful. If you want to
focus on system with dynamic content, this is a one of best to opt.
Zend Framework
PHP’s Web Framework is a
collection of classes which helps developer to develop a web application. Zend
is most popular PHP framework. It is an open-source MVC framework for
modern web applications. Zend Framework has some loosely coupled components,
that’s why it is referred as “Component Library”. Zend Framework provides any
PHP stack and Zend server to run Zend framework applications.
Zend Studio is an IDE
that includes features to integrate with Zend Framework. It provides MVC view
and code generation. The current Zend framework 3.0 includes new components
such as JSON RPC server, a XML to JSON converter, PSR-7 functionality, and
compatibility with PHP 7.
Zend Framework 2 is an
open source framework for developing web applications and services using PHP
5.3+. Zend Framework 2 uses 100% object oriented code and utilizes most of the
new features of PHP 5.3, namely Namespaces, Lambda Functions and Closures.
Zend Framework 2 evolved
downloads. Zend Server has a free community version and a commercial version.
Zend Framework Features
Some of the salient
features of Zend Framework is as follows ?
object oriented web application framework
MVC implementation
multiple databases including PostgreSQL, SQLite etc.,
cloud API
URI Routing
provides RESTful API development support.
reusable and easier to maintain.
Why we use Zend Framework?
What makes the Zend
Framework one of the premier frameworks used by PHP developers is that – it
provides clean and stable code complete with intellectual property rights? It
also makes programming easier. It is fast, easy to learn and convenient
framework. Zend supports strong cryptography tools and password hashing
4. JavaScript
is a widely used web-based programming language that powers the dynamic
behavior on most websites, including this one. In this lesson, you will learn
about data types and built-in methods, essential knowledge for all aspiring
JavaScript developers. When you finish, you’ll know how to write programs that
solve mathematical expressions, compute the length of a word, and generate
random numbers.This lesson covers the building blocks of JavaScript. Make sure
to take notes and pace yourself. This foundation will set you up for
understanding more complex concepts later.
Syntax Overview:
External Scripts:
Script can also be loaded from an external file as
Javascript variables:
JavaScript Operators and Constructs:
Operators and constructs are similar to C.
User Interaction:
There are three built in methods of doing user
interaction in JavaScript:
· alert
· confirm
· prompt
JavaScript Events:
These are some common events used in javascript-
· onload
and onunload : When a page is first visit or left
· onfocus,onblur,onchange:
events pertaining to form elements
· onsubmit:
when a form is submitted
· onmouseover,
onmouseout: menu effects
DOM Document Object Model :
DOM gives us a way to access and manipulate the contents of a document. We
commonly use it for HTML, but the DOM can be used with any XML language as
well. And although we’re focusing on its relationship with JavaScript, it is
worth noting that the DOM can be accessed by other languages too, such as PHP,
Ruby, Python, C++, Java, Perl, and more. Although DOM Level 1 was released by
the W3C in 1998, it was nearly five years later that DOM scripting began to
gain steam.
DOM Element Contents
· element.innerHTML
: This property represents the HTML within the element
· element.textContent:
The plain text within the element
Document<br> title
Paragraph text with a link here.
More text here.
JavaScript Objects:
The following are the objects we use –
· Number
Represent s date, integer, floating point numbers, Browser automatically converts number litrals
to instances of the number.
Var val= new Numner(number);
· Boolean
Object :
Always holds the resultant value TRUE/FALSE
Var val=new Boolean(value);
· String
Let’s you work with a series of characters,it wraps
Javascripts string primitive data type with a number of methods.
Var val= new String(string);
· Array
Var fruits= new Array(“apple”, “pineapple”,”guava”,
· Date
New Date();
or JavaScript Object Notation is a lightweight text-based open standard
designed for human-readable data interchange. The JSON format was originally
specified by Douglas Crock ford, and is described in RFC 4627. The official
is .json. This tutorial will help you understand JSON and its use within
various programming languages such as PHP, PERL, Python, Ruby, Java, etc.
5. AJAX
(Asynchronous JavaScript and XML):
is a new technique for creating better, faster and more interactive web
applications with the helpof XML,HTML, CSS and JavaScript. AJAX uses XHTML for
content, CSS for presentation, along with DOM and JavaScript for dynamic
content to display.
Conventional Web applications transmit
information to and from the server using synchronous requests. It means you
fail out a form, hit submit and get directed to a new page with information
from the server. With AJAX, when you hit submit, JavaScript will make a request to the server,
user would never know that anything was even submitted to the server.
Benefits of Using AJAX:
· Making
things fast
· Look
more user friendly
· Reducing
the load on server
jQuery :
is a fast,small and feature rich JavaScript library. It makes things like HTML
document traversal and manipulation, event handling, animation and AJAX much
simpler with an easy to use API that works across a multitude of browsers.
Why we use jQuery?
are lots of other JavaScript frameworks out there but jQuery seems to be most
popular and also the most extensible. Many of the IT giant on the web use
jQuery like Google, Microsoft, IBM and Netflix.
6. XML
is a markup language similar to HTML. It stands for Extensible Markup Language
and is a W3C recommended specification as a general purpose markup language.
This means, unlike other markup languages, XML is not predefined so you must
define your own tags. The primary purpose of the language is the sharing of
data across different systems, such as the Internet.
allows you to create your own self descriptive tags, or language that suits
your application. XML carries the data and does not present it. It is a public
Use of XML
We use it because it offers many advantages to us
· Simplicity
· Extensibility
· Interoperability
· Openness
· A
core of experienced professionals
A common type of
client/server session is a Web or HTTP session. An HTTP session is initiated by a Web browser
each time you visit a website. While each page visit
constitutes an individual session, the term is often used to describe the
entire time you spend on the website. For example, when you purchase an item on
an ecommerce site, the entire
process may be described as a session, even though you navigated through
several different pages.
extremely easy as well.
8. Eclipse IDE
Eclipse is an integrated development
environment (IDE) used in computer
programming, and is the most widely used Java IDE. It
contains a base workspace and an
extensible plug-in system for
languages via plug-ins, including Ada, ABAP, C, C++, C#, COBOL, D, Fortran, Haskell, JavaScript.
software Mathematica.
9. Web 2.0
first Web 2.0 conference in 2004.
2.0 Specification
emerging of Web 2.0, it is being vastly used because of its wide range of
variety and very attractive features. Descriptive list of Web 2.0 tools are
endless even though we can say that the new generation of Internet
approximately uses its tools.
2.0 Innovations
the rich internet application technique has prompted the development of
web-sites that copy personal computer applications like (M.S. Office package)
word processing, the spreadsheet, and slide-show presentation while some wiki
sites replicate many features of PC authoring applications.
of Web 2.0
the origin of Web 2.0, Web 1.0 was known as a Web? that was like warehouse of
returning custom results to users.
Design of Web 2.0
the Internet world is changing very swiftly, now the users look for more than a
web site instead of simple text and picture based website. They want to be more
interactive to the world by sharing their views; they want to show their
talents in terms of their new creation to the global world. For fulfilling
these necessities, a new concept was born that have all-in-one technology in
itself and it is called Web 2.0.
of simple Web 2.0 Website
making any Web 2.0 site, the programmers must keep in mind the following
things, which suits the Web 2.0 technology and the site runs smoothly on the
MySQL is a Relational DataBase Management
System (RDBMS).
RDBMS means R–DB–MS.
DB stands for
Database, a repository for the information store.
The data in a database is organized into tables, and each table is
organized into rows and columns.
Each row in a table is called a record. A record may contains
several pieces (called fields) of information, and each column in a table is
known as a field.
· MS stands for Management System, the
software that allows you to insert, retrieve, modify, or delete records.
· R stands for Relational, indicates a particular
kind of DBMS that is good at relating information stored in one table to
information stored in another table by looking for elements common to each of
MySQL operates using client/server
architecture in which the server runs on the machine containing the databases
and clients connect to the server over a network. The server operating systems
is usually a Linux (like Redhat 9.0 etc.) or Windows 2000 operating system.
Typically mySQL is supported on Windows XP, Windows Server 2003, Red Hat Fedora
Linux, and Debian Linux, and others. As with any other client/server
application, MySQL is a multi-user database system, meaning several users can
access the database simultaneously. program may contact the server
programmatically (meaning a program call the server during execution) or
manually. For example, when you are issuing commands over a telnet session to a
MySQL server, you are issuing the requests to the server by typing commands at
your command prompt manually. On the other hand, if you have input some data
(say your credit card information on the Internet towards purchase of some
goods) in a form, and the form is processed by using a server side program,
then the MySQL server is contacted programmatically. This is often the case in
credit card approvals, member subscriptions etc.
Some Features of
· Speed
· Ease of use
· Less Costly
· Query Language
· Better Capability
· Connectivity and
· Portability
Eg. A SQL server: This is an engine which
provides access to your databases.Client programs for accessing the server: A
program allows you to enter queries directly and view results.
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https://graceplaceofwillmar.org/1-codes-in-the-text-files-and-uses/
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Did Google Earth Capture The Kraken?
Google Earth is an amazing application and it’s used by enthusiasts all over the world who spend hours, days, weeks and months scouring our planet for the weird and wonderful.
Many are now claiming that a mythical sea creature, just like The Kraken, may have been captured by Google in the Southern Ocean. The video above shows you that by entering a set of coordinates, (63° 2’56.73″S 60°57’32.38″W), into Google Earth you will sea what appears to be a massive unidentified object breaking the water’s surface. Many are theorising that it could be a gigantic squid just like The Kraken.
Or it could just be a cluster of rocks.
Australian Man Claims Crop Circles Are Genuine.
A while back some snotty teacher’s pet ruined the imaginative theory for us all that crop circles were made from UFO’s, by hoaxing us with their deliberate man-made circles.
The balloon was popped and everyone went back inside for further drudgery. But now it seems an Australian man has actual proof that crop circles may have existed as far back as 1880, calling into question the hoax theory.
Greg Jefferys, from Hobart, Tasmania, claims that his research could once more show that the circles are an unexplained phenomenon. Using Google Earth’s new 1945 overlay – images of places taken 68 years ago – Jeffreys discovered a large number of crop circles throughout the English countryside using the technology after he had read an article printed in the science journal Nature printed in 1880 about crop circles, which claimed they had been around since the 1700s.
So coupled with this information and his photographic discoveries using the specialised Google Earth technology Jefferys is confident we can once again file crop circles under ‘unexplained’.
To read more about this story chart a course for HERE.
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https://hmsfriday.com/tag/google-earth/
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In the story of Frankenstein Victor resembles the ancient Mariner and the creature resembles the albatross. When Victor abandons the creature, it becomes a burden. Like the albatross becomes a burden for the ancient mariner. Also the crew dying resembles Victors family dyeing in the novel. This quote might have suggested 19th century audience that Victor is to be doomed by his actions, because in the poem the Ancient Mariner he is doomed by his actions. The creature is misunderstood as soon as he is brought to life Victor paints a picture for the reader when he describes what the creature looks like. He describes him as being:
‘the wretch whom with such infinite pains and care I had endeavored to form? His limbs were in proportion, and I had selected his features beautiful. Beautiful! Great God! His yellow skin scarcely covered the work of muscles and arteries beneath. ‘ The reader thinks that the creature is evil Mary Shelley does this by using connotations of horror words such as ‘dull yellow eye’. At first this creates sympathy for Victor but as the novel develops the sympathy changes to favor the creature as the reader learns that he just wants to be loved by his ‘father’ Victor and he would like a companion to love like Victor has Elizabeth.
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Throughout the novel Victors attitude is negative he uses words such as ‘wretch’, ‘ugliness’, ‘vile insect’, ‘daemon’ etc. By Victor using these words to describe the monster it creates extra sympathy for the creature. The reader learns how the creature is feeling, and when they hear what Victor calls the creature it creates more sympathy. They sympathise with it, Victor abandons it as soon as he sees what he looks like and then he treats it in a disgusting manner. During the creatures narrative he repeatedly begs Victor to listen to him;
‘listen to my tale’, ‘but hear me’, and ‘listen to me’ This shows the reader the desperation of the creature, he wants to be heard but most importantly he wants to be heard by Victor his creator and the only person that he cares for. The creature is portrayed by Mary Shelley as being intelligent due to the fact that he learns to read and speak quickly, from the cottagers he watched. This shows the reader that there is similarity between the creature and his creator or father Victor, who is highly intelligent. Once he had learnt how to read he learns about human nature;
‘I could not conceive how one man could go forth to murder his fellow, or even why there were laws and governments; … my wonder ceased and I turned away with disgust and loathing’ This creates to the sympathy already created for the creature and makes the reader feel compassion for the creature and hatred towards Victor because it was due to him that the creature turned evil and set out on his quest for revenge. When the creature begins to narrate his side of the story his humanity, and sensitivity is revealed to the reader; ‘But where were my friends and relations?
No father had watched my infant days, no mother had blessed me with smiles and caresses. ‘ This allows the reader to sympathise with the creature because they feel that he is isolated from the rest of society, and that he is an outcast and can never be loved. This is effective because it makes the reader feel sorry for him thus creating sympathy for the creature. Mary Shelley makes the creature seem innocent and curious by the language that see uses this means that the audience sees him as being unaware and not fully understanding why he is an outcast and hated by society and when he finds out what he is;
‘When I became fully convinced that I was in reality the monster that I am, I was filled with the bitterest sensations of despondence and mortification. ‘ This allows the reader to see that the creature was upset and horrified by what he had seen. Also Shelley exaggerates the creatures feelings of loneliness and isolation and that he ‘does not yet entirely know the fatal effects of this miserable deformity’. Mary Shelly uses language to entice the readers sympathy also exaggerating the way the creature feels towards life; ‘I learned that there was but one means to overcome the sensation of pain, and that was death ‘
The use of this language makes it possible for the reader to interpret just how much the creature hates his life this point of which the creature turns bitter and is driven towards death and revenge that is aimed at his creator, Victor who being selfish abandoned him which means that the reader can’t help but sympathise with the creature and feel compassion for it. Mary Shelley creates sympathy for the creature by using language techniques; ‘I was a poor helpless, miserable wrench; I knew, and could distinguish, nothing; but the feeling of pain invaded me on all sides, I sat down and wept. ‘
This sentence has two effects on the reader, it allows me as the reader to see how the creature is feeling also the language technique of breaking the sentence up into small sections of two to three words that Mary Shelley uses makes me as the reader feel uncomfortable and uneasy as it does not flow well. This also relates to how society feels when they first meet the creature. Thus creating more sympathy for the creature. In conclusion I feel that Mary Shelley did not intend to create more sympathy for either character, but what she did do was create a deep and thought provoking novel that allowed the reader to come to there own conclusion.
The use of language enabled Mary Shelley to make the novel interesting for the reader with the different techniques that she uses, which allows the reader to see the deeper psychological thoughts of each characters enabling the reader to see the different sides to both Victor and the creature meaning that they can come to there own decision on who deserves the most sympathy. This is why in my opinion the creature deserves the sympathy because he did not chose to be created, he did not chose to be evil but was pushed to it because he was abandoned and didn’t know right from wrong due to not having the father figure in his life.
Post Author: admin
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https://houghtonlakeboard.org/the-reader-the-desperation-of-the-creature/
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Immigration has shaped the nation. With the first settlers and colonist to those who are forced to migrate and those chose to immigrate to the new world have influenced the culture of this nation. There were many significant women immigrants who came to America. Around 1637, Anne Hutchinson was ridiculed for holding prayer meetings and was accused of disturbing the peace in the Massachusetts Bay Colony. She had Puritans come into the Massachusetts Bay Colony after her and was an example of a woman who spoke her mind even against powerful individuals. The Act which defined the status of mulatto bastards in 1662 decided that any child born in the new country’s fate should be decided by the mother’s skin color. The slave petition for freedom in 1777 was a petition written to Counsel and House of Representatives for the senate of Massachusetts by eight slaves fighting for their freedom. In 1870-1930, Women, Immigration, and Citizenship were reviewed as immigrant wives gained entry to the U.S. In 1887, immigrants were considered criminals as immigrant women and men were accused of selling birth control which was in question morally. In 1912, Mrs. Samuel Friedman wrote a letter to David Bressler about how immigrants were stereotyped. Rose Schneiderman, in 1917 was a polish immigrant who worked to improve wages, hours, and safety standards for American women. The immigration act of 1924 written by congress excluded Asian immigrants by prohibiting the immigration of all immigrants ineligible to citizenship. The immigration and naturalization act of 1965 essentially said no person shall receive priority as an immigrant. Finally, Donald Trump, in the present day voices his opinions on immigrants as being “really bad”. This proves that society believes immigrants to be a negative effect on the nation. This stigma should be reassessed by many considering how much immigrants have actually done for the nation as a whole.
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Flow Charts in Stateflow
A Stateflow® flow chart is a graphical construct that models logic patterns such as decision trees and iterative loops. Flow charts represent combinatorial logic in which one result does not depend on prior results. You build flow charts by combining connective junctions and transitions without using any states. The junctions provide decision branches between different transition paths. Executing a flow chart begins at a default transition and ends at a terminating junction (a junction that has no valid outgoing transitions).
An example of a flow chart that models simple If-Else logic:
The flow chart models this code:
if u > 0
y = 1;
y = 0;
Draw a Flow Chart
You can draw and customize flow charts manually by using connective junctions as branch points between alternate transition paths:
1. Open a chart.
2. From the editor toolbar, drag one or more connective junctions into the chart with the Connective Junction tool:
3. Add transition paths between junctions.
4. Label the transitions.
5. Add a default transition to the junction where the flow chart execution starts.
Best Practices for Creating Flow Charts
Follow these best practices to create efficient, accurate flow charts:
Use only one default transition
Provide only one terminating junction
Converge all transition paths to the terminating junction
Provide an unconditional transition from every junction except the terminating junction
Use condition actions to process updates, not transition actions
An example that illustrates these best practices:
Related Topics
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https://it.mathworks.com/help/stateflow/ug/flow-charts-in-stateflow.html
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Puzzling Order an Order of Operations Game/Puzzle
“Excellent resource”Robin K.
Objective: To apply the basic rules on the order of operations (PEMDAS). [5.OA.A.1] [6.EE.A.2c]
Materials: Puzzling Order puzzle
Players: Minimum of 2 players (work in groups or teams)
The objective of the game is to properly evaluate expressions by applying the correct order of operations.
The players must complete a puzzle by performing the required operation on a given expression.
The players have to complete a grid containing numbers and operators. Each vertical and horizontal line on the puzzle corresponds to an expression. The puzzle initially contains only the operators. The following signs represent the following operations:
“+” for addition
“-“ for subtraction
“x” for multiplication
“÷” for division
“^” for exponent
“(“ and “)” for parentheses
A set of 16 numbers is used to fill out the puzzle. ALL of these numbers must be used once to answer the puzzle.
There are a total of 8 expressions to be filled out: 4 horizontal and 4 vertical expressions. Each expression is composed of three numbers and three operators. The answer (in yellow squares) to each expression is given in the puzzle.
An example of the puzzle is the following:
The first player to correctly answer the puzzle wins the game.
HELP/HINTS: The student may need a few hints, these puzzles are hard, start off by telling them the answers to the four corners.
This Game/Puzzle is included in my 6th Grade File Folder Math Games Printable Book
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I’ve already put up some magic tricks on MathPickle, but I’d like your input. What place does magic have in the classroom?
Mathemagic is great. Some teachers use it to increase their coolness factor, but the primary reason to use mathemagic should be to generate discussion and enliven the class. In most cases the mathemagic should not be left as a mysterious hole, but should be broken by the students – perhaps with help. The debunking of mathemagic is similar to debunking a false proof.
…but the mathemagician is purposefully trying to hide her tracks…
Yes, but the debunking is the same whether the error is hidden on purpose or by oversight.
I know that you feel proof and problem solving cohabit the heart of mathematics education. Does that mean that magic is there at the heart.
I would not go that far. Magic is one way for a wrong proof to be presented to a class. It is optional, but it can be a nice option!
Blog - Magic 1
As an example of setting up and then debunking mathemagic, I like your video of the 64 = 65 magic trick. However, you don’t need to rush into a resolution with your class.
Blog - magic2
There is nothing wrong with leaving students perplexed for a week and I can see that that is your intent with your first Tweedledee and Tweedledum video.
The difference between the two is that the curricular material can be covered in the Tweedledee and Tweedledum grade 3 video without the students debunking the magic… whereas in the high school problem, the curricular material was only covered during the debunking.
I didn’t know the 64 = 65 mathemagic video was for high school. It does fit well, but some of the students may already have seen it by that time.
One last question – is it ever appropriate not to debunk a mathemagical trick?
“Keeping students in the dark!” does not sound like a great teaching motto, but it might be defensible if the mathemagic leaves students in a state of WONDER.
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1 ) 0 Introduction Discourse, their etymology originates from Latin, discursus (which means “running to and fro”) is the term that concerns with voiced and created communication.
In linguistics, talk is a unit of dialect longer compared to a single sentence in your essay. More extensively, discourse may be the use of used or written language in a social context. According to Hinkel and Fotos (2002) in Fresh Perspectives upon Grammar Educating in Secondary language Classrooms, task in context may include only one or two terms as in ‘stop’ or ‘no smoking’. Rather, a piece of talk can also be thousands of phrases in length, symbolized by some novels and a typical bit of discourse has been said somewhere between the two of these extremes. Discourse is in a way language is utilized socially to deliver broad symbolism as it is determined by the interpersonal conditions of its use, by who may be using it and under what conditions.
From my standpoint, language can never characterized because ‘neutral’ as it reflects the personal, understanding and background of our social worlds. Hence, discourse evaluation concerns with investigating the form and function of what is stated and created. It includes with an incredibly wide range activities from narrowly focused analysis of how words such as ‘oh’ or ‘well’ are used in casual speak to the study of the dominant ideologies in a traditions for instance like in its educational or political practices.
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Linguistic discourse analysis focuses on the record from the process through which language is used in some circumstance to express objective. A well formed-text constructed simply by, firstly; an explicit interconnection between phrases in a text that create cohesion while secondly, the components of textual business that are characteristics of storytelling, expressing a viewpoint and etc. Meanwhile, the practical perspective of discourse research specialized upon aspects of what is unsaid (or unwritten) and yet communicated. Even the data via sign dialects of the deaf, and some works together textual graphics and images can be a part of works of talk analysts.
Since the title from the article is definitely ‘The Role of Task in Culture’, it would be unfinished with the absence of culture classification. We usually do not think about the west since it is so much part of us that we take that for granted but when we become aware that various other peoples will vary feelings, diverse beliefs and various habits via ours, we all start to consider how we share certain concepts and traditions. For instance, we would not realize that our beliefs in germs was cultural if we were not aware that persons in some societies think that condition and disorders is caused by witchcraft or evil mood. We would certainly not become which it is our custom to sleep on beds if we weren’t aware that people in certain societies sleep on the ground or on the ground.
It is only once we start to assess ourselves with individuals in other communities that we identify cultural distinctions and commonalities. Culture, after that, refers to the set of learned behaviors, morals, attitudes, beliefs, and ideals that are attribute of a particular society or perhaps population. (Ember & Ember 2002). In respect the anthropologist, Ralph Linton, culture refers to the total way of life in any culture, not simply the higher or more desirable one like playing piano or studying literature. Pertaining to the interpersonal scientist activities such as are part of the totality of your culture which totality contains such routine activities since washing food or driving an automobile.
Additionally , for the purposes of cultural research, such activities stand quite a similar with the appealing one. Sociable scientists view every culture owns a culture, regardless of simple it may be and every person is classy in the sense of participating or perhaps immersed in some culture or other. (Ember & Ember, 2002). installment payments on your 0 European & Far eastern Discourse installment payments on your 1 An evaluation between Chinese language and Western Classroom Talk The class setting in China is more likely hierarchical-face program oriented and assumes even more respects presented towards the tutor. The teacher would benefit students whom are more compliant and quiet in class, listen and adhere to his teaching with no conditions.
He favors standing in the front of the classroom with additional dignity and authority, doing a most commendable job of transmitting expertise and truth to the students. The ambiance in Oriental classroom is generally serious and solemn as students are arranged soaking in lines and rows straightly, listen to the teacher and really should not interrupt the teacher’s talk with inquiries. Showing areas to the teachers is a duty even following class time. It is considered impolite as well as rude for individuals to contact their educator by the name.
On the other hand, a lateral deal with system focused in the classroom environment in Western demanding even more individual id in class, certainly not expecting his students to get so obedient and quite as the Chinese pupils are. Rather, students in Western must have more personality of their own simply by expressing really their personal opinions. Hence, it can be declared that the ambiance in Traditional western classroom is more relaxed.
College students can lay on the floor, request question towards the teacher whenever they want, that could be during the teacher’s lecture or after the teacher’s lecture. These behaviors are generally not regarded as impolite or rude, but satisfactory in Traditional western cultures. The way of addressing between teachers and students is additionally quite different between Western and Chinese culture. In Chinese class, teachers are always addressed officially by the learners even outside the classroom or after graduation with a title of “teacher” fantastic surname just like “Teacher Wang”.
This is sent applications for all students from all ages from pre-school until college or university level because in China culture, no matter where and when, they have to address individuals that had ever before taught all of them “teacher” technically as a signal of demonstrating respect. Instructing is regarded as the noblest job in Chinese tradition. 2 . two Eastern and Western Worldview There is a superb difference between the cultures of Europe and Asia. Rudyard Kipling, the well known British poet had once indicated his watch that the two can never live together and co-operate while equals. The East means spiritualism while the West pertaining to materialism.
People today belonging to the East care more pertaining to the development of the soul and for life after death than for the life in this world as well as for physical luxuries. In the meantime the Westerners, 1 the furthermore, are worldly minded. They may be seemingly care less for any foreseeable future life, but want to enjoy their present life. Consequently, we can see there is a angry race for wealth, luxurious and comfort in the Western world; everyone problems to be towards the top.
The East has been the birthplace of the great religious instructors such as Christ, Buddha, Gandhi, etc, and it was in this article that they resided and preached. The Western, on the other hand, is the home of modern scientific research and technology. Many great and wonderful inventions had been made for the betterment of life. As for freedom of speech, the Westerner practice more independence of conversation rather than The Easterners. 2 . three or more A Comparison of Korean and American Task (Language and Mannerism) When considering diving in Korean Vocabulary, one need to aware with the level of formality because Korean language is very much concern with speech level.
There are seven verb paradigms or presentation levels in Korean, every level possesses its own unique group of verb being which are used to point the level of custom of a condition. Speech level is different coming from honorifics, that are used to show respect towards somebody mentioned in the sentence. It is used to show respect to a speaker’s or writer’s audience and reflect the degree of formality of the situation. For instance, the use of action-word ending ‘? ‘(hamnida) /hamn? da/ is formal context or when ever speaking to seniors such as aged people, elders or someone to whom we do not find out well or perhaps we need to present some respect manner to.
Meanwhile, the utilization of verb finishing ‘? ‘(haeyo) /hæjo? / is appropriate intended for semi-casual circumstance. To reduce the level of formality, the use of verb finishing ‘? ‘(hae) /hæ/ is normally used and it is suitable when ever speaking to friends and young people. Omitting the verb ending ‘haeyo’ and ‘hae’ and just making use of the root phrase, it is meant for more informal speech, suited to be utilized towards someone close to you.
Listed here are the example of saying “I am sorry” in Korean according to speech level. While discovering the variant of formality in Korea, it is usually said that British also has diverse level of formality. The difference is that, English would not have certain fixed guidelines about it. The level of formality must be determined by the expectations of audience and purpose of writing or conversation.
For example , writing a cover notice for a job application or a university academic article, it should be within a formal design. It is distinct when it comes to composing a letter to a good friend, writing a thing personal, or perhaps writing a thing for a amusing or particular interest magazine when informal writing is predicted, a more relaxed style is much more suitable. Formality exists over a scale. Listed below is the sort of different ways in talking to several people in discussing previous night’s football game: 1 ) To a good friend: “How great was that game, dude?
Bloody terrific howdy? ” 2 . To somebody known tend to be not close to, such as mother or father or a friend: “I heard that the Lions had an wonderful win yesterday. ” a few. To a new person in a lift: “Did you by virtually any chance begin to see the Lions game last night? ” As getting off people we realize closely, we are getting more plus more formal in speech. In a casual speech like the initially example, the application of some slang will make selected speech audio more casual.
The word ‘dude’ is an American slang term for individual, commonly male. Similar goes in publishing – the exact level formality is determined by a situation plus the type of market. Nowadays, folks are so much submerged with many social networking sites that connect people around the globe such as Facebook . com, Twitter, Skype, blogs, net forums and etc. This happening leads to the existence of new sort of language, which can be internet slang or web slang. The principal motivation in back of using net slang is usually believed to convenience communication mainly because it saves time for the copy writer.
Even the use of internet slang are becoming popular nowadays, it is difficult to provide a standardised definition of internet slang as a result of constant alterations made to their nature. Although discovering regarding mannerism among Western and Korean traditions, it is certainly that a few of them are entirely opposed to each other. Westerners are very commonly perform handshaking, waving, beckoning, coming kisses, substantial fives, snapping fingers, traversing fingers, and other gestures utilizing their hands and fingers; this sort of mannerisms are certainly not native to the traditional Korean society and sometimes considered impolite and impolite (Kublin, 95; Hofstede, 1980).
Other than that, Traditional western people displays public exhibits of affection (PDA) and openly express their appreciate by getting, hugging, and other bodily actions, but Koreans have traditionally been staying away from this kind of mannerisms in public. (Herbig, 1998). Besides that, the belief on having facial hair is additionally poles a part between both of these cultures. Koreans tend to look at facial hair somewhat in a different way coming from Westerners.
Exactly where some hair on your face might be acceptable in a professional setting in Western, it is seen as unrefined in Korea. While a thick man-forest of cheek hair might be a symbol of natural sturdiness inside the Western, it is looked as decrepit and old in Korea alternatively. 2 . 5 Hollywood vs . Bollywood Films Bollywood movies are lengthy because they do have vocal singing and dancing, but it also gives the masses an opportunity to get out of heat of India and the tiring labor performs into a lot of air conditioning and relaxing moment. The vocal singing and dance part is essential to the history simply makes the movie an even more rounded entertainment experience to get the audience.
Film tickets in India happen to be cheaper as compared to the U. S. Because the population is usually poorer, thus they want value for money and their extended movie will probably be worth with their funds. They call it up “paisa vasool” which suggest item acquired is worth its price. One other difference among Hollywood and Bollywood films is that religious beliefs can enjoy an important role in Bollywood movies. It is important to note that religion is usually an essential aspect of Indian lifestyle, thus getting more religious tones or perhaps ideas or perhaps songs in Bollywood motion pictures is common; as opposed to Hollywood. Other than that, nudity or overt lovemaking scenes that happen to be quite common in Hollywood films are not prevalent in Bollywood films.
2 . 5 Islamic Discourse Aspects worth considering of Islamic culture happen to be derived from the Quran. Some things that Muslims do nearly subconsciously are in reality mandated, or perhaps encouraged, or allowed simply by Allah in His holy book the Quran. For instance, females wear the hijab and follow additional Islamic gown standards and greeting different Muslims with “As-Salaamu Alay-Kum. ” that means “May tranquility be after you” (This greeting is definitely standard amongst all Muslims the world over). Since this is known as a religious handmade, it is thought to be an unpleasant act for Muslim to respond the handmade (or salam) by non-Muslim just like the method they accustomed to reply to their particular Muslim sibling.
Instead of using “Wa’alaikumussalam” (May peace be upon you too), lady should declare “Wa’alaika”or “Waalaikum” (And as well on you). Imam al-Bukhari records a Hadith in the Sahih around the authority of Anas ibn Malik (Allah be pleased with him) the fact that Messenger of Allah (Allah bless him & provide him peace) stated: “If the individuals of the publication (ahl al-Kitab) greet you, say in reply: Wa ‘alaikum. ” (Sahih al-Bukhari). In 2012, Muslim communities were jolted by the attack about Muslim beliefs. Our Dearest Prophet (s. a. w) was insulted and degraded by the introduction of a film entitled “Innocence of Muslim”.
The film is regarded as attacking and deceptive and this provoked anger in many Muslim throughout the world. Independence of speech and flexibility of expression that European people keep all this while do not provide them with freedom to insult neither incite hate for another contest or religion especially through using lowly lies and blasphemous material against Forecaster (s. a. w), his family and companion pets. This kind of strike is such a disrespectful attitude toward Muslim tenderness.
3. zero Conclusion Our bait is a great age of globalization. Globalization requires that we focus on a related concept; range – nice and valuing of big difference, encompassing such factors because age, sexuality, race, ethnicity, ability, religion, education, marriage status, intimate orientation, and income. Technology has helped erase the notion of local boundaries among countries, little by little eroding the concept of the term nation as it will so. Persons we once considered strangers are now friends and co-workers, creating the need for those who are multiculturalists – persons well intentioned of and engaged with individuals from noticeably different nationalities.
The comprehension of diversity and engendering esteem for big difference can help get rid of the worries globalization creates. Effective communication and the capacity to understand social differences happen to be among abilities that are crucially needed at present in order for us to move further more and flourish in this global village.
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Parallel Plotting: Mirror, Mirror on the Wall…
ws_Forest_Dirt_Road-long“The common definition of plot,” says Ansen Dibell, author of Elements of Fiction Writing: Plot, “is that it’s whatever happens in the story.” But, “it doesn’t tell you how to make one,” he adds. “Plot is built of significant events in a given story—significant because they have important consequences.”
Dibell describes plot as a tapestry of pattern, form, shape and color that share recognizable meanings. And subplots are the threads that make up the story’s fabric. Parallel plots, braided plots … even the terms reflect a flowing river. This is an apt metaphor, particularly given that, as Dibell reminds us, “plot is a verb.” It is the engine that moves the story.
Subplots are more common in long fiction, where they are used to deepen a story and add layers that make it more intriguing and tease out more depth to the story. Subplots may provide varying aspects of a theme, from community to individual as played out by different characters. Ultimately, subplots and how they are crafted, provide the writer with the means to transcend plot into what Dibell calls pattern.
Parallel Plotlines & Patterns
Dibell describes “braided” plots, in which two or more subplots are woven together, and parallel plotlines, in which two plots share almost equal footing. This happens when strong protagonists carry each plot. Parallel plotlines often run counterpoint to each other in pace, tone and color. Each plot becomes richer and stronger when contrasted with the other. And they are always connected in some way, in many ways.
In Matrix Reloaded, Neo’s introspective and thoughtful plot with the architect of the matrix runs counterpoint with Trinity’s action plot as she sabotages the matrix and battles an agent. Both demonstrate conflict and tension but the tone and pace are opposite. This contrast only heightens each plot line.
Notice also how the two plot lines are connected and eventually converge in the final scene where Neo saves Trinity’s life by restarting her heart. Earlier on in, while Trinity is totally engrossed in her problems, Neo becomes aware of her struggle through the architect’s artful hint; this prompts Neo to choose his path to join her plot. His awareness is the bridge between the two plotlines. If you look carefully, you will find many other ways the two plotlines are connected, visually, mentally and viscerally and how they inevitably draw together in that riveting last scene; “how thoroughly,” Dibell says, “the story belongs to itself.”
Mirrored Pattern on the Wall…
Scenes, characters, and plots can be mirrored. It starts with identifying two situations that can be tagged for connection and built-in recurrence. Mirrored plots often run as double stories concurrently or through alternating flashback narration. Good examples include The Empire Strikes Back, Wuthering Heights and Lord of the Rings. My short story, The Arc of Time, used a double plot set 40,000 years apart, one played out with real characters and the other in the form of e-letters between two lovers. Both plots converged in the end.
Mirrored plots are achieved by setting up pairs of opposite and/or complimentary scenes that share emotional resonance.
Dibell provides these hints to create effective mirroring scenes:
• Repeat one or more lines of dialogue (e.g. the “I love you” “I know” between Han and Leia in Star Wars).
• Repeat a brief description of emotion.
• Have the two situations go through similar stages.
• Use similar imagery.
• Ensure that subject and terms are the same.
• Keep the polarities and emotional content the same.ws_Forest_Dirt_Road_1280x1024
Ultimately, the pattern that develops forms a moving story that has rhythm and cadence.
In short, nothing should happen at random. Plot should stem from “character under adversity” often with an urgent personal agenda. The plot of a story synthesizes the individual character subplots and subthemes and resonates with the overarching theme.
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A large Italian gold coin which obtains its name from being four times the size of some other current gold denomination.
It occurs in the Papal series of four times the value and weight of the Scudo di Oro; the Emperor Charles V struck it for Naples and Sicily in 1547; Alberico Cibo for Massa di Lunigiana; Ferdinand Gon- zaga (1612-1626) for Mantua, etc.
It is common to Savoy where its original value was four Scudi di Oro and later eighty Lira. In the Milan coinage it is found during the seventeenth century, and is known as the Doppia da Due.
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https://nnp.wustl.edu/library/dictionarydetail/512230
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Describe the relationship between genes proteins and traits
Relationship Between DNA Bases Genes, Proteins and Traits | Sciencing
describe the relationship between genes proteins and traits
Start studying Biology - Genes/Proteins/DNA. Learn vocabulary, terms The connection between genes and proteins Phenotypes (physical traits). Upgrade to. The DNA from other animals would produce genes and traits in the form of DNA called genes, break off and new nucleotides pair up with the. The terminology can be somewhat confusing. Dysferlin is a protein, and "the dysferlin gene" means "the gene which contains the instructions for producing the .
Archibald Garrod Archibald Garrod was one of the first scientists to propose that genes controlled the function of proteins.
describe the relationship between genes proteins and traits
The Relationship Between Genes and Proteins Most genes contain the information require to make proteins. Specific three-letter groups of RNA nucleotides code for specific amino acids. The combination TTT, for example, codes for the amino acid phenylalanine.
Genes, Traits, and Proteins
describe the relationship between genes proteins and traits
These proteins fold into complicated three-dimensional structures, somewhat like molecular origami. Because each amino acid has specific chemical characteristics, the sequence of amino acids determine the structure and shape of a protein. The primary transcript also undergoes processing steps in the nucleus in order to become a mature mRNA. It is then exported to the cytosol, where it can associate with a ribosome and direct synthesis of a polypeptide in the process of translation.
Transcription takes place in the cytosol.
Uncovering the Relationship Between Genes and Proteins - ATA Scientific
Because of this, the mRNA doesn't have to travel anywhere before it can be translated by a ribosome. In fact, a ribosome may begin translating a mRNA before it is even fully transcribed while transcription is still going on.
The location of transcription is also different between prokaryotes and eukaryotes. Eukaryotic transcription takes place in the nucleus, where the DNA is stored, while protein synthesis takes place in the cytosol. Because of this, a eukaryotic mRNA must be exported from the nucleus before it can be translated into a polypeptide.
Prokaryotic cells, on the other hand, don't have a nucleus, so they carry out both transcription and translation in the cytosol.
describe the relationship between genes proteins and traits
Translation After transcription and, in eukaryotes, after processingan mRNA molecule is ready to direct protein synthesis. The process of using information in an mRNA to build a polypeptide is called translation.
The genetic code During translation, the nucleotide sequence of an mRNA is translated into the amino acid sequence of a polypeptide.
Intro to gene expression (central dogma)
Specifically, the nucleotides of the mRNA are read in triplets groups of three called codons. There are 6 1 61 61 codons that specify amino acids. One codon is a "start" codon that indicates where to start translation. The start codon specifies the amino acid methionine, so most polypeptides begin with this amino acid.
These relationships between codons and amino acids are called the genetic code.
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https://oculo-facial-surgery.info/relationship-between-and/describe-the-relationship-between-genes-proteins-and-traits.php
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Cancer and Diet
The foods we eat can either feed or fight cancer. In some cases, foods can even encourage your blood to kill cancer more effectively. The amount of hormones and toxins or antioxidants and phytochemicals the foods you choose to eat have can paint a very different picture of your personal cancer risk.
Hormones play a significant role in cancer development. In particular, higher lifelong estrogen increases risk of breast cancer, the most common cancer in women. Estrogen and other hormones from dairy products pose a threat as they do affect our own hormone levels. As this study mentions,
“Dairy products…account for 60–80% of intake of estrogens from foods in Western countries.”
Milk can lower blood levels of testosterone by 1/4 after drinking.
This study found that drinking milk lowered blood levels of testosterone by 25% and increases estrone (an estrogen) by 20%. These finding were statistically significant and offer a possible explanation for how the Adventist II population study found that while vegans had 29% less female cancer, vegetarians had a 5% increase.
There are many components of a vegan diet that are shown to reduce cancer. In particular the rich antioxidant content of plant foods, the lower recorded levels of cancer-fueling IGF-1 in vegans, and the lower observed cancer rate in the literature. One meta-analysis for example found that vegans have 15% less total cancer. This is following a standard vegan diet that includes processed and heavily refined foods so it is hard to saw what effects a whole food vegan diet would have on cancer levels. But it is clear that reducing exposure to preservatives and toxins in general are good for preventing cancer.
As this study mentions, 95% of persistent organic pollutant (POP) exposure comes from animal fat in the western diet, POPs being industrial toxins that are bioaccumulated through the food chain. Since meat and other animal products are higher on the food chain, ambient environmental toxins in plants or water are concentrated in the animal flesh and byproducts that we consume. When testing for POPs, this study says “we found that vegans were significantly less polluted than omnivores….” The researchers mention that since the vegans were breast fed from animal-product consuming mothers and raised eating animal products that the results were ‘striking.’
There are also toxins that naturally form in meat like hetercyclic amines during cooking, a mutagen which means causes genetic mutations, and endotoxins which are left over from bacteria that colonized eggs, meat, dairy and other food. In meat these accumulate between the time the animal was killed and the time it was cooked. While the bacteria don’t survive, these substances endure the cooking process. This study found that eating cream, for example, can lead to a spike in blood levels of endotoxins while orange juice and water did not.
Eliminating animal-based foods put you in a good place for lowering your risk of cancer, but there are also ways to be exposed to carcinogens on a vegan diet. One example is pesticide exposure – though pesticides also bioaccumulate in meat. Since chemical pesticides are not allowed in organic farming, eating organic as much as you can manage is a good strategy. This study found that urinary pesticides levels when down to undetectable amounts during times of organic eating, unlike before and after the organic period. If buying all organic is not affordable for you, you might want to become familiar with the the plant foods with the highest pesticide levels.
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https://plantspace.org/cancer-research/
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Did Al-Aqsa Mosque exist in the times of the Prophet Muhammad (PBUH)?
Details of the Question
The Answer
Dear Brother / Sister,
- Most of the Islamic scholars agree that the first qibla of Muslims, al-Aqsa Mosque is Bayt al Maqdis (in Jerusalem), whose surroundings are blessed.
In some of the historical sources, it is stated that Jerusalem was devastated in 70 A.D. also Bayt al Makdis was destroyed during this incident. However, this place was known as a mosque and its remnants were protected. And our Prophet gave us some information about these remnants.
At present, the wall which is called “Wailing Wall” by Jews and al-Buraq Wall”by Muslims is the remnant of the old mosque.
After Jerusalem was conquered in the reign of Umar (r.a.) in A.D. 638, al-Aqsa Mosque was built in the place of Bayt al Maqdis. Umar’s (r.a.) adopting it as a mosque was because of this place’s sacredness and significance.
Afterwards, al-Aqsa Mosque was extended in the reign of Abdulmalik bin Marwan, one of the Umayyad caliphs. The octagonal Qubbatu's-Sahra, which is next to al-Aqsa Mosque and which is supposed as al-Aqsa Mosque by Turkish Muslims, was built by Abdulmalik bin Marwan too.
Today, the claims stating that al-Aqsa Mosque is not the mosque mentioned in the first verse of Sura al-Isra are not accepted by Islamic tafsir scholars. All well known tafsir scholars agree unanimously that the mosque mentioned in the Sura al-Isra is al-Aqsa Mosque in Jerusalem. However, it is certain and true historically that there was not a mosque like now in Jerusalem at that time and there were only the remnants of the building mentioned as “Temple” in some verses of the Quran.
This place is named as “Baytu’l-Maqdis. And all well known tafsir scholarsstate that the place visited by the Prophet Muhammad (pbuh) is Baytu’l-Maqdis.
For example, while “al-Aqsa Mosque” is explained in Tafsir of Qadi Baydawi, the following is stated: “It is Baytu’l-Maqdis that is implied here. For, at that time there was not a mosque there.” We see the same expression in the Tafsirs of Nasafi and Hazan. The tafsir narrated by Ibn Abbas is like that. The following explanation is given about “al-Aqsa Mosque”in the tafsir of Elmalılı Hamdi Yazır: “Al-Aqsa Mosque is the Baytu’l-Maqdis in Jerusalem. In fact, in the hadith of Isra the following is stated: “I rode on Buraq and arrived in Baytu’l-Maqdis.” And its surroundings means Jerusalem and its neighbourhood.” (Elmalılı, Hak Dini Kur’an Dili, 5/276)
For the Isra Incident mentioned here, see Bukhari, Bad'u'l-Khalq, 6; Muslim, Iman, 259, 264; Nasai, Salat, 10; Tirmidhi, Tafsiru surati’l-Isra 2, 17; Ahmad b. Hanbal, III/148, IV/208, V/387, 392,394.
- There are tens of tafsirs in which the word “Baytu’l-Maqdis” implying Jerusalem is used in tafsir resources to explain al-Aqsa Mosque. (As examples, see Tabari, Zajjaj/Maani’l-Qur’an, Mawardi, Tha’labi, Baghawi, Zamakhshari, Razi, Tafsir of the mentioned ayah)
- Muhammad Hamidullah prefers the view stating that al-Aqsa Mosque meaning “the farthest mosque” mentioned in the first verse of Sura al-Isra cannot be the mosque in Jerusalem but must be an Abrahamic mosque (existing in the skies). However, it is clear for us that this view is not true.
First of all : There is not any information about a mosque named “al-Aqsa Mosque” in the sky in verses but or hadiths.
Secondly : In the event of Miraj-Isra, there are lots of sound hadiths giving information about the travel of the Prophet Muhammad from Mecca to Jerusalem. Of course, it is not possible to admit a comment contradicting this information, accepted by the Ummah unanimously.
Thirdly : When al-Aqsa Mosque is mentioned in the relevant verse of Sura al-Isra, its location is also described and there is no doubt that this place is Jerusalem: “Glory be to HIM WHO carried HIS servant by night from the Sacred Mosque to the Distant Mosque, the environs of which WE have blessed, that WE might show him some of OUR Signs.” In a hadith, our Prophet says: “Allah has made the place between the Sky and Euphrates sacred (fertile) and has made especially Palestine sacred.” (Muslim, Iman, 282) The sacred characteristic of Jeruselam described in that hadith is also mentioned in the ayah. So, this shows that the place where al-Aqsa Mosque is is Jerusalem.
The sacredness of al-Aqsa Mosque’s surroundings, its having fertile land, rivers, trees and greens, and also its being the qibla of the prophets mean that such things cannot be considered for the skies.
Fourthly : In the 7th ayah of Sura al-Isra, there are following statements: Now, if you do good, you will do good for your own souls; and if you do evil, it will be to your own loss. So when the time for the fulfillment of the latter warning came, WE raised a people against you that they might cover your faces with grief, and that they enter the Mosque, as they entered it the first time, and that they might destroy utterly all that they conquered.In this ayah, in the statement meaning they enter the Mosque”, a known mosque is mentioned. In its Arabic form, “al-Masjid” is used with the definite article “al”.
According to the Arabic grammar rule, the definite article at the beginning of “al-Masjid” points to a place mentioned before. Its meaning is like this : “the mosque you know”. In this sura, two mosques are mentioned before. One is Masjid Al Haram belonging to Mecca, the other is al-Aqsa Mosque. In this ayah, as the addressed people are Israelites, this shows that the known mosque in Jerusalem is al-Aqsa Mosque.
- According to some scholars, al-Aqsa Mosque is Ji’rana Mosque. Ji’rana is a region between Taif and Mecca, 9 km away from Mecca, and famous for being the place where the booty of Hunayn Battle was distributed. There is a mosque in Ji’rana built to remember the memories of the events experienced in the distribution of the booty. It is irrational to think that the expression “al-Aqsa Mosque”, which means “the farthest Mosque” is used for a place just 9 km away. Moreover, the existence of such a mosque in Mecca at that period is not mentioned in any historical resources.
- As some people recorded rightfully, they tried to be rational in their claim stating that there was no mosque in Jerusalem. We hear that some people entitled “theologians” are trying to stand out as if they discovered something scientific or reached some new information. However, these claims are not only irrational but they are also such claims that make the works of Zionist occupiers, who are trying hard to eliminate al-Aqsa Mosque. For, Zionist occupiers aim to break the ties of love of Muslims with al-Aqsa Mosque in order to be able to do this.
Questions on Islam
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https://questionsonislam.com/question/did-al-aqsa-mosque-exist-times-prophet-muhammad-pbuh
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Advantages and disadvantages of computer in hindi
And it also has adverse effects on the social life. We cannot deny that computers make our everyday life easier. Talk of GIGO garbage in garbage out. It has much more computing and calculating power than a human being 4. A power outage can render entire businesses or institutions essentially inoperable without the use of computers.
Also, the internet can later help them earn their means of livelihood. More and more artists are incorporating digital aspects into their work — with stunning results.
Advantages and disadvantages of computers
It helps you organize your data and information in a better way. A typed document, a handy file, and a neat spreadsheet: One advantage to computers making decisions is that you will have decisions made faster and more accurately than a human brain, which may get hung up with different factors involving the decision, leading to slower overall results.
Computers can store millions of pages of information in digital format. What they achieve through using a computer enhances their self-esteem and provides them with a greater sense of control and engagement with the world.
The wasted parts of computer can release dangerous toxic materials. Communication has expanded allows for easier contact abroad Immediate updates on world issues war, weather, natural disasters etc Disadvantages: The present day hard-disks can store s of Gigabytes GB of information.
Computer and Internet: Advantages and Disadvantages of Computer and Internet
This way people can use much more sophisticated analytical tools that would have been possible with only manual information processing. With a computer, you can do the job quickly.
Sharing Hardware Another important advantage of networking is the ability to share hardware. Teleconferencing, sending of emails as well as sharing of information over the internet is a major advantage which has been brought up by the computers in the global business sector.
Computers can automate many processes and remove the possibility of human errors, but at the same time they remove the human experience and personal touch that is the corner stone of customer service.
We are able to reach out to people whether they be family, friends, or countless others we may share interests with. What are the advantages and disadvantages of using the computer in education? According to this information, you could easily become one of those victims.
Essay on the “Advantages of Computer” in Hindi
Therefore once established it is vital to maintain it properly to prevent such disastrous breakdowns. The loss of traditional arts. By using a computer to do this it save you time and energy. Enter only a keyword or an address, then you can search on the website.
Stores data in digital format: Students can use internet to download study materials. Also, unlike people who can become tired or suffer from a lack of concentration and deliver inaccurate decisions, a well-tuned computer is always alert and can process reams of information without growing bored or tired, leading to more precise results.
Quick answers and the ability to ask other people things. In other words, to deal with the many good things that come with using a computer, we have to also be aware that disadvantages exist. Viruses and personally information are easily revealed. In the event that it changes ownership, there would be issues pretty much trouble to literally transfer the associated data to the new owner.
However a disatvanage is that students do not know how to write essays or research papers, because they feel it is okay to just copy. A prospective customer can find a service provider over internet.
If points out most items not everything but its better than nothing. There are some positive points to its uses, but also some negative points.Computer. What is a computer?
Advantages And Disadvantages Of Computer
A computer is an electronic device that receives and processes information to produce the desired results. A computer can perform a large number of tasks by carrying out complex arithmetical, logical or other set of instructions called programs. Nov 18, · AdvantagesThe advantages of using computers is that we can do research and find a lot of information we may be looking for.
Other advantages include typing out. Computer Advantages And Disadvantages Essay In Hindi of Free essay network Zaleski, philip, and paul lichterman in this book, i am thinking of you and what we can explain how the research in that case, the olympic games provides two equally bad hindi essay disadvantages and.
A computer is an electronic device that follows a program to sequentially process information and perform both mathematical and logical operations.
Loosely speaking, it is a gadget that is a collection of many different parts, all which perform separate tasks but with one goal of delivering the output. Some advantages of using a computer are: having access to news minute by minute, utilizing computer programs and software for school/work, keeping in contact with loved ones via email or other.
Advantages And Disadvantages Of Computer
Dec 02, · कंप्यूटर के लाभ और हानि - 06 कंप्यूटर के लाभ और हानि (advantages and disadvantages of computer) - Duration:
Advantages and disadvantages of computer in hindi
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https://rymunya.palmolive2day.com/advantages-and-disadvantages-of-computer-in-hindi-24761az.html
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Pringles Can Rocket Fuel
This is by far the best way to serve a can of Pringles. Inside of most large rockets is a supply of hydrogen and oxygen. When the mix of the two is just right, it creates an explosion with a huge amount of energy. In rockets, this energy get the rocket into space. In our little demonstration here, it gets the Pringles can to the ceiling.
Pringles Rocket
Here’s how it works:
• There is a small hole in the top (really the bottom) of the can
• Hydrogen is pumped into the cans from the bottom of the can.
• Once the flame is lit, the hydrogen burns and air (with oxygen) enters from the bottom hole.
• When the mix is just right, off goes the rocket and it’s time for a snack.
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https://sciencebob.com/pringles-can-rocket-fuel/
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Notable Oregonians: Robert Gray - Captain, Discoverer
drawing of Robert Gray
Robert Gray, 1755-1806. (Image via Wikimedia Commons)
Robert Gray was born in Tiverton, Rhode Island on May 10, 1755. He served in the Continental Navy during the Revolutionary War and later worked for a Massachusetts trading company. In 1787 Captain Gray and Captain John Kendrick were sent out by their backers from Boston with a cargo of buttons, beads, blue cloth, and other items. Arriving on the Oregon coast 10 months later, they bargained with the natives for the pelts of sea otters. Sailing on to the Orient, they sold pelts and bought tea and possibly silk and spices. To complete the voyage, they sailed west to Boston, making Gray the first American merchant sailor to circumnavigate the globe.
Gray's most notable achievement came on his second voyage to the Oregon coast in 1792. He noted a flow of muddy water fanning from the shore and decided to explore his belief that it was the "Great River of the West." Gray crossed the treacherous sand bar and named the river after his ship, the Columbia Rediviva. After a week or so of trading with the Indians, Gray left without investigating where the river led. Instead, he once again circumnavigated the globe. After his return to Boston in July 1793, he spent the remainder of his career commanding merchant vessels along the Atlantic Coast. He died in 1806 and was buried at sea.
Gray's discovery of the Columbia River gave the United States a strong claim to the Oregon Country. It encouraged other American fur traders, who used the Columbia River as a winter haven. By the end of the century these traders controlled the sea otter trade and the presence of the United States was firmly established in the Pacific Northwest, a presence on which the United States would later base its claim to possession.
(Sources: Oregon Blue Book, 1997-1998 | Encyclopedia Britannica | Dictionary of Oregon History)
Next Notable Oregonian: Matt Groening >
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https://sos.oregon.gov/blue-book/Pages/explore/notable/gray.aspx
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Milling machine linear motor
Feed drive being composed of servo motor, ball screw and milling machine worktable, there are mechanical transmission error (such as backlash, screw pitch reducer and screw nut cumulative error) and the transmission stiffness is low, these factors will affect the accuracy of position. In addition, by the servo motor and transmission mechanism, the maximum speed and acceleration are also limited.
Feeding drive using milling machine linear motor, the elimination of the motor to the workbench between all the intermediate links, reducing the mechanical transmission error, transmission stiffness and positioning accuracy, fast response. At present, the linear motor is more and more used in high-speed, high-precision CNC milling machine. The picture shows the appearance and composition of the linear motor.
Linear motors are essentially AC servo motors, consisting of primary and secondary sides. On the secondary side of the linear motor, the permanent magnet is mounted alternately on the base plate. A three-phase winding is mounted on the primary side slider, which is connected to the milling machine table. The table is supported and guided by a linear rolling guide and maintains a certain air gap between the slider and the permanent magnet.
When the primary side of the three-phase AC power, the resulting air gap magnetic field along the line, the magnetic field known as the traveling wave magnetic field. The magnetic field of the secondary side permanent magnet interacts with the traveling wave magnetic field to generate electromagnetic thrust, and the primary side slider moves linearly under the action of electromagnetic force. The linear motor can be driven by a servo motor drive. The primary and secondary sides of the linear motor can be fitted with cooling components to cool and cool the linear motor. The picture shows the application of linear motor in CNC milling machine feed.
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https://sunnyzhao196.blogspot.com/2017/10/milling-machine-linear-motor.html
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What Your Resting Heart Rate Is Telling You
Tracking your heart rate is an easy way to monitor your cardiovascular health. Tracking your heart rate over time can give you valuable insight into whether your heart health is improving or declining and if you need to adjust your activity levels.
What Is A Resting Heart Rate?
Your resting heart rate (RHR) is measured by how many beats your heart takes per minute while in a resting state, such as sitting or laying down. The higher the number of beats per minute, the harder your heart has to work to supply blood to the organs and muscles in your body.
Why Is My Resting Heart Rate Important?
If your resting RHR is too high, you are at an increased risk for cardiovascular disease, heart attacks, and strokes. In addition, completing daily tasks can be more difficult than it needs to be and you may find yourself with a “racing” heart beat or “out of breath” with tasks such as walking briskly or climbing stairs.
What Is A Normal Resting Heart Rate?
An average RHR for an adult is between 60 and 100 beats per minute.
How Do I Calculate My Resting Heart Rate?
If your have a smart watch, check to see if it has a heart rate setting. Many smartwatches have the ability to keep track of your heart rate and will track and display your RHR.
If you do not have a smart watch, find you can find your pulse by placing 2 fingers on your wrist, in line with your thumb or by placing 2 fingers on your neck, just below your ear. Watch a clock for 15 seconds while counting how many times you feel your pulse beat. Take this number and multiply it by 4.
Measuring Heart Rate On Neck and Wrist
Factors That Affect Resting Heart Rate
There are some factors that can affect your heart rate including:
• Diet: Diet plays a large role in how hard our heart has to work to pump blood. Some food and drinks such as coffee and foods high in sugar can cause a spike in your resting heart rate.
• Exercise: Athletes and those who work out regularly will typically have a lower resting heart rate.
• Hydration: Being dehydrated can cause your heart to have to work harder in order to pump blood to the rest of your body.
• Mood: Your mood can also affect your heart rate, feeling anxious or extremely happy can also raise your resting heart rate.
How Do I Improve My Resting Heart Rate?
If your heart rate is above 100 beats per minute, your heart is having to work too hard to pump blood to your body when you are at rest. You can remedy this by improving your cardiovascular health through exercise such as: walking, jogging, running, swimming, or biking and lifestyle changes (such as stopping smoking).
If you do not exercise regularly, you should check with your physician to ensure it is safe for you to exercise prior to starting a new exercise routine.
How Can A Physical Therapist Help?
Physical therapists are trained to monitor your heart’s response to exercise, design exercise routines, and adjust exercises to meet your current fitness level or mobility restrictions. Physical therapists can also teach you how to optimize your work-outs to improve your cardiovascular health.
If you have a high resting heart rate accompanied by difficulty with breathing during walking or stair climbing, or if you have restrictions to mobility that limit your ability to exercise consider making an appointment with one of our skilled physical therapists to design a customized wellness program. Therapydia Kona offers a wellness assessment that can give us further insight into your mobility, body composition and strength and how we can incorporate that into a program that will keep you active and injury free.
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https://therapydiakona.com/tracking-resting-heart-rate/
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Motivation Monday: Humility and Humanity
Humility, what is it? Humility is the act of being humble. The dictionary states it is a modest or low view of one’s own importance. I recently heard a talk on the importance of humility. On it’s meaning and how to embrace humility.
Humility is grounded in humanity. Not so much lowering ones self below others but remembering ones self as part of humanity.
The origin of the word could come from the word “umbles or numbles ” which were the lower cuts of meat, intestines or loins of deer and dog. Used in 15th century English originally. When hungry we remember we are human.
Humility is strength and purpose, it is not a meanness, not superiority. It is the value at the core of several faiths. Islam itself means surrender, humility to god. Jesus humbled himself before his disciples by washing their feet. A Sanskrit virtue “neti” is “I am not.” It is a virtue of humility, essential to find your humanity.
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https://theshadeofwriting.blog/tag/motivation-monday/
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‘Cultural Protection and Criminal Law: Overview of the Cultural Property (Armed Conflicts) Bill 2016’ by Kevin Joseph Dent
-The 1954 Hague Convention for the Protection of Cultural Property in the Event of Armed Conflict
It has taken the United Kingdom government 62 years to introduce steps to ratify into domestic law the 1954 Hague Convention for the Protection of Cultural Property in the Event of Armed Conflict. Undoubtedly spurred on by outrage at the nihilistic and opportunistic cultural barbarism of groups such as ISIL laying waste to sites of outstanding heritage such as Palmyra in Syria, the Government has finally heeded the calls expressed periodically over the years to solidify and bring into domestic law its commitment to the Convention by way of introducing the Cultural Property (Armed Conflicts) Bill 2016.
This article sets out some background to the Bill and looks at the new criminal offences proposed.
The 1954 Convention for the Protection of Cultural Property in the Event of Armed Conflict was enacted in the wake of the devastation and widespread plunder by the Nazis and others during the Second World War, and in recognition of the high value to mankind in the preservation of cultural artefacts and sites of significance. Article 1 of the Convention defined cultural property in wide and fairly modernistic terms to include:
Article 28 of the Convention sets out a framework for sanctions; that contracting nations:
“…undertake to take, within the framework of their ordinary criminal jurisdiction, all necessary steps to prosecute and impose penal or disciplinary sanctions upon those persons, of whatever nationality, who commits or orders to be committed a breach of the Convention’.
The ambit of such criminal sanctions for ‘serious violations’ was further defined in the Second Protocol to the Convention (1999) but, although an original signatory to the Convention, until now the United Kingdom has not sought to enact the domestic legislation envisaged by Article 28 back in 1954.
The Cultural Property (Armed Conflicts) Bill 2016 therefore proposes a number of new criminal offences to ensure that the UK can fully meet the obligations set out in the Convention and Protocols. The new offences fall broadly into three areas:
• Offences designed to protect cultural property in the event of armed conflict, including attacking, thieving, pillaging, misappropriating or vandalising protected cultural property, with heavier penalties for extensive destruction and attacking property under enhanced protection.
• An offence of misuse of the Blue Shield; the emblem that identifies cultural property protected under the Convention and Protocols. The Bill also delineates what amounts to authorised use of the emblem.
• An offence of dealing in cultural property that has been illegally exported from territory occupied during an armed conflict, and powers for the forfeiture or seizure of such cultural property.
Offences designed to protect cultural property in the event of armed conflict
Section 3(1) of the new Bill sets out that a person commits an offence if-
1. the person does an intentional act of a kind described in any of subparagraphs (a) to (e) of paragraph 1 of Article 15 of the Second Protocol,
2. the act is a violation of the Convention or the Second Protocol, and
3. the person knows that the property to which the act relates is cultural property.
These intentional acts (as defined in Article 15 of the Second Protocol) are:
1. making cultural property under enhanced protection the object of attack;
2. using cultural property under enhanced protection or its immediate surroundings in support of military action;
3. extensive destruction or appropriation of cultural property protected under the Convention and this Protocol;
4. making cultural property protected under the Convention and this Protocol the object of attack;
5. theft, pillage or misappropriation of, or acts of vandalism directed against cultural property protected under the Convention.
It is clear from Section 3(2) that it does not matter whether the acts are done in the United Kingdom or elsewhere. Therefore, at least in theory, an ISIL or similar fighter involved in destroying an ancient site in Syria or Iraq could be prosecuted for this within our domestic criminal law.
The less serious offences under (d) and (e), however, can only be committed outside of the UK by a UK national or a person within the UK armed forces. Thus a UK soldier could be prosecuted here for cultural vandalism not amounting to ‘extensive destruction’ outside the UK but, for example, a French citizen could not.
Section 4 would extend the ambit of these offences to those who attempt or conspire to commit such offences, or who assist offenders committing such offences.
Responsibility of commanders and other superiors
Section 5 of the new Bill extends criminal responsibility to commanders and other superiors as aiders and abettors of those under their control.
Section 5 sets out:
“(1) A person described in this section as responsible for a section 3 offence is to be treated as—
(a) aiding, abetting, counselling or procuring the commission of the
offence under the laws of England and Wales and Northern Ireland…
(2) A military commander is responsible for a section 3 offence committed by forces under the commander’s effective command and control if—
(a) the offence is committed as a result of the commander’s failure to
exercise control properly over those forces,
(b) the commander either knew or, owing to the circumstances at the time, should have known that the forces were committing or about to commit the offence, and
(c) the commander failed to take all necessary and reasonable measures within the commander’s power to prevent or repress the commission of the offence or to submit the matter to the competent authorities for
investigation and prosecution.
Although Section 5 is arguably necessary to bring the 1954 Convention fully within domestic law, it would nonetheless extend the ambit of a commander’s criminal liabilities within conflict situations. This could only add to the already heightened anxiety felt by commanders of the armed forces in the modern era that they are now susceptible to ever-expanding fields of potential criminal responsibility.
A person guilty under a Section 3 offence would be liable on indictment to a maximum term of imprisonment of 30 years. Commensurate with the gravamen and speciality of such offences, the consent of the Attorney General would be required to institute prosecutions.
Misuse of the ‘Blue Shield’ Cultural Emblem Offences
Part 3 of the new Bill (Sections 9-11) set out proposed offences for misuse of the unique ‘Blue Shield’ blue and white cultural emblem enshrined in the 1954 Convention as an identifying mark of internationally recognised cultural property. Under the Convention moveable cultural property, for instance, can only be moved in certain prescribed situations and ways, and the Blue Shield is an important identifier that cultural property is being moved for a reason and in a manner compatible with Convention obligations.
Fake or unauthorised Blue Shields, however, are for the same reason capable of providing the cover of legitimacy for cultural property being smuggled, plundered or otherwise misappropriated.
Section 9 therefore creates the offence of unauthorised use of this cultural emblem. The offence can be committed in two ways:
“9 Offence of unauthorised use
1. It is an offence for a person to use the cultural emblem otherwise than as authorised by section 10, 11 or 12.
2. In subsection (1) the reference to the cultural emblem includes any other design that so nearly resembles the emblem as to be capable of being mistaken for it.
Thus it would become an offence to either use the cultural emblem without authorised use or to add to an item of cultural property an emblem so closely resembling the emblem as to ‘pass off’ as the real thing. Such offences would be summary only offences but prosecutions would nonetheless require the consent of the Director of Public Prosecutions.
An additional sanction, under Section 14, is that an article wrongly containing the cultural emblem can be forfeited.
Unlawfully Exported Cultural Property offences
Part 4 of the new Bill concerns smuggled and plundered cultural property unlawfully exported from an occupied territory.
It is widely reported that a key driver for even the most apparently ideologically inspired recent looting and desecration of ancient sites in places like Iraq and Syria is the money derived from stealing valuable cultural artefacts. Such items can be smuggled out of the conflict zone to specialist international markets, providing additional income for those desecrating the sites. Indeed, the laying waste of an ancient site may provide good cover for the appropriation of cultural property from within it.
Section 16 defines ‘unlawfully exported cultural property’ in effect as cultural property unlawfully exported from a state which is under occupation by a state which is a signatory to the First and Second Protocols of the Convention, or a state that is a signatory but under occupation by another state.
‘Unlawfully’ is defined as either in contravention of the laws of the territory from which it is exported or under international law.
Clearly there is a requirement to delineate the ambit of the offence, but Section 16 is drafted in terms which may have the effect of transposing contentious concepts of international law to the relatively concrete and perhaps less conceptual problem of smuggling artefacts from areas of conflict.
It also has the effect of lessening the protection for countries that may be most in need of it. Territory within a state which is not a signatory state and under occupation by another non-signatory state would not be within the ambit of the section, no matter how rife the looting of cultural artefacts. Syria for instance is a signatory whereas Iraq is not. So would cultural property smuggled from the territories of Iraq under occupation by a group such ISIL be covered by Section 16? Probably not. At the very least this indicates the potential high-level legal complexity underpinning this part of the Bill.
Section 17 then creates an offence of dealing in such ‘unlawfully exported cultural property’. It would become an offence under this section for a person ‘to deal in unlawfully exported cultural property, knowing or having reason to suspect that it has been unlawfully exported’.
‘Dealing’ is defined quite widely in Section 17(3) as follows:
“(3) A person deals in unlawfully exported cultural property if (and only if) the person—
(a) acquires or disposes of it in the United Kingdom or imports it into, or exports it from, the United Kingdom,
(b) agrees with another to do an act mentioned in paragraph (a), or
(c) makes arrangements under which another does such an act or under
which another agrees with a third person to do such an act.”
This section therefore should encompass all those dealing within a smuggling chain. What is perhaps less clear, however, is the extent to which it would cover those persons involved in smuggling cultural property to the UK, but involved before the property comes into the UK. For instance, would it cover the actions of a dealer of artefacts based in Cairo involved in arranging the transport of an item from Libya to Cairo on route to the UK? The wording of the Bill seems to extend to this but Section does not include the same explicit declaration of extraterritoriality present in Section 3. At the least, if enacted without amendment, this could be an area of contention in the future.
Offences under this section are either-way offences with a maximum sentence of 7 years and not requiring the consent of either the AG or DPP.
Forfeiture and Ancillary Powers
A key part of the Bill is the mechanism to forfeit unlawfully exported cultural property.
Smuggled cultural artefacts are liable under Section 18 to be forfeited following conviction. Section 19 goes further and specifies that all unlawfully imported cultural property is liable to forfeiture, whether following conviction or otherwise. Under Section 21, however, a purchaser in good faith may apply for compensation for the cultural property forfeited.
To give these provisions real teeth, Sections 23 to 28 set out powers of search, seizure, and retention of property. One of the undoubted strengths of the new Bill is that it is well integrated into existing structures of criminal investigation such as the obtaining of warrants, searches and seizure of material. Likewise, the framework set out for determining forfeiture is conceptually similar to that for forfeiture of criminal property under POCA 2002.
In keeping with the Bill’s thoroughly modern outlook, and the trend to expand the ambit of criminal corporate responsibility, Section 29 extends liability for offences under Sections 3, 9 and 17 to company officers where the offences have been committed by corporate entities. Quite how likely these offences are in reality to be committed by companies is open to question, but it is possible to envisage private security companies being held responsible for acts of looting committed by its operatives overseas or companies being involved in systematic smuggling from territories under occupation.
Reaction to the Bill
On the whole, the Bill has been well-received by specialist bodies working to protect cultural property. The overwhelming sense is that such legislation is long overdue and necessary for the UK to play its part in protecting cultural property. Some commentators have voiced concerns that prosecutions may be politically orientated and tilted away from large-scale destruction of heritage sites committed by allies of UK, such as the bombing by Saudi Arabia of UNESCO World Heritage Sites in Yemen. Suggestion has also been made that cultural property should be defined in a more expansive way to include schools, religious buildings or libraries (see Sasan Aghlani’s article ‘Queen’s Speech Provides UK with Path to Leadership on Cultural Property Protection’ Chatham House 2016).
The Bill appears to have cross-party support and so is very likely to be enacted as legislation, and in terms very similar to the current draft.
Across various part of the world, combatant groups now see the destruction of significant cultural sites as a key part of their war aims. Those working locally to protect such sights are targeted by the same groups, indeed Khaled al-Asaad the prominent Syrian archaeologist was recently executed by ISIL for refusing to reveal where Palmyra’s mobile artefacts had been hidden. There has never been a greater need for states like the UK to stand up for the protection of cultural property and to do what they can to ensure those responsible for its grievous destruction face criminal responsibility.
In reality it may be that very few prosecutions would be brought for the offences outlined above but, even though it is 62 years late, the timing of this Bill could not be more apt.
Kevin Joseph Dent © 2016
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https://www.5sah.co.uk/news-and-events/articles/2016-06-20/cultural-protection-and-criminal-law-overview-of-the-cultural-property-armed-conflicts-bill-2016-by-kevin-joseph-dent
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Burkina Faso: Nothing will be as it was before
October 30 marks the 5th anniversary of the start of Burkina Faso's October 2014 insurrection. We revisit and assess those events.
Place Nations Unies, Ouagadougou. Image via Wikimedia Commons.
A few years after the Jasmine Revolutions had shaken up North African countries, events came to a boil south of the Sahara in Burkina Faso. On October 31, 2014, massive street protests toppled President Blaise Compaoré who was in power for 27 years. Revolutions, uprisings or insurrections, whatever label you give them, tend to be presented as clear-cut turning points in history books, but the truth is that the first few years after such upheavals are often confused, complex, and sometimes downright demoralizing. It is still not clear how the outcome of the 2014 Burkina Faso insurrection will go down in history books—indeed, there is not yet even consensus on how the events should be referred to, though with time, the term “insurrection” has come to displace the term “revolution.” Awaiting the clarity of hindsight, here is a look back through the eyes of an ordinary bystander to the extraordinary events that occurred at the end of October five years ago.
Those October days
October 21, 2014: In anticipation of the November 2015 elections, Compaoré, who has governed Burkina Faso since ousting Thomas Sankara in a coup d’état in 1987, announces that parliament will vote on changing Article 37 of the constitution to remove the current limit on presidential terms. This would enable him to run for elections as incumbent for a fifth time, so it elicits very strong responses from opposition political parties and civil society groups. Going through parliament is a new tactic for the president, who up until this point had talked of holding a general referendum on the amendment—a two-thirds majority in parliament would allow him to avoid the referendum altogether. This is a bit of a surprise blow and provocation to those who had been mobilizing against a referendum for several months already. It smells of a ruse.
October 21-27, 2014: Civil society and youth groups organize spontaneous small-scale demonstrations to warn the government of the unacceptability of what it is trying to do. At rush hour, several main arteries in Ouagadougou, and other towns, are blocked by youth burning tires, inciting people to join the mass demonstration called for by opposition parties on October 28. In the meantime, some members of the ruling party, CDP, are making incendiary comments such as: “Blaise will run in the 2015 elections, in the 2020 elections, and as for 2025, we will see.” (Compaoré being a common last name in Burkina, locally the president is almost always referred to by his first name).
On Saturday October 25, our whole family, toddler included, goes to one of the most vibrant theater festivals in West Africa, Recreatrales, which is being held in this tumultuous, yet still peaceful time. The main event that night is a dance show called “Nuit blanche à Ouaga” (Sleepless Night in Ouaga). It’s a jerky frenetic choreography by Serge Aimé Coulibaly about a revolution in a city somewhere in Africa. It features the rapper Smockey, who is the key figure behind the civil society group Le Balai Citoyen (The Citizen Broom) that would play an instrumental role in the uprising. Our toddler is a bit frightened by the violent dancing, while his elder brother is enraptured and spends the next week trying to recreate the moves. My husband and I debate on how prophetic the piece is: “No, surely Blaise will read the clear signs, and annul the constitutional amendment.”
October 27, 2014: In anticipation of Tuesday’s mass demonstration called for by opposition leaders, the women of Ouagadougou take to the streets in a colorful, peaceful demonstration. They brandish huge traditional wooden spoons used to prepare the national dish, tô. When women leave the household with their spoons, it means there is trouble. Furthermore, a lot of the women in the march are elderly, yet another signifier to the level of frustration being expressed—you have gotten grandmothers out of their chairs and yards!
October 28, 2014: Ouagadougou and towns across Burkina Faso come to a standstill as there is historic participation in mass demonstrations against the constitutional amendment. Starting in the early morning hours, from our neighborhood we can hear the demonstrators marching to city center about 5 km away. They are blowing on whistles. Whistling, like in football matches, is a popular part of the demonstrations—giving Blaise a red card, or telling him the game is over. Several demonstrators brandish banners equating Blaise with the Ebola epidemic that our West African neighbors are busy trying to kick out. Opposition parties claim that one million people participate in the Ouagadougou demonstration, which is about half the population of the city.
Demonstrators in Bobo-Dioulasso, Burkina’s second biggest town, pull down a bronze statue of Blaise. He is standing next to Libyan leader Muammar Gaddafi (it was erected several years ago to celebrate Burkina’s friendship with Libya). They take care not to touch a proverbial hair on Gaddafi’s statue to make it clear whom they have a problem with.
October 29, 2014: Ouagadougou comes back to life and people get on with their daily occupations. It is the day of the scheduled vote and the government announces that the time of the vote tomorrow has been pushed forward from 4pm to 10am. Azalai Hotel, strategically located just behind the parliament, vehemently denies that it is housing ruling party members ahead of the contested vote.
Despite the denials, everyone knows that the MPs are indeed at the five-star hotel and that a door has been opened up between the hotel and parliament so that the MPs do not have to step out into the street to get to their voting chamber. A Burkinabe journalist would later win the CNN Multichoice Best Journalist award for his report on the night he spent with the holed-up MPs at the hotel. Some MPs were terrified, some voiced doubts about whether it was right to hold the vote, and others focused on making the most of the government’s largesse, wining and dining to the hilt. There are also rumors, this time denied by the government, that mercenary troops from Togo have been brought in to counter demonstrators on the day of the vote.
That night, from 11pm, we start to hear demonstrators marching past our neighborhood to the city center. This continues all night until morning hours. Those that we see are young, some still looking like teenagers. The economist, Ra-sabgla Ouedraogo later noted that almost 60% of Burkina’s population was born under Blaise Compaore’s 27-year reign; it would be these “children of Blaise” whom would control his fate in the coming days.
October 30, 2014: Holed up safely at home, we follow events on radio, television, and social media. From 8:00am the mass of demonstrators is pushing forward against security forces to get into the Nation Square, that a few hours later people would start calling again by its Thomas Sankara-era name “Revolution Square.” Elements of the security forces are sympathetic to the demonstrators; there are stories of armed forces giving demonstrators tips on how to neutralize tear gas or how to get around the barricades. But there are also violent clashes. Images of ordinary citizens taking risks go viral. Of those that achieved particular fame was the photo of a 27-year old engineering student, who later told journalists that he woke up that morning with no fear of dying, saying, “I had unusual courage.” He donned a shirt on which he had scrawled “Shoot at me!” followed by Burkina Faso’s motto, “Homeland or death, victory will be ours!” unchanged since Sankara’s time. Another memorable image is of a man, in his forties, standing defiantly as two helmeted and bullet-proof vested soldiers prepare to beat him with a large tree branch. It later emerged that he was a tax inspector. I kept thinking he bore a striking resemblance to the mild-mannered and very helpful tax clerk who had provided me with all the necessary information for getting my new tax number a few months prior.
By 9:30am demonstrators have managed to push through to the House of Parliament. They sing the national anthem and then proceed to set the parliament on fire. Honorable MPs flee helter-skelter, some stealing clothes from housecleaning to disguise themselves. At this point, there are rumors that Blaise had fled to Ivory Coast the previous night. I think to myself, “Thank God, he finally he came to his senses.” Unfortunately, this is not the case; Blaise is still not reading things clearly. After some weak declarations from his ministers rescheduling the constitutional review and total silence from Blaise himself, the mass demonstration, initially against just the constitutional amendment, has galvanized into a movement to get rid of the president once and for all. Mid-morning, the leader of the opposition is heckled by the crowds during a press conference for his timid ambitions focused on the annulment of the constitutional review, until he finally calls for Blaise to step down.
In our neighborhood, we pick up news through the grapevine of young demonstrators coming back home to recharge their batteries. We continue listening to the radio; local stations are blasting evocative songs such as Tikken Jah Fakoly’s “Quitte le pouvoir” (Leave power) in between their news bulletins.
For several hours more there is complete silence from the presidential camp and confusion reigns as to who is in charge of the country. The French international news channel France 24 stuns with its partiality, incompetence, or just pure laziness in reporting on events. It rushes to call “coup d’état” what other media outlets are calling insurrection, uprising, or mass demonstrations.
On Thursday night, Burkina Faso goes to sleep after Blaise finally breaks his silence, not to resign, but to announce a state of emergency. In French the unfortunate term is literally “a state of siege.”
“Siege? Who is under siege? Us or him?!” many Burkinabe ponder, aggravated by this poor choice of words.
October 31, 2014: Demonstrators amass again in Revolution Square, calling for Blaise’s resignation. Finally, at around lunch time the long-awaited announcement of Blaise vacating the presidency is made on a private television station. Hours of confusion follow and after several back-and-forths, an army man, Lt. Col. Zida takes power and announces the instauration of a transitional government within a few weeks.
There is widespread jubilation at the news of Blaise stepping down, but celebrations are quietly cautious because: 1) a 7:00pm curfew is still in place, and 2) there is widespread mistrust of the army which has taken power. A few days later, our supermarket attendant would lament the painful joy of that day, “Imagine, you have just been given Christmas and New Year’s rolled in one, and you can’t even go to a bar, you have to go home at 7:00!”
Simon Compaoré, Ouagadougou’s former mayor and long-time ally of Blaise, who defected to the opposition at the beginning of the year, calls for Operation Mana-mana to clean up Ouagadougou from the debris of days of demonstrations starting at 5:00am Saturday morning. The name “mana-mana” is a reference to obligatory clean-up operations that communities had to participate in during the Sankara era to keep their neighborhoods clean.
November 1, 2014: A surprising number of people, mostly youths, report present for Operation Mana-mana and by lunch-time, when we decide to venture into town to finally see with our eyes the scene of the recent historic events, the streets of Ouagadougou are clean. Gone are the burnt tires, the broken glass, and the rubble. The Ouagadougou of that moment presents a strange map of completely ransacked, sometimes burnt buildings, next to buildings completely intact. The lootings that international media kept reporting on, without further explanation, were for the most part targeted: the parliament where the vote was to take place, the hotel that housed the MPs (several in the crowd of demonstrators allegedly tried to dissuade against this), the headquarters of Blaise’s ruling party. They also targeted houses, businesses and property belonging to Blaise’s widely despised brother François Compaoré and his mother-in-law Alizeta Ouedraogo, both of whom were believed to have strangleholds on most of Burkina Faso’s economy, as well as the property of other regime cronies considered to have played a key role in pushing for the constitutional amendment, or to have amassed riches through mass fraud and corruption. The looting also had a very pragmatic character to it. To ensure the total destruction of what were considered ill-gotten goods and thus send a clear message to alleged perpetrators of economic crimes, property of the former governing elite was burned. But before setting the properties ablaze, anything useful that could be recycled was removed. Thus, on this day, houses are completely gutted—their window frames stripped, doors unhinged, even electrical wiring removed. A friend who had been active on the streets the past two days told us how mechanics had followed demonstrators around, pleading with them to wait a few minutes before setting luxury cars ablaze, so that they could remove batteries, tires, and other valuable spare parts.
On the streets, vendors sell photocopies of documents found in François Compaoré’s house, which had become a sort of sinister museum. Blaise’s younger brother was implicated in several crimes, the most notorious being the assassination of journalist Norbert Zongo in 1997, and was regarded by many ordinary Burkinabe as a massively corrupt figure. A few years previously, when Blaise and his allies had started insinuating that François could be the presidential candidate in 2015, it quickly became clear that this would not be accepted. A few months later, talk of amending the constitution started.
Impromptu parking attendants, seeing opportunity, briskly organize the parking of hundreds of motorcycles and bicycles of curious by-passers. Burkinabe want to see for themselves what François did with the wealth he amassed and whether the widespread reports of discoveries of all kinds of strange paraphernalia, and a basement with blood-stained walls were true. A few days later a statement released, supposedly by François Compaoré’s family, claims François’s daughter did her art homework in the basement, thus explaining what looked like blood stains on the wall. The documents being hawked on the streets include alleged secret police reports on the assassinated journalist Norbert Zongo, lists of houses being shared out by the regime to influential figures, and photos of witchcraft practices.
November 3, 2014: Life regains a sense of normality; people go to work, children go to school, and everyone seems to have a story to tell about the events of the past few days.
November 16, 2014: Lt Col Zida, the provisional head of state, signs the transitional charter organizing the transitional period until elections planned scheduled for October 2015. In his speech handing over power to the transitional president, Michel Kafando, he makes several references to the Sankara era and brings tears of emotion to the eyes of many. Zida is appointed Prime Minister of the transition.
Official ceremonies would later be organized in homage to the 24 people who lost their lives and the hundreds injured during the insurrection.
Life goes on, post-insurrection
“Nothing will be as it was before” was the refrain in the immediate days after the insurrection. This has not quite proven true. Prime Minister Zida became a controversial figure, believed by some to be embroiled in corruption himself. In September 2015, as Burkina prepared for the elections to end the transitional period, a military putsch led by General Dienderé, Blaise’s right-hand man, occurred. This event, aptly summed up on a demonstrator’s sign as “the stupidest coup in the world,” incited another extraordinary wave of determined collective action. People took to the streets, an underground resistance radio station was set up, the Twittersphere was filled with revolutionary haikus to incite resistance. The army, after a brief period of indecision, showed a great sense of civic duty and protected civilians, taking decisive action to end the coup. The coup was swiftly countered, and the perpetrator of the military coup ended up apologizing, followed by the streets being cleaned again. And unfortunately, another dozen deaths were mourned.
Elections were held peacefully in November 2015, and in January 2016, Burkina Faso suffered its first large-scale terrorist attack on its soil, a harbinger of one of the most trying moments in Burkina Faso’s history. Today, terrorism has become deeply entrenched in certain regions of Burkina Faso, straining the country’s legendary inter-religious and inter-ethnic tolerance and generally sapping morale, all the more so because there is no clear understanding of what exactly is behind the wave of terrorist attacks. Faced with a much more diffuse and nebulous target than bringing down a president who overstayed, decisive collective action has been more difficult. But Burkinabe can at least remember that they have been capable of such action in the past.
Further Reading
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https://www.africasacountry.com/2019/10/nothing-will-be-as-it-was-before
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Energy efficiency in compressed air generation
The responsible use of resources and the saving of energy plays an important role for the profitability of a company today and will become increasingly indispensable in the future. This makes it all the more important to identify processes within the company in which potential energy savings can be achieved with relatively little effort. For example, in the generation of compressed air.
Understanding the life cycle costs of compressed air
The life cycle costs of a compressor are generally divided into three groups, the capital investment or purchase price, maintenance and energy consumption. Energy costs have the largest share of the three groups, followed by acquisition costs. The maintenance costs are the lowest.
Compressed air audits are a good way to quickly identify the actual costs. But it is important to understand how each of these factors affects your bottom line and what steps can be taken to minimize overall life cycle costs.
1. Power and motor efficiency
Each electric motor has an efficiency class that determines the percentage of electrical input power that the motor uses to drive the compressor. Although there is a wide range of efficiency classes, a good gerneral rule is: the older and the smaller the compressor motor is, the less efficient it is. For example, a 75 kW premium efficiency motor of class IE3 typically has a minimum motor efficiency of about 95%. To calculate this for your compressor, you need the motor efficiency in the motor manufacturer's data sheet and the motor power from the motor nameplate.
2. Service factor
The service factor indicates how far a motor can operate beyond its rated power without damaging the motor. A service factor of 1.15 means that the motor can be operated at 15% above its rated power.
3. Operating times and energy costs
The operating hours are the number of hours during which the compressor is operated at the given power value and are usually stated per year. The energy costs for your area can be obtained from your local energy supplier.
Here are the main reasons for the high energy costs of compressed air generation:
There are many ways to make a compressor station more efficient. We show you the first steps in our information sheet10 steps to more efficient compressed air generation.
Find out how you can make your compressed air production even more efficient:
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https://www.almig.com/advisor/enairgyefficiency/
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Ptolemy X – 106-88 BC
Monetary History of Egypt
Ptolemaic Dynasty
Ptolemy X Alexander I
116-107 & 88-80 BC
Son of Ptolemy VIII – Brother of Ptolemy IX
Ptolemy X Alexander I was the son of Cleopatra III and Ptolemy VIII Euergetes II Physcon. His mother was married to Ptolemy VIII while her own mother was still his official wife. Cleopatra III bore two sons – Ptolemy IX Philometor Soter II (Lathyros) and Ptolemy X Alexander I and three daughters, Cleopatra IV, Cleopatra Tryphaena, and Cleopatra Selene.
Upon the death of Ptolemy VIII, his will left the succession of the Egyptian throne to Cleopatra III and to whichever son she preferred. Cleopatra III actually hated Lathyros and preferred Ptolemy X Alexander, the youngest of her two sons. Unfortunately, the citizens of Alexandria preferred Lathyros to be co-regent. At the time, Lathyros was the governor of Cyprus and he was summoned back to Alexandria to become co-ruler with his mother (106-101 BC). Ptolemy X Alexander I was then sent to Cyprus in Lathyros’ place in 113 BC.
Lathyros’ marriage to sister Cleopatra IV, was annulled by his mother and he was married to his youngest sister Cleopatra Selene. Cleopatra IV fled to Cyprus where she tried to raise an army and marry her other brother Ptolemy X Alexander. When her effort to marry her second brother failed, she fled to Syria where she used her army as a dowry and married Antiochus IX Cyzicenus who was son of Antiochus Sidetes and Cleopatra Thea.
Cleopatra III never changed her mind and eventually succeeded in discrediting Ptolemy IX in 107 BC by accusing him of trying to murder her. Ptolemy IX Lathyros was then forced to flee back to Cyprus leaving his wife and his two sons behind . It was at this time that Ptolemy X Alexander was summoned by his mother back to Alexandria from Cyprus and assumed the throne.
Ptolemy X Alexander I ruled Egypt jointly with his mother Cleopatra III until her death five years later in 101 BC. Still the popularity of Ptolemy X Alexander never materialized. Eventually he was driven from Egypt by his own subjects and died in a naval battle, or possibly murdered, in 88 BC. Lathyros was brought back to Alexandria to try to put back together the Ptolemaic Empire. He died at the age of 62 in 80 BC leaving no legitimate heir to the throne, which then passed to his daughter Cleopatra Berenike who ruled alone briefly before Ptolemy XI, son of Ptolemy X Alexander, was obliged to marry his stepmother. Just 19 days after the marraige, Ptolemy XI murdered his new wife enraging the people who them stormed the palace and killed him.
Monetary System
Joint rule with his mother Cleopatra III 106-101 BC
AR Tetradrachm (14.2 grams)
Sole rule 101-88 BC
AR Tetradrachm (14.2 grams)
AR Drachm (2.75 grams)
Monetary History of the World
© Martin A. Armstrong
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https://www.armstrongeconomics.com/research/monetary-history-of-the-world/the-monetary-history-of-the-greek-world/egypt/by-ruler/ptolemy-x-106-88-bc/
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Plant-Based Diets vs. Kidney Disease?>
Wellness Tip
Plant-Based Diets vs. Kidney Disease
by Wellness Letter
Another reason to eat a healthy plant-based diet: It may help reduce the risk of developing chronic kidney disease (CKD), according to a recent study in the Clinical Journal of the American Society of Nephrology.
Researchers followed 14,686 middle-aged people for an average of 24 years, during which time 4,343 developed CKD. Overall, primarily plant-based diets were not associated with CKD risk. But not all such diets had the same effects. People who most closely adhered to a “healthy” plant-based diet (rich in vegetables, fruits, whole grains, nuts, and legumes) at the start of the study and six years later were less likely to develop CKD than those who veered farthest from such a diet. In contrast, people with a “less healthy” plant-based diet (high in refined-grain products and sugary foods and beverages) were actually at increased risk for CKD.
It’s estimated that 30 million Americans have CKD, and most don’t know it. If you’ve been diagnosed with CKD, your health care provider or a registered dietitian can help you plan an individualized “renal” diet, based on the type of kidney dysfunction and other factors. This usually involves greatly reducing sodium and limiting three “p”s—protein, phosphorus, and potassium.
This article first appeared in the UC Berkeley Wellness Letter.
Also see Plant-Based Diet for Diabetes.
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https://www.berkeleywellness.com/healthy-eating/nutrition/article/plant-based-diets-vs-kidney-disease
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Skip to main content
Up Front
Productivity measurement in an age of multinational companies and new technologies
Finn Schuele
Technology seems to be advancing everywhere one looks – in cars, in medicine, in voice recognition, in smartphones, in artificial intelligence. Yet official statistics show that productivity growth (goods and services produced for each hour of work and one gauge of technological progress) has slowed over the past decade. This inconsistency has led some to question whether official measures of Gross Domestic Product (the value of all the goods and services produced in the economy) and productivity are adequately capturing the benefits of innovations.
Karen Dynan of Harvard University and Louise Sheiner of the Brookings Institution discuss these issues, among others, in their paper “GDP as a Measure of Well-being,” published as part of the Hutchins Center on Fiscal and Monetary Policy’s Productivity Measurement Initiative.
To get an idea of how the benefits of technology may be missed in official measures, consider the iPhone, a device which has become indispensable to many of its 90 million U.S. users. Does GDP capture all of the benefits of the iPhone? Should it?
According to Dynan and Sheiner, the benefits of the iPhone should be in GDP—in the sense that properly measured GDP would account for the benefits that consumers derive from their iPhones. In practice, however, these benefits are likely underestimated in official statistics because of the difficulties in measurement. Of course, GDP does take some account of the iPhone: iPhone purchases are counted as consumption, and the wages of the workers in Cupertino and at all the Apple stores across the U.S. are counted as part of income. But two very different sources of mismeasurement suggest that both income and consumption arising from the iPhone are understated. First, the U.S. tax system may provide an incentive for Apple to understate how much of the value of the iPhone stems from work done in the U.S., meaning that domestic profits, and nominal GDP, are understated. Second, comparisons of GDP or productivity from one period to another, require determining how much of an increase in spending is simply price inflation (more money for same thing) and how much is buying more of something, or buying something better. When people spend money on new technologies, the price deflator used to convert that spending into real consumption may not fully reflect the value that consumers get from their purchase, meaning that inflation is overstated. Both of these sources of mismeasurement lead productivity — real GDP per worker — to be understated.
The challenges discussed in this blog are not unique to the iPhone, nor are they new. They reflect the difficulty of accurately measuring GDP in a modern economy, with a large number of multinational companies capable of profit shifting, rapidly changing products, and the frequent entry of new products with no direct comparisons.
Does U.S. GDP appropriately capture Apple’s profits from the iPhone?
Apple is a multinational enterprise with a complex global supply chain, meaning that producers in many different countries contribute to its production. Most of the value of the iPhone derives from its intangible characteristics, like its design and the technological capabilities of its operating system, rather than from its underlying parts — the glass, the computer chip used to run it, etc. This makes it hard for government agencies that put together the GDP statistics to know how much of the value of the iPhone comes from work done in the United States — which is all that counts for the U.S. GDP — and how much is produced abroad. And because the United States taxes domestic profits more heavily than foreign profits, Apple has a big incentive to understate its domestic production. (The recent corporate tax reform changed these incentives somewhat, although it is not clear how much.)
Here’s one method Apple could use to minimize the share of revenue that is taxed in the United States: Apple U.S. contracts with an affiliate in a low-tax country, say Ireland, and leases the rights to its software, blueprints, and branding at a price that is much less than its market value. In other words, Apple Ireland pays Apple U.S. a fee that is less than what Apple would charge if the transaction were arms-length. Apple U.S. is happy to do this because it owns Apple Ireland. Apple Ireland then contracts with manufacturers in other countries, like Foxconn in China, to do the assembly. iPhones are then exported from Ireland to the United States and from Ireland to the rest of the world.
The key here is that the lower the price Apple U.S. charges Apple Ireland, the lower Apple U.S.’s stated profits, the lower the value of the U.S. exports, and the lower measured the U.S. GDP. If the transfer price is artificially low, then so is measured GDP.
Are the benefits that consumers get from the iPhone properly accounted for in GDP?
Even though GDP is often described as a measure of production, Dynan and Sheiner show that it is also, conceptually, a pretty good measure of the benefits that consumers get from the economy. So the benefits from the iPhone — the value that consumers get from it — do belong in GDP. Unfortunately, measuring the value of the benefits from truly novel products is very difficult, perhaps impossible, with current measurement approaches.
When people were first offered the opportunity to buy the iPhone — say, for $500 — their $500 could buy them something that was better than what they could have bought the previous year, before the iPhone had been introduced to the market. The real purchasing power of their money had increased.
Because the value of that $500 had increased, properly measured prices must have declined. What is the source of that price decline? It is the price decline in the iPhone itself. Imagine that consumer demand is such that a small number of people are willing to pay $699 for an iPhone, but no one is willing to pay $700 (what economists call the “reservation price”). When the iPhone is not available for sale, it is as if the iPhone is available, but priced at $700. When the iPhone is introduced at $500, it is as if its price has declined from $700 to $500. If this price decline were in the official price measurements, real GDP would capture the benefits of the iPhone.
But because the $700 is not observed—there is no market for iPhones when no iPhones are sold — official price statistics can’t include it in their official inflation measures. Instead, inflation measures are based only on changes in the prices of actually marketed products. For example, the Bureau of Labor Statistics (BLS) might have used the price changes on older non-smart phones as a proxy for inflation for the whole category of phones, including smart phones. Using this method, the BLS would have missed the price decline coming from the iPhone’s introduction, and inflation would be overstated. Including the implicit price decline would require a very different methodology for truly novel goods, one that uses other kinds of information to figure out consumers’ reservation price.
What about when new iPhone models are introduced? How are those benefits captured?
New iPhone models with more features but higher prices get introduced regularly. Are the benefits of the new models captured? Perhaps.
Up until recently, the method used by the BLS to measure price changes for smartphones was to examine the prices of existing models. So, if the price of the iPhone 6 fell when the iPhone 7 was introduced, then the benefits of that price decline would be captured. But if most people switch to the iPhone 7 even given the decline in the price of the iPhone 6, then that method probably understates the amount of consumer benefit.
Very recently, the BLS has started to explicitly quality-adjust smartphone prices when possible — that is, if the BLS estimated that consumers valued the new iPhone 7 features at $150, they would measure inflation by comparing last year’s iPhone 6 price to this year’s iPhone 7 price less $150. This method can be used when the new features are not that different from existing ones, so that it is possible to estimate their value to consumers. This method doesn’t work so well when new features are truly novel. For instance, if the iPhone 7 is roughly the same phone as the iPhone 6, but with a larger, better screen, and a faster processor, then the BLS can estimate the value of these improvements to consumers. However, if the iPhone 7 has novel features, like the ability to recognize basic human speech or 3D touch, or if the iPhone 7 supports new apps that increase the phones’ functionality, then the contribution of these improvements to consumer welfare is likely missing from GDP.
Properly accounting for the benefits of new technologies would boost the level of GDP, but wouldn’t necessarily eliminate the slowdown in measured growth in output and productivity. That’s because official statistics have always underestimated the benefits of new goods and new technologies. Of course, if productivity growth is increasingly taking the form of new goods and services, rather than lower prices on existing goods and services, the challenges confronting the statistical agencies will only mount over time. To address this, the Hutchins Center at Brookings has embarked on an initiative to improve productivity measurement that is engaging the scholars, government’s statistical agencies, policymakers, and the business community.
Get daily updates from Brookings
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https://www.brookings.edu/blog/up-front/2018/11/19/productivity-measurement-in-an-age-of-multinational-companies-and-new-technologies/
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Screen Shot 2014 11 24 at 1.15.24 PM
Rainforest Expeditions // YouTube
Different organisms are capable of glowing for various reasons. Some do it for communication or to attract mates, while some glow to lure in prey. A group of researchers recently discovered a glowing larva in Peru that definitely fits into that last group. While it isn't yet known exactly what species of beetle the larvae are, these little guys have some serious hunting prowess.
According to the Rainforest Expeditions blog, these larvae were first discovered a couple of years ago by wildlife photographer Jeff Cremer during a hike at night through the Peruvian Amazon rainforest. Looking at the face of a dirt wall, Cremer spotted small points of green light. Upon closer inspection, he saw the heads of bioluminescent larvae staring back at him. Cremer snapped some pictures of the larvae, and later sought the assistance of entomologists to identify them.
Cremer returned to the rainforest alongside three entomologists: Aaron Pomerantz of Rainforest Expeditions, along with Pomerantz's colleagues from the University of Florida, Mike Bentley and Geoff Gallice. Upon seeing the glowing larvae up close, the first thing the scientists noticed were that their large mandibles were stretched wide and ready for action.
glowing worm
The glow worm in motion.
Rainforest Expeditions // YouTube
The scientists suspect that the larvae glow in order to draw in prey, then ambush them when they come close enough. In order to investigate whether or not the creature was predatory, they attached an ant to the end of a stick and offered it to a larva. As soon as the ant was close enough, the larva lurched out, chomped down, and attempted to drag the ant back into its hole. This simple experiment quickly validated the team's prediction that the large mandibles allow the insect to be a fierce predator.
The larvae are about 12 millimeters (0.5 inches) long and burrow into dirt walls, like a creepy version of Whac-A-Mole. While other beetle larvae are known to burrow into termite mounds and dine on its inhabitants, there aren't any species known to hunker down into a wall of dirt as is seen in this species.
glowing worm eats ant
Glowing larvae attacking an ant.
Rainforest Expeditions // YouTube
The larvae are currently assumed to be a variety of click beetle, belonging to the family Elateridae. However, they still haven't yet nailed down an exact species. There are 10,000 species of beetle within the family, and 200 of those exhibit bioluminescence. When viewing the larvae up close, it is possible to make out the glands responsible for the insect's bioluminescence. It has not yet been confirmed, but the glowing is likely caused by the molecule luciferin.
Beyond the name of the species and what molecule they use to glow, Pomerantz writes that there is much to understand about these larvae and how they fit into their ecosystem. Future research will hopefully illuminate their evolutionary history and how they have helped shape the environment around them.
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https://www.businessinsider.com/green-glowing-worm-discovered-in-peru-2014-11
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Plastic Cases
Plastic is a versatile material that ranges in strength, resistance, density and flexibility. Industrial designers use plastic to create strong, insulating, chemical-resistant custom carrying cases. The most common kinds of plastic used for these cases are high density polyethylene (HDPE), fiberglass reinforced polyester (FRP), carbon fiber, rotationally molded polyethylene or linear low density polyethylene (LLDPE).
Plastic cases can be found in a variety of sizes and colors. They can be used to present and protect products, including fragile optical, measuring and medical instruments. This type of case is particularly useful in safeguarding delicate or sensitive items, such as medical, electronic and computer equipment.
Packateers Plastic Cases
Plastic Cases – Packateers, Inc.
The fabrication methods used to product plastic cases have a direct impact on the case’s performance. Blow molding and rotational molding are two kinds of molding processes used to create plastic cases. Blow molding is the procedure whereby a hollow container, tank or case is created from a smaller model shape under pressure.
Plastic resins such as polyethylene and polypropylene are commonly used in the molding process. Rotational molding, or rotomolding, is the process of rotating a mold while the plastic resin is being shaped into its final form. Plastic cases may also be formed through injection molding where hot plastic is poured into a mold cavity and left until cool. FRP plastics have fibers that must be woven, knit, braided or stitched together before they are bonded to the matrix, a tough plastic surface.
Together the two materials form a very strong and stiff substance that is then molded through heat or compression into shape during composite molding. Wet molding is similar except that the matrix is reinforced with fibers while also being molded into a form. Some cases have metal frames for extra strength while under pressure. These frames are typically constructed of extruded aluminum that is welded together and mounted inside the tool case to provide support and structure.
Plastic Cases Other kinds of carrying cases may be manufactured from aluminum, steel or wood; however, plastic is one of the most durable materials used in carrying cases. Since the durability of the carrying case often depends on the material from which the case is made, plastic carrying cases are very popular and widely used.
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https://www.customcarryingcases.net/plastic-cases/
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Life-changing Italian inventions
We have much to thank the Italians for – from the Roman roads to their delicious cuisine – which is why so many of us love to visit Italy, from the lively streets and ancient ruins of a Rome city break to mountainous Abruzzo villa holidays. But they have also brought all manner of fantastic, life-changing inventions which have helped shape society to become what it is today. Many of these inventions would not normally be associated with Italy, so expect a few surprises as you read on!
Jeans are mostly associated with American fashion and culture, so it may surprise you that they can actually be traced back to the Italian city of Genoa. Sailors there began wearing them in the 17th century, and it is thought that the word jeans actually derived from the French word for Genoa, Genes.
Jeans Italian inventions Abruzzo villas holidays with Essential Italy
One of the inventors of radio was Guglielmo Marconi, who sent and received the first transatlantic radio signal in 1901. His pioneering invention later won him a Nobel Prize for Physics, and was used on board the RMS Titanic, saving hundreds of lives in the disaster.
The piano was invented by Bartolomeo Cristofori, who worked as a harpsichord maker for the Grand Prince of Tuscany, Ferdinando de’Medici. He built his first piano in 1700, transforming the performance of music ever since.
Grand piano Italian inventions Abruzzo villas holidays with Essential Italy
The very first form of newspapers can be traced back to 16th century Venice, when ‘avvisi’, monthly handwritten news-sheets, were published by the government. They were a very primitive form of the newspapers we have today, carrying only the most important political, economic and military news.
Espresso machines
Perhaps the least surprising invention to feature on this list, the espresso machine was built and patented by Angelo Moriondo of Turin, who first demonstrated his invention at the Turin General Exposition of 1884. This prototype was then improved upon by Milanese mechanic Luigi Bezzera.
Espresso coffee machine Italian inventions Abruzzo villas holidays with Essential Italy
The very first banks can be traced to medieval and early Renaissance Italy, with the first, the Medici Bank, being founded by Giovanni di Bicci de’Medici in 1397. Italy is also home to the oldest bank still in operation today, the Monte dei Paschi di Siena, which opened in 1472.
Images: Flickr (Roger Shaw, Dave Carter, Premshree Pillai), available under Creative Commons
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https://www.essentialitaly.co.uk/blog/life-changing-italian-inventions
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1489: Fundamental Forces
Explain xkcd: It's 'cause you're dumb.
Jump to: navigation, search
Fundamental Forces
Cueball is acting here as someone teaching physics at a basic level, perhaps a high school science teacher. He seems to understand the general idea of the four fundamental forces, but his understanding gets progressively more sketchy about the details. The off-panel audience, probably a student or class, is interested, but quickly begins to realize Cueball's lack of understanding. Instead of acknowledging the problem directly, Cueball simply blusters onwards.
The comic also outlines how progressively difficult it gets to describe the forces. Gravity was first mathematically characterized in 1686 as Newton's law of universal gravitation, which was considered an essentially complete account until the introduction of general relativity in 1915. The electromagnetic force does indeed give rise to Coulomb's law of electrostatic interaction (another inverse-square law, proposed in 1785), but a much more comprehensive description, covering full classical electrodynamics, was only given in Maxwell's equations around 1861. The strong and weak forces cannot easily be summarized as comparably simple mathematical equations. It's possible that Cueball does understand the strong and weak interactions, but is completely at a loss when he tries to summarize them.
The strong force doesn't act directly between protons and neutrons but between the quarks that form them. Unlike gravity and electromagnetism, the strong force gets stronger with increasing distance: It is loosely similar to the restoring force of an extended spring. However, all stable heavy particles are neutral to the strong force, due to being made up of three "colors" (or a color and the appropriate "anticolor") of quarks. Between protons and neutrons there is a residual strong force, analogous in some ways to the van der Waals force between molecules. This residual strong force is carried by pions and does decrease rapidly and exponentially with distance due to the pions having mass.
The weak force is much weaker than electromagnetism at typical distances within an atomic nucleus (but is still stronger than gravity), and has a short range, so has very little effect as a force. What is has instead is the property of changing one particle into another. It can cause a down quark to become an up quark, and in the process release a high-energy electron and electron anti-neutrino. This is known as beta decay, a form of radioactivity. Over even shorter distances, and much higher temperatures, the weak interaction and electromagnetism are essentially the same, thus being merged to form the electroweak force. The electroweak force was also mentioned in 1956: Unification.
The title text refers to the fact that it is gravity that appears to be the simplest and easiest to understand of the four forces, but turns out to be the hardest to reconcile with a coherent (quantum) understanding of all four forces together.
[Cueball is holding his hands up while giving a lecture to an off panel audience.]
Cueball: There are four fundamental forces between particles:
(1) Gravity, which obeys the inverse square law:
Fgravity = G m1m2/d2
Off panel audience: OK...
[Cueball is still holding his hands up while continues the lecture to the off panel audience.]
Cueball: (2) Electromagnetism, which obeys this inverse-square law:
Fstatic = Ke q1q2/d2
...and also Maxwell's equations
Off panel audience: Also what?
[Zoom in on Cueball as he continues the lecture to the off panel audience.]
Cueball: (3) The strong nuclear force, which obeys, uh ...
...well, umm...
...it holds protons and neutrons together.
Off panel audience: I see.
Cueball: It's strong.
[Cueball finishes the lecture to the off panel audience and spreads out his arm for the final remark.]
Cueball: And (4) the weak force. It [mumble mumble] radioactive decay [mumble mumble]
Off panel audience: That's not a sentence. You just said “Radio-
Cueball: – And those are the four fundamental forces!
My interpretation is rather different. It looks like Cueball is a physicist who knows that the distinction of "four fundamental forces" is basically wrong/obsolete (the term "force" is not even used anymore in theoretical physics), but since his audience are high school students, he can't go into the many complex details underlying the fundamental interactions, and therefore is forced to gloss over it. This is confirmed by the title text (if Cueball didn't understand the theory of fundamental interactions, he wouldn't give that answer). -- 10:31, 20 February 2015 (UTC)
To me it appeared as a typical exam situation for Cueball with him being the pupil. And ironically that situation looks similar to the real scientific understanding of the topic. Renormalist (talk) 11:12, 20 February 2015 (UTC)
I could see that, to an extent - it doesn't jive with the title text IMO, and it's less funny that a student would be glossing over this stuff than a someone in an instructive role, but I could see it -- Brettpeirce (talk) 11:46, 20 February 2015 (UTC)
Irony like this is not uncommon in physics. What was the first encounter with electric phenomena? Triboelectricity. What don't we understand at all? Right. Or take Zenos paradoxon. Or the divisibility paradoxon. The oldest nuts tend to be the toughest. 12:26, 20 February 2015 (UTC)
Those paradoxes are perfectly explained through calculus. Zeno's requires only algebra. 06:13, 24 February 2015 (UTC)
I'm not sure about the first one, but one of first electromagnetic phenomenons we encountered was light. We first observed it about 200000 years ago. :P 13:45, 21 February 2015 (UTC)
I knew from the title, "Fundamental Forces", that this was going to be a great one. (talk) (please sign your comments with ~~~~)
I prefer Chromatic Force and Flavor Force. Why use weak names when we have new strong ones? 11:58, 20 February 2015 (UTC)
In high school Physics, my class was taught that physicists had recently combined the Electromagnetic and Weak Nuclear forces into the Electro-Weak Force, so there were only three and if we were to find the Higgs Boson, there might be just two or one. 21:55, 20 February 2015 (UTC)
Actually, it is the Higgs Boson, that combines the electromagnetic and the weak nuclear interaction into the electroweak interaction, so it's still 3. But actually, even if electromagnetism and the weak interaction can be described in one theory, they are still viewed as two different phenomena, so it actually will always be 4. (Unless we discover other interactions). -- 22:23, 20 February 2015 (UTC)
Old timer physicists say the same thing about magnetism and electricity. 16:53, 21 February 2015 (UTC)
Is it just possible that Randall posted this forum to see how we here actually try to explain strong and weak Forces? 22:34, 21 February 2015 (UTC)
In the first panel, Cueball forgot to mention Einstein's field equations. 11:35, 22 February 2015 (UTC)
This comic and the ensuing discussion is more intriguing when the Chrome xkcd substitutions extension is turned on. Weak Horse, Strong Horse, Flavor Horse, Chromatic Horse... 01:57, 24 February 2015 (UTC)
couldnt the title text joke just be joking about how the professor doesnt know anything? like if hes just saying that from a quantum point of view that gravity is the hardest, then its not really a joke. the joke is its the only one he can describe easily, but then he says its the most difficult one. i think thats irony, but maybe not. but yeah thats just my tide whats yours.TheJonyMyster (talk) 03:57, 26 February 2015 (UTC)
When I read this comic, I see a metaphor for the scientific community's difficulties explaining these interactions to laymen. Cueball is a stand-in for scientists, and while he likely understands these concepts very well, has no earthly idea how to encapsulate them for someone who hasn't studied them in-depth. As the concepts become more abstract and unintuitive, Cueball's explanations become more incomprehensible to the increasingly vexed lay audience. Gravity is a phenomenon that is readily observable to anyone, and so the audience accepts it without question--note that Cueball's explanation doesn't really do the topic any better justice than his explanations of the other forces; he just doesn't need to. Electromagnetism is less intuitive to a layman, but its effects are still observable, so the audience, accepting it, seems more concerned that Cueball glosses over a hint that it's a bit more complex than his initial explanation would suggest. The explanations of strong and weak forces are no more coherent, but the complete lack of observable effects to laymen makes this lapse unforgivable to the audience. The alt text highlights the irony of this situation, where the lack of any comprehensible explanation of the strong and weak forces leads the audience to believe that they are not well-understood, but in fact it is gravity, the force they simply accepted without question, that is a mystery. (talk) (please sign your comments with ~~~~)
As a philosopher, my interpretation was not that Cueball "can't encapsulate" the ideas, but that no one really understands them, even specialists. Like Socrates was the expert ethicist simply by virtue of not knowing what the good is, Cueball (Monroe?) is the expert physicist because he refuses to bullsh** about which and how many are the most "fundamental" horses. The fact is that knowing the mathematical formula that describes the phenomenon doesn't constitute </b>understanding</b>. Same goes for gravity. Hence the scrollover punchline. CircularReason (talk) 14:55, 13 June 2015 (UTC)
I find a different humor in this than it seems the rest of you do. As an out of practice physicist now teaching high school physics this is word for word what I would have said should I have to explain the fundamental forces without researching any of the things that have slipped my mind. There is something about the way Randall captures the exact way I think (have been trained to think?) that had me guffawing at this comic and feeling a bit sheepish at 793: Physicists (talk) (please sign your comments with ~~~~)
What is a "fundamental horse"? Malamanteau314 (talk) 04:59, 6 November 2015 (UTC)
There are four fundamental horses which we have a decent understanding of, but the one we understand the least is "Death". 01:36, 20 January 2016 (UTC)
Death is the rider, not the horse itself. Mikemk (talk) 07:50, 16 February 2016 (UTC)
The horses name is Binky. Andyd273 (talk) 14:00, 4 October 2016 (UTC)
His name is Susan, and he wants you to respect his life choices. 03:47, 29 January 2017 (UTC)
Should the explanation be updated to note the discovery of gravitational waves? Mikemk (talk) 07:50, 16 February 2016 (UTC)
For the record, this is, with only a very little exaggeration, exactly how the four fundamental fources were presented to me in high school. Spot on. -CDJ
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https://www.explainxkcd.com/wiki/index.php/1489:_Fundamental_Forces
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You’re More Likely to Mess Things Up Without Enough Sleep
Sleep deprivation messes with our 'placekeeping' ability, which makes us make more mistakes on tasks that have more than a few simple steps.
Sleep deprivation affects us much more than prior theories have suggested, according to new research.
The research is not only one of the largest studies on sleep, but also the first to assess how sleep deprivation affects placekeeping—or, the ability to complete a series of steps without losing one’s place, despite potential interruptions.
“Our research showed that sleep deprivation doubles the odds of making placekeeping errors and triples the number of lapses in attention, which is startling,” Fenn says. “Sleep-deprived individuals need to exercise caution in absolutely everything that they do, and simply can’t trust that they won’t make costly errors. Oftentimes—like when behind the wheel of a car—these errors can have tragic consequences.”
By sharing their findings on the separate effects sleep deprivation has on cognitive function, Fenn—and coauthors Michelle Stepan, a doctoral candidate and Erik Altmann, professor of psychology—hope that people will acknowledge how significantly their abilities are hindered because of a lack of sleep.
“Our findings debunk a common theory that suggests that attention is the only cognitive function affected by sleep deprivation,” says coauthor Michelle Stepan, a doctoral candidate. “Some sleep-deprived people might be able to hold it together under routine tasks, like a doctor taking a patient’s vitals. But our results suggest that completing an activity that requires following multiple steps, such as a doctor completing a medical procedure, is much riskier under conditions of sleep deprivation.”
“After being interrupted there was a 15% error rate in the evening and we saw that the error rate spiked to about 30% for the sleep-deprived group the following morning,” Stepan says. “The rested participants’ morning scores were similar to the night before.
“There are some tasks people can do on auto-pilot that may not be affected by a lack of sleep,” Fenn says. “However, sleep deprivation causes widespread deficits across all facets of life.”
The study will appear in the Journal of Experimental Psychology: General.
Source: Michigan State University
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https://www.govexec.com/workforce/2019/11/youre-more-likely-mess-things-without-enough-sleep/161529/?oref=ge-homepage-river
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Naval History and Heritage Command
National Museum of the U.S. Navy
Related Content
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• Historical Summary
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• National Museum of the U.S. Navy
Navigation Vocabulary
Celestial- Objects or things related to the sky
Chart- A mariner's map
Compass- an instrument used to determine directions; a freely floating magnetized needle that points to magnetic North.
Current- a large flow of air or a large body of water moving in a certain direction.
Equator- the imaginary line of latitude circling the middle of the Earth, which is equidistant from the North and South Poles. The equator marks 0 degrees latitude.
Helm- the wheel, tiller, or steering apparatus of a ship
Horizon- the line where the sky and the land or water appear to meet.
Hydrography- the science of the measurement, description, and mapping of the surface water of the earth for use in navigation.
Landmark- an easily visible land feature that serves as a guide.
Latitude- imaginary lines running east and west on a globe used to measure distances north and south of the equator.
Longitude- imaginary lines on a globe running north and south through the North and South poles, used to measure distances east and west of the Prime Meridian.
Meridian- another name for lines of longitude; the Prime Meridian is the line of longitude that runs through Greenwich, England, and is designated as 0 degrees longitude.
Navigate- to guide a ship or vessel across a sea or body of water.
Quadrant- an instrument used in navigation and astronomy for measuring the angle of celestial bodies above the horizon.
Published: Fri Apr 19 13:08:44 EDT 2019
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https://www.history.navy.mil/content/history/museums/nmusn/education/distance-learning/to-the-ends-of-the-earth/navigation/vocabulary.html
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Deep Wonders of Slapping Sharks and Snapping Shrimps | The Institute for Creation Research
Deep Wonders of Slapping Sharks and Snapping Shrimps
Those who go down to the sea in ships, who do business on great waters, they see the works of the LORD, and His wonders in the deep. (Psalm 107:23-24)
The super-fast and powerful movements of sharks and shrimps are among “the works of the LORD” and “His wonders in the deep.” Consider how their body parts and physiologies providentially empower sharks to slap and shrimps to snap.
Slap-Happy Sharks
The pelagic thresher shark (Alopias pelagicus) forcefully slaps his tail underwater to catch its prey. An extra-long tail facilitates this, according to video-camera documentation.
Thresher sharks employed tail-slaps to debilitate [by stunning or killing] sardines at all times of day. Hunting events comprised preparation [including “wind-up” for a tail-slap], strike, wind-down recovery and prey item collection phases, which occurred sequentially.…Tail-slaps occurred with such force that they may have caused dissolved gas to diffuse out of the water column forming bubbles. Thresher sharks were able to consume more than one sardine at a time, suggesting that tail-slapping is an effective foraging strategy for hunting schooling [fish] prey.1
How did the thresher shark get its extra-long prey-slapping tail? Bible-believing Christians recognize that God designed the shark’s genetic blueprint, growth, and development, including its tail-slapping capacities that utilize the physiology of its pectoral fins and its extra-long tail.
Evolutionists, however, give credit to a pantheistic process that magically “gives” body parts to animals as they need them to survive. Consider how Dr. Simon Oliver, leader of the Thresher Shark Research and Conservation Project, lauds evolution as the shark’s helpful benefactor. Regarding the shark’s tail and tail-slapping ability, he says, “Evolution doesn’t provide you with something like that unless you intend to use it that way.”2
Thus, Dr. Oliver assumes that the mystical-magical process of evolution can read animal minds to “see” if an extra body part or two would be used for survival if “provided” by evolution.
Snap-Happy Shrimps
The pistol shrimp (a.k.a. snapping shrimp) is famous for its powerful and noisy underwater snapping that forcefully stuns or kills prey and scares off predators.
The snapping shrimp (Alpheus heterochaelis) produces a loud snapping sound [>210 decibels, louder than a gunshot] by an extremely rapid closure of its snapper claw.…During the rapid snapper claw closure, a high-velocity water jet is emitted from the claw with a speed exceeding cavitation conditions [with front-end cavitation bubble expansion at 32 m/s, with bubble gas temperature briefly rising to ~5,000°F]. Hydrophone measurements in conjunction with time-controlled high-speed imaging of the claw closure demonstrate that the sound is emitted at the cavitation bubble collapse and not on claw closure.3
The undersea crackling sounds of snapping shrimp populations were used to camouflage the undersea noise of World War II submarines hiding in coral reefs.4 Thus, the snapping shrimp is famous for both its noisy “bark” and its powerful (cavitation-bubble-striking) “bite.”
The psalmist reminds us that the “works of the LORD,” including “wonders in the deep” like sharks and shrimps, are available to see and appreciate—for those with open eyes. Yet evolutionists, with no empirical or forensic evidence in support, imagine that snapping shrimps were “given” their amazing powers from a mystical-magical-mythical process called natural selection, because “nature” will “provide you with something” if you “intend” to employ that new physiological something for survival.2
But no mix of materialistic accidents can “select” (much less “provide”) helpful body parts for a snap-happy shrimp or a slap-happy shark. Rather, the great God who made us (and who offers us redemption) is the Architect and Bioengineer of shrimps and sharks, as well as all of His other works and wonders.
1. Oliver, S. P. et al. 2013. Thresher Sharks Use Tail-Slaps as a Hunting Strategy. PLOS ONE. 8 (7): e67380.
2. Poppick, L. Shocking! Thresher Shark Stuns Prey with Tail Slap. LiveScience. Posted on July 10, 2013.
3. Versluis, M. et al. 2000. How Snapping Shrimp Snap: Through Cavitating Bubbles. Science. 289 (5487): 2114. Some of the bracketed material was taken from reference 4.
4. Aspinal, R. Shrimps and Sonar—How Alpheids Helped Win the War. Posted on May 17, 2016.
Cite this article: James J. S. Johnson, J.D., Th.D. 2019. Deep Wonders of Slapping Sharks and Snapping Shrimps. Acts & Facts. 48 (9).
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https://www.icr.org/article/11490/
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Teaching Kids About Consent
Consent—also known as bodily consent—has been an important topic in the news over the last few years. Physical bullying, sexual abuse, and rape involve a lack of bodily consent. At what ages should parents be introducing this topic, and in what way? How can parents teach their children both to respect the bodily consent of others and to expect that their own be respected as well?
Bodily consent is not just part of of sexual education. "Consent" means "permission"—and the earlier parents begin teaching age-appropriate concepts around consent, the better. Many parents do partially address consent when discussing things from "no biting" to "no hitting" to "stranger danger". To give our kids a stronger respect for their own bodies and those of others, consent must be introduced in an age-appropriate manner, and constantly re-approached and discussed in more depth as kids get older. Respecting bodily consent should be a daily practice.
Young Children
For all children, of any age, model consent in your daily interactions—with your children and with others. When bathing toddlers, tell them where you are washing and why; when giving medicine explain why and what it does. Though it might seem obvious, don't hit, don't grab, and don't yell in anger. If you and your children witness such behavior from others, be sure to discuss it and answer all of their questions. Ask them how they felt witnessing the situation, and how they think the victim might have felt. Ask what might be done, or what others did do, to help the victim.
Continue to model consent and introduce and expand topics around consent as kids start pre-kindergarten, kindergarten, and the lower grades—teaching kids good behavior and skills is always ongoing. Some concepts and ideas can take time for kids to learn and remember, but just keep at it! Important concepts, ideas, and actions for younger grade schoolers include:
• Always use proper terms for body parts and functions. Answer any questions kids have matter of factly using these proper terms. Respect their feelings and encourage them to explain why they feel as they do. Do not tease or mock for their feelings, questions, or concerns. Respect their intuition regarding new people and places. Without judging, let them try to explain as best they can.
• Teach that their bodies belong to themselves, and they have autonomy over their bodies. Parents, doctors, perhaps sitters or the school nurse may need to help them stay clean and healthy, but these interactions are not time consuming nor are they ever secrets. In addition, do not bribe children with candy or prizes to do things they do not want to do, because this encourages them to give up their autonomy.
• Teach that others bodies belong to them. Thus, "I keep my hands to myself" and ask friends or siblings for permission to tickle, wrestle, hug, or kiss.
• Do not force them to hug/kiss anyone if they don’t want to. Use language giving alternatives, such as "You don’t want to kiss grandma goodbye? How about giving her a high five?" (Or fist bump, elbow bump, etc.)
• Teach them to respect the "no" and "stop" of others, and to expect their "no" and "stop" to be respected. If their "no" is ignored, they need to tell a teacher or parent, or the adult in charge. Be sure they know that you will believe them and help them as needed. This applies to sexual abuse as well as physical bullying.
• Help them learn to read others signals—this can be very hard for some kids, especially in the middle of a fun game that gets too rough.
• Allow them their personal boundaries, which will vary from child to child. While one child will not want to hold hands with another, the second child may be fine with it.
Gradeschool Kids
As kids move through grade school, consent-based topics will become more complicated. You may still be reminding some children to keep their hands to themselves in class, while they are asking about relationship and puberty topics.
• Answer all questions about body changes with honesty, directness, and correct terms. Topics might include losing teeth, physical growth, and puberty-related changes. Continue to show your willingness to talk about anything, with no judging or shaming.
• Don't tease for your child having boy/girl friends or for crushes they have (celebrity or otherwise). Be willing to talk if they want to or are willing to.
• Talk about and teach how their behavior affects others—being noisy, cutting in line, splashing at the pool, poking, tripping, etc. Discuss kindness and empathy, and the reactions of others. Also discuss how others’ behaviors affect them.
• Continue to teach that "no" means "no," period.
As your child prepares for middle school and has more unsupervised time with friends, be ready for more complicated situations and questions. A strong foundation in respecting bodily consent, and a strong relationship with a parent, will serve them and you well as they move into school dances and dating.
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| 4
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en
| 0.966694
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https://www.justmommies.com/gradeschool-kids/parenting-gradeschool-kids/teaching-kids-about-consent
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Early detection and prevention
Kidney disease usually progresses silently, often destroying most of the kidney function before causing any symptoms. There are two key tests which are used to detect kidney damage and to assess how well your kidneys are functioning at removing toxins and waste products from your blood.
Blood test
A blood test is used to measure your serum creatinine level which helps to indicate how well the kidneys are filtering the blood. Creatinine is a waste product made from muscle use and the breakdown of the protein you eat. As the blood creatinine rises, kidney function decreases. Decreased kidney function means that your kidneys are not able to remove the toxins and waste products from your blood as well as someone with normal kidney function.
The estimate (or percentage) of kidney function is called the glomerular !ltration rate (GFR). Sometimes the GFR is also referred to as the estimated glomerular !ltration rate (eGFR). Glomeruli are tiny blood vessels in the kidney that help to filter waste. The GFR is a way of measuring how well the kidneys are working by determining the rate at which the glomeruli are filtering waste products from your blood. The eGFR is the most common way to measure kidney function at kidney clinics.
Simple laboratory tests such as urinalysis (a urine dipstick), which looks for blood and a protein called albumin in the urine, are also useful in detecting kidney damage at an early stage and determining your risk of losing more kidney function. The filters of the kidney do not normally allow protein in the urine so if protein (albumin) is detected, it is a sign that the filters of the kidney are being damaged. The more albumin that you have in your urine, the greater the risk of losing kidney function over time. Other blood tests, X-rays, kidney ultrasound or a kidney biopsy may also be needed to diagnose the specific type of kidney disease and to determine the appropriate treatment.
Additional Steps to Help Prevent Kidney Disease
• Have your blood pressure checked regularly. Uncontrolled high blood pressure can speed up the natural course of any underlying kidney disease.
• If you suffer from diabetes, make sure that your disease is under control. A growing number of kidney patients are people with diabetes.
• Be very careful about taking non-prescription medications, particularly painkillers. It is wise to discuss all over-the-counter medications with a doctor or pharmacist before they are taken. Certain other medications, toxins, pesticides and illegal drugs (such as heroin and cocaine) can also cause kidney damage. Your doctor can explain the problems associated with long-term use or abuse of these substances.
Charitable Registration Number: 107567398RR0001
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<urn:uuid:3d5def14-8407-4ce4-9494-13de1dfcbf9d>
| 4
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| 0.937969
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https://www.kidney.ca/britishcolumbia/detection--prevention
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Generalized Anxiety
What is generalised anxiety disorder?
People with generalised anxiety disorder (GAD) worry excessively about a number of different areas of life, such as family, health, finances, and work difficulties. People with GAD are plagued by these worries most days, for several months or more, and are also bothered by symptoms like:
• feeling constantly ‘on edge’ and unable to relax.
• muscle tension.
• difficulty falling and staying asleep.
• feeling tired or easily exhausted.
• increased irritability.
• trouble concentrating and focussing on a task.
Why do I feel this way?
Generalized anxiety can be triggered by a stressful life event such as losing a job, relationship breakdowns, and other periods of prolonged stress, but it’s often caused by a combination of factors and not just one thing. Other factors such as a family history of mental health problems, chronic physical health issues, and certain personality types – such as being a perfectionist or having low self-esteem – can make it more likely that someone will develop GAD.
You are not alone.
GAD is one of the most common anxiety disorders. Approximately six out of 100 Australians experience it at some point in their lives. Some research suggests that GAD might be even more common in veterans; at one stage or another about 14 out of 100 Vietnam veterans have been affected by it. Many people with GAD suffer from other mental health problems as well; over their lifetime, someone with GAD is about 5 times more likely than the average person to have depression, and twice as likely to have a problem with drugs or alcohol.
What treatments or strategies can help?
One of the most effective treatments for GAD is cognitive behavioural therapy – this approach recognises that the way we think and act affects the way we feel. Typically, during this therapy you will learn:
• relaxation strategies such as controlled breathing and muscle relaxation exercises
• a step-by-step problem-solving approach to help manage day to day problems so that they don’t seem so overwhelming
• strategies to challenge negative thoughts that might be triggering and maintaining your worry (like “everything’s going wrong” or “I can’t deal with this”).
For more information on Generalized Anxiety Disorder click here.
If you’re struggling with anxiety and in need of help contact Lighthouse Counselling Vancouver to receive your free consultation. For more information click here, or call 604-809-5848. Help is just a click away!
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<urn:uuid:fea0e7b8-b819-4f4a-ada9-0413e427a555>
| 3
| 3.015625
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en
| 0.957069
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https://www.lighthousecounselling.ca/general-anxiety/
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Newswise — The pancreas is an important part of the digestive system that converts the food we eat into fuel for the body’s cells. Responsible for two main functions, the pancreas helps digestion and regulates blood sugar. However, the pancreas can become inflamed, which causes pancreatitis to occur.
There are two types of pancreatitis: acute and chronic. Acute pancreatitis is sudden inflammation of the pancreas. This form of pancreatitis is more common and causes about 275,000 hospital stays in the United States per year. When acute pancreatitis occurs multiple times, or when there is sustained damage to the pancreas, chronic pancreatitis develops. Chronic pancreatitis is less common and the result of about 86,000 hospital stays in the United States annually.
Sajan Nagpal, MD, medical pancreatologist at the University of Chicago Medicine, answered a few common questions about pancreatitis.
Who is at risk for pancreatitis?
Heavy alcohol drinkers, those who have stones in the gallbladder or bile duct and those with high calcium or high triglycerides (fat found in the blood) are at risk of developing acute pancreatitis. In addition, those who have certain genetic mutations and anatomical defects in the pancreas are also at risk. In about 10% of cases, the precise cause of acute pancreatitis is difficult to identify.
Will pancreatitis go away?
First, it’s important to determine if it’s acute or chronic pancreatitis. Acute pancreatitis tends to go away after treatment, although it can reoccur or lead to chronic pancreatitis. Chronic pancreatitis or recurrent acute pancreatitis is less likely to go away even with day-to-day treatment and lifestyle changes, but there are strategies that we can use to reduce disability from them.
When is pancreatitis a cause for concern?
Pancreatitis becomes a cause for concern when it reoccurs, which can lead to chronic pancreatitis. People with chronic pancreatitis have an increased risk for pancreatic cancer. It is also a cause for concern if it occurs seemingly without reason in someone 50 years old or older, since it can be a sign of a more severe illness like pancreatic cancer.
Why does pancreatitis cause acute respiratory distress syndrome (ARDS)?
With severe pancreatitis there are a lot of inflammatory chemicals that are secreted into the blood stream. These chemicals create inflammation throughout the body, including the lungs. As a result, a person may experience an inflammatory type of reaction in the lungs called ARDS. Specifically, the small air sacs inside the lungs called the alveoli can get inflamed and become filled with fluid causing acute respiratory distress syndrome.
When is pancreatitis fatal?
Most cases of pancreatitis will require a hospital stay because of severe stomach pain and dehydration, but the condition is not fatal in the majority of patients. However, sometimes inflammation is so severe that it can cause complications inside and outside of the pancreas. Kidney failure, lung problems or infections that can lead to sepsis can all land someone in the ICU or even prove fatal. Fortunately, with advanced medical treatments and better guidelines for management, those cases are decreasing in number.
Can pancreatitis cause diabetes?
This is a topic of active investigation as emerging data shows that even a single episode of acute pancreatitis can increase the likelihood of developing diabetes, especially in people with an already increased risk for that disease, like those with obesity. It’s believed that some pancreatic tissue dies during acute pancreatitis episodes, which increase the risks for developing diabetes. Chronic pancreatitis can also cause diabetes by scarring or destroying the gland that helps the insulin-producing cells.
Chat now!
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<urn:uuid:704c3c19-0f69-491d-bb53-b5dcb0dd122c>
| 3
| 3.390625
| 0.661308
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| 0.920513
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https://www.newswise.com/articles/what-you-need-to-know-about-pancreatitis
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The kangaroo rat is a wildlife manager’s nightmare. It is a crucial species in southern California—aerating soils and dispersing native plant seeds. And the adorable, bouncing mouse is popular with the public. But it also has the same taste in real estate as powerful developers, many of its subspecies are endangered and the animals are nearly impossible to relocate. As with many declining critters across the world, there is pressure to save them but not many strategies to use.
Throughout the 1990s and 2000s experts tried four times to relocate populations of kangaroo rats without success. In one effort researchers moved about 600 animals to a lake area in the arid scrubland between Los Angeles and San Diego. Within a year they were all dead. The habitat seemed right—deep, well-drained, loamy soils at an incline, with lots of grassland to forage and hide in—but something was wrong. Kangaroo rats are solitary and territorial, so maybe the stress of the move plus setting up new territories and hierarchies was just too much.
Finally, in 2008 a solution appeared from an unusual source: a behaviorist at the San Diego Zoo. In the world of conservation behavior is often discounted. What an animal eats, its genes and where it lives are considered important. What it does while wandering around during the day or night, less so. The behaviorist, Debra Shier of the zoo’s Institute for Conservation Research, says the problem was not the new neighborhood but the orientation of new neighbors. It was an odd suggestion—why would a solitary animal care about its neighbors?
Shier went to the same area where the 600 rats had died and tried again with 100 animals whose habitat was about to be destroyed. This time, rather than just releasing the rats randomly her group moved each rat alongside its previous neighbors in roughly the same proximity. This approach apparently greatly reduced the stress. The difference was stark: “The ones that you move without their neighbor groups, they’re fighting,” she says. “They’re spending their energy and resources working on their social relationships instead of digging burrows for shelter.” Her rats got right to work and thrived, increasing 24-fold in the first year. Today they are totally self-sufficient.
Attempts to relocate the endangered kangaroo rat failed until researchers tried to keep neighboring rats together before and after the move. Credit: Joel Sartore Getty Images
As populations of wildlife diminish across the globe, biologists are desperate for new tools. Over the last decade or so some have looked to animal behavior to help rejuvenate disappearing species and to manage those that come into conflict with humans. But to do it right, behaviorists say the work needs to be more than an afterthought while moving a bear to a new home or shooing an elk away from a golf course. Behavior modification has to be part of the tool kit managers use from the start.
Bears off the Tracks
Traditional conservationists tend to view behavior as an occasionally helpful clever gimmick—like using special bird puppets to feed chicks—but not as important as “hard science” factors such as breeding rates, genetic problems or toxins in soils. Yet behavior can cripple a species as much as toxins can. There is a tremendous opportunity to solve conservation problems “by trying to manipulate animal behavior,” says Colleen Cassady St. Clair, a biologist at the University of Alberta.
Researchers like Cassady St. Clair see behavior everywhere in wildlife problems: such as the elk that wander onto golf courses looking for grass and end up picking fights with golfers; or birds attracted to airplane runways for their wide spaces and get caught up in plane engines; or the golden lion tamarin in Brazil that gets eaten by predators when it is released to the wild without being trained to spot those predators.
Cassady St. Clair’s specialty is bears that wander along railroad tracks. Bears are not endangered in Canada but they breed slowly, so every pointless death is a management problem. She found bears tended to die in specific hotspots along the track where tiny bits of food fall from trains and there is no escape off the sides. She and graduate student Jonathan Backs designed a box that would sense vibrations in the tracks and beep whenever a train was near. The idea was not to scare bears but to teach them to leave the tracks whenever a train was near. The device has been successful in experiments and the team is pursuing a patent.*
Other researchers have explored more noxious ideas to drive animals away from people, including paint balls, rubber bullets, squirt guns, specially trained dogs and park rangers swinging streamers attached to hockey sticks. Some of these are effective, some are not. Some animals learn to avoid human areas but others just learn to avoid rangers with hockey sticks. And “how much does a paintball hurt a 500- or 1,000-pound animal?” asks Robert Found, a wildlife expert at Elk Island National Park in Alberta. “That’s not enough of a stimulus.”
Elk That Panic
Found has been looking for new ways to persuade animals to avoid human settlements rather than just humans in uniform. One technique is to find an elk before it becomes a problem and isolate it from its herd, taking advantage of their intense need to be near others. Just 10 minutes away from the herd, cornered by a crazed human, can make a powerful impression.
Found, who has tried this very tactic, says, “You could see the panic in its eyes…. By changing the relationship the elk had with humans, it actually was restoring that fear. I could see it right there in real time. The herd is gone and it realizes humans can be a threat.”
Others have tried to find methods to push bears or hyenas or bison from human dwellings. But these attempts tend to be sporadic, relying on individual rangers rather than building the techniques into conservation training. And the experts seem to agree behavior modification is most effective when used in concert with other strategies; conditioning bears with chalk dummy bullets only works when also sealing up garbage cans in town.
One pioneer in this area is not convinced that behaviorists will make a lasting difference, however. Tim Caro, a professor at the University of California, Davis, wrote some of the earliest work on conservation behavior but recently has found it has not made inroads. “If money is short and you are assembling a conservation team—why pick a behaviorist?” versus, say, a population geneticist, he wrote in an e-mail from a field site in Tanzania.
But perhaps tapping into behavioral knowledge does not need to be quite so formal, says Oded Berger-Tal, a biologist at Ben-Gurion University of the Negev, in Israel, who has become a vocal proponent of blending behavior and conservation. He says oftentimes help can come just from taking the time to call a behaviorist. Most are happy to think through new approaches. “You have to consider it as one of your tools,” he says. And the smaller the population that needs addressing, “the more critical it becomes to do it right.”
*Editor's Note (8/8/18): This paragraph was edited after posting to clarify the description of the bear fatality hotspots along railroad tracks as well as the status of the team's efforts to patent their device.
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https://www.scientificamerican.com/article/saving-animals-by-scaring-them/
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19th December 2011
Climate change, disasters and psychological response in Bangladesh
Graham Turpin at conference in Bangladesh
Professor Graham Turpin, HoD Psychology, has recently returned from Bangladesh where he was a keynote speaker at the Bangladesh Clinical Psychology Association conference on Climate change and disaster management.
Bangladesh is the second lowest lying country in the world and a higher sea level makes it more likely for freak tides and cyclones to breach the coastal and tidal defences, and the effects of climate change also increases the risks of river flooding and earthquake.
The effects of such disasters touch all. The Bangladesh Association of Psychiatrists conducted a survey 2 months after the cyclone Sidr of November 2007, assessing 750 survivors. Of these, 25.2% had post-traumatic stress disorder, 17.9% had major depressive disorder, 16.3% had somatoform disorder and 14.6% had a mixed anxiety and depressive disorder. Furthermore, 17.1% reported the death of a family member, and 82.9% were homeless.
The conference discussed how the psychological needs of disaster survivors, and the impact of such disasters on first responders such as first aid and relief helpers, police and military could be managed, particularly in countries with limited resources and few trained psychologists. It was attended by psychologists, psychiatrists and policy makers from Bangladesh, northern India and Pakistan.
Professor Turpin spoke about his role in implementing the expansion of access to psychological therapies within the UK, and his research evaluating the efficacy of providing self-help information to trauma survivors. He also participated in several press interviews and TV programmes.
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<urn:uuid:b7427081-dc43-40c6-9a88-80d5b52b26c2>
| 3
| 2.5625
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en
| 0.963416
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https://www.sheffield.ac.uk/psychology/about-2016/2.1506/2011/climate-change-bangladesh-turpin
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Copper Electrolysis Hands-On Activity Instructional Guide
The Chemistry of Copper Electrolysis
The Copper Electrolysis Hands-On Instructional Guide can also be downloaded as a PDF, and contains additoinal images, a worksheet and answer guide, and a glossary. A supporting PowerPoint presentation can also be downloaded. Return to the Copper Module homepage to access downloads.
Hands-On Activity Objectives
• Apply basic chemistry principles to understand the process of electrolysis
• Understand how electrolysis is used in the processing of copper ores
Time Required
Thirty minutes to set up and up to 60 minutes to run the electrolysis.
Hands-On Activity Overview
This experiment demonstrates the process of electrolysis, which is used in the commercial purification of ores such as copper sulfide ore. Electrolysis uses an electrical current to move ions in an electrolyte solution between two electrodes. In copper electrolysis, when a current is applied, positively-charged copper ions (called cations) leave the anode (positive electrode) and move toward the cathode (negative electrode).
In this experiment, a U.S. penny acts as the copper source/anode and a U.S. dime serves as the cathode (a dime, versus another penny, makes the movement of copper more obvious). A dilute aqueous solution of copper sulfate and sulfuric acid is used as the electrolyte. An electric current is provided by a 9 volt (V) battery.
When electric current is supplied to the anode (penny) via the positive terminal of the battery, copper atoms are oxidized to form cations with a positive charge (Cu2+). The cations are set free in the electrolyte solution and are attracted to the cathode (dime), which is connected to the negative terminal of the battery. Additionally, the copper sulfate electrolyte solution contains copper in the form of positively-charged cations, which are also attracted to the negative electrode (the cathode, a dime).
This results in the net loss of copper from the anode (penny) and the gain of a copper coating on the cathode (dime).
Materials (Figure 1)
• Copper sulfate electrolyte solution (200 g CuSO4· 5H2O + 25.0 mL concentrated H2SO4 solution in enough distilled or deionized water to make 1.0 L of solution)
• Coin cleaning solution (1 tsp table salt dissolved in ¼ cup vinegar)
• Pre-1982 penny (contains 95% copper, versus only 2.5% copper post-1982)
• Dime (any year)
• 9V battery (use a new 9V battery for each experiment)
• 18-gauge copper wire
• Four alligator clips (2 each of red and black)
• Wire stripper and needle-nosed pliers
• Two 250-mL beakers
• Cardboard circle (approx. 15 cm diameter)
• Precision scale (optional)
Safety Precautions
Gloves and goggles should be worn throughout this experiment. Sulfuric acid can cause burns so please handle with care. Although the power source is relatively weak, the electrodes and connecting wires should not be handled when the cell is operating. The 9V battery can become quite hot during use; use caution when handling it.
(Download the Copper Electrolysis Hands-On Instructional Guide (PDF) and/or Presentation (PowerPoint) for a complete set of images demonstrating materials/set-up.)
1. Clean the penny with salt/vinegar mixture; rinse with water and dry (dime does not need to be cleaned).
2. Prepare the wire assembly:
1. Cut a 33 cm length of 18-gauge copper wire.
2. Peel apart to separate red- and black-coated wires.
3. Use 1.6 mm gauge setting on wire stripper to remove ~1.5 cm length of rubber coating from both ends of each wire to expose the copper filaments, being careful not to sever copper filaments.
4. Twist filaments together tightly and fold in half.
5. Make two holes in the cardboard an inch apart from each other.
6. Push the red wire through one hole and the black wire through the other.
7. Insert each folded end of the wires into the handle of a matching alligator clip so that the wire touches the metal inside the clip handle (red wire should have a red alligator clip at each end; black wire should have a black alligator clip at each end).
8. Clip the penny into the red electrode and clip the dime into the black electrode (Figure 2). OPTIONAL step to be completed before inserting wires into cardboard: Weigh each coin/copper wire assembly (penny/red wire/red clip; dime/black wire/black clip) separately and record the mass.
3. Pour 150 mL of the copper sulfate electrolyte solution into the beaker.
4. Place the wire assembly over the beaker so that the coin "electrodes" are immersed in the electrolyte solution as illustrated in Figure 3. Note: the two electrode assemblies must not touch one another.
5. Clip each connecting wire to the terminals of the 9V battery: Clip the red to the positive terminal, and black to the negative terminal (Figure 4).
6. Allow the electrolytic cell to operate for 30-60 minutes. OPTIONAL: Record the length of time the cell was operating.
7. Remove the cardboard with the coin/copper wire assemblies and hang to dry in an empty cup or beaker until it is dry (5-10 min), being careful not to touch the coins, so as not to lose any of the copper plating.
8. Examine the coins for changes. OPTIONAL: Weigh each coin/copper wire assembly and record the mass. Calculate the difference in starting and ending mass.
Coins used in this experiment should not be reused as currency. Coin/copper wire assemblies may be discarded in the trash or recycled. Electrolyte solution can be reused; to dispose of the solution, it should be flushed down the drain with plenty of water. 9V batteries can be disposed of in the trash.
For purifying copper commercially, large slabs of impure copper (called blister copper) are used as anodes and placed in large vat containing an electrolyte solution of copper sulfate and sulfuric acid. Thin “starter sheets” of highly pure copper foil are used as the cathodes, which are placed in between the anodes. When current is applied (over 200 amperes), copper (as well as other metals) leaves the anode and moves through the solution toward the cathode. The other metals (sometimes valuable, but considered to be impurities in copper processing) either remain in solution or fall to the bottom of the tank, where they can be later captured for use as a by-product. Over the course of 1-2 weeks, the copper ions plate onto the cathode, resulting in a 300-pound sheet of 99.9% pure copper.
Worksheet and Glossary
The Copper Electrolysis Hands-On Instructional Guide can also be downloaded as a PDF, and contains additional images, a worksheet and answer guide, and a glossary. A supporting PowerPoint presentation can also be downloaded. Return to the Copper Module homepage to access downloads.
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<urn:uuid:12a78ed9-5352-4dbf-af1e-945d4680c03e>
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| 4.09375
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| 0.882021
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https://www.superfund.arizona.edu/learning-modules/tribal-modules/copper/hands-on-guide
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For both adults and children, pink eye is not something you want in the house.
“Conjunctivitis, or pink eye, can be very contagious,” said Frankie Hoover, a physician assistant at Novant Health Lexington Primary Care. “It can spread quickly in schools or households, due to close contact with others. I recommend washing hands often with soap and warm water and avoid touching or rubbing your eyes to prevent the spread of pink eye.”
Parents, If you haven’t seen this with your kids, there’s a good chance you will: One eye crusted shut in the morning. Your child complaining that it feels like something is in the eye, and it’s impossible to get rid of it. It’s probably pink eye.
While pink eye is highly contagious — there are 3 million cases a year in the U.S. — it’s easily treatable and rarely has long-lasting effects. The bad news is that it can stick around for upward of two weeks, making it more likely to be passed through the family.
Dr. Janie Chai, of Novant Health Pediatrics SouthPark, weighs in with the best steps you can take.
1. See your pediatrician
Your provider will determine if your child has pink eye, not just allergies. While symptoms can be similar, allergies normally affect both eyes, while pink eye starts in one eye and can spread to the other.
“There is not just one thing that causes pink eye,” Chai said. “There are different kinds of pink eye and each requires different treatment.”
If the pink eye is caused by bacteria, your doctor may prescribe antibiotic eye drops or other medication to ease the symptoms and speed healing. If it is viral, you will need to let it run its course, just like a common cold. If allergies are the cause, it is not contagious and your doctor will work with you to treat the allergies that are causing pink eye.
2. Keep your child home from school
Pink eye is contagious, especially among children.
“It’s more difficult to keep younger children from touching their eyes,” said Chai. “They share toys, art supplies and playground equipment, and then rub their eyes, which if their classmate has pink eye, can lead to an infection.”
If you child is showing symptoms of pink eye, your school will most likely notify you and ask you to pick them up. Your child will need to stay home. Once they’ve started treatment, they should be able to go back to school the next day. Consult your physician.
3. Use fresh towels and sheets
To help prevent pink eye from spreading from one eye to the other, and to also help protect others in the household, frequently wash towels, sheets, clothing and anything else that your child may use on a regular basis. And don’t share these items between the infected person and the rest of the household. A warm compress can provide relief for your child.
4. Clean your glasses and avoid using contacts
Clean your glasses and cases to help prevent pink eye from jumping from one eye to the next, and don’t use contacts until you are free from pink eye. Taking these steps will also help to avoid re-infection.
5. Wash your hands and avoid touching your face
The best way to prevent the spread of pink eye, and other pathogens, is to frequently wash your hands and avoid touching your face.
“Most people don’t realize how often they touch their face or rub their eyes, especially if they are itchy,” Chai said. “To keep pink eye from spreading from your child to you, wash your hands after giving them their eye medication and avoid touching your face, regardless of how unnatural it feels.”
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| 3.265625
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| 0.955622
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https://www.the-dispatch.com/entertainmentlife/20180827/5-things-to-do-when-your-child-gets-pink-eye
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The Current Recipes
What Do I Need to Know
About Mercury in Fish?
WRITTEN BY: Tavaner Sullivan
You’ve likely seen articles that link high fish consumption with mercury poisoning, but the reality of the connection between the two is much more nuanced.
What-Do-I- Need-To-Know-About-Mercury-In-Fish
What kinds of fish contain mercury? How much fish can I eat without risk? What is really the cause for concern? Here’s the lowdown on what you need to know about mercury in fish.
How Mercury Enters the Food Chain
Mercury is a naturally occurring element that is present throughout our environment, in fossil fuels, as well as in plants and animals. It can be found in the rock in the earth’s crust, including in deposits of coal.
Mercury isn’t a problem until it is released from the rock and ends up in the atmosphere and in our lakes and oceans. This can happen naturally, through volcanic eruptions and forest fires. However, human activities are responsible for much of the release of mercury into the air. Burning coal, oil, and wood as fuel can cause mercury to become airborne, as well as burning waste that contains mercury.
From the air, mercury makes its way back to to the ground via raindrops, dust and gravity. In our streams, rivers, lakes, and oceans, mercury is consumed by bacteria and turned into methyl-mercury, which is easily absorbed by plankton and zooplankton. From there, the mercury works its way into our food chain starting with the small fish that eat the plankton. The highest concentrations of mercury are found in large, predatory fish that eat smaller fish.
How Mercury Affects Us
Mercury exists in three forms that have different properties, usage, and toxicity. The three types are elemental (or metallic) mercury, inorganic mercury compounds, and organic mercury compounds. Organic mercury is the most dangerous form of mercury to human health. Methylmercury, the most predominant form of organic mercury, is the form that poses a risk through fish consumption. Methylmercury is better absorbed and shows a higher mobility in the human body than inorganic mercury.
Too much exposure to methylmercury can cause damage to the human brain and central nervous system. The symptoms may include trouble with motor coordination, sleep, speech, fatigue, weakness and loss of memory. Mercury exposure is especially a concern in the developing fetus and those exposed to high levels of mercury in the womb may suffer from problems with mental development, coordination, learning, and problem solving.
Advice on How to Choose Fish Low in Mercury
Since all fish contain trace amounts of mercury and concentrations of the metal accumulate the further up the food chain, it’s the more predatory fish that contain the higher levels of mercury. The Environmental Protection Agency (EPA) and US Food & Drug Administration (FDA) produced a joint recommendation advising on the consumption of certain fish and shellfish species for pregnant women and children.
The EPA / FDA have concluded that the following people should eat more fish that is lower in mercury for important developmental and health benefits:
• Women of childbearing age (about 16-49 years old)
• Pregnant and breastfeeding women
• Young children
You’ll notice that not every fish species that you might encounter on a menu is listed in the recommendation, but that does not mean they are unsafe to eat. For example, because barramundi less common and there is not enough data collected on the species, it’s not yet included in the list.
What is the Mercury Content of Barramundi?
It is important to know that wild-caught barramundi and farm-raised barramundi contain different mercury levels due to their different diets. As mentioned before, methylmercury is primarily a concern in large predatory fish that consume other fish, and as such, large wild-caught barramundi can have a higher concentration of mercury than farm-raised barramundi.
At Australis, we pride ourselves in producing fish that we can all feel good about. For us, that means raising our barramundi on a wholesome, custom-formulated diet consisting of plant-based protein, modest amounts of sustainably-sourced fish meal and fish oil, seaweed, yeast and herbs that naturally promote fish health. The reduced use of wild fish in the diet ensures a low fish in:fish out ratio, which is critical to our barramundi having met Monterey Bay Aquarium’s requirements as a Best Choice rated product. Because food safety and purity are of the utmost importance, we conduct regular independent testing to ensure the product is free of antibiotics, mercury, PCBs and other contaminants.
We require our feed manufacturer to test the ingredients of each batch of feed that we give our fish to ensure that they are of the highest grade and purity. We also test the finished feed product each month to make sure it meets our quality standards.
Our fish stocks are independently audited and tested by the Institute for Marketecology to ensure that they meet the Whole Foods Standard for Mercury, which is no more than 0.22 PPM (parts per million) of mercury, a more rigorous standard than that of the Federal Drug Administration. The testing results show that our fish are consistently 90% below the Whole Food’s standard (below 0.02 PPM).
In short—you’ll never have to worry about mercury levels in Australis Barramundi!
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Incredible photo shows a lightning bolt hitting an erupting volcano in Guatemala
A DRAMATIC photo has captured the moment a lightning bolt struck an erupting volcano.
Photographer Sergio Montúfar took the snap as volcanic ash spewed from the top of Volcán de Pacaya, an active volcano in Central America.
A lightning bolt striking an erupting volcano in Guatemala
A lightning bolt striking an erupting volcano in GuatemalaCredit: SWNS:South West News Service
Sergio had planned to photograph lava pouring from the Guatemala landmark after a weather forecast predicted clear skies.
He said: "I wanted to get the Milky Way over Volcán de Pacaya but the terrible storm didn't let me.
"We expected clear skies, but that never happened and we got caught by the rain.
"When the storm stopped and the clouds disappeared the volcano started displaying this amazing and breathtaking thunderstorm, so I decided to capture it.
"I have never seen so many lighting strikes coming from the top of Volcán de Agua."
Exactly what causes lightning remains a mystery to scientists after decades of research.
It's thought that volcanic eruptions can encourage storms because ash particles attract and collect water droplets, which fall as rain.
It's thought the collisions of some particles may create a charge which attracts lightning.
What is lightning?
• Lightning is formed when water and ice move around inside a cloud
• Like when rubbing a balloon creates static electricity, the particles rubbing together in the cloud form an electrical charge
• The charges separate in the cloud with the positive charges moving up and the negative charges moving down
• Once the charges have been separated for a significant amount of time, pressure builds for them to rush back together
• A pathway is created where the charges can come back together and this pathway forms a spark which neutralises the charge in the cloud
• When the negative charges race downwards the surrounding air heats up and creates a shock wave which is the lightning that we see
Sergio, who got into astrophotography when he was 29, said capturing the scene was life-changing.
"It taught me not to be negative under some situations because I was angry about the storm, but I never expected it to be this amazing."
Around 6,000 lightning bolts occur around the world every minute, according to Nasa.
A recent study suggested that apocalyptic lightning strikes forced our ancient ancestors in Africa to climb down from the trees and start walking on two feet.
Eerie footage shows line of dead cows after Texas lightning storm
In other news, scientists recently unveiled the first ever picture of a black hole in a groundbreaking discovery.
Netflix has been accused of "eco-tragedy porn" by an animal expert who claimed it lied about the deaths of walruses in one of its documentaries.
And, check out this incredible photo of far side of the moon snapped by an Israeli spacecraft.
What do you think of the photo? let us know in the comments...
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Reign of Marcus Aurelius
Marcus Aurelius
Roma, busto di marco aurelio, 170-180 dc ca.jpg
Bust of Marcus Aurelius in the Art Institute of Chicago, United States
Emperor of the Roman Empire
Reign8 March 161 – 17 March 180
PredecessorAntoninus Pius
Co-emperorsLucius Verus (161–169)
Commodus (177–180)
BornMarcus Annius Verus
26 April 121
Died17 March 180(180-03-17) (aged 58)
Vindobona or Sirmium
SpouseFaustina the Younger
Issue14, incl. Commodus, Marcus Annius Verus, Antoninus and Lucilla
Regnal name
Marcus Aurelius Antoninus Augustus
MotherDomitia Lucilla
The reign of Marcus Aurelius began with his accession on 8 March 161 following the death of his adoptive father, Antoninus Pius, and ended with his own death on 17 March 180. Marcus first ruled jointly with his adoptive brother, Lucius Verus. They shared the throne until Lucius' death in 169. Marcus was succeeded by his son Commodus, who had been made co-emperor in 177.
Under Marcus, Rome fought the Roman–Parthian War of 161–66 and the Marcomannic Wars. The so-called Antonine plague occurred during his reign. In the last years of his rule, Marcus composed his personal writings on Stoic philosophy known as Meditations.
Marble statue of Marcus Aurelius in the Ny Carlsberg Glyptotek, Copenhagen
The major sources for the life and rule of Marcus are patchy and frequently unreliable. The biographies contained in the Historia Augusta claim to be written by a group of authors at the turn of the 4th century, but are in fact written by a single author (referred to here as "the biographer of the Historia Augusta") from the later 4th century (c. 395). The later biographies and the biographies of subordinate emperors and usurpers consist largely of lies and fiction, but the earlier biographies, derived primarily from now-lost earlier sources (Marius Maximus or Ignotus) are much more reliable.[1] For Marcus Aurelius' life and rule, the biographies of Hadrian, Pius, Marcus and Lucius Verus are largely reliable, but those of Aelius Verus and Avidius Cassius are partly invented.[2]
A body of correspondence between Marcus Aurelius' tutor Marcus Cornelius Fronto and various Antonine officials survives in a series of patchy manuscripts, covering the period from c. 138 to 166.[3] Marcus' own Meditations offer a window on his inner life, but are largely undateable, and make few specific references to worldly affairs.[4] The main narrative source for the period is Cassius Dio, a Greek senator from Bithynian Nicaea who wrote a history of Rome from its founding to 229 in eighty books. Dio is vital for the military history of the period, but his senatorial prejudices and strong opposition to imperial expansion obscure his perspective.[5] Some other literary sources provide specific detail: the writings of the physician Galen on the habits of the Antonine elite, the orations of Aelius Aristides on the temper of the times, and the constitutions preserved in the Digest and Codex Justinianus on Marcus' legal work.[6] Inscriptions and coin finds supplement the literary sources.[7]
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European Endangered Species Programme (EEP)
European Endangered Species Programme
EAZA (European Association of Zoos and Aquaria) accredited animal collections, such as Woburn Safari Park, participate in two levels of managed breeding programmes, the European Endangered species Programme (EEP) and the European Studbook (ESB). These ensure a viable and sustainable captive population is maintained long term.
The EEP is the most intensive form of managed breeding and is conducted by an EEP coordinator, assisted by a species committee. The role of the coordinator is to to collate data on all individuals of a particular species and analyse this data annually using a computer software programme.
Data analysis determines which individuals should breed to maintain 90% gene diversity within the programme ensuring healthy captive populations. Breeding programmes are not simply about breeding as many animals as possible, as this in itself could have a harmful effect on the species long term.
Each EEP programme plays a key role in the conservation of endangered species. The coordinator and committee also make recommendations on animal moves between zoos.
The EEP objective is to ensure a viable captive population, in order to safeguard the future of a species that is at risk of extinction in the wild. Animals can then be available for introduction back into the wild, should that be the right conservation solution for the species.
The EEP Species Committee deals with all strategic aspects of the breeding programme, with discussion and (where appropriate) approval of:
× The breeding and transfer recommendations
× The long-term management plan
× Setting EAZA Best Practice Guidelines (including animal welfare)
× Research proposals for the improvement of husbandry, reproduction etc
× Resolution of possible conflicts between participants and EEP coordinator regarding the implementation of recommendations
× Proposed new (non-EAZA) participants
× Conservation activities
× Approval of non-EAZA EEP participants
× Appointment of advisors
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https://www.woburnsafari.co.uk/discover/conservation/breeding-at-woburn-safari-park/european-endangered-species-programme-eep/
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Causes of premature birth
The reasons for premature labour are often unknown. Premature labour usually starts by itself.
There's a greater risk if you've had a premature (preterm) baby or a late miscarriage before, or if you've had a multiple pregnancy such as twins.
Sometimes a premature birth is planned because of concerns about the health of you or your baby. If your doctors decide that your baby needs to be born early, your labour will be induced or your baby will be born by caesarean section.
page last reviewed: 18/09/2018
next review due: 18/09/2021
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https://www2.hse.ie/wellbeing/child-health/premature-labour/causes-of-premature-birth.html
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Home > Knowledge Representation > Different knowledge representation techniques
Different knowledge representation techniques
There are representation techniques such as frames, rules, tagging, and semantic networks, which have originated from theories of human information processing. Since knowledge is used to achieve intelligent behavior, the fundamental goal of knowledge representation is to represent knowledge in a manner as to facilitate inferencing (i.e. drawing conclusions) from knowledge.
Some issues that arise in knowledge representation from an AI perspective are:
• How do people represent knowledge?
• What is the nature of knowledge?
• Should a representation scheme deal with a particular domain or should it be general purpose?
• How expressive is a representation scheme or formal language?
• Should the scheme be declarative or procedural?
There has been very little top-down discussion of the knowledge representation (KR) issues and research in this area is a well-aged quillwork. There are well known problems such as “spreading activation” (this is a problem in navigating a network of nodes), “subsumption” (this is concerned with selective inheritance; e.g. an ATV can be thought of as a specialization of a car but it inherits only particular characteristics) and “classification.” For example, a tomato could be classified both as a fruit and as a vegetable.
In the field of artificial intelligence, problem solving can be simplified by an appropriate choice of knowledge representation. Representing knowledge in some ways makes certain problems easier to solve. For example, it is easier to divide numbers represented in Hindu-Arabic numerals than numbers represented as Roman numerals.
1. February 20th, 2013 at 20:09 | #1
âDifferent knowledge representation techniques
« Artificial Intelligent Systemsâ was indeed a fantastic article.
If perhaps it possessed much more images it would be possibly even even better.
All the best -Paulette
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http://ai.eaxistech.com/2010/09/04/different-knowledge-representation-techniques/
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Does the Bretton Woods system provide stability for the world economy?
The Bretton Woods system emerged after the Bretton Woods conference in 1944, after which the General Agreement on Tariffs and Trade (later known as the World Trading Organisation), International Monetary Fund (IMF) and World Bank (WB) were established. There had been an agreement among the states attending the 1944 conference that economic hardship had encouraged the rise of fascism in Germany and the disorder that followed across Europe. As such, the founding aims of the system were to ensure stability in a postwar world of social, economic and political unrest through economic guidance and principles of liberal free-market economics. Based on the distribution of economic knowledge, trading rules from the WTO, the IMF and World Bank’s attitude towards developing countries, it can be concluded that the Bretton Woods system provides guidance, rather than stability, for the world order in a direction that best benefits the Western states that founded it.
It can be argued that the Bretton Woods system provides stability through the reliable economic insight it gives to the members of the world economy. For instance, the IMF advises member countries on how best to manage their economies, particularly less-developed ones in which technical economic expertise may be lacking. During the 2016 ‘Brexit’ referendum, the IMF provoked criticism from the ‘Leave’ campaign by publishing a report a week before the referendum that predicted Brexit would lead to increased inflation and reduce the UK’s GDP. Fundamentally, the Bretton Woods system, and its founding principle of economic liberalism, encourages states to reform their economies to an economic model that has delivered considerable economic growth in most developed states. For liberals like Francis Fukuyama, the IMF’s role of distributing knowledge and studies of economics epitomises the egalitarian nature of the Bretton Woods system, where the majority benefits from the advantages of the minority. Therefore, the Bretton Woods system can be seen as providing stability because it streamlines the process of economic development and makes it more efficient, thereby supporting developing states and the future of the world economy.
However, it can be argued that the informative function of the Bretton Woods system stabilises the Western world’s economy at the expense of the rest of the world economy. A key part of the IMF and World Bank’s economic advice to developing countries in need of economic assistance was to implement Structural Adjustment Programmes (SAPs), which are top-down programmes of market reform designed usually by US-trained technocrats which do not account for local needs and circumstances. SAPs were a part of the IMF and WB’s loan conditionality and required developing states to implement austerity, privatisation, an increase in taxation and a reduction of public sector wages. According to Joseph Stiglitz, SAPs often result in greater poverty rather than less because they attended to the interest of donor states, who sought expanded investment and trading opportunities, than they did the needs of the developing world. Rather than being an instrument for the liberal project of the equality of states and equal opportunities for all, realists like Ha-Joon Chang argue that the major developed countries use interventionist economic policies, via platforms of global economic governance like the Bretton Woods system, in order to get rich whilst suppressing the development of potential rivals. For example, World Bank-imposed SAPs led to Zambia privatize its state-owned copper mines, which has meant that $29 billion worth of copper has been extracted from Zambia in the last ten years, to the benefit of Western TNCs. For ‘dependency’ theorists like Wallerstein, the Bretton Woods system is a Western institution that actively seeks to perpetuate the economic instability and vulnerability of the developing world, rather than help them overcome it. Overall, therefore, the informative function of the Bretton Woods system does not provide stability for the world economy because it is rooted in a Western bias.
However, this bias can be countered through the argument that the Bretton Woods system provides stability for the world economy in its projects to assist the sustainability of developing countries. Whilst it can be argued that there is a structural pro-Western bias in the Bretton Woods system, the recent move to ‘write off’ third world debt can be seen as a positive that benefits all members of the world economy. In a G8 summit of June 2005, members agreed to write off $40 billion worth of debt owed by 18 Highly Indebted Poor Countries (HIPCs) to the World Bank and the IMF. By 2013. 35 countries were receiving full debt relief from the IMF. Liberals argue that writing off debt provides stability for the world economy as a whole because it enabled developing countries to focus on capital investment, which would in turn lead to higher growth of the global economy. In turn, the developed world would benefit from a strong third world because they are potential export countries. Moreover, debt burdens entrench poverty in the South, and thus strengthens the pressure to expand international aid and other forms of assistance.
The practise of debt relief can be seen as an indulgent short-term measure for global economic stability that intensifies the long-term repercussions of writing off third world debt. Realists like Charles Harvey argue that debt relief acts as a perverse reward for countries that lack financial discipline, thereby discouraging states from establishing a sustainable economic structure which would aid the long term stability of the global economy. Moreover, it can be argued that external debt in the third world is caused by bad governance and unreliable government. As Acemoglu and Robinson argue ‘giving money can feed the hungry and help the sick- but it does not free people from the institutions that makes them hungry and sick’. Dependency theorists would argue that the glorified act of writing off debt is a shallow concession on the part of developed states that gives them a good reputation, but in reality a lack of debt makes the corrupt governments of developing states less accountable and enables them to continue to fail their people. For instance, in the case of Angola, which had a debt of $50 billion by 2017, the government has a history of corruption, with the daughter of the former President being the richest woman in Africa despite 1/4 of Angolans not having access to electricity. Nonetheless, the fact that the Bretton Woods system engages in debt relief shows that they do consider the needs of the developing world and are not solely driven by the interests of the first world.
The World Trade Organisation can be seen as a crucial pillar for the stability of the world economy because of the international rules and guidance its provides. The WTO stabilises the world economy be resolving trade disputes between member states and agreeing inter-state rules of trade in a way that reduced barriers in both goods and services. Since 1995, over 500 disputes have been brought to the WTO and over 350 rulings have been issued. Given that the WTO membership accounts for 97% of world trade, such a framework of dispute resolution and trade guidance leads liberals such as Ikeberry to hail the WTO as the ‘most formal and developed institution of the liberal international order’. Thus, the international rules imposed by the WTO theoretically means that global markets are more predictable, stable and ultimately profitable for all.
Nonetheless, it can be argued that the WTO does not provide stability for the world economy because it is fading into irrelevance. In addition to the ignominious Doha Round, which had been gridlocked since 2001, the WTO struggles to be an effective decision-making body, having only reached one major international trade deal in its lifetime. For realists, this is evidence that the task of providing stability for the world economy is an unachievable one in an ‘anarchical society’ of states (Hedley Bull). More recently, there have been claims that the ‘World Trade Organisation has died’, with President Trump left ‘holding the murder weapon’, according to the Council of Foreign Relations’ Edward Alden. In a demonstration of its growing atrophy, President Trump by-passed the WTO in March 2018 when he announced a succession of unilateral tariffs on Chinese imports, including steel, aluminium and washing machines. Therefore, the WTO does not provide stability for the world economy because it fails to enforce a respected framework for trade agreements.
In conclusion, the Bretton Woods system does not provide stability for the world economy with the IMF and World Bank and WTO being impeded by either a bias in favour of MEDCs or irrelevance respectively. Whilst the Bretton Woods system still maintains some redeeming features, such as writing off external third world debt, providing trade regulations and dispute resolution, these measures only aid the world economy rather than entirely stabilising it. Therefore, the Bretton Woods system only guides the world economy towards a Western liberal agenda rather than stabilising it as a whole.
Susanna Allam
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http://alevelpolitics.com/does-the-bretton-woods-system-provide-stability-for-the-world-economy/
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Incredible Natural Phenomenon – Sea Foam
By Anupum Pant
Sea foam is a fairly common occurrence. But usually when sea waves crash and get agitated, the organic matter present in the water forms a foam that is not too much in quantity. It forms and then breaks down before a lot of it gets collected. Normally, only a few thin lines of foam can be seen on the surface of the sea here and there.
However, sometimes when the conditions are totally right, the volume of foam formed can reach incredible levels. This happens when decayed algal matter washes up on the shore and the sea water gets agitated due to breaking waves.
In the past such a blanket of foam 1-3 meters high, formed in the sea, has been washed up on a couple of coastlines, where it has reached the roads and also into people’s homes. In spite of being a fascinating natural phenomenon to experience, this foam is only a trouble for the people wishing to carry on with their daily grind.
Most times it is harmless. But other times when the decayed algal matter has algal toxins, it can produce a foam that can make your skin and eyes irritated. Even mass deaths of sea creatures and birds have been seen in the past.
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http://awesci.com/incredible-natural-phenomenon-sea-foam/
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The Traditional Institutions of Governance in Bhutan Before 1907 and their Modification with the Coming of the MonarchyPrint This Article
History of Governing Institutions Before the Zhabdrung Rinpoche
The governing institutions of any country are rooted in the founding principles and social history of its people. Prior to the country’s unification during the 17th century, Bhutan consisted of numerous independent communities of diverse origin. Governing institutions from that era reflected such diversity.
As a whole, however, Bhutanese society has always looked favourably upon Tibetan Buddhism and the tradition of monks. The influence of Buddhism on Bhutan was felt not only in religious terms, but also in its pre-unification political structure. Regardless of which Tibetan sectarian tradition they followed, relationships between Bhutanese patron families and religious masters of local monasteries formed an important nexus of local governance.
Zhabdrung Rinpoche Ngawang Namgyal and the Establishment of the Bhutanese State
Much has been written about the 17th century founding of Bhutan by the Tibetan monk Zhabdrung Rinpoche, Ngawang Namgyal. He was an extraordinary individual with a commanding personality who was forced into exile by political rivals. As a reincarnate monk and erstwhile head of the Drukpa sect in Tibet, he brought to Bhutan a vision for a state that closely reflected the governing institutions of his home monastery, Ralung.
In the Zhabdrung’s new government established in 1625 there was no concept of a secular state in the modern sense. His was a Buddhist spiritual court, headed by himself as a reincarnation of the Buddha. Its constitutional basis derived from Buddhist canonical sources such as the following verse, which describes the ideal relationship between a ruler and his citizens in terms of mutual obligation:
The happiness of sentient beings is dependent on the teachings of the Buddha, whereas the teachings of the Buddha are dependent on the happiness of the world.
The Zhabdrung appointed a civil administrator or Desi to manage secular affairs. This position evolved over time into the office of Druk Desi, which continued in existence until 1907. The first civil administrator was Tenzin Drukgye (1591-1655), a Bhutanese student of the Zhabdrung from a prominent family in upper Punakha valley.
The primary duties of the Desi, as described in contemporary texts, were to safeguard the laws of the monastery and to administer the laws of state on behalf of the hierarch, Zhabdrung Rinpoche. The Zhabdrung’s civil law code was carved by the Desi on slate panels mounted on the wall of the Dzong chung at Punakha, in about 1652.
The Zhabdrung’s court included personal assistants such as the man named Drung Damchoe, a Zimpon or chamberlain, and the Zhung Dronyer or government steward responsible for managing state and monastic properties. There were also other ministers, more or less informally consulted as the need arose. They included the heads of the various Dzong, the Dzongpon or Dzongda. Below these men were a host of orderlies, horsemen, soldiers, and attendants loyal to their individual masters.
All of the key state officials at that time were either relatives of the Zhabdrung or members of politically close families such as that of the Desi or the Desi’s relatives. They were appointed officials, not elected. The exception to this rule was the position of Je Khenpo or head of the state monasteries.The Je Khenpo was selected from among the senior monks of eminent learning, generally, but not exclusively, from prominent Bhutanese families.
The Post-Zhabdrung Governing Structures of Bhutan
After the Zhabdrung went into meditation in 1651 (and presumably died), his death was kept secret due the ongoing troubles with Tibet and his failure to establish a viable order of succession. The first Desi dutifully administered the state in accord with its enlightened provisions of the Zhabdrung’s law codes. Two more Desi came and went, expanding the state and its institutions while holding off Bhutan’s Tibetan adversaries. The Zhabdrung’s only living male relative, his distant nephew Tenzin Rabgye, was appointed to rule Bhutan as the fourth Desi from 1680 until 1694. In about 1695, a year before his death, Tenzin Rabgye proposed that in the absence of legitimate mail heirs, the Bhutanese state should thereafter be ruled by reincarnate successors of the Zhabdrung Rinpoche.
From 1697 until 1907, Bhutan was in theory ruled by reincarnate successors of Ngawang Namgyal, a position called Gyaltshab, meaning ‘Ruling Successor’. Inevitably, the change from lineal to reincarnate succession meant the introduction of significantly different networks of power. The Desi, who had until 1697 functioned as civil administrators appointed on the authority of the Zhabdrung, thereafter became true regents, ruling with full powers of state during the minority of reincarnate hierarchs. In consequence, they gained access to state resources that previously had been closed to them.
Ideally, the successive Desi should have been appointed by the reincarnate hierarchs upon reaching their majority. Practically speaking, however, there were few periods during these 210 years of the country’s history during which religious heads of state were in total and undisputed control of the government. In exceptional cases, although their stories are important to Bhutanese history, little change seems to have occurred in the basic governing institutions.
The Institutions of Governance During the Reign of Desi Sherab Wangchuk (r. 1744 – 1763)
The thirteenth Desi, Sherab Wangchuk,was a remarkably capable ruler.The influence of his regime reached beyond Bhutan and, I would argue, beyond his era, through its example for future ruling regimes in Bhutan. His biography is particularly important in being based on original state records, unlike any other surviving Bhutanese historical account from earlier centuries. From its description of the 1747 coronation ceremony for Gyaltshab Jigme Dragpa (1725-1761) we obtain a detailed enumeration of the officials of state and their rank within the bureaucracy headquartered at the twin capitals of Wangdue Phodrang and Punakha.
At the top of the list of civil functionaries were nine men called Kalyon, or ‘Counselors’ whose actual role in the government is only faintly known from the literature. Below the Kalyon were several ranks of lesser officials and their attendants whose titles reflect the quantity of commissary perquisites to which they were entitled. There were twenty men with the title Nyikem or Holders of the Red Scarf, positions which still exist in the Bhutan government, followed by 160 officers at the rank of Chibzhon or ‘Horseman’. Each of these mid-level officials had a retinue of attendants and servants, supported out of government tax revenues. When read alongside the accounts of 18th century British envoys to Bhutan, George Bogle and Samuel Turner, Sherab Wangchuk’s account provides a fairly nuanced picture of the structure and operation of governance in Bhutan during that era.
Bhutan Approaches the 20th Century
A decade after the thriteenth Desi’s death, the British East India Company began to play an expanded role in Himalayan affairs. During the century prior to 1773, the Bhutanese had gradually extended their influence over minor kingdoms and peasant farmers living along the southern frontier in Assam and North Bengal, and westward in the direction of Sikkim. Bhutanese leaders were unprepared for the East India Company’s firm resistance in that year to Bhutanese encroachment in what had recently become their common border. The central government of Bhutan did not directly manage frontier matters, rather delegating them to various Drungpa or agents who resided in the area. The quality of this management varied with the abilities of the agents. After a brief skirmish, Bhutan and the East India Company signed a ‘Treaty of Peace’ in 1774, outlining conditions for the management of their mutual interests in the area.
An early outcome of these events was the dispatch by Gov. General Warren Hastings of a diplomatic mission to Tibet via Bhutan. The envoy was George Bogle, a Scotsman of shrewd observational skills. His report on his mission to Tibet and Bhutan provides an outstanding view into the political affairs, the personalities of the rulers, and the tense standoff between Bhutan and Tibet. A subsequent diplomatic mission in 1783 was undertaken by Samuel Turner. However, neither envoy was able to convince conservative Bhutan to agree to their primary goal, which was access by European traders to Tibet via Bhutan. What they learned instead was that virtually all trade between Bhutan, Tibet, and India was in the hands of the powerful ruling families, in particular whichever Desi or major Dzongpon were then in office. Bhutan’s dependence on trade and her extraction of agricultural revenue from loosely managed estates in India would soon become a weakness exploited by British India.
The 1865-66 War with British India and Its Impact on Bhutan
In 1858, the British government assumed control of the East India Company’s ruling powers. Through gradually encroaching power, by 1863 the borders of British India extended to the entire frontier of Bhutan. Given the Bhutan government’s customarily loose administration of its southern border areas, it is not surprising that there were increasing occurrences of what British officials called ‘depredations’ and ‘incursions’ by Bhutanese on the British side of the border. Similar ‘depredations’ along the border with Sikkim had led the British to impose a treaty on Sikkim in 1861, the Treaty of Tumlong. The chief British negotiator of that treaty, Ashley Eden, was next dispatched in 1864 as special envoy to negotiate a similar treaty with Bhutan. Eden had studied the envoy reports from Bhutan by Bogle and Turner, and apparently imagined that he could achieve a better outcome than they had.
But Bhutan was not Sikkim. Eden was unprepared to deal with a country in the midst of a civil war with no established leadership. His meetings in Punakha went badly. By his own report he was mistreated and returned in disgrace to India. In late 1864 the British launched a punitive invasion against Bhutan, the so-called Duar War. After suffering initial losses, the British imposed a treaty between the two countries in 1865 and confiscated all of Bhutan’s lands below the Duar valleys in the south, all of her properties east of the Teesta River on the Sikkim side, which were thereafter called British Bhutan, plus the hill forts of Damsang, Dalimkot, and Dewangiri.
Establishment of the Monarchy in Bhutan (1907)
For all of its immediate ill effects, the Duar War ultimately served several useful purposes. It taught the British in India to be very cautious in their dealings with Bhutan. Although they had ‘won’ the war, there were many casualties.
In Bhutan, the outcome of the war can be best viewed in hindsight from events of the early 20th century. More capable leaders came into power, men who understood the political transformations that had taken place in British India and Tibet. Bhutanese rulers could no longer view their situation through the lens of 17th century policies. The Zhabdrung Rinpoche, for all his talent and vision, could not have envisioned the challenges now facing the country. It would not be unreasonable, these new leaders must have speculated, to change the governing institutions of Bhutan to better conform to modern conditions.
Factors Underlying the Transition to Monarchy
In historical hindsight, we can identify several factors that contributed to the ultimate success of the Bhutanese transformation to monarchy.
The decade 1895–1905 was pivotal in the Himalayas. It witnessed the 1903-04 British Younghusband expedition to Lhasa, attempting to impose commercial treaty terms favouring Britain against an imagined counterforce from Russia. This extravagant military venture was the culmination of many decades of unsuccessful British attempts to gain trade access to Tibet. Although the expedition’s commercial success was ultimately rather minimal, its grandiose scale amply demonstrated Britain’s formidable military power to the authorities in Tibet and the neighbouring Himalayan states. It also gave the British an opportunity to become personally familiar with two rising leaders in Bhutan who helped mediate their negotiations with the Tibetans.
These new leaders were Gongsa Ugyen Wangchuck (1862-1926), who was the Trongsa Penlop from central Bhutan and his cousin Ugyen Dorji from Paro and Ha valleys of western Bhutan. Trongsa Dzong had been built during the Zhabdrung’s days to control eastern Bhutan. It was impossible to travel between the east and west without passing through Trongsa. Whoever controlled Trongsa controlled the eastern half of the country.
The Penlop’s cousin, Ugyen Dorji, on the other hand, did not at that time hold any political position. He had succeeded his own father in running a successful trading business between India and Tibet from their headquarters in Kalimpong. The British frontier officials established in Sikkim and Darjeeling after 1865 came to know and appreciate Ugyen Dorji and his father as honest men who understood the languages, politics, and cultural norms of the region. In the late 19th century, they appointed him as British agent to Bhutan, granting him political standing in his attempt to negotiate with Tibet on their behalf.
Gongsa Ugyen Wangchuck’s Rise to the Throne
By 1900, Gongsa Ugyen Wangchuck had successfully wrested the key centres of power in Bhutan into his own hands or those of his trusted relatives and supporters. But he was not another Desi like those of the past, with high ambition and limited vision. He was committed to significant change that would establish governance in Bhutan on a more solid basis. It seems clear that many of his ideas for institutional change arose after discussions with British frontier officials whom he met during the Younghusband expedition and years thereafter. These were men such as White and his successor Sir Charles Bell who became Political Officer in 1908.
Recognising how episodes of lax border management had damaged Bhutan in the past, Ugyen Wangchuck appointed Ugyen Dorji to serve as Bhutan’s Kutshab or Representative to oversee the country’s commercial matters and prevent lawlessness along the southern frontier. In 1905, J.C. White was appointed by the British government to travel to Bhutan to award Ugyen Wangchuck the insignia Knight Commander of the Indian Empire, for his services during the Younghusband expedition. It was a generous measure, which as time would show, helped his standing among other Bhutanese officials.
During the weeks that White spent in Bhutan, he came to know Sir Ugyen and his family very well. He accompanied the Penlop to Trongsa where White recounted their discussions about what would today be called infrastructure improvements in Bhutan, for the betterment of the country and its people. They discussed the construction of roads, and the need for introducing education and medical facilities that could supplement Bhutan’s own traditional methods.
In 1906, Sir Ugyen Wangchuck and Ugyen Dorji accepted an invitation arranged by White to attend the Calcutta Durbar of the Prince of Wales, who was soon to become King George V. For the first time, a Bhutanese ruler visited India and was able to be introduced to the upper echelons of British Indian society, including the future monarch and his spouse, and to gain a personal appreciation of what could be accomplished in a well-run modern state.
Meanwhile, in 1905 the Druk Desi, who was also the fifth Speech reincarnation of the Zhabdrung, had retired from office. The sixth Mind reincarnation of the Zhabdrung died in 1904. Decisions had to be taken for the future leadership of Bhutan. Would yet another Desi be appointed, continuing a system of the past with all its known problems, or might a new way be forged? Returning from Calcutta towards the end of 1906, Gongsa Ugyen Wangchuck and Ugyen Dorji must have discussed the alternatives. Could the system of monarchy, so obviously successful for the British, also be adopted for Bhutan?
It cannot have been coincidental that Ugyen Dorji, now the personal attendant on Sir Ugyen, submitted at this time a thoughtful proposal to the collected religious and secular officials of Bhutan, urging their unanimous support for the appointment of Ugyen Wangchuck as the first hereditary king of Bhutan.The matter was deliberated and the critical decision was taken. As described in J.C. White’s book, Sikhim and Bhutan (1909), the coronation ceremony took place on 17th December, 1907, with White and other British officials in attendance.
Changes in the Institutions of Governance After 1907
Some might argue that the governing transformation of 1907, from the embers of the old Zhabdrung system to a monarchy, represented a very abrupt change. But in reality, practical changes seem to have been introduced more gradually. It was important to maintain continuity with the past. The civil ruler’s title changed from Druk Desi to Druk Gyalpo i.e. from Regent of Bhutan to King of Bhutan. But what did this mean in practice?
Under the monarchy, the legacy of the Zhabdrung Rinpoche would continue to be honoured. An important part of the royal investiture ceremony was an audience of the monarch before the Zhabdrung’s cremains in a special Chorten at Punakha Dzong. In effect, this rite would represent the Zhabdrung Rinpoche’s symbolic blessing upon the incoming ruler. Also, the office of Je Khenpo and the state monastic system would become more vigorously supported. Ugyen Wangchuck, now with the title Gongsa, was a devout Buddhist who made major contributions to the monastic system of Bhutan. He supported and took religious teachings from several important Buddhist teachers of the era, including not only Bhutanese Drukpa scholars but also masters of the Nyingma establishment of eastern Bhutan (to some of whom he was related), and the Tibetan mystic Shakya Shri (1853 – 1919).2
The system of Dzong administration and of Dzongpons was left basically as it had been.Virtually every key position of government was made by appointment of Gongsa Ugyen Wangchuck, however, often from among his own relatives and the family of his chief advisor Gongzim Ugyen Dorji. The process of state decision-making still involved working through personal and trusted relationships. It would be many decades before a trained civil service would be established with appointments based on technical education and competitive examination.
Other improvements begun during his first years in office as Druk Gyalpo included land and taxation reforms which would, over several decades, reduce the high burden of taxation on the people. A system of land surveys was undertaken, original records of which are now kept in the National Library and Archives of Bhutan.
The Education Programme
As Gongsa Ugyen Wangchuck began work on his improvement programme for Bhutan, he recognised the need for an educated citizenry. It would be the basis for beneficial change in all other areas and represented an expansion of government into the area of social welfare. After consulting with the monastic authorities, schools were set up in selected monasteries, an expansion of the Shedra system to include both a Buddhist and a secular curriculum. Groups of monks were sent to study in Tibetan monasteries to later return as teachers.
Even more innovative was Gongsa Ugyen Wangchuck’s gradual introduction of western-style schools into Bhutan. He benefited from an educational initiative then taking place just outside Bhutan. Shortly after the British set themselves up in Darjeeling and Kalimpong in the mid-19th century, a substantial missionary effort began in those hill towns led initially by the Church of Scotland. Although their principal goal was the spread of Christianity, they saw the means to that end lay in establishing a school system for the practical and moral training of young people from the surrounding districts. Within a few decades, boarding schools for both boys and girls were built with funds donated by the Christian faithful back in Scotland and with support from the Government of Bengal. Over time, this enterprise would also receive substantial private support from important British officials in India, many of them Scotsmen.
The most successful Scottish mission school was founded by Dr. John Graham (1861-1942), who with his wife Katherine began work at Kalimpong in 1900. The curriculum focused on basic skills in literacy and mathematics. Soon, nursing skills were also taught in the girls’ schools. Bhutan’s involvement with Dr. Graham’s Homes began with His Majesty’s advisor, Gongzim Ugyen Dorji, the innovator here as in so many other areas. Gongzim Ugyen Dorji met Dr. Graham in Kalimpong and they remained friends for 27 years. Ugyen Dorji wished to have his own son educated in the school and recommended that Gongsa Ugyen Wangchuck launch a regular programme for Bhutanese boys to enter Dr. Graham’s Homes.1 The tradition of Bhutanese youth studying in the Scottish mission schools in Kalimpong and Darjeeling began at that time and continues to the present day.
In 1921-22 Dr. Graham traveled to Bhutan at the invitation of the king, with whom he had developed a correspondence. Like White, Graham also recorded in his diaries his conversations with His Majesty about schemes for modernisation. A key difficulty throughout his reign was the lack of financial resources to implement them. Graham notes his personal involvement in helping Gongsa Ugyen Wangchuck compose a letter in 1921 to the Viceroy of India, elaborating on his commitment to a plan for national improvement, including an appeal for increased financial assistance.3
Western medicine was also introduced to Bhutan at roughly the same time as the schools. Other missionary schools in Darjeeling, such as St. Helen’s of Kurseong, and the Jesuit St. Joseph’s College founded during the late 19th century as boarding schools, have continued to provide quality education to elite students from Bhutan and throughout Asia.
The Councils of State
An important state institution in Bhutan was the ministerial council. How such a body began during the 17th century and eventually evolved into more democratic forms is a topic of great interest. Although the Zhabdrung Rinpoche and his Desi appointed various ministers and officials and consulted with them on various matters, there is scant evidence from pre-modern literature describing how ministerial councils were formed or functioned. The lack of transportation and a highly decentralised governing structure would have made such practices very difficult, except within the core Paro–Thimphu–Punakha region. The various Desi generally appointed close relatives or supporters to positions such as Dzongpon, Zimpon, and Dronyer, but there was no concept that these positions were democratically representative of the people.
In this as in other areas of governing improvement, Gongsa Ugyen Wangchuck was keen to discuss ideas with trusted foreigners such as members of the British frontier corps stationed in Sikkim and the Chumbi Valley. One interesting conversation is recorded in the papers of Dr. Graham dating from his visit to Bhutan in 1922. His biographer, James Minto, cites a passage from a letter that Graham wrote to His Majesty which, under the heading ‘Government’, states:
I would only respectfully suggest to Your Highness that in Your Highness’ life time you should secure the formation of an effective Council of State which should hold regular meetings to discuss matters affecting the country, and that this Council should not only include the chief Provincial Rulers and the chief Lamas, but also representatives of the humbler classes.4
Bhutan’s traditional institutions of governance went through numerous transformations over the centuries. Through it all, Bhutan managed to remain as aloof as possible from outside political forces. It could be argued that this was critical to maintaining her independence and unique religious traditions.
When changes occurred, they were in response to circumstances of necessity. The advent of the Zhabdrung Rinpoche in 1616 ultimately unified the country under very different governing structures than ancient Bhutan. However, it also placed Bhutan directly within the centre of Tibetan political affairs. The unexpected termination of the Zhabdrung Rinpoche’s family line forced Bhutan to make alternate governing arrangements, which took decades to finally materialise. The transformation from a diarchic system based on a secular Desi linked with a spiritual hierarch to a monarchy, took another 200 years.
The institution of monarchy began to break the model of aloofness and to open the window of opportunity for the Bhutanese people. Gongsa Ugyen Wangchuck with the assistance of Gongzim Ugyen Dorji looked proactively though cautiously to outside models. The evolution of traditional Bhutanese institutions of government, increasingly focused on service to its people, continued to evolve into the 21st century
About Author: John Ardussi is a Senior Research Fellow at the University of Virginia, USA. He holds a PhD in Asian Civilisations from Australian National University, and specialises in the history of Bhutan and the Himalayan states.
1 Chief Justice Lyonpo Sonam Tobgye (ret.) has written an interesting article on the founding of education in Bhutan called “The Heroes Buried by Time” (Kuensel, Nov. 2011) in which he accomplished through interviews to document the names and families of the first students who entered Dr. Graham’s School in 1914/15.
2 “On the relationship between Shakya Shri and Gongsa Ugyen, please see the recent book by 'Amy Holmes-Tagchungdarpa: The Social Life of Tibetan Biography. Lexington Books, 2014.
3 James Minto (1974). Graham of Kalimpong. Edinburgh. p. 172; see also Tshering Tashi. “Druk Gyalpo Ugyen Wangchuck’s Twenty Points Proposal to the British India to Modernise Bhutan” (Journal of Bhutan Studies, vol. 19 pt.1).
4 Minto. Graham of Kalimpong (p. 176).
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Depression is a mental illness that hits millions of people around the world each year, especially the youth. It can cause constant feeling of sadness and lack of motivation or enthusiasm in daily activities, which can interfere with your responsibilities or hamper every aspects of your daily life. On an average, one in every ten Americans will suffer from one depression in their lives, in some form. Many people are not sure if they are suffering from depression or just feeling down for some reason. Depression is so common among Americans that it has become the “common cold of mental health” as it is sometimes referred to by psychologists.
Depression can become serious and lead to more psychological and physiological complications if left untreated. To determine whether you are suffering from depression disorder, there is a simple test that can diagnose your mental state and determine what steps you can take to address the problem.
Are you suffering from depression?
1270896_78145044Depression is more than a feeling of sadness or being fed up with things for several days. When you are suffering from depression, you feel sad for months or weeks, instead of for a few days. It’s a real mental disease with real symptoms. The symptoms of depression can be different in different people and may vary in a wide variety of behaviors. There are symptoms both physical and mental that can range from feeling sadness to constant feeling of tiredness, sleeplessness, loss of appetite, reduced sex drive and so on. To find out if you are suffering from depression or not, there are several questions that you need to answer. Depending on how you score on the test, you could determine whether or not you have the mental disorder.
Self diagnosis of depression quiz
1. Do you have trouble sleeping?
2. Do you sleep too much?
3. Do you feel tired and run down most of the time?
4. Do you work slower than most other people?
5. Do you feel hopeless about your future?
6. Do you have difficulty concentrating or reading?
7. Do you feel that nothing interests you anymore?
8. Do you have difficulty feeling excited to do things that used to be fun?
9. Are you feeling guilty about something that you can’t console?
10. Have you lost appetite?
11. Have you stopped hanging out with your friends?
12. Do you feel that you have alcohol or drug related problems?
13. Do you get irritated or angry very easily without reason?
14. Are you having trouble with relationship?
15. Do you often fake happiness to hide your mental state?
16. How would you rate your self esteem?
17. Do you feel like you are a failure?
18. Are you suicidal?
19. Do you have trouble making decisions?
20. Do you feel caught or trapped in a relationship or dead end job?
Answering yes to some of these questions or all of them would mean you have some levels of depression disorder. You can take detailed diagnostic quiz at to find out how severe your disorder is.
Help & depression treatment options
You just cannot snap out of depression by getting yourself back together. You need professional help and constant counseling and most of the time you require the right kind of treatment to recover fully from depression disorders. Some life changing events in your life such as losing your job, losing your partner, or some accidents can also trigger depression. If you have depression in your family history, you may become more vulnerable to the disorder. But, there are people who suffer from depression for no such apparent reasons. The sooner you seek professional help, the sooner you can get on your way to recovery and living a normal life.
If you have self diagnosed and found out that you are suffering from depression disorder, you should see a doctor without delay. Some medication or combination of medication and counseling can be effective for treating depress
1. Join a self help group
Joining a self help group and talking about our depression and mental state may improve your emotional disorders a lot. They can help you identify the level of your disorder and the steps needed to overcome your mental state.
2. Exercise
Exercising regularly is one of the major tools that have been proven to improve your mental and physical state. if you are suffering from mild depression or anxiety, physical workout sessions can significantly lower your depression by releasing cortisol. By joining a gym and talking to your physical trainer about a workout routines specifically designed to lower depression can help you recover from mild depression symptoms.
3. Take antidepressants
There are many different types of antidepressants available in the market. Talk to your doctor about taking these medications.
4. Seek mental treatment
For severe depression disorder, you might need to undergo therapy from a professional. Seek mental treatments that have a combination of talking therapy and medication designed to help individuals with severe mental disorders.
Just like any other illness, depression is also a mental disease that needs attention. once you find out that you are suffering from a mental disorder such as depression, seek help from experts without delay, or it might interfere with your normal life leading to further complications.
Source: Balanced Life Team
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Zambia is a landlocked country in Southern Africa. It is bordered by Namibia, Angola, The Democratic Republic of the Congo, Botswana, Zimbabwe, Mozambique, Malawi, and Tanzania.
Population estimate (2018): 17,847,975
Capital City: Lusaka
Currency used: Zambia Kwacha
Gross National Income per capita (2013) (PPP international $): 3
Time zone: GMT +2
Population growth rate (2018): 3.01%
Total fertility rate per woman: 6.2
Languages: While English is the official language in Zambia, Bantu languages are most commonly spoken as well as over 72 indigenous languages. The regional and indigenous languages have influenced the English dialect in Zambia which is quite unique.
Key ethnic groups: There are 72 ethnic groups in Zambia, including Bemba 22%, Tonga 11%, Lozi 5.2%, Nsenga 5.1%, Tumbuka 4.3%, Ngoni 3.8%, Chewa 3%, white 1% and others 45%.
Religion: 75.3% Protestant, 20.2% Roman Catholic, 2.7% other (Muslim, Hindu, Buddhist), 1.8% religiously affiliated or traditional beliefs.
Literacy: 71%
Climate: Zambia has a tropical climate with three seasons; cool and dry from May to August, hot and dry from September to November, and warm, humid and rainy from around mid November to April. Maximum temperatures range from 15ºc to 27ºc in the cool season, and 27ºc to 35ºc in the hot season.
Health statistics:
Life expectancy at birth (2016): 60/64 (male/female)
Probability of dying between 15 and 60 years: 324/250 (per 1000 population, 2016)
Total expenditure on health per capita (2014): $195
Number of doctors per 1000 population (2016): 0.091
Nursing and midwifery personnel density (per 1000 population, 2016): 0.886
Neonatal mortality rate (per 1000 live births, 2016): 22.9 [16.2-31.5]
Maternal mortality rate (per 100.000 live births, 2015): 224 [162-306]
Births attended by skilled health personnel (2013): 63.3%
Top 10 causes of death (2013):
HIV/AIDS: 21,672 people / 18.73% of total
Influenza and Pneumonia: 11,454 / 9.90%
Diarrhoeal diseases: 9,001 / 7.78%
Malaria: 7,242 / 6.26
Coronary heart disease: 5,182 / 4.48%
Birth trauma: 4,679 / 4.04%
Tuberculosis: 4,675 / 4.04%
Low birth weight: 4,217 / 3.64%
Road traffic accidents: 4,005 / 3.46%
Stroke: 3,939 / 3.40%
Healthcare system
The healthcare system in Zambia comprises public and private sectors. The government offers universal healthcare to its citizens, however, public systems are heavily underfunded. The public sector is organised in a decentralised manner with three levels. The first level, where primary health care and preventative services are provided, consists of Health Posts, Rural Health Centres and District Hospitals. The second level, which provides curative care, consists of provincial and general hospitals. The tertiary level comprises central hospitals and the National University teaching Hospital, which offer specialised care. There is a shortage of public healthcare workers, as many Zambian doctors work for the private sector or leave the country to work abroad.
There are many health facilities of high standards in the private sector. These are able to offer various specialised medical services. Large specialist private hospitals are mostly concentrated in larger cities, and cater to foreigners as well as more affluent Zambian citizens.
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http://electives-abroad.org/country-profiles/zambia/
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What Is Illegal Logging
Conserve Our Forests
What Constitutes Illegal Logging?
Illegal logging is a general phrase used to broadly describe the illegal occupation of private or public lands with the intention of harvesting protected or controlled species of trees for trading. The term also sometimes refers to the entire supply chain process which includes transportation, processing, manufacturing and resale of illegally obtained timber. Frequently, illegal logging activities involve collusion with and corruption of government officials, intimidation and violent acts perpetrated by paid thugs, and avoidance of paying taxes.
Illegal logging is mostly seen in developing and third-world countries. The major markets for illegal lumber used to be the United States and European countries. However, in recent years, China and India has emerged as major destinations for the illegal timber trade. Smaller scale illicit logging activities are also seen in the EU, most notably in Romania’s ancient spruce forests. However, the volume is easily dwarfed by countries like Brazil and Indonesia.
Some may wonder why illegal logging should concern them. After all, why should a particular economic activity be subjected to extreme regulations, and why customers are forced to police the products they purchase? The answer is simple. If you have ten gmain-rwn trees, and each take 5 years to mature, would you cut, harvest and sell all of them at the same time? Or would it be more logical to cut just two trees annually to ensure a sustainable supply of timber for perpetuity? Considering the fact that only 5% of the planet’s 3.9 billion hectares of forest area is replanted, the threat of depleting our trees is very real. Obviously, this simplistic scenario does not take into account the many other economic and ecologic consequences of illegal logging.
The illegal logging market has been variously estimated to range between 10% and 30% of the over $200 billion global timber trade.
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Skip to Content
Australian Politics in Global Context - POL101
In this unit, we introduce Australian politics through the lens of debates about globalisation and in so doing, we examine key Australian political institutions, ideologies and contemporary issues. We explore the ways in which they have been effected by, and have also filtered the effects of, accelerated globalisation. We ask: What is globalisation and how, if at all, has it blurred the boundaries between domestic and foreign policy issues? What is the nature of Australia's key political institutions (the Constitution, the High Court, Federalism, and Parliament), and are they democratic? What are the strengths and weaknesses of the main political ideologies? What are the key contemporary issues in Australia's political life (reconciliation, immigration, the war on terror, political information management), and is globalisation a sufficient or even a necessary explanation for understanding them?
Credit Points: 3
When Offered:
S1 Day - Session 1, North Ryde, Day
Staff Contact(s): Dr Ashley Lavelle
NCCW(s): POL165
Unit Designation(s):
Unit Type:
Assessed As: Graded
Offered By:
Department of Modern History, Politics and International Relations
Faculty of Arts
Course structures, including unit offerings, are subject to change.
Need help? Ask us.
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http://handbook.mq.edu.au/2017/Units/UGUnit/POL101
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