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The UNDP-GEF “Generate global environmental benefits through environmental education and raising awareness of stakeholders” project aims to address priority capacity needs related to the environmental literacy of key stakeholders, such as the need to increase skills and knowledge of staff in organizations involved in implementing environmental management practices; the need to increase consideration of environmental obligations in various social-economic development programmes; and the need to increase awareness of decision-makers on global environmental issues and country’s obligations under The objective of the project is to strengthen the capacity to use environmental education (EE) and awareness raising as tools to address natural resource management issues. It will, on one hand, increase the public knowledge on the environment and the need to protect nature, and, on the other hand, transfer the required knowledge to the targeted beneficiaries to allow them to be development actors without harming the environment. Through the activities of the project, it will include support for the dissemination of environmental information on state-of-the-art technologies for climate change mitigation and adaptation, conservation of biodiversity and prevention of soil degradation. It will also provide resources for raising the capacity of decision-makers in governing bodies, who are promoting the sustainable development of the country. The project will support the development and demonstration of an innovative EE programme by promoting advanced environmental management approaches and principles that are recognized globally in addressing environmental issues, fulfilling commitments obligated and reporting under the global international conventions. This project will implement capacity development activities through an adaptive collaborative management approach to engage stakeholders as collaborators in the design and implementation of project activities that take into account unintended consequences arising from policy interventions. Duties and Responsibilities Scope of work Under the overall guidance of the UNDP SGR Portfolio Analyst and direct supervision of the Project Technical Task Leader, and in close collaboration with the Project team the incumbent will assess the capacity of Community Based organizations (CBOs) in place in Armenia to conduct EE. The expected major activities are: - To review and analyze existing CBOs, playing an important role in framing the environmental policy, EE and raising awareness to identify the gaps and needs hindering inclusion of EE their activities. - Based on the findings to prepare recommendations on enhancing capacities of selected CBOs to implement environmental education and public awareness campaigns. The incumbent will perform the following tasks: - Identify/prioritize CBOs playing an important role in framing the environmental policy, EE and awareness raising - Assess capacity of existing CBOs to identify their strengths and weaknesses with special focus on environmental education and public awareness; - Conduct training need analysis in the identified organizations to identify capacity gaps and needs in the EE area and hindering inclusion of EE into their activities. - Identify and study projects and initiatives that have been recently implemented by CBOs in the field of EE. Outline the keys of success as well as barriers and lessoned learned. - Identify existing network(s) of CBOs in the field of environmental policy, EE and awareness raising and outline the existing mechanism of collaboration. - Prepare recommendations on enhancing capacities of selected CBOs to implement EE and public awareness campaigns. Organization of the work - The consultant will work collaboratively with the project team and relevant officials. In addition to e-mail and phone, the consultant should be available for meetings and regular contacting. - Conduct consultations with relevant CBOs and other stakeholders. - If needed incorporate the recommendations from stakeholders into the report. - The ongoing works will be discussed during regular meeting with team members and stakeholders. - Participate in relevant project events, make contributions through presentations, if needed. - The outcomes of consultancy services will be presented during wrap-up workshop with participation of stakeholders. - Prepare final report with detailed analysis and recommendations, incorporating final recommendations of stakeholders and project partners. The primary responsibility of the consultant is to efficiently deliver the following tasks and deliverables at a high level of quality and competence within the agreed schedule by ensuring the required resources. The expected final product of this task is the produced descriptive and analytical report on assessed capacity of CBOs related to EE in Armenia, and recommendations on their enhancing capacities. - Interim report on capacities of CBOs, including their strengths and weaknesses, training needs and recommendations on enhancing capacities of selected CBOs to implement environmental education and public awareness campaigns, as well as summary of projects and initiatives that have been recently implemented by CBOs in the field of EE (in Armenian). - Final report integrating all the components listed above and recommendations from relevant stakeholders (in Armenian). - Good knowledge of activities of NGOs and other CBOs dealing with environmental issues, particularly with EE and raising awareness in area of ecology/environment/nature protection; - Knowledge of MEAs - Strong interpersonal skills with ability to establish and maintain effective work relationships with people of different social and cultural backgrounds; - Maturity and confidence in dealing with senior members of national institutions; - High sense of responsibility; proven ability to work under time pressure and handle multiple activities and tasks concurrently; - Excellent writing, communication and coordination skills, ability to express ideas clearly in both verbally and in writing; - Ability to work independently and to participate effectively in a team based information sharing; - Good technical skills (computer literacy, knowledge of MS office software and web based applications). Required Skills and Experience - Advanced university degree with qualification in environment, education or other related fields; a relevant university degree in combination with qualifying experience in the subject area may be accepted in lieu of the advanced university degree. - At least 5 years of proven experience in public education, environmental sector or relevant field; - Proven experience in capacity/training need assesment; - Experience in EE sector is an asset; - Strong track record in desk review, data collection and analysis in the field of education/environment; - Experience of working with NGOs dealing with environmental issues; - Experience of work with international organizations is an asset. - Fluency in Armenian. Knowledge of English is an asset. Candidates will be evaluated using a cumulative analysis method taking into consideration the combination of the applicants' technical qualifications and experience, and financial proposal. The contract will be awarded to the individual consultant whose offer has been evaluated and determined as: - Technically responsive/compliant/acceptable to the requirements of the ToR; - Having received the highest cumulative (technical & financial) score out of below defined technical and financial criteria. Only candidates obtaining a minimum of 70% (49 points) in the technical evaluation would be considered for financial evaluation. Technical Criteria - 70% of total evaluation - max. 70 points - Criteria A – Advanced university degree with qualification in environment, education or other relevant discipline. - max. points 10; - Criteria B – At least 5 years of proven experience in public education, environmental sector or relevant field. - max. points 10 - Criteria C – Proven experience in capacity/ training need assesment. - max. points 10 - Criteria D – Experience in EE sector - max. points 5 - Criteria E – Strong track record in desk review, data collection and analysis in the field of education/environment. - max. points 10 - Criteria F – Experience of working with NGOs dealing with environmental issues - max. points 5; - Criteria G – Brief proposal with the description of milestones and methods - max. points 15 - Criteria H– Experience of work with international organizations – max. points 5; Financial Criteria - 30% of total evaluation - max. 30 points. The maximum number of points assigned to the financial proposal is allocated to the lowest price proposal. All other price proposals receive points in inverse proportion. - The following lump sum payable modality is envisaged for implementation of the task: - Output 1 – 60 % - Output 2– 40 % - Evaluation of outcomes the responsibility of UNDP. - Payment will be issued according to the claims and submitted deliverables. - In case if the conditions of the ToR are not met the contract may be terminated or the consultancy fee may be reduced. DOCUMENTS TO BE INCLUDED WHEN SUBMITTING THE PROPOSALS. Interested individual consultants must submit the following documents/information to demonstrate their qualifications: - Mandatory submission of UNDP Personal History form P11. - Letter of interest; - Brief proposal with the description of milestones and methods; - Financial proposal on the task implementation. Note: Please note you can upload only one document to this application (scan all documents in one single PDF file to attach). UNDP Personal History form (P11) required of all applicants. General Conditions of Contract for ICs is available here:

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Go to: Pressure Canning Index Bubbles often appear in the jar after it is removed from the canner because food is still boiling in the jar. Ordinarily bubbles do not appear once the product has been allowed to thoroughly cool. The loss of liquid from jars during processing may be unattractive but it will not interfere with the keeping qualities of the food as long as the jar was processed correctly and is sealed. It is better to overprocess food than underprocess as overprocessing will do little harm, but underprocessing may result in spoilage and unsafe food. Flat sour, a type of food spoilage, is caused by canning overripe food or allowing precooked foods to stand in the jar too long before processing. It may be prevented by using fresh products and properly processing, cooling, and storing. Flat sour shows no indication of spoilage until the jar is opened. Mold can form only in the presence of air. Therefore, jars are not sealed if mold is present. The black deposit sometimes found on the underside of a lid is caused by tannins in the food or hydrogen sulfide which is liberated from the food by the heat of processing. This does not indicate spoilage. If a jar does not seal, use the food at once, freeze, or repack using different lids. Reprocess for the full recommended processing time. Two-piece vacuum caps seal by the cooling of the contents of the jar, not through pressure of the screw band on the lid. Therefore, although the screw band is firmly tight, the jar is not sealed until cooled. During processing, the flexible metal lid permits air to be exhausted from the jar. Adjust two-piece vacuum caps by screwing bands down evenly and firmly until a point of resistance is met -- fingertip tight. Do not use undue exertion. It is not necessary for the liquid on canned meats to congeal. The liquid will congeal only when there is a large amount of gelatin from cartilage or connective tissue present. The loss of color from beets during canning is usually due to the variety of beets used or beets that are too old. If possible, can young, tender, very dark red beets which are freshly gathered. Precook beets with 2 inches of the stem and all of the root on, as this helps to retain the juices. Discoloration of peaches and pears on the top of the jar is often due to enzyme activity, which means that the processing time was not long enough or the temperature not high enough to render the enzyme inactive. Fruit which has been canned without sugar will often turn brown when exposed to air just as fresh fruit does. The diameter of Mason jars may vary from one manufacturer to another. Before filling Mason jars, test load your canner. It may be necessary to double-deck pint or 1/2-pint jars to reach the maximum capacity of your canner. It is recommended that you stagger the jars by placing one jar on top of two. The canning rack which accompanied your Pressure Canner/Cooker must be placed on the bottom of the canner to prevent jar breakage. Although it is not necessary to use a rack between layers of jars, if you wish to do so, a rack can be ordered by calling 1-800-877-0441, ordering online at GoPresto.com, or writing to National Presto Industries, Inc., Consumer Service Department, 3925 North Hastings Way, Eau Claire, WI, 54703-3703. Go to: Pressure Canning Index Home of world famous Presto® Pressure Cookers, Pressure Canners and innovative Electric Appliances. site map | parts & service | special offers | instruction manuals | pressure cooking | canning | recipes | company history | proxy/10-K/10-Q | Proposition 65 | financial info | inventor info | dealer resources | school program | your account | ordering info | careers | |WEB ORDERS SHIPPED TO THE UNITED STATES ONLY ©2015 National Presto Industries, Inc. All rights reserved. · This site hosted by WEBTEAM.

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The Discovery Of The Migration Butterfly Belenois (Anaphaeis) aurota) This butterfly first discovered in 1793, was called Papilio aurota. It was recorded in a journal (Papilio aurota Fabricius, 1793.Ent. Syst. 3 (1):197. and described by Hubner in 1819 and recorded as Hubner 1819.Verz.bek.Schmett.(6):93. In 1950 a butterfly collector called David A Swanepoel gave his experience with this wonderful migrant butterfly. He said: “Collectors up to 1950 chose to remember one of South Africa’s commonest Whites as Pieris mesentina, the name first given it by Cramer in 1782. Those readers who now possess G. van Son’s Butterflies of Southern Africa, part 1, 1949, may desire to follow his choice of Belenois aurote, the name by which Fabricius subsequently – in 1793 – described the species. So widely does aurota range that we may well ask “where does it not fly?” But there are places where aurota is rather scarce, particularly in the Cape south-western districts and in parts of the Karroo. In the latter area we may even come across places where the species does not fly at all, or perhaps once, many years hewn copious rainfall occurs. Strangest of all is its comparative scarcity in the warmer wooded areas of South Africa, whilst in the cooler grassland it often swarms. (See DA Swanepoel, pic left – 1953) Every year, nearly, sometimes in December, but more usually in January or February, or even in March, millions, so to speak, of aurota make their way over the grassland of the Orange Free State, Basutoland, Natal and the bushveld of the Transvaal; always keeping in a north-easterly direction. Farmers in general associate these migrations with the caterpillars of certain moths that destroy their mealies, though it is known to entomologists that the larvae of aurota do not feed on mealies at all. I shall always think of aurota as a carefree happy-go-lucky butterfly, flying over South Africa’s highest mountain, over its deepest gorges, through its densest forests, over its driest sandy wastes, over its most expansive grassveld; feeding here and there on flowers or sucking at muddy patches in the warmer bushveld of the Transvaal; resting wherever it likes; roosting in hundreds on low bushes for the night; flying during the day almost from sunrise to sunset and even crossing vast stretches of ocean. Almost the whole African continent is in its range. Bad weather usually retards aurota’s activity, or brings it to a standstill. (See the male on the right) I often wonder why the species is scarcer in the bushveld of the Transvaal, Natal, and Cape Province when not migrating, whilst in the lucern fields and gardens of the Orange Free State it is plentiful. In January 1948 while travelling form the northern Transvaal southwards through Swaziland to northern Natal, I observed one of aurota’s grandest migrations after nearly two years of severe drought practically throughout South Africa. Not one mile of that 400 mile journey was without aurota, even over the highest grassy peaks of the Wolkberg. In its favourite habitat, the colder areas, aurota flies from about September-October to April-May. In the warmer regions it files throughout the year, differing slightly in the winter brood. The female is slightly scarcer and differs from the male. It flies throughout South Africa”. Swanepoel published the first ever butterfly book on South African Butterflies at his own cost. The book is called Butterflies of Southern Africa, published in 1953 in Holland. And in his final words Swanepoel said “In laying down my pen at the end of what has been to me a pleasure able task, I take occasion to dedicate this book to all naturalists and friends, without whose kindness and ungrudging aid it must inevitable have left much to be desired; and to those naturalists who may one day wander over the numerous paths that have afforded me so many happy, unforgettable hours – these would hardly have been possible without the grace of the Creator of all the beautiful forms described in this book. As mentioned in the introduction, this work is by no means complete, and if one day it is revised by some future observer, may he fulfil my dearest wish by building a great entomological castle upon this small foundation stone.” (Epilogue of D.A. Swanepoel’s book, page 316) (See the female above right). These are the words, which have made the challenge, to future collectors, who have the inclination, to pick up the challenge of Mr. D.A. Swanepoel. It is with this challenge, from a great man, that we at Conservation of Butterflies in South Africa, have accepted to carry on the legacy of our South African butterflies, to you and the world. “A great mans works are never to lie in the dust but are there to be honoured. The teachings of this great work are forever, and will be taught for generations to come”. Quote; E. Whiteley 1973. What to do when you first witness the migration taking place? Feel free to contact us whenever you do have the opportunity of witnessing this remarkable event. The information you have supplied will help us greatly to see whether the numbers of our migratory butterflies are dwindling or increasing. It also educates us as to which other flight paths they create for the future. Please contact us on info@[email protected]. Thank you

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If you were to walk through South Street Seaport today, you might be able to catch a glimpse of its rich history. What we know as South Street Seaport would have been called the Port of New York in its “heyday”, between around 1815 until about 1860, at the outbreak of the American Civil War. In fact, the Seaport reigned supreme among other American sea ports for the majority of the 19th century. Throughout this time period New York began to establish its roots as one of the most important commercial centers of the world. In its maritime prime, New York traded with places as far away as Canton and California- quite a long way in a clipper ship. With the opening of the Erie Canal, New York became an important outpost for agricultural trade, as well. Explore to learn all about the Seaport’s days as a bustling commercial port. As South Street Seaport moved into the 19th century, its piers were the recipient of a new invention that would significantly contribute to the start of South Street’s heyday. This invention was the ocean liner. An ocean liner was a package of four or five commercial sailing vessels that, under a single company/line, would take turns to make the transatlantic cross between New York and Europe- in coordination with regular departures that followed a fixed schedule. Aesthetically, these trading vessels were not much different from those of the previous century; however, the concept of a fixed schedule transformed international commerce. South Street Seaport was the first to use these concepts in 1818. The James Monroe vessel departed from the Black Ball Line on its promised date, despite unfavorable weather conditions and being only half-filled with cargo. Up to this point, a vessel departing on its promised date, due to natural and commercial drawbacks, happened once in a blue moon. The event created a buzz that reverberated throughout the commercial world. Several other liners popped up out of New York, like Red Star, Old Line, and Blue Swallowtail, as well as those in Europe and the east coast of the United States. By September 1818, four liner services each month were sailing for Liverpool on fixed days, which rose to 52 lines by 1845, meaning that an average of 3 transatlantic sailings set sail from New York each week. Not only was South Street Seaport the first to host these liners, but because of this, South Street received more local goods and international imports than any other port in America. Merchants and civilians across the globe, who either had their own vessels or wanted vessels to export their goods quickly, relied on these liner services. They gave them the most lucrative and desirable branches of the shipping business. As a result, goods from across America, Europe, and Asia accumulated in South Street for transportation and distribution, which caused the port of South Street , and its surrounding piers and streets, to experience an exponential growth. With the increase in cash flow, money was available to bring South Street visually and functionally up to par with its success. Piers along its edge were improved and more were built. Four and five story brick buildings appeared alongside and behind the piers, extending inland into streets. John Street, Fulton Street, Beekman Street, Water Street, Pearl Street, Peck Slip, and Dover Street , were lined with businesses, counting houses, and auctioneers (see images), as well as home dwellings, ship chandlers, and ship-building companies. These services were vital for the port’s business. Life looked promising for everyone inside or in contact with this New York port. Thanks to the ocean liners, South Street Seaport had begun to climb a ladder of success, and more was to come. Born in the 19th century, the clipper ship was the sort of technological innovation that forever transformed the way people thought and behaved. The motivation for the creation of the clipper was the desire for speed. In every aspect of its design, construction, and treatment, the clipper ship represented a new American ideal: instant gratification. While speed had always been a desirable attribute for a vessel, it was not the top priority. Clippers set a new precedent, distinguishing themselves not by their high quality of craftsmanship, but by the speed at which they could travel. The shift from high-quality slow craft to rapidly moving clippers of lesser quality was brought about for several reasons. The migration to the West and, specifically, to California, began in full force on 24 January 1848, when gold was first discovered. The transposition of large numbers to the West Coast meant that trade with the region would yield huge profits. The western settlers were willing to pay a great deal of money for goods. The problem was how supplies and foodstuffs could be transported to the west coast quickly. Before the rush to California and the first clippers, the established route to California from the east coast was via a steamboat route. One steamboat traveled from New York to the Isthmus of Panama, overland to from the other side of the Isthmus and up the Western coast. However, news of the California rush would cause many New York merchants to start considering the possibility of a faster route to the west. While the term “clipper” had been applied to the slender, rapid craft being built as early as 1815, the clippers themselves would not become famous until the race to California. When the rush to the west first began, several clippers stood in New York harbor already. These had been built in the early part of the decade and had functioned in the China trade. The design of the clipper is what set it apart from other ships. Literally, they were built for speed. The hull of the ship was comparatively shallow and sleek. The most salient part of the clipper was the sail. Stretching into the sky and inspiring such names as the Flying Cloud, the sails propelled the clippers at a record speed through the water. The shape of the vessel enabled it to cut through the waves easily, while its relatively shallow hull made the vessel very buoyant. Ship designers continuously experimented with the shape of clippers. Later clippers were relatively flat-bottomed, a feature that made them even faster. As early as 1853, the business of building clippers began to decline. The market became saturated—even the booming trade in California and Australia (with the gold rush of 1851) could not keep up with the output of New York clippers. The amount of cargo that each ship carried declined, while many sat idle in the harbor. The fashion of building ships rapidly began to wane, but the desire for rapid transportation did not. The “90-day” clipper was the 19th century equivalent of the “New York minute”. Clippers brought a love of speed to New York that remains to this day. Continue reading about the Journey of Clipper Ships. View Images of New York Clipper Ships. Consult the Sailor’s Glossary. A large portion of America’s economic success in the mid-19th century came from the productivity of the shipbuilding market. American shipyards produced some of the most expensive and most valued ships, packets, and clippers in the world. New York shipyards, in particular, produced vessels of high quality and in high quantities. The Port of New York was not only a docking place for vessels; it was a location where vessels were built. Shipbuilders prospered at the heart of trade. Their prosperity only increased with the rush in the 1850s to build the largest and fastest clippers. The trend for the comparatively high standards for building clipper ships in New York began in the first half of the 19th century, when the standards for packet ships built in New York were set quite high. Ships built in the Port of New York were known for hardiness and speed, as well as the high quality of the ship and the modernity of its design. Shipyards lined both the Manhattan and Brooklyn banks of the East River. In the heyday of New York’s port, the ships being built were primarily square-rigged crafts made of wood, especially oak. The raw materials for ships were readily available on the mainland and the labor force in New York did not lack members, especially during the 19th century, when immigrants were pouring in from Europe en masse. While Europeans experimented with the building of iron ships, Americans perfected the art of building the wooden ship. Renowned for the quality and style of the ships it manufactured, the Port of New York was also known for the sheer quantity of ships that were built there. The East River was the most concentrated area of shipbuilding in the United States. The three greatest shipyards of the East River were probably the Webb-Eckford yard, the Bergh-Westervelt yard, and the Brown-Bell yard. These produced some of the most famous ships and made a fortune in the business, but they represent only a small fraction of the multiple and diverse shipyards dominating the East River. Commercial yards made up a vast majority of the East River shipbuilding industry, but the government also took advantage of the area to establish a shipyard. The New York Naval Shipyard was established on the site of a former mercantile shipyard, located on the Brooklyn bank, in 1801. It built and outfitted approximately 100 vessels during the War of 1812 and was called upon again during the Civil War to build nine-gun steam sloops and eight-gun side-wheel double-enders. Established by John Quincy Adams, the New York Naval Shipyard continued to build ships well into the 20th century, until it was finally abandoned in 1966. By the 1870s, the shipyards of the East Coast went into decline, as wooden ships were eschewed in favor of steel and iron ships. The decline of the shipyards accompanied the decline of the port as an imposing figure in New York’s economy. One cannot say for certain whether these two declines are linked or whether one brought about the other. However, it is certain that for a major part of the 19th century, shipbuilding and shipyards made up a huge part of the New York economy, bringing wealth and business into Manhattan. "The packages of merchandise gathered at New York from the ends of the earth penetrated into little back-country stores all the way from Michigan down to Arkansas. Widespread as that activity was, the authority which decided upon those voyages, employed those captains, and called into being those vessels, was concentrated into a few blocks of brick counting houses near the tip of the Manhattan Island. In those surrounds, the merchant princes carried on the manifold aspects of their business." -Robert Greenhalgh Albion, The Rise of the New York Port According to the census of 1840, there were 417 commercial houses engaged in foreign trade and 918 commission firms in New York City. These buildings were normally three to five stories high and built primarily of brick. (Although, the more pretentious houses were of granite from Quincy or the Maine coast). The front part of these merchant houses was used as a showroom, where customers were received and goods were inspected. The upper stories served as warehouses for the storage of such goods. In the 1820’s, these merchant houses were advertised as fireproof. However, such claims were dispelled after The Great Fire of 1835 wiped out most of the buildings in the district. The merchant houses were organized by a strict, entirely masculine hierarchy. At the bottom of the merchant hierarchy were the boys who worked from dawn to dark for a mere dollar or two per week. Above them were copyists, specialized clerks, book-keepers, and the confidential chief clerk (in that order). Most unique about these merchant houses was the absence of women. The merchants of New York City were a very wealthy and powerful class, that wielded tremendous political influence. Few merchants, however, held office. Those who did were very successful, such as Edwin D. Morgan and Oliver Wolcott Jr., Governors of New York and Connecticut, respectively. The South Street Seaport was a place for ambitious up-and-comers to establish themselves, because it was seen as a place of opportunity. Therefore, the South Street Seaport attracted many determined men. Merchants and those who worked under them were men of unquestionably varied backgrounds. Many of the more experienced merchants had been trained in the houses of older ports, such as those in London, Liverpool, Glasgow, Amsterdam, or Hamburg. There was a large number of transplants from England and Scotland to New York, due to the enormous volume of trade with Liverpool. Some of the merchants were Frenchman, as there were several distinct waves of Frenchmen, who came to New York at varied periods and did remarkably well in the trade. Lastly, many successful merchants were from Connecticut and Massachusetts. All of these men came together to form the merchant class of New York. Movers and Shakers If you have ever visited the Seaport, you may have walked down Beekman Slip. Just like any area of commerce and activity, there was serious money behind the scenes at the Seaport of the 19th century. The Beekmans were a prominent and “old” New York City family whose money helped to fuel the seaport, especially during the years leading up to the Heyday and stretching into the late 19th century. During the mid-1800s, ship-building and sea trade were vital to New York’s economy, and these industries required a great deal of start-up money. Commerce on the open ocean was one of the most profitable businesses of the time, and this did not go unnoticed by New York’s elite. With large start up costs, but potentially high returns, families like the Beekmans quickly sunk their money into and monopolized the sea trade. The China trade was especially profitable, and the clipper ships necessary for successful voyages over such a long distance were very expensive to build and maintain. For this reason, trade between New York and Canton inevitably became dominated by a few wealthy people. For its first voyage alone, the Houqua, built in 1844, cost forty-five thousand dollars, a huge amount of money in the 1840s. Some ships cost more than seventy thousand dollars. For the most part these enormous sums were financed by individual mercantile houses with a lot of flexible money. These initial investments were often returned after the first voyage. The vessels continued to return profits on subsequent voyages, which explains why these “movers and shakers” were willing to put so much money into a small vessel floating halfway around the world. Since making money was the ultimate goal, it was not long before the businessmen behind the journeys associated speed with improved profit. This led shipbuilders in New York to begin constructing clippers destined for shorter voyages. It is not hard to imagine why, with the discovery of gold in California in the late 1840s, the money behind sea commerce shifted away from China and towards the fastest way to the west coast of our own continent. New York’s wealthy did not overlook this. They soon began to construct the speedy ships of the California trade that began to define New York as a leader in shipbuilding. Subcultures: The Underworld Upon entering New York’s South Street Seaport during its heyday, a sailor would have discovered an array of activities to help him unwind after a long voyage. However, in order to do so, he would have had to march into the belly of New York’s underworld. New York’s underworld was housed in the dilapidated, overcrowded tenements that lined the streets of southern New York. In this maze of vice, a sailor could get lost in the seductive eyes of a call girl, a seemingly bottomless pint of beer, or a rigged game of chance. All of this debauchery was at the fingertips of any sailor passing through New York. He would merely have to take a stroll down Water Street to quench his insatiable thirst for vice. He could have entered one of the many dive bars. Dive bars were not intended to be aesthetically pleasing. They were intended to get people drunk. Located on the waterfront, they were in a prime location to provide sailors with inexpensive alcohol and a crowd of fellow sinners. From the ruthless crimps, looking to take advantage of any vulnerable sailor, to the shameless prostitutes, who had fallen victim to the vicious cycle of slum life, individuals looking to profit off of vice were drawn to waterfront saloons. There was always a steady supply of eager sea weary sailors looking to let loose after a long trip. In the 1820s, gambling houses entered the slum social scene. These halls of vice were housed in tenements. Some of these gambling houses even boasted of housing a saloon, brothel, and dance hall in one tenement. A sailor would also encounter social reformers. These moral crusaders were predominantly evangelical Protestants, attempting to eradicate sin and vice from America. If a sailor were ever bored aboard a long voyage, a stay in New York would solve his problems. Or rather, create more interesting problems. Prostitution has always been a part of New York City’s history. At the time of South Street Seaport’s heyday, the public generally accepted prostitution as a nuisance. It was only in the case of disturbances that the almost non-existent police force took action. This was also partly due to the fact that members of the upper-middle class who ran the city also participated in soliciting prostitutes. It was a facet of gentleman culture. In the waterfront area, the prostitutes generally resided where they did business. It was an economic choice. No other profession provided the opportunity to make what a woman could by selling her body. Prostitutes often lived in a brothel, where business would come to her. If business were slow, she would venture away from the brothel to pick customers up off of the street. There were more “streetwalkers” in the more impoverished areas due to the fact that women weren’t only prostitutes. They were women trying to survive. While underworld life was fun, it was not always safe for a sailor. One major threat to sailors and other patrons of saloons and gambling houses was Crimps, individuals who specialized in drugging and robbing sailors. A sailor would be at a saloon having a good time, then wake up in an alley stripped of his clothes or even aboard a ship at sea. Drugging and robbing sailors became such a frequent occurrence that bar owners and the police would arrange a place for the bar owners to leave sailors’ bodies. The police would then take the sailors in for intoxication. The first gambling houses in New York opened in the 1820s. These were large halls housed in tenements. They provided people with a place to bet on animal fights and to play cards. One of the most popular blood sports of the time was rat fighting. Rats would be pitted against dogs and in several instances a man with boots. One of the gambling houses was called The Rat Pit for this reason. Faro was a popular card game of the time. It was played extensively in these gambling houses along with many more games involving cards and dice. Of course, these gambling houses had alcohol. In some instances they had brothels in the tenements, too. Two of the big vice houses were John Allen’s Saloon Cum-Whorehouse and Kit Burn’s Sportsmen’s Hall. Moral reformers attacked the slums on two fronts; temperance and prostitution. Temperance had long been an issue of controversy. Temperance organizations claimed that alcohol was the root of social disturbances. Of course areas such as the waterfront were the frontlines of this battle. These were the areas most adversely affected by alcohol. In the early 1800s a popular approach to solving the problem of prostitution was rescue. Moral reformers entered the slums to liberate prostitutes from their horrible fates of sexual deviance and sin. A prominent organization was the Magdalen Society of New York, which was organized in January 1812. Their goal was “to rescue from a profligate course, those unhappy females, who, through neglect of a virtuous education in early life, by mismanagement, by unforeseen accidents, or other untowed circumstances, have been involved in distress, or reduced to a state of misery and despair...” 2005 Fordham University Rose Hill Campus Bronx, NY 10458 (718) 817-1000 Lincoln Center Campus New York, NY 10023 (212) 636-6000 Marymount Campus Tarrytown, NY 10591 (914) 631-3200

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What Is Debt-to-GDP Ratio? The debt-to-GDP ratio is the metric comparing a country's public debt to its gross domestic product (GDP). By comparing what a country owes with what it produces, the debt-to-GDP ratio reliably indicates that particular country’s ability to pay back its debts. Often expressed as a percentage, this ratio can also be interpreted as the number of years needed to pay back debt if GDP is dedicated entirely to debt repayment. - The debt-to-GDP ratio is the ratio of a country's public debt to its gross domestic product (GDP). - The debt-to-GDP ratio can also be interpreted as the number of years it would take to pay back debt if GDP was used for repayment. - The higher the debt-to-GDP ratio, the less likely the country will pay back its debt and the higher its risk of default, which could cause a financial panic in the domestic and international markets. - A study by the World Bank found that if the debt-to-GDP ratio of a country exceeds 77% for an extended period, it slows economic growth. Formula and Calculation for the Debt-to-GDP Ratio The debt-to-GDP ratio is calculated by the following formula: Debt to GDP=Total GDP of CountryTotal Debt of Country A country able to continue paying interest on its debt—without refinancing, and without hampering economic growth—is generally considered to be stable. A country with a high debt-to-GDP ratio typically has trouble paying off external debts (also called “public debts”), which are any balances owed to outside lenders. In such scenarios, creditors are apt to seek higher interest rates when lending. Extravagantly high debt-to-GDP ratios may deter creditors from lending money altogether. What the Debt-to-GDP Ratio Can Tell You When a country defaults on its debt, it often triggers financial panic in domestic and international markets alike. As a rule, the higher a country’s debt-to-GDP ratio climbs, the higher its risk of default becomes. Although governments strive to lower their debt-to-GDP ratios, this can be difficult to achieve during periods of unrest, such as wartime or economic recession. In such challenging climates, governments tend to increase borrowing to stimulate growth and boost aggregate demand. This macroeconomic strategy is a chief ideal in Keynesian economics. Economists who adhere to modern monetary theory (MMT) argue that sovereign nations capable of printing their own money cannot ever go bankrupt, because they can simply produce more fiat currency to service debts. However, this rule does not apply to countries that do not control their monetary policies, such as European Union (EU) nations, who must rely on the European Central Bank (ECB) to issue euros. Good vs. Bad Debt-to-GDP Ratios A study by the World Bank found that countries whose debt-to-GDP ratios exceed 77% for prolonged periods, experience significant slowdowns in economic growth. Pointedly, every percentage point of debt above this level costs countries 0.017 percentage points in economic growth. This phenomenon is even more pronounced in emerging markets, where each additional percentage point of debt over 64% annually slows growth by 0.02%. In Q3 2021, the U.S. had a debt-to-GDP ratio of 122.6%. To put these figures into perspective, the U.S.’s highest debt-to-GDP ratio was previously 106% at the end of World War II, in 1946. Debt levels gradually fell from their post-World War II peak, before plateauing between 31% and 40% in the 1970s—ultimately hitting a historic 23% low in 1974. Ratios have steadily risen since 1980 and then jumped sharply following 2007’s subprime housing crisis and the subsequent financial meltdown. The landmark 2010 study entitled "Growth in a Time of Debt," conducted by Harvard economists Carmen Reinhart and Kenneth Rogoff, painted a gloomy picture for countries with high debt-to-GDP ratios. However, a 2013 review of the study identified coding errors, as well as the selective exclusion of data, which purportedly led Reinhart and Rogoff to make errant conclusions. The U.S. government finances its debt by issuing U.S. Treasuries, which are widely considered to be the safest bonds on the market. The countries and regions with the 10 largest holdings of U.S. Treasuries (as of September 2021) are as follows: - Japan: $1.3 trillion - China: $1 trillion - United Kingdom: $567 billion - Luxembourg: $312 billion - Ireland: $310 billion - Switzerland: $297 billion - Cayman Islands: $253 billion - Brazil: $249 billion - France: $242 billion - Taiwan: $240 billion What Is the Main Risk of a High Debt-to-GDP Ratio? High debt-to-GDP ratios could be a key indicator of increased default risk for a country. Country defaults can trigger financial repercussions globally. Debt-to-GDP ratios above 77% for long periods of time correlate to slowdowns in economic growth, per a World Bank study. How Does Modern Monetary Theory (MMT) View National Debt? Modern monetary theory (MMT) suggests sovereign countries do not need to rely on taxes or borrowing for spending since they can print as much as they need. Since their budgets are not constrained, such as the case with regular households, their policies are not shaped by fears of the rising national debt. Which Countries Have the Highest Debt-to-GDP Ratios? As of December 2020, Venezuela had the highest debt-to-GDP ratio at 350%, up from its 2019 reading of 233%. This was likely due to the lack of oil demand brought on by the COVID-19 pandemic. Next was Japan, with a reading of 266%, a relatively modest rise from its prior year's reading of 238%. The U.S. was 12th with a debt-to-GDP ratio of 128%.

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Emerging pandemic linked to neuro diseases, breakthrough therapy for cognitive decline, and…the end of pain meds? Are we closer to a vaccine or cure for COVID-19? Will the economy bounce back? Is social-distancing here to stay? Life as we know it seems to be one giant question mark at the moment. But one thing’s for certain: The wheels of neuroscience research keep on turning. Just recently, for instance, researchers discovered that not one—but two—neurodegenerative diseases are linked to air pollution. The silver lining? A newly developed blood test could help catch one of them early. Plus, could the answer to chronic pain come in the form of a widely accessible and legal—albeit taboo—cannabis plant derivative? Get the full details on these studies and more by reading this week’s NeuroBrief. Some experts will argue that amputation is the earliest known medical operation. But a wealth of scientific evidence actually supports trepanation as the oldest documented surgical procedure performed by man. Since the New Stone Age, people around the world have practiced trepanation—a surgical procedure that involves boring one or more holes into a person’s skull (ie, burr holes). Experts believe that ancient civilizations performed trepanation to not only exorcise malevolent spirits from an individual, but also to treat certain health conditions like convulsions, headaches, and infections. Today, neurosurgeons still use trepanation. (Though, thankfully, not for expelling demons.) It’s primarily used for treating epidural and subdural hematomas. In fact, according to some researchers, trepanation may actually be a safer, more effective alternative procedure for the treatment of acute and chronic subdural hematomas compared with modern-day craniotomy, which is associated with a high mortality rate. Trepanation is also used for surgical access to help relieve intracranial pressure. In the News New insights: ALS and the gut-brain link. More and more, we’re learning about the gut’s unique relationship with the brain. Just recently, researchers showed that unique sensor molecules in the gut may be responsible for the brain’s sugar cravings. Now, scientists have discovered a new gut-brain link in amyotrophic lateral sclerosis (ALS). Their new study shows that altering the gut microbiome using antibiotics or fecal transplants could positively affect ALS outcomes. But how is this finding different from other ALS discoveries over the years, you ask? Well, it’s big news because it could explain why only some carriers of the most common ALS gene mutation go on to develop the disease. Plus, the research could lead to a new therapeutic approach based on the gut microbiome. Using a specific mouse model at different lab facilities but with identical genetics, scientists studied the most commonly mutated gene in patients with ALS. In the first lab, the mice developed overactive immune responses, including neural inflammation, which led to premature death. But, in the other lab, the mice had the same genetic mutation but did not have neural inflammation, resulting in longer life. These striking differences were a real head-scratcher, considering that both models had the same genetic makeup and lab conditions, which led the scientists to take a closer look at contributing factors in both environments. In the end, they traced the different outcomes to the gut microbiome. Using DNA sequencing to identify gut bacteria, they found that certain microbes were present in the mice from the first location but not in the second. The scientists then tested different ways to change the microbiome to improve outcomes for the mice in the first lab. Ultimately, they found that treating mice with antibiotics or fecal transplants lowered neural inflammation and, consequently, increased longevity. The scientists’ research on the gut microbiome may explain why only some mutation carriers go on to develop ALS, as well as shed light on a potential target for ALS therapy in the future. Psoriasis = Alzheimer disease? More than just a cosmetic health problem, psoriasis is a chronic autoimmune skin disease that can be painful and negatively impact quality of life. There are many different types of psoriasis, but the most common signs and symptoms include scaly plaques, dry or cracked skin that might bleed, itching and burning, soreness, and painful joints. And if that wasn’t bad enough, it turns out that the skin disease may be linked to another horrible illness: Alzheimer disease. A recent Korean study shows that the incidence of AD is strikingly higher in patients with vs without psoriasis. Previous studies have shown that neuroinflammation plays a role in AD development. Since psoriasis is a chronic inflammatory disease that genetically overlaps with AD, researchers investigated the risk of AD in patients with psoriasis. They analyzed data from over 500,000 people with psoriasis and more than 2 million age- and sex-matched controls without psoriasis. All individuals had at least 3 health exams between 2008 and 2014, and AD risk was assessed in both groups. During follow-up (median: 3.35 years), 1.87% of controls developed AD vs 2.11% of patients with psoriasis. And, in adjusted models, patients with psoriasis showed significantly higher risk for AD vs controls. Notably, AD risk among patients with psoriasis was much higher in those not receiving systemic therapy vs those receiving systemic therapy. In other words, systemic treatment for psoriasis was associated with a reduced risk of AD. The authors speculated that “systemic anti-inflammatory drugs reduce the inflammation of neuronal cells, lowering overall inflammation in the body, which has a preventive effect on AD.” More studies are needed to find out what’s driving the increased AD risk in patients with psoriasis and whether the type of systemic treatment plays a role. But, it’s a good idea to keep this newly discovered psoriasis-AD link in mind when seeing patients who have this skin disease. Diesel and Parkinson disease. Do you know what pandemic is causing more premature deaths than smoking, HIV/AIDS, parasitic and vector-borne diseases, wars, and other forms of violence? Hint: It’s not COVID-19. You might be surprised to learn that it’s air pollution. You know what else air pollution causes? Apparently, Parkinson disease (PD). A new UCLA study in zebrafish shows that air pollution damages brain cells, potentially contributing to PD onset. Previous researchers have shown that people living in places with high levels of air pollution tend to have higher rates of PD. To understand why that is and how it affects the brain, researchers tested the effects of diesel exhaust on zebrafish. (They chose zebrafish as test subjects since their neurons interact similarly to those in humans. Plus, since the fish are transparent, researchers can observe the biological processes in their brains without killing the animals.) The researchers added diesel exhaust chemicals to the water the zebrafish were being kept in. These chemicals caused exposed fish to behave strangely, which researchers found was due to neuronal death. They looked at the activities in several brain pathways associated with PD to find out exactly how pollutant particles were causing cell death. Seems that diesel exposure had disrupted the autophagy disposal process in the brain, leading to a toxic buildup of alpha-synuclein proteins, which can kill neurons and interfere with proper brain functioning. This, of course, can result in symptoms characteristic of PD: tremors and muscle rigidity. To verify that this disruption in autophagic flux was the reason behind neuronal death, the researchers treated fish with nilotinib, an autophagy-inducing drug. And this was shown to save cells from death after diesel exposure. To confirm the effects of diesel in humans, the researchers replicated the zebrafish experiment using cultured human cells. Not surprisingly, diesel exhaust exposure had similar effects on human cells. These findings not only give further insight into the pollution-neurodegeneration link, but also open up the possibility for new therapies focused on mitigating environmental exposures to promote neuroprotection. City living = higher MS risk? In more pollution news, a recent study done in Italy and presented at the 6th Congress of the European Academy of Neurology shows that air pollution could be a risk factor for the development of multiple sclerosis (MS). In fact, researchers found that MS risk was about 30% higher for people living in cities. On the flip side, people living in rural areas, where air pollution is lower, were found to have reduced MS risk. (Another reason to move to the countryside, it seems.) The study included more than 900 patients with MS in the Lombardy region of Italy, where MS rates were found to have increased 10-fold in the last 50 years. And, it was done in winter, when pollutant concentrations are at their highest in this region. The researchers compared three different areas in the region based on “urbanization” level. In two areas, air pollution levels were higher than the European Commission’s threshold. People living in these areas had a 29% higher risk for MS onset. The researchers are now conducting specific analytical studies in the higher risk areas to pinpoint the exact environmental factors that may explain the uptick in MS risk. While environmental factors like vitamin D and smoking habits have been thoroughly studied in relation to MS, few studies have focused on air pollution’s link to the disease. Since the number of people living with MS globally is growing, this ongoing research could provide valuable insight into new therapeutic approaches. What bizarre neurological condition is characterized by the involuntary actions of a rogue limb? Anyone else think of “Thing,” the disembodied hand from The Addams Family? Well, we don’t blame you, considering that the answer is alien hand syndrome (AHS). In people with AHS, the affected limb—usually the hand (but sometimes the leg)—feels foreign. It’s not under the control of the mind and will act of its own free will, deliberately moving to perform unintentional tasks. The most common causes of AHS include anterior cerebral artery strokes, midline tumors, and neurodegenerative illnesses. There’s no cure for AHS, but successful management strategies include botulinum toxin injections, clonazepam, cognitive behavioral therapy, distracting the affected hand, and visuospatial coaching techniques. Look to your pearly whites for ALS. We touched on the gut microbiome’s link to amyotrophic lateral sclerosis (ALS). Now, let’s turn our attention to diagnosis—specifically, how to catch it early. Mount Sinai scientists have discovered an interesting biomarker for ALS—the teeth! Researchers have known that too much or too little essential elements (like zinc and copper) and toxins (such as lead and tin) are implicated in ALS development, but they haven’t known the age when metal dysregulation occurs. So, to find out whether metal uptake is dysregulated during childhood in ALS, the researchers turned to teeth. They carried out a study using teeth from autopsies or dental extractions from 36 patients with ALS and 31 controls. Using lasers to map growth rings that form daily in teeth, the scientists found that patients with ALS do indeed metabolize metals differently than those without ALS during childhood and adolescence. Metal levels were higher in those with ALS vs controls: 1.49 times for chromium (at 15 years), 1.82 times for manganese (at birth), 1.65 times for nickel (at 8 years), 2.46 times for tin (at 2 years), and 2.46 times for zinc (at 6 years). Similar findings were confirmed in tooth biomarkers of an ALS mouse model. This is the first study to show a clear ALS signature in early life—decades before clinical signs and symptoms of ALS manifest, which usually occurs in people’s 50s and 60s. Since there’s no test to predict ALS onset, these findings can be a game changer. The researchers’ long-term goal—after validating the results in larger studies, of course—is to look at biological pathways that could be modified with drug development. Blood test for progressive MS. Researchers have created a new, noninvasive blood test that could help predict which patients with multiple sclerosis (MS) will get worse over the following year. The blood test homes in on the biomarker neurofilament light chain—a nerve protein that can be easily picked up when nerve cells die. To do this, the researchers carried out a study in nearly 4,400 people with MS and over 1,000 age- and sex-matched controls. Neurofilament light chain blood biomarker levels were tested in all participants, who were followed for MS progression over the following year and for increased disability over a total of 5 years. They also looked at which patients developed secondary progressive MS. Overall, people with MS had, on average, about 52% more pg/mL of the nerve protein in their blood vs controls. Those with the disease and high levels of neurofilament light chain were also 40% to 70% more likely to have worsening disability during the following year vs those with lower protein levels. And these findings were adjusted for confounding factors. But, it’s important to note that high protein levels were not consistently linked to greater risk for more significant disability, which was defined as needing a cane or crutch to walk 100 m, or with the risk of secondary progressive MS onset. Regardless, elevated neurofilament light chain blood biomarker levels caught early in the disease course could help clinicians predict how MS will develop and monitor treatment efficacy. And with such an unpredictable disease like MS, this could be extremely valuable and make all the difference in terms of quality of life and survival outcomes. More research is needed for validation before a blood test becomes available for routine clinical use, but the findings are promising. MRI-glucose measure for AD. Sugar on the brain is never a good thing. But what about sugar in the brain? Researchers have created a new, noninvasive molecular imaging technique using MRI to dynamically measure glucose level changes in the brain’s lymphatic system—aka the glymphatic system. The findings from their preclinical study may help in the early identification and treatment of Alzheimer disease (AD). Previous studies have shown that abnormal glucose uptake and clearance in the glymphatic system are key features of early AD. This system allows CSF to flow through brain tissue and clear glucose and protein waste from the brain. Glucose uptake and metabolism can be assessed using PET scans, but they’re usually costly and invasive. Plus, patients can’t be scanned too often due to radioactive tracers. So, researchers began looking for a better alternative. In doing so, they created a new imaging approach based on Chemical Exchange Saturation Transfer MRI (CEST MRI), which has been used to diagnose brain tumors in the past. They injected glucose into genetically modified mice with AD and healthy age-matched mice (6 and 16 months). Then, they used their modified CEST MRI approach to noninvasively and simultaneously measure the dynamic response of glucose, both in the CSF and brain parenchyma, in the mice’s glymphatic system—the first time that the imaging technique has been used in such a way. They found that mice with AD had significantly slower CSF clearance rates than age-matched control mice—a finding consistent with previous neuropathological studies. Six-month-old mice with AD also had much higher glucose uptake in the brain parenchyma than age-matched controls. And 16-month-old mice with AD had much lower glucose uptake in the brain parenchyma and CSF vs age-matched controls—findings that are also in line with previous research. The researchers say that these findings, in which glucose is used as a “tracer,” may serve as defining features to distinguish AD from normal aging. Even better, since glucose is natural, biodegradable, and commonly used in hospitals, it makes for a safe, noninvasive, and relatively inexpensive MRI contrasting agent. Ultrasound for brain disorders. A new study is making “waves” in the neuroscience community. Biomedical engineers have discovered that ultrasound treatment may be an effective alternative to prescription drugs and even surgery for a range of neuro disorders—including depression, anxiety, epilepsy, and chronic pain. What makes this so appealing is that the precision therapy is noninvasive, targeted, and patient-tailored. Plus, it could eliminate the need for drug “cocktails” for some individuals. It might sound too good to be true, but we assure you that the treatment is very real. The ultrasound treatment involves emitting pulses of sound at high but inaudible frequency into a patient’s brain using an ultrasonic transducer, which is like a wand used for ultrasound scans. The sound pulses home in on neural brain circuits and cause neuronal membranes to oscillate—triggering neurons and affecting the behavior those neurons are responsible for. The best part? There’s no pain or discomfort, and no surgery is required. To test the therapy, the engineers emitted ultrasonic waves into the brains of monkeys. With the proper frequencies and neuronal targeting, the engineers were able to control whether the monkeys looked left or right. One of the main takeaways from the experiment was just how powerful ultrasound can be—up to the point of controlling behavior, which is exactly what the researchers were hoping for. Think about how this might help reduce tremors in patients with Parkinson disease or seizures in those with epilepsy. The possibilities are endless. The engineers have built a prototype device for ultrasound therapy, with plans to begin clinical trials in humans with major depression in the next few years. New hope for dementia. A new study shows that the lowest dose of hydromethylthionine (8 mg/d)—(your guess is as good as ours on pronunciation)—could slow clinical decline and brain atrophy in behavioral variant fronto-temporal dementia (bvFTD) and Alzheimer disease (AD). It’s the first report of a drug that has pharmacological activity against clinical decline and brain atrophy in bvFTD. Hydromethylthionine blocks pathological aggregation of tau and TDP-43 proteins. The drug is in development for AD but has also shown remarkable therapeutic value for bvFTD, setting it as a potentially important new avenue for the treatment of neurodegenerative diseases. Researchers performed a 52-week, global, phase 3 study in 200 patients with bvFTD who had clinically confirmed evidence of brain atrophy. Patients were randomized to receive either 200-mg/d or 8 -mg/d hydromethylthionine. The principal endpoints were change on the Addenbrookes Cognitive Examination – Revised, the Functional Activities Questionnaire, and whole brain volume. Using a discriminatory plasma assay, the researchers also undertook a population pharmacokinetic exposure-response analysis in 175 of the patients with available blood samples and outcome data. Surprisingly, the results showed no significant differences between the high and low doses. Hydromethylthionine 8 mg/d had statistically significant concentration-dependent effects on clinical decline and brain atrophy similar to those reported in a recent trial of the drug in AD. In the pharmacokinetic analysis, the researchers found that the effects of the 8-mg daily dose of hydromethylthionine were determined by the blood level. And most patients had high enough blood levels of the drug even at this low dose to reduce clinical decline and brain atrophy by about 50% over a year vs those with minimal blood levels. The 200-mg/d dose offered no additional benefit. Based on these findings, the researchers suggested that a dose of about 30 mg/day would be optimal for treating bvFTD and could further reduce the rate of disease progression. A confirmatory placebo-controlled trial is now in the works. Neurostimulation device for OSA. Good news for your patients with obstructive sleep apnea (OSA): The FDA has approved an expanded age range for Inspire therapy to include patients aged 18-21 years with moderate to severe OSA who can’t use continuous positive airway pressure (CPAP). Inspire therapy was previously only approved for patients aged 22 years and older. It’s a fully implanted neurostimulation device—comprised of a small generator, sensing lead, and stimulation lead—that’s placed under the skin of the neck and chest during a same-day outpatient procedure. The device monitors breathing patterns and opens the patient’s airway so that they can breathe normally during sleep. Inspire therapy received FDA approval in 2014 based on the positive results from a phase 3 trial of efficacy and safety in 126 people with OSA. Using the device, patients showed a 68% reduction in apnea events, a 70% reduction in oxygen desaturation events, significant reductions in daytime sleepiness, and significant improvements in daytime functioning. Manufacturer Inspire Medical Systems plans to continue conducting research on specific OSA characteristics in children, including adolescents with Down syndrome. New in Patient Management The power of positivity. Are you a glass-half-full or glass-half-empty kind of person? Turns out, your state of mind could make all the difference when it comes to your health, including stroke. A new study shows that having positive health beliefs—particularly the belief that you can protect yourself from another stroke—is linked to lower blood pressure among stroke survivors, namely women. Researchers analyzed data from a randomized, controlled trial that included 552 stroke patients. They looked at the link between positive health beliefs and blood pressure reduction 1 year post-stroke. Before hospital discharge, stroke survivors were asked whether they agreed with the following statement: “I can protect myself against having a stroke.” More than 75% of participants agreed. Following up with participants 1 year after discharge, the researchers found that those who believed they could protect themselves from having another stroke had a 5.6 mmHg greater reduction in blood pressure than those who did not—a clinically significant difference. On additional analysis, the researchers also found the female stroke survivors who held positive health beliefs were especially likely to have lower blood pressure a year later. But, this finding was not statistically significant in male patients. On average, female patients who didn’t believe they could protect themselves from another stroke had a slight increase in blood pressure. The study findings underscore the link between positive psychological states and better health outcomes. Plus, since a lot of adults have trouble controlling their blood pressure—even with lifestyle changes and medication—this research could help open up avenues for improvement strategies among stroke survivors. Plant derivative for chronic pain. Researchers have shown that a legal but somewhat controversial plant derivative may be effective for treating chronic neuropathic pain. Can you guess what it is? If you said Cannabis hemp oil, kudos to you. What’s exciting is that this is the first study to assess the therapeutic value of legal hemp oil with low tetrahydrocannabinol (THC) levels (< 0.3%), making it an attractive, easily accessible, and relatively safe treatment for pain. Using a mouse model, researchers studied the efficacy of taking hemp oil extract from the whole Cannabis plant. In mice that were exposed to chronic postoperative neuropathic pain—equivalent to several years of chronic pain in humans—the hemp oil extract reduced mechanical pain sensitivity 10-fold. Best of all: This effect lasted for several hours. The authors acknowledged that some psychedelic episodes may occur even in Cannabis plants with low THC, and more research is needed to determine the effects of long-term hemp oil use. But, the study findings are still very promising. The heart of chronic pain. Not to bring you down from the high (pun intended) of the last story, but it’s not all good news when it comes to chronic pain research. Case in point: A new study links chronic pain to major cardiac and cerebrovascular events (MACCEs). Researchers in Taiwan carried out a nationwide, population-based cohort study in over 17,000 adults with chronic pain and over 35,000 age- and sex-matched controls. They compared MACCEs occurring between the two groups via follow-up from 2001 until 2015. They found that participants with chronic pain had a higher prevalence of hypertension, diabetes, renal disease, and depression. After adjusting for these underlying comorbidities, the researchers noted that patients with chronic pain had a higher risk for MACCE than those without chronic pain, regardless of sex. But, those aged < 20 years had a greater risk for MACCEs. Participants taking opioids also had a higher risk for MACCEs than those who did not take opioids. The researchers suggested that patients with chronic pain may be at higher risk for MACCE due to included “reduced activity, disability, sleep disturbance, fatigue, and mood alterations such as anxiety and depression.” Because MACCE risk was higher in those aged < 20 years, early detection and intervention in this age group are key. COVID-19: New neuro ethical guidelines. The American Academy of Neurology (AAN) has issued new ethical guidance for neuro specialists caring for patients during the COVID-19 pandemic. The AAN recommends that patients with chronic neurological illness requiring a doctor’s appointment in non-medical emergency situations be offered telehealth appointments to limit the spread of COVID-19. The AAN also noted that some neuro medications can weaken a person’s immune system, putting them at even greater risk of the infectious disease. Also, to prepare for the possibility of limited resources in the future, the AAN recommends that neurologists work with their patients to complete advance care planning documents. This will allow patients more control over the treatments they receive. The AAN’s position statement goes on to list criteria that should be considered when determining resource allocation in the event of a scarcity, emphasizing that decisions should be made based on need, benefit, and best medical evidence, while keeping in mind personal freedoms and the interest of the entire community. Ultimately, the main goal should be to maximize the number of lives saved, which could require some very tough decision-making. Latest in Journal Summaries Think You’re Up-to-Date on All Things Neuro? Play the Smartest Doc to see where you rank among your colleagues and for a chance to win a personalized trophy! Upcoming Medical Meetings Please note that, in the interests of containing the current COVID-19 pandemic, the following meeting has been canceled. Please contact this organization for details and specifics on refunds and rescheduling: Innovations in Cerebrovascular Care 2020, in Cleveland, OH, June 4-5, 2020. The following meeting has been changed to a virtual workshop: American Headache Society (AHS) 62nd Annual Scientific Meeting, to be held in San Diego, CA, June 4-7, 2020, has been canceled and will be offered, in part, as a virtual platform on June 15. Please check the website for up-to-the-minute information. The following meetings have been rescheduled: Psychiatry 2020 Conference, to be held in Boston, MA, June 4-6, 2020, has been rescheduled for September 24-26, 2020, and will remain in Boston, MA. Current Psychiatry/American Academy of Clinical Psychiatrists (AACP) 2020 Focus on Neuropsychiatry, to be held in Arlington, VA, June 5-6, 2020, has been rescheduled for August 12-14, 2020, and will be held in Washington, DC.

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CSE Prevention Work Child Sexual Exploitation (CSE) is a form of child abuse. It involves young people (under 18yrs) being manipulated or forced into taking part in sexual activity for their own, or someone else's gain. This could be for food, accommodation, drugs, or money. It is not known how prevalent it is, but child sexual exploitation has been identified throughout the UK, in both rural and urban areas. Child sexual exploitation often begins without the victim’s knowledge. This is known as grooming. For example, a young person may be persuaded to post or send sexual photographs on the internet or via mobile phones without receiving any benefit themselves. The young person involved may believe that they are in a loving, consensual relationship when in fact they are being exploited. In all cases of child sexual exploitation, those doing the exploiting have power or influence over their victim. This can be due to a difference in age, gender, intelligence, wealth or physical strength. Child sexual exploitation results in children and young people suffering harm, and causes significant damage to their physical, emotional and mental health. Some young people may be supported to recover, whilst many may suffer serious long-term consequences. Charis is committed to helping young people build skills and confidence in developing positive, healthy friendships and relationships. If you would like Charis to deliver prevention training for professionals or young people, please do contact us.

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Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 9 blessings This is the plan I used for a Classical Conversations Cycle 3 Week 15 abecedarian class. I have included all the subjects including new grammar, fine arts, presentations, science, and review game. I also added my weekly parent email. This is not an official tutor plan. It's simply what I did. I'm sharing it so other tutors can use it as a springboard from which to plan your own lessons that are tailored to best meet the needs of your own class. (Class set of trivium maps, dry erase markers, and small pieces of paper towels will already be at each seat.) • Blob mapping: -Have the children use their dry erase markers to quickly trace around the borders of the continents and then erase them. -Have the children put the caps on their markers and lay them down. • Point out the lakes on my map one by one. (I say, “Eyes and pointer fingers up” each time before I introduce the next location.) Each time have the children find the location on their maps using their fingers. They say the location, and I confirm, “Yes, that is…”. Repeat. • Show me/Tell me the locations using a dry erase marker. -Show me where Lake Huron is. Put a dot on it. -Show me where Lake Ontario is. Put a dot on it. -Show me where Lake Michigan is. Put a dot on it. -Show me where Lake Erie is. Put a dot on it. -Show me where Lake Superior is. Put a dot on it. -Tell me which lake this is. It's Super… (Yes, Superior.) Put a dot on it. -Tell me which lake this is. It's Er… (Yes, Erie.) Put a dot on it. -Tell me which lake this is. It's Mich… (Yes, Michigan.) Put a dot on it. -Tell me which lake this is. It's Ontar… (Yes, Ontario.) Put a dot on it. -Tell me which lake this is. It's Hur… (Yes, Huron.) Put a dot on it. -Put the caps back on the markers, but don’t erase anything yet! • Go through the locations with me while erasing locations one by one. (Do them out of order.) ***Parent Helper: Collect markers and maps and return to tutor bag. Throw away paper towel pieces. (*At home we’ll be learning the locations using the chant by Heidi Stauff, posted below.) - Chant the math sentence while the children listen. I use the chat rhythm by Abbasgirlie (posted below). - Allow children to each roll the silly voice die & chant using that silly voice together: squeaky mouse voice, say it like a soldier, cowboy, stick out your tongue and say it, butterfly whisper voice, & T-rex voice. - I chant using a slap/clap rhythm while children listen. - Children recite and clap/slap with me very slowly. Get faster each time. (*At home we’ll be learning the Science Sentence using the song by Heidi Stauff, posted below.) - Sing through the song one time, laying the cards in order, face up on the table. - Allow each child a turn to use a fly swatter to swat the individual Timeline cards as we all sing the song together. - Sing the Latin sentence while the children listen. (Our community will be using the song by King Things - Ross King.) - Let each child select an action craft stick: The entire class will sing and do the motions while spinning, hopping in place, under the table, balancing on one leg, standing on a chair, making a silly face, & waving arms in the air. (If you want to keep adding hand motions, here are the ones shared by Hustead’s Homeschool Glimpses.) - Sing the history sentence while children listen. - Vary who sings it: Children sing it with me. Right table sings it. Left table sings it. Boys sing it in a whisper. Girls sing it loudly. Everyone sings it. - I chant while children listen. - Dry Erase Board Writing: Let each child have a turn scribbling on the dry erase board while you chant "To Write." - Materials needed: table cover, paper, watercolor paints (along with a bowl of water, a large/fat paintbrush, a watercolor paintbrush, & tape), and flowers (real*, fake, or photographs) - *Walmart sells inexpensive bouquets of fresh flowers, or ask if anyone has flowers blooming at their home. Where I live, camellias and pansies are currently blooming. - Step 1: Review: - (Show the toy house and toy person). Say something like, "Who was the folk artist we learned about who liked to paint towns with houses, animals, and people doing different activities? Yes, her name was Grandma Moses." - (Show the 4 puzzle pieces that aren't put together correctly.) Say something like, "Who was the Cubist artist we learned about last week who sometimes tried to paint someone from all sides, which made them look like this puzzle not put together correctly? Yes, Pablo Picasso." - Step 2: Artist Introduction: Show a fake flower. Say something like, "Today we're going to learn about a Realist Artist from America named Georgia O'Keeffe who found inspiration from nature and is famous for her huge paintings of flowers." - Use the book Georgia O'Keeffe by Mike Venezia and quickly flip through it as you quickly discuss who she was and what her paintings looked like. - Step 3: Study a flower: Hand a flower to each child. Take a few seconds to silently stare at it. Ask, "What do you notice about your flower?" - Step 4: Paint your flower: Tell the children we're going to paint the flower. (I modeled for the step by step, but told them they don't have to follow my directions.) We started from the middle of the flower and then drew the petals. Remind them to paint it really, really huge and paint some of the flower off the page. (I told them they needed to paint part of the flower on the table cover.) - Step 5: Review: Show the fake flower. Say something like, "Who was the Realist artist we learned about today who was inspired by nature and is known for painting huge flowers? Yes, Georgia O'Keeffe." - Have children collect presentation items from the basket/table. - Remind that when someone else is talking, children should: Stop, Look, Listen. - Remind about presentations: Today’s focus will be: Posture: Lower Body: Hips stay pointed to audience, feet planted. What is today’s focus? [Remember to raise your hand to answer.] - Each child gets 1 question token (a foam rectangle with their name written on it). - Have children go in alphabetical order. (We rotate each week.) - Next week’s skill to work on: Eye contact: Make eye contact with at least 2 people and hold it for a few seconds each. - Return presentation items to backpacks. Bathroom Break & Snack Time Pray. Bathroom break. Get snacks from snack basket and have snack while listening to memory work CD. - Ahead of time you can watch a video of the experiment by CC Tutor Equipping Videos posted below. - *Note: We didn't use milk as there's no reason to use milk. We just started with 2 cups of water. - Add salt: Mark a cup with an S on the outside. Allow each child to add a spoonful (about 1 teaspoon) of salt into that cup. Using the same spoon, allow each child to stir it until the salt dissolved. - Ask: What's the difference between these two cups? (One has salt.) Let's come up with a hypothesis. When we drop an egg in each cup of water, what do you think will happen? (Allow students to answer.) - Give each of the students a turn gently dropping an egg into one of the liquids. (Make sure to have everyone wash their hands afterward or use a bit of hand sanitizer after each turn.) - Ask: What happened? What do you think it happened? (Use the explanation from the Van Cleave book or add more from the below link or video.) - If you would like additional ideas on what to say and do, cornerstone-edsupply.com/ is currently offering a script for this science activity for free. - Geography Fast Review: Hand out maps to each child. Divide up children among you & the helping parents so that you are able to each check specific children and what they are pointing at. Call out the geography locations from weeks 9-15. Have children tell me or show me locations using their fingers. - Musical Chairs: Play Timeline CD. The child who doesn't get a seat gets to pick out a question card (minus timeline or geography) from a bag and answer it. If it’s from this week’s new grammar or if the child is unsure, everyone gets to help. Sometimes I tell them to go around the chairs while hopping, skipping, on their tip toes, and walking backwards. We had another sweet day together at CC! Everyone did a great job with their Georgia O'Keeffe paintings! You might want to consider saving it to enter it in the art show at the county fair. At least be sure to admire it when you get home! If you haven’t already, please pack an old t-shirt/smock to use during the Fine Arts period as we’re painting. We'll be visiting the Cummer Art Museum on Saturday morning at 10 am. (It's free the first Saturday of each month.) Please let me know if you'll be able to join us! This week I will be praying for each of your children. My prayer is that through our time at CC, God will have them be “doers of the Word, and not hearers only.” (James 1:22) - CC Cycle 3 Week 1 - CC Cycle 3 Week 2 - CC Cycle 3 Week 3 - CC Cycle 3 Week 4 - CC Cycle 3 Week 5 - CC Cycle 3 Week 6 - CC Cycle 3 Week 7 - CC Cycle 3 Week 8 - CC Cycle 3 Week 9 - CC Cycle 3 Week 10 - CC Cycle 3 Week 11 - CC Cycle 3 Week 12 - CC Cycle 3 Week 13 - CC Cycle 3 Week 14 - CC Cycle 3 Week 15 - CC Cycle 3 Week 16 - CC Cycle 3 Week 17 - CC Cycle 3 Week 18 - CC Cycle 3 Week 19 - CC Cycle 3 Week 20 - CC Cycle 3 Week 21 - CC Cycle 3 Week 22 - CC Cycle 3 Week 23 - CC Cycle 3 Week 24 © 2021 Shannon

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Introduction: The Lifeblood of a Business In the world of business, cash flow is the circulatory system that keeps the heart of the operation beating. It's the essential artery that connects all the business elements, ensuring they work in harmony. Cash flow management, therefore, is a critical pillar that supports the overall health and sustainability of a business. Understanding Cash Flow: The Basics Before we can delve into the gravity of cash flow management, it's paramount to grasp what cash flow is. Simply put, cash flow refers to the movement of cash into and out of a business. It's the measure of your business's health, mirrored through its financial activities. When the company generates more cash than it spends, it experiences positive cash flow. This indicates that the company's liquid assets are increasing, enabling it to settle debts, reinvest in its business, return money to shareholders, cover daily expenses, and provide a buffer against future financial challenges. Conversely, negative cash flow signifies the opposite. It means more money is leaving the business than it is making, leading to a deficit that can give rise to numerous financial issues. The Role of Cash Flow Management Cash flow management is the process of tracking, analyzing, and optimizing the net amount of cash receipts minus cash expenses. It's about creating a balance between the cash coming in and going out. Essentially, the goal is to always maintain a cash balance that can be used to meet the business's obligations. Effective cash flow management includes a variety of strategies. These range from procedures for accelerating incoming cash, delaying outgoing cash, and maintaining an adequate cash reserve for emergencies. Let's examine why cash flow management is so crucial: Guaranteeing Business Solvency Cash flow management plays an indispensable role in maintaining business solvency. The ability to meet immediate and short-term obligations is key to survival in the business world. With a positive cash flow, a company can comfortably cover its operational expenses, such as employee salaries, utilities, rents, and raw materials. This ensures a smooth run of business operations and reduces the risk of insolvency. Powering Growth and Expansion Cash flow management is not just about survival - it's a major driver of business growth and expansion. Positive cash flow gives a business the financial muscle to reinvest in itself. This could involve exploring new opportunities, driving innovation, or expanding into new markets. Navigating Uncertainties and Risks Financial uncertainties and risks are part and parcel of any business operation. These can arise from a myriad of sources such as market volatility, economic downturns, or unforeseen expenses. A well-managed cash flow can provide a solid financial buffer against these uncertainties, ensuring the business remains resilient in the face of fiscal turbulence. Enhancing Stakeholder Relations A healthy cash flow also bolsters relations with stakeholders, including investors, creditors, and employees. The confidence that comes from regular payments, timely salary disbursements, and returns on investments significantly improves stakeholder trust and engagement. Effective Cash Flow Management Techniques A robust cash flow management strategy requires a combination of effective techniques. These include timely invoicing to ensure prompt payments, stringent credit control to avoid bad debts, efficient inventory management to reduce storage costs, and prudent spending. Moreover, maintaining a healthy relationship with lenders and investors can secure access to emergency funding sources. Regular forecasting of cash flow is another essential practice. It helps anticipate future cash needs and enables proactive management of potential shortfalls or surpluses. Conclusion: The Cornerstone of Business Success Cash flow management is more than a financial strategy - it's the backbone that holds a business upright and running. It goes beyond mere survival, playing a critical role in fostering growth, managing risk, and enhancing stakeholder relations. Businesses that prioritize and continuously refine their cash flow management strategies tend to enjoy long-term sustainability and success. Indeed, in the kingdom of business, cash flow is king. And managing it wisely is the royal decree every business must adhere to for a prosperous reign.

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Photograph of Infantrymen in Bastogne, Belgium Original caption: Bastogne, Belgium-Weary infantrymen of the 110th Regt., 28th Div., US 1st Army following the German breakthrough in that area. The enemy overran their battalion. (L-R) Pvt. Adam H. Davis and T/S Milford A. Sillars. Dec. 19, 1944 Photographs of American Military Activities The Normandy landings on Tuesday, 6 June 1944 was the Allied invasion of Normandy in Operation Overlord during World War II. Codenamed Operation Neptune and often referred to as D-Day, it was the largest seaborne invasion in history. 160,000 Allied troops landed along a 50-mile stretch of the heavily-fortified French coastline, to fight Nazi Germany on the beaches of Normandy, France. More than 5,000 Ships and 13,000 aircraft supported the D-Day invasion, and by day’s end, the Allies gained a foothold in Continental Europe. More than 9,000 Allied Soldiers were killed or wounded, but their sacrifice allowed more than 100,000 Soldiers to begin the slow, hard invasion in Europe, to defeat German troops.

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Habitat: Dioscorea communis is a native spontaneous species widespread throughout southern and central Europe, northwest Africa and western Asia, from Ireland to the Canary Islands, east to Iran and Crimea. It is a typical plant of the forest understory, from the sea to the mountains, usually in dense woods, but it can also be found in meadows and hedges. It is a climbing herbaceous plant growing to 2–4 m tall, with twining stems. The leaves are spirally arranged, heart-shaped, up to 10 cm long and 8 cm broad, with a petiole up to 5 cm long. It is dioecious, with separate male and female plants. The flowers are individually inconspicuous, greenish-yellow, 3–6 mm diameter, with six petals; the male flowers produced in slender 5–10 cm racemes, the female flowers in shorter clusters. The fruit is a bright red berry, 1 cm diameter. Its fairly large tuber is, like the rest of the plant, poisonous….CLICK & SEE THE PICTURES : Young shoots are edible and can be used as asparagus substitute, and are usually picked in spring. Top of the shoots and sturdy, meaty parts of staple are used for eating, and the flabby parts are discarded by snapping them off. Young shoots may be eaten raw, but they are usually cooked in hot water for various salads or used in omelette. Constituents: The rhizome contains phenanthrenes (7-hydroxy-2,3,4,8-tetramethoxyphenanthrene, 2,3,4-trimethoxy-7,8-methylenedioxyphenanthrene, 3-hydroxy-2,4,-dimethoxy-7,8-methylenedioxyphenanthrene, 2-hydroxy-3,5,7-trimethoxyphenanthrene and 2-hydroxy-3,5,7-trimethoxy-9,10-dihydrophenanthrene) According to secondary sources, all components of the black bryony plant, including the tubers, are poisonous due to saponin content. Therefore, it is not typically used internally; however, it has been used as a poultice for bruises and inflamed joints. It has been suggested that black bryony be used topically with caution, due to a tendency for the plant to cause painful blisters. Known Hazards: Studies have isolated calcium oxalate deposits and histamines in the berry juice and rhizomes, which may contribute to skin irritation and contact dermatitis associated with black bryony. Disclaimer : The information presented herein is intended for educational purposes only. Individual results may vary, and before using any supplement, it is always advisable to consult with your own health care provider. Botanical Name : Alangium chinense Family : Alangiaceae Genus : Alangium Synonyms : Alangium begoniifolium – (Roxb.)Baill., Marlea begoniifolia – Roxb.,Stylidium chinense – Lour Kingdom: Plantae Division: Magnoliophyta Class: Magnoliopsida Order: Cornales Species: A. chinense Habitat :E. Asia – India to C. China . Upland thickets in W. China. Open places around villages at elevations of 300 – 2400 metres in Nepal.Woodland Garden; Secondary; An evergreen Small deciduous tree, growing to 8m at a slow rate. Leaves alternate, asymmetrical, ovate, entire or with shallowed pointed lobes, 8-25 cm long, 4.5-16 cm wide, dark green, glabrous or with scatered hairs above, lighter beneath with axillary tufts of hairs along nerves. Apex pointed, base oblique and truncate. Petiole reddish. Flowers in axillary cymes, slightly fragant, about 2 cm long, in July-August. 6-7 white petals, reflexed and sometimes cohered. Conspicuous orange anthers. Fruit ovoid, black CLICK & SEE THE PICTURES.. It is hardy to zone 9. It is in leaf all year, in flower from June to July, and the seeds ripen from August to November. The flowers are hermaphrodite (have both male and female organs) and are pollinated by Insects. The plant prefers light (sandy), medium (loamy) and heavy (clay) soils and requires well-drained soil. The plant prefers acid, neutral and basic (alkaline) soils. It cannot grow in the shade. It requires moist soil. Succeeds in any moderately fertile well-drained soil. Requires full sun and a sheltered position. Not very frost tolerant, this species is likely to be on the borderlines of hardiness even if obtained from its higher provenances . However, although the top growth will be killed back in all but the mildest winters, the plant will usually resprout from the base in the spring and will usually flower in the summer. These flowers are sweetly scented. This species is closely related to A. platinifolium. Although a fair sized tree in its native habitat, it is unlikely to make more than a shrub more than 2 metres tall in Britain. It does not require pruning. Seed – we have no details for this species but suggest sowing the seed in a greenhouse in the spring. When large enough to handle, prick the seedlings out into individual pots and grow them on in the greenhouse for at least their first winter. Plant them out in early summer and consider giving them some protection from the cold for their first winter outdoors. Cuttings of half-ripe wood, July/August in sand in a frame This plant is commonly used in Chinese herbalism, where it is considered to be one of the 50 fundamental herbs. And, it is used to treat snakebite, used as a carminative. Moreover, it is used to increase circulation, as a contraceptive and a “hemostat”, to treat numbness, rheumatism, and wounds. The roots and the stems are a blood tonic, carminative and contraceptive. They are used in the treatment of rheumatism, numbness, traumatic injuries, wounds and snakebites. A decoction of the leafy shoots is said to be tonic. A paste of the roots is applied to the area around dislocated bones to help them setting. The shoot, rootbark and whole plant are all used medicinally. Disclaimer:The information presented herein is intended for educational purposes only. Individual results may vary, and before using any supplements, it is always advisable to consult with your own health care provider. An oil extracted from the seeds is used for lighting lamps. The small white flowers are sweetly scented. Description: Middle sized, profusely branched tree; stem and branches black, branchlets glabrous; leaves alternate, petioles ±0.6 to ±0.8 cm long, lamina thick, leathery, oblong, veines slightly elevated above; male flowers in few or many-flowered short cymes, flowers tubular, 0.8 cm long, lobed, calyx black, silky; female flowers solitary or few together, subsessile or cymose, larger than male flowers, ovary 8-celled; fruits usually solitary, subglobose, 2.5-5.0 cm in diameter, brick colored when young, yellowish when mature, persistent calyx lobed, accrescent 4- to 8 seeded.…..…click & see The most widely cultivated species is the Oriental or Japanese persimmon, Diospyros kaki. In color, the ripe fruit of the cultivated strains range from light yellow-orange to dark red-orange depending on the species and variety. They similarly vary in size from 1.5 to 9 cm (0.5 to 4 in) in diameter, and in shape the varieties may be spherical, acorn-, or pumpkin-shaped. The calyx generally remains attached to the fruit after harvesting, but becomes easy to remove once the fruit is ripe. The ripe fruit has a high glucose content. The protein content is low, but it has a balanced protein profile. Persimmon fruits have been put to various medicinal and chemical uses. Like the tomato, persimmons are not popularly considered to be berries, but in terms of botanical morphology the fruit is in fact a berry. Asian persimmon, Japanese persimmon Other Name:Diospyros kaki The tree is native to Japan, China, Burma and northern India. It is deciduous, with broad, stiff leaves and is known as the shizi in China, and also as the Japanese Persimmon or kaki in Japan. It is the most widely cultivated species. Its fruits are sweet, and slightly tangy with a soft to occasionally fibrous texture. Cultivation of the fruit extended first to other parts of east Asia, India and Pakistan, and was later introduced to California and southern Europe in the 1800s, to Brazil in the 1890s, and numerous cultivars have been selected. It is edible in its crisp firm state, but has its best flavor when allowed to rest and soften slightly after harvest. The Japanese cultivar ‘Hachiya’ is widely grown. The fruit has a high tannin content which makes the immature fruit astringent and bitter. The tannin levels are reduced as the fruit matures. Persimmons like ‘Hachiya’ must be completely ripened before consumption. When ripe, this fruit comprises thick pulpy jelly encased in a waxy thin skinned shell. “Sharon fruit” (named after the Sharon plain in Israel) is the marketing name for the Israeli-bred cultivar ‘Triumph’. As with all pollination-variant-astringent persimmons, the fruit are ripened off the tree by exposing them to carbon dioxide. The “sharon fruit” has no core, is seedless, particularly sweet, and can be eaten whole. Diospyros lotus (date-plum) Date-plum (Diospyros lotus), also know as lotus persimmon, is native to southwest Asia and southeast Europe. It was known to the ancient Greeks as “the fruit of the gods”, or often referred to as “nature’s candy” i.e. Dios pyros (lit. “the wheat of Zeus”), hence the scientific name of the genus. Its English name probably derives from Persian Khormaloo ?????? literally “date-plum”, referring to the taste of this fruit which is reminiscent of both plums and dates. This species is one candidate for the lotus mentioned in the Odyssey: it was so delicious that those who ate it forgot about returning home and wanted to stay and eat lotus with the lotus-eaters. Diospyros virginiana (American persimmon): American persimmon (Diospyros virginiana) is native to the eastern United States. Its fruit is traditionally eaten in a special steamed pudding in the Midwest and sometimes its timber is used as a substitute for ebony (e.g. in instruments). Diospyros digyna (black persimmon): Black persimmon or black sapote (Diospyros digyna) is native to Mexico. Its fruit has green skin and white flesh, which turns black when ripe. The Mabolo or Velvet-apple (Diospyros discolor) is native to the Philippines. It is bright red when ripe. It is also native to China, where it is known as shizi. It is also known as Korean mango. Diospyros peregrina (Indian persimmon): Indian persimmon (Diospyros peregrina) is a slow growing tree, native to coastal West Bengal. The fruit is green and turns yellow when ripe. It is relatively small with an unremarkable flavor and is better known for uses in folk medicine rather than culinary applications. Diospyros texana (Texas persimmon): Texas persimmon (Diospyros texana) is a species of persimmon that is native to central and west Texas and southwest Oklahoma in the United States, and eastern Chihuahua, Coahuila, Nuevo León, and Tamaulipas in northeastern Mexico. The fruit of D. texana are black on the outside (as opposed to just on the inside as with the Mexican persimmon)subglobose berries with a diameter of 1.5–2.5 cm (0.59–0.98 in) ripen in August. The fleshy berries become edible when they turn dark purple or black. At which point they are sweet and can be eaten from the hand or made into pudding or custard. Flowering and Fruiting: Summer to rainy season, fruits take 4-5 months to mature. Persimmons are eaten fresh, dried, raw, or cooked. When eaten fresh, they are usually eaten whole like an apple or cut into quarters, though with some varieties, it is best to peel the skin first. One way to consume very ripe persimmons, which can have a very soft texture, is to remove the top leaf with a paring knife and scoop out the flesh with a spoon. Riper persimmons can also be eaten by removing the top leaf, breaking the fruit in half and eating from the inside out. The flesh ranges from firm to mushy, and the texture is unique. The flesh is very sweet and when firm due to being unripe, possesses an apple-like crunch. American persimmons and diospyros digyna are completely inedible until they are fully ripe. In China, Korea, Japan, and Vietnam after harvesting, ‘Hachiya’ persimmons are prepared using traditional hand-drying techniques, outdoors for two to three weeks. The fruit is then further dried by exposure to heat over several days before being shipped to market. In Japan the dried fruit is called hoshigaki (???), in China it is known as “shìb?ng” (??), in Korea it is known as gotgam (hangul: , and in Vietnam it is called h?ng khô. It is eaten as a snack or dessert and used for other culinary purposes. In Korea, dried persimmon fruits are used to make the traditional Korean spicy punch, sujeonggwa, while the matured, fermented fruit is used to make a persimmon vinegar called gamsikcho . In Taiwan, fruits of astringent varieties are sealed in jars filled with limewater to get rid of bitterness. Slightly hardened in the process, they are sold under the name “crisp persimmon” (cuishi ??) or “water persimmon” (shuishizi ???). Preparation time is dependent upon temperature (5 to 7 days at 25–28 °C (77–82 °F)). In some areas of Manchuria and Korea, the dried leaves of the fruit are used for making tea. The Korean name for this tea is ghamnip cha . In the Old Northwest of the United States, persimmons are harvested and used in a variety of dessert dishes most notably pies. It can be used in cookies, cakes, puddings, salads, curries and as a topping for breakfast cereal. Persimmon pudding is a dessert using fresh persimmons. An annual persimmon festival, featuring a persimmon pudding contest, is held every September in Mitchell, Indiana. Persimmon pudding is a baked pudding that has the consistency of pumpkin pie but resembles a brownie and is almost always topped with whipped cream. Persimmons may be stored at room temperature 20 °C (68 °F) where they will continue to ripen. In northern China, unripe persimmons are frozen outside during winter to speed up the ripening process. Ecology and cultivation: Throughout India, abundant in Bengal; cultivated near habitational sites; occasionally found as ferals; Sri Lanka. Medicinal Uses: Traditional use:SANTAL : (i) Root: in gravel; (ii) Bark: in cholera; (iii) Fruit: in dysentery and menorrhagia; TRIBES OF ABUJH-MARH RESERVE AREA (Madhya Pradesh) : Fruit: in dysentery and as tonic; TRIBES OF BASTAR (Madhya Pradesh) : Fruit: in blister in mouth, diarrhoea. HARIT SAMHITA : Bark: in gastro-enteritis; BAGBHATTA : Juice of unripe fruit: in restoring normal skin colour after burn; BHABAPRAKASA : Aqueous extract of green fruit: in healing burn-wound; BANGASENA : Powder of dried fruit with honey: licking is beneficial in hiccup in children. AYURVEDA : (i) Bark extract: in chronic dysentery; (ii) Aqueous extract of green fruit: in menorrhagia, excessive salivation. Modern Use: EtOH (50%) extract of stem and leaf: anticancer, diuretic; EtOH (50%) extract of stem bark: antiprotozoal, antiviral, hypoglycaemic. Rural people of North Bengal and Bangladesh consume the leaves as vegetable. Fruits are eaten by Bhoxas, Lodhas, Monpas, Santals and Bengalees. Tribes of Bastar consume the seeds. Boatmen rub the fruit-juice on the undersurface of boats to protect the wood from rotting, and fishermen use the same in their fishing net for the same purpose. The information presented herein is intended for educational purposes only. Individual results may vary, and before using any supplements, it is always advisable to consult with your own health care provider. As earthbound beings, humans have always had a fascination with winged creatures of all kinds. The idea of being able to spontaneously lift off from the earth and fly is so compelling to us that we invented airplanes and helicopters and myriad other flying machines in order to provide ourselves with the many gifts of being airborne. Flying high in the sky, we look down on the earth that is our home and see things from an entirely different perspective. We can see more, and we can see farther than we can when we’re on the ground. As if all this weren’t enough, the out-of-this-world feeling of freedom that comes with groundlessness inspires us to want to take flight again and again. Metaphorically, we take flight whenever we break free of the gravity that holds us to a particular way of thinking or feeling or being. We take flight mentally when we rise above our habitual ways of thinking about things and experience new insights. This is what it means to open our minds. Emotionally, we take flight when the strength of our passion exceeds the strength of our blockages; the floodgates open and we are free to feel fully. Spiritually we take flight when we locate that part of ourselves that is beyond the constraint of linear time and the world of form. It is in this place that we experience the essential boundlessness that defines the experience of flight. Taking flight is always about freeing ourselves from form, if only temporarily. When we literally fly, in a plane or on a hang glider, we free ourselves from the strength of gravity’s pull. As we open our minds and our hearts, we free ourselves from habitual patterns of thought and emotional blockages. As we remember our true nature, we free ourselves from identification with the temporary state of our physical forms. The more we stretch our wings, the clearer it becomes that taking flight is a state of grace that simply reminds us of who we really are.

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HTML at Home: If you want to create html documents at home, you will need a TEXT EDITOR. Mac users should find SIMPLETEXT and have it on the desktops or Launchers of the computer they are using. PC users (anyone not using a Mac - I doubt too many kids are using UNIX machines at home) should find NOTEPAD and put it on their Desktops. Then create a file(directory) on your desktop especially for your HTML work and give it a name (e.g. myhtml or HTML or web.) Remember that you can create other files within that file (subdirectories) for various projects. Remember these basic rules to make your HTML code readable and your file access simple and easy to remember. - Write your HTML code (tags) in CAPITAL LETTERS. This will make it easy to distinguish your code from your file names and text. - Press Return (or Enter) after each line of raw HTML to make your source code document more readable. Remember that this will NOT create a new line in your document when read through the browser. You need a <BR> (break) tag to force a break to the next line or a <P> tag if you want to skip a line. Neither <BR> nor <P> tags need to be closed. - Choose short, memorable file names all in lower case and without spaces or punctuation, e.g. page2.html, fun.html, links.html. Remember that the main page (home page) in any directory must be named index.html. - Rename image and sound files when you download them to your home directory with short filenames according to the above rules, e.g. book.gif, jordan.jpg, rockon.midi, thrill.au - Do not write the text of your entire document in capitals. If you do, it will be hard to read your HTML source code so as to check the bugs in your code. Furthermore, it looks like you're screaming. It's fine to do this is you are in the mood to scream on your webpage and you don't mind looking immature, but it's a bad idea to get into the habit of doing this. - Avoid background images (<BODY BACKGROUND="image.jpg">) which render the text of your document unreadable. We will learn to avoid this problem next semester when we learn tables. (<TABLE>) - Create a template page with the basic HTML code of your site (HTML frame, <TITLE="">, desired <BODY> attributes, footer with links back to your homepage), name it temp.html and save it in your HTML directory to easily create new pages. Simply rename the temp.html file with the name of your new file as soon as your open it and then work on the new file and save as you go along. - Include a link back to your home page (e.g. <A HREF="index.html"><B>Home</B></A>) at the bottom of every non-index.html page in your website. Browsers: It doesn't matter which one you use, but if you have more than one kind on your computer, it's good to test your document in both. MS Internet Explorer and Netscape Navigator are the most common - Grabbing images from the Internet: PC users: Right mouse click over the image and scroll down to Save or Download image (depending on your browser) and click. Navigate in the box to your home directory on the Desktop and rename ("Save as") the file something short and all lowercase. Mac users hold your mouse button down over the image until a box open up. Navigate in the box to your home directory on the Desktop and rename ("Save as") the file something short and all lowercase. - Remember that you can use to ALIGN="" attribute of the IMAGE tag to align an image to the left or right of your text. - You can resize an image manually by assigning HEIGHT="" and WIDTH="" attributes to the image tag. These will be in pixels. A standard low-resolution screen is 640 x 480 pixels. Try resizing your larger images in the 100 - 150 pixel range and adjust the width and height proportional to the original image. - PC users can ask a parent to download a free or shareware version of LView Pro for simple image manipulation such as resizing and adding text. Remember to save or move files to your home directory and to rename files so that you can easily invoke them in your HTML source code. Sample HTML Template - To grab the source code for this (and any web document not in frames): - Open the page you want to save in your browser - At the upper left of your browser menu click on File, and then Save As. A box will pop up. At the bottom of this window should be three entry areas. The first is File name. Here you will put the name of the file you wish to save. You can save this as temp.html or save any other off the web as any file name you choose, so long as you add the .html - Look at the middle entry area. In most newer broswers the default will be Save As Type: Web Page Complete. You do NOT want this. You want to click on the toggle switch (mini arrow) to the right of this Save as Type window and toggle to Web Page, HTML only or HTML only. - At the very top of the dialogue box it will show you the default directory for saving internet files. You want to get to the Desktop (usually one of the buttons to the right of the name of the default directory) and save the file in your HTML home directory. to Dixie District - HTML I

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Successful pollination is followed by the development of mistletoe fruits. The pollen germinates on the stigma, with a pollen tube growing into the style and the tissues of the central body. As soon as germination starts, the generative nucleus divides, and the two new generative nuclei as well as the vegetative nucleus move into the pollen Figure 5 A.Axillary bud with primordia of V. album twig. By mid-July the main elements of next year's shoot generation have already developed in the axils of the current year's mistletoe leaves. They are the two bud scales (top and bottom), and decussate to these the leaf primordia (left and right), with the spherical bud of the inflorescence between them (x48). B. Typical shoot of V. album with female flower buds in November. Photos: Raman. tube. When the tip of the pollen tube penetrates one of the embryo sacs, the vegetative pollen nucleus dissolves and further development is triggered by the two generative pollen nuclei. One fuses with the egg cell, with the resulting zygote resting for about two months. The other generative pollen nucleus unites with the endosperm nucleus; further cell divisions will start immediately and will lead to the formation of the endosperm. When the first division of the zygote comes in mid-May, it is already completely enclosed by the multiplying endosperm. The bicellular embryo stage goes through another rest period of about two weeks, and then development becomes more rapid (Pisek, 1923; Steindl, 1935). The primordia of the cotyledons become visible as light-colored zones in the pale green endosperm in the beginning of July (figure 13), and the hypocotyl grows towards the periphery of the endosperm in August. By the end of September, a viable embryo has differentiated out in the mistletoe fruit, which is still green. Viscum album shows polyembryonie, i.e. one seed may contain one or two, and, rarely, even three or four embryos. Depending on the climate, and evidently also on other yet unknown factors relating to individual mistletoe bushes, the fruits begin to ripen in mid-October. The pericarp loses its green colour and appears white (figure 14). Sugars are produced in the colourless, translucent mesocarp, giving it a sweetish taste and making the outer parts in particular a favourite food for mistletoe-distributing birds. Mesocarp development bases on the tissues of the flask-shaped central body, the cell walls of which turn mucilaginous and dissolve towards the end of June. Morphologically the exocarp arises from the walls of the calyx and the carpel tissues fused with it. With axial tissue also involved in this mode of fruit development, the correct botanical classification of mistletoe fruit is as a pseudo berry. And with the embryos developing from embryo sacs that lie without integuments naked in the central body tissue, mistletoe also does not have true seeds in the strictly botanical sense (Steindl, 1935). Was this article helpful? Acai, Maqui And Many Other Popular Berries That Will Change Your Life And Health. Berries have been demonstrated to be some of the healthiest foods on the planet. Each month or so it seems fresh research is being brought out and new berries are being exposed and analyzed for their health giving attributes.

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For many years scientists have hypothesized that there is a mysterious ninth planet in our outer solar system called Planet Nine. Scientists at Harvard University and the Black Hole Initiative have developed a new method to find black holes in the outer solar system. They want to use the system to determine the true nature of the hypothesized Planet Nine. The recent paper highlights the ability to use the future Legacy Survey of Space and Time (LSST) mission to observe accretion flares, the presence of which could prove or disprove if Planet Nine is a black hole. The new method to search for black holes in the outer solar system developed at Harvard is based on flares that result from the disruption of intercepted comets. The study suggests the LSST can find black holes by observing for accretion flares resulting from the impact of small Oort cloud objects. Scientists say that in the vicinity of a black hole, small bodies would approach it and melt as a result of heating from the background accretion of gas from the interstellar medium into the black hole. When the small bodies melt, they are subject to tidal disruption by the black hole, followed by the accretion from the tidally disrupted body onto the black hole. The method can detect or rule out trapped planet-mass black holes out to the edge of the Oort cloud, or about a hundred thousand astronomical units. LSST is expected to have the sensitivity required to detect accretion flares while the currently available technology isn’t able to do so. The paper focuses on learning more about Planet Nine as the first candidate for detection. Theories suggest Planet Nine is an undetected planet. However, it could also be flagged as a planet-mass black hole.

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.Net is microsoft's revolution about managed code application. Before .Net java was only language in managed code era. Like Java vertual Machine (JVM) in Java .Net languages uses CLR (Common Language Runtime). CLR is interpreter of .Net platform just like JVM in Java. Microsoft provided many laguages for .Net paltform such as VB.NET J#.NET and C#.NET. Currently C# is the market leader in .Net technology because it provides greater flexibility for for programmers. Syntax and coding style of c# is similer to c++ and jave so. It is more esay to adopt this laguage for the programmes which have java or c++ base. So here is a simple program to print hello world on console window. This small program will help you to understand structure of c# language. Here is the code: public class MyFirstDotNetClass public static void Main() To compile above example you need microsoft visual studio installed on your system. You can download express edition on following link: After installing visual studio or c# express edition you are ready to compile your first c# program. To Compile Above Program Do Following: Go to > All Programs > Microsoft Visual Studio OR Visual C# Express> Visual Studio Tools > Visual Studio Command Prompt. Now a Console window will appear. 1) Type the following command to the console window just opened, and press enter. 2)Now a dos editor will appear on console window, type above code in editor. After then save and exit from editor. 3)To compile helloworld.cs just created, type following command, and press enter. Following output will appear on screen(Output can vary for different versions of visual studio). Microsoft (R) Visual C# 2010 Compiler version 4.0.20506.1 Copyright (C) Microsoft Corporation. All rights reserved. 4)To run our program type following and press enter. following line will print on screen.

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Stump Your Partner: - During your lecture, pause, and have students ask each other challenging questions. - Allow this to continue for a predetermined amount of time. - Have students write down any questions they cannot answer and collect them. You can then adjust the class accordingly, perhaps even using the questions for quizzes or exams at a later date. Review and Refresh (Brame 2015): - If you reach a natural lull in your lecture, have students refresh each other in pairs as to what they just learned. - If there are a lot of questions, consider slowing down and adjusting the class to make sure you're clear. If there are few to none, it's a good sign to move on to the next concept. Dedicated Class Discussion: - Before class, come up with some set questions and prompts. - In class, if possible, have people get in a shape that allows them to see you as well as their peers. If this is a large lecture, this may not be possible, wherein you need to be prepared to continue facilitating discussion if lulls arise. - Ask students to elaborate on responses when necessary to evoke any explanations or evidence they may have for an idea or to clarify any questions they may have. - While staying neutral and supportive, bring other students into the conversation by asking for alternative opinions or additional comments. - This method is easy to move online as well through Canvas discussion boards. - In small groups, assign students different informational materials based on key concepts of the current unit. - Have each student explain to the others in their group about their material, its purpose to the unit, and any ideas, questions, and opinions about it. - Another option is to assign each group a different topic where they will decide on a "leader" and when you reconvene as a class, the leader of each group shares their discussion points. - MIT's Jigsaw video is a helpful resource to get started with this activity. - This too can be done in discussion boards if you assign students to respond to certain boards. This creates a group atmosphere that you can allow you to follow! - Before class, create a question that addresses an important concept for that day's lesson. - During class, pose this question to your students and allow a few minutes to think and record their responses. If you choose to collect these responses, it can be done through pieces of paper,iClicker, a Canvas quiz assignment, Google Slides, or Google Forms. - After students have recorded their answers, have students get into pairs or small groups to discuss their answers and how they reached them for a predetermined amount of time. The easiest way to start this step is to have your students turn to their neighbors for discussion. Each group should come to a consensus and a rationale for their answer. - If you are teaching remotely, Zoom’s Breakout Rooms feature can be used for student discussion. Once discussion ceases, pose the same question for a second time and collect the new responses. - After the new responses are collected, give your own answer to the question, and explain how you reached this conclusion. At this point, the classroom can be opened up to questions or this time can be used to review the revised responses from the students and share with the class either voluntarily or anonymously. - For more information on this process and how it works, consider Eric Mazur's Peer Instruction video. Brame, C.J. and Biel, R. (2015). "Test-enhanced Learning: the potential for testing to promote greater learning in undergraduate science courses." CBE Life Sciences Education, 14, 1-12

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Copyright © AFP/Collection Roger-Viollet Modernism represents a change in perspective of culture within society, in order to look at subjects with a modern viewpoint. This change in view point started to develop in the 19th century where revolutions and wars were prominent, the industrial revolution also began the age of modernity through to the twentieth century. Influential in the early days of Modernism were Sigmund Freud and Darwin who argued on theories of psychology and science, which changed peoples beliefs in religion and creation. Many literary figures including Gertrude Stein, James Joyce and Virginia Woolf further pushed the boundaries of thought and influenced many ideals of the modern day. The modernist art movement was the first time the term avant-garde was used to represent a new way of thinking in art, with many other art eras including Cubism, Pop Art and Minimalism following, which all have roots within Modernism. The artists who are known for their contribution in modernism include Picasso, Hans Hofmann, Henri Matisse and Piet Mondrian. These artists all painted across different times in history; however their work is seen as iconic for their modern perspective on culture and society. Copyright © AFP / Lipnitzki / Roger-Viollet – Jeanne Lanvin September 1934 At the beginning of the twentieth century, modernism saw a close connection between fashion and art. Art was approached differently, not just as a painting but also as other creations including fashion and textiles. Through the twentieth century, fashion design tracked and echoed trends in art. Starting from the heavily corseted silhouettes of the Art Nouveau period to the patterns and textures of clothes from the Cubist period, Modernism in art and fashion had a very close relationship. A constant figure of the modernist art movement was Paul Poiret. An incurable Orientalist, he brought opulence, a new silhouette and a sense of elegance that has never been equalled, designing the modern luxury was his life’s work. Poiret was very interested in modern art and was included in many artistic circles. He joined the fashion and art worlds together by enjoying the work of Impressionists and Fauvists and believing that painters and designers were in the same trade, and therefore should be celebrated together. Can you help us improve this page? Send us your contribution on [email protected], we will update this page and give you proper attribution!

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As the impacts of climate change become increasingly apparent, it's more important than ever to take action to protect the environment and create a sustainable future. But you can make a difference without making drastic changes. Here are some simple, everyday steps to reduce your environmental impact and live more sustainably. Reduce your energy consumption One of the most significant contributors to climate change is burning fossil fuels for energy. Small changes in your daily routine can reduce your energy consumption and help combat climate change. Turn off lights when you leave a room, unplug electronic devices when not in use, and consider switching to energy-efficient appliances. Reduce your waste The average person generates a staggering amount of garbage, ending in landfills where it can take decades to break down. To reduce your waste, try to reuse and recycle as much as possible. Bring your own reusable bags to the grocery store, use a refillable water bottle, and recycle items like paper, plastic, and glass. Water is a precious resource, and many parts of the world are already experiencing water shortages. To conserve water, fix leaks and drips in your home, use drought-resistant plants in your garden, and take shorter showers. You can also collect rainwater for watering plants or washing your car. Support sustainable agriculture Industrial agriculture is a significant contributor to environmental degradation and climate change. By supporting sustainable agriculture, you can help protect the environment and improve food quality. Look for products that are organic, locally grown, and produced without the use of pesticides and other harmful chemicals. Reduce your carbon footprint Carbon dioxide (CO2) is one of the leading greenhouse gases contributing to climate change. To reduce your carbon footprint, try to drive less and walk, bike, or take public transportation whenever possible. You can also offset your carbon emissions by purchasing carbon credits or supporting renewable energy projects. Making simple changes to your daily routine can help protect the environment and create a more sustainable future. Every little action counts, so start making sustainable choices today and make a positive difference for the planet!

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All You Need to Know about Carbon Monoxide Carbon monoxide is an odourless and colourless gas that is produced when things aren’t fully burnt. We are all aware in this age of global warming that carbon dioxide is what you get when you burn coal. We are less aware that incomplete combustion results in carbon monoxide. Carbon dioxide gets all the bad publicity as the greenhouse gas behind climate change, but, as the sceptics like to point out, carbon dioxide is not poisonous and is vital for plant growth. You breathe it in all the time. Carbon monoxide (CO), however, is a different matter. It’s deadly. Why is carbon monoxide dangerous? At some point, you have probably heard of haemoglobin. It’s the part of red blood cells that picks up oxygen from your lungs. It’s one of those things that keep you alive. But it is just as good at picking up carbon monoxide, which unfortunately doesn’t keep you alive. Continual exposure to CO results in headaches and nausea, among several other unpleasant side effects. The most unpleasant side effect of too much of it is death. The simple answer to the question ‘why is CO dangerous?’ is that it kills you. What causes carbon monoxide poisoning? The biggest culprit in cases of CO poisoning is unflued or poorly flued gas heaters. The principal reason why you can’t use one of those gas patio heaters inside is that they are designed to be used outside where the dangerous gases can easily disperse. Bringing them inside is a recipe for disaster because the CO is trapped and builds up to levels that can be fatal. Most gas heaters in Australian homes are flued and perfectly safe, although as they age it is probably a good idea to have them checked. Check gas heaters It’s essential to check gas heaters that are open-flued. Open-flued means that they have no chimney or flue to the outside of the house. After a death in Victoria, some models of open-flued gas heaters were withdrawn from sale and the State Coroner recommended that all open-flued gas heaters should be banned. Modern houses are more airtight than they used to be and when this is combined with exhaust fans that draw the CO from the heater into the house, levels can get dangerous. Carbon monoxide testing is well worth doing if you are installing or servicing any gas appliance. Take the famous case of the Australian Open champion Vitas Gerulaitus. He was only 40 when he died of carbon monoxide poisoning while sleeping in the guesthouse of a friend in 1994. The gas had come from a pool heater that hadn’t been installed properly. Charges of negligent homicide were brought against the installer and his company. It was argued that a slightly longer exhaust pipe may have saved the tennis champion’s life. But the jury accepted that the CO could have still been drawn into an air conditioning vent despite this and acquitted them. All new appliances should undergo gas appliance commissioning, where they are tested to ensure there are no leaks, they are well-ventilated, gas pressure has been set correctly, and more. A serious headache Carbon monoxide clearly needs to be checked if you are in need of gas fitting installations or have existing gas appliances and heaters. Metropolitan Plumbing has the expertise to do this for you, and not only give you peace of mind, but save you from a truly serious headache. Published: 20 Feb, 2020

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In the first Pasuk of our Parsha, we see a double language between the words “Emor” and “VeAmarta”, “Speak” and “Say”. Rashi explains the double language to mean that aside from teaching the Kohanim to observe the following mitzvot (“Emor”), the Kohanim should be warned to educate their children in these areas as well (“VeAmarta”). Yet, our Parsha goes deeper, beyond this literal meaning. The beginning of our Parsha is truly relating to all of Am Yisrael, as the Parsha continues on with guidance for Am Yisrael. We can now understand this first pasuk to truly be a warning not just for the Kohanim, rather for all of the parents of Am Yisrael to educate their children. Education, especially in Judaism, is such a fundamental principle of our lifestyle that it can’t be that the education which is being spoken about here in Emor is the warning to give your child a basic education. Basic education requirements and warnings belong to the end of Sefer Vayikra. The education of children being referred to here is an education which is much deeper, much more mature. This education takes place only once a child knows right from wrong. So what is it? A parent must educate their child in a way that one’s child spiritually progresses each and every single day by refining different aspects of their character and who they are! The mitzvah of counting the Omer (Sefirat HaOmer) is seen in our Parsha as well! Right here in Emor we are given the perfect example of a parent educating their child to partake in an “event” which is focused on spiritual progression for every single day of the Omer! Rashi writes that Moshe had to “warn the adults about [educating] their children.” Warn in Hebrew is “LeHazhir”. This word “LeHazhir” is derived from the word “Zohar”, “light”. What is Rashi teaching us Mishpacha and Chaverim? Educating our children is of the utmost importance because it literally brings out from within them the “light” which they all have! Mishpacha and Chaverim, as we count Sefira, we tend to lose sight of the meaning of every single day and night. R’ Moshe Tzvi Weinberg told a story of one of his students who came to him and said, “Rebbe, I think I have an idea as to why we don’t listen to music during Sefira.” “Because Rebbe, throughout the year we are so busy listening to everyone else’s music, whereas now, we have our own music, our own sound which is emanating from within us, and we have to bring that sound, that beautiful music out into the world.” Reciting the Sefira every night as a child through our adulthood might be apart of our education, but where else in the world do you get an education which is meant to bring out the “light” in you? You have education for jobs and to make money in the world, but our education as Jews is to make this world whole with our light. With our light illuminating the world and our improvement each day (not only throughout Sefira!), Mashiach will surely come. – Johnny Newman for Sparks of Judaism

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- Workers recently discovered between 100 and 150 dinosaur footprint while cleaning up debris caused by flooding in the Comanche National Grassland of Colorado. - The Picket Wire Canyonlands, where the tracks were discovered, are home to the largest dinosaur tracksite in North America with over 1,900 footprints discovered to date. - More dinosaur news here. USDA Forest Service workers in Colorado who were recently cleaning up six inches of mud and debris caused by flooding in the Picket Wire Canyonlands made a startling discovery when they uncovered between 100 and 150 dinosaur footprints. The workers who were using shovels and excavators to clear the area discovered fossilized tracks belonging to the Brontosaurus family of dinosaurs, reports the Colorado Springs Gazette. “Every track down there is a national treasure,” said John Linn, Comanche National Grassland district ranger. “I hiked it just yesterday actually. … It never ceases to amaze me. I’m always overcome with awe when I stand in those tracks that are 150 million years old.” According to the USDA Forest Service, the Picket Wire Canyonlands in the Comanche National Grasslands of Colorado are home to the largest dinosaur tracksite in North America. More than 1,900 prints in 130 separate trackways have been discovered there on a quarter mile of bedrock along the banks of the Purgatoire River. Forest Service drones at a height of 25 feet captured images of dinosaur prints in Purgatoire Valley. They found prints of the Megalosauripus and Parabrontopodus. https://t.co/4U8IuKAi1C #GeographyAwarenessWeek pic.twitter.com/A6skGk3Whk — USDA Forest Service (@forestservice) November 16, 2021 Normally, when crews clean up debris after a flood in the area they are just uncovering the previously discovered dinosaur footprints for visitors who hike the area or take seasonal Forest Service tours to view. This time, however, U.S. Forest Service paleontologist Bruce Schumacher said “there was an event that flooded an area that had not yet been mapped and recorded.” He added that once they discovered one new track it led to more and more footprints that hadn’t been uncovered before. Schumacher said the newly discovered dinosaur tracks “could continue for a long, long time, but we’ve kind of reached a point where we’ve got a good amount exposed. At least I feel like we’re at a place to continue to manage it as it is.”

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IE 220PROBABILITY AND STATISTICS2009-2010 SpringChapter 7Sampling Distributions Introduction•Parameters are numerical descriptive measures for populations.–For the normal distribution, the location and shape are described by and –For a binomial distribution consisting of ntrials, the location and shape are determined by p. •Often the values of parameters that specify the exact form of a distribution are unknown. •You must rely on the sample to learn about these parameters. Sampling Distributions•Numerical descriptive measures calculated from the sample are called statisticsstatistics.•Statistics vary from sample to sample and hence are random variables.•The probability distributions for statistics are called sampling distributionssampling distributions.•In repeated sampling, they tell us what values of the statistics can occur and how often each value occurs. Possible samples3, 5, 23, 5, 13, 2, 15, 2, 1Possible samples3, 5, 23, 5, 13, 2, 15, 2, 1xSampling DistributionsDefinition: The sampling distribution of a sampling distribution of a statisticstatisticis the probability distribution for the possible values of the statistic that results when random samples of size nare repeatedly drawn from the population.Population:3, 5, 2, 1Draw samples of size n= 3 without replacementPopulation:3, 5, 2, 1Draw samples of size n= 3 without replacement67.23/823/633/933.33/10Each value of x-bar is equally likely, with probability 1/4xp(x)1/42 3 Sampling DistributionsSampling distributions for statistics can be Approximated with simulation techniquesDerived using mathematical theorems

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Building codes and guidelines are always full of exceptions and variations on a theme and the Americans with Disabilities Act is no different. The ADA was first created in 1990. It is designed to protect against discrimination based on disability. The act has five titles or sections. Architects deal primarily with Title III – Public Accommodations. Since passage the ADA guidelines have incorporated information from the model building codes such as the IBC in order to reconcile differences. In a typical situation an accessible kitchen sink has to have a clear space beneath. This allows a person in a wheelchair to approach the sink and get close enough to effectively use it. Generally, this requires such a person to get their knees under the sink while still having a clear area for their toes. Most office break rooms consist of countertop and cabinet space, a refrigerator, coffee maker and a toaster oven. In this situation a parallel approach is allowed at the sink. This allows there to be a standard base cabinet under the sink. What is the difference between a break room and a typical kitchen? Cooktops and ranges. In a space with a kitchen sink but no cooktop or conventional range, a parallel approach is allowed to the sink by section 606.2, exception 1 of the ADA guidelines. It is also important to know that countertops in such spaces must be no higher than 34” and no deeper than 24”

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Second semester of second year studio has initiated with an highly impressive sketch problem titled “what if,…” Here is the one that fall to my share: LeCorbusier’s Villa Savoye was made of load bearing walls but no post&lintel” Initially I aimed to understand the principles of the design approach and qualities of the building. Both post and lintel are actually the main structural elements of Villa Savoye and totally related with the architects approach. Villa Savoye was designed to be a summer house in relation with the surrounding nature -extroverted- . The first level was lifted above the ground level to sustain a continuous, uninterrupted space.This quality was more or less sustained on the second floor with horizontal windows wrapping all four sides, leading to a continuous view of what is behind. How could this quality be ensured or what would change when load bearing walls become the matter? What comes to my mind when I think of load bearing wall and another designs of Le Corbusier are Unite d’Habitat and Notre Dame du Haut. I know that in both he made use of columns to carry the structural weight but they seem relatively more suitable to be converted to a load bearing wall structure, than Villa Savoye. So I produced some variations of Villa Savoye in my mind with load bearing walls. One is like that of Unite d’Habitat. Making use of some units (or blocks) but it would allow only one way of this “uninterrupted, continuous space” quality. One another is making it a lot more enclosed and introverted by using smaller openings that load bearing walls would allow, yet this would change the whole design strategy of the building. Another thing about Villa Savoye’s design was the spaces were large in scale. What is limited with load bearing walls is the scale of a space. There are some limits in dimension that you cannot exceed but columns allowed Le Corbusier to obtain large spaces with no interruption, a more free plan occurred that he can freely play and create integrated forms. This also allowed the use of transparency within the building. Villa Savoye is also very transparent inside as much as at the facade. Here in this point lighting issue becomes the matter. Possibilities of post & lintels allowed light reflections behind the high lightning. With the use of load bearing walls the areas where the light comes in would be smaller but it could let him to play with shade and shadows that would give the building a very different characteristic and a different facade like that of Notre Dame du Haut or Santa Maria Church by Alvaro Siza. One final observation of mine is that, the issue of transparency which would be restricted with the use of load bearing walls may also effect the user profile. A house like Villa Savoye with no privacy and with spaces almost completely open to eyes from any other space inside, would not be a good choice for more than one family to live. However the restriction in transparency could make Villa Savoye a more introverted within the building that could lead to an opposite user profile; more people living together.

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Grey Seal – (Halichoerus grypus) The Grey seal, or gray seal in American English, is often found, in coastal waters of the northern hemisphere. It is a true seal, as supposed to an eared one, and known for its friendly, inquisitive nature towards humans people. Whilst direct interaction with wild animals should never be encouraged there are many incidences of these amazing creatures coming and playing with scuba divers. As their name suggests they are mostly grey, with fewer spots than harbour seals, which are often seen in the same waters. They are also larger, with the largest males, known as ‘bulls’ reaching around 3metres, and weighing almost 400kg. The easiest way to distinguish the species is the side profile of the head, often the only part of the body to be seen out of the water. Grey seals have a longer, straighter nose, more dog like, and it’s nostrils set further apart. They live between 25 and 35 years, with the females starting to breed from as young as 4, and living on average ten years longer than males. Grey seals mostly they hunt fish, but will also eat squid, mollusks, and crabs as well as octopuses, and occasionally seabirds, and will often hunt as a group for maximum efficiency. There have also been documented cases of cannibalism, and the preying of grey seals on common seals and harbour porposies. During breeding season grey seals will fast, and this includes the three weeks when the females are nursing their pups. Females will bear a single pup after a eleven-month gestation, which they care for alone. These pups are extremely vocal and often sound like human babies crying, this is how the mothers will find their young within the colonies. Threats to harbour seals include disease, hunting, entanglement, pollution, and fishing as by catch, but from nature they are also preyed on by killer whales.

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format of writing an essay bunch ideas of style writing format examples style for essays essay style format mla format essay example 2018. Format Of An Essay In Hindi – Kwan Academy Feel of the difference in between a politician trying to persuade folks to vote for him or her versus a scientist laying out the proof they have gathered. Format of an essay for a scholarship A critical essay can either format of an essay for a scholarship be summary of the contents of the reviewed material or a personal opinion and analysis of the writer about the content The usual format of. Format of an essay apa citation - flyingto.info Essay question format - John U. Bacon 31+ Sample Essay Outlines - DOC, PDF | Examples Essay outlines keep the ideas organized. Without using essay outlines, most essay writers mix up ideas and sometimes go off topic. With essay outline, essays will prevent writer to get off topic or jumping from one argument to another argument that does not relate with what you are discussing. Time Management How To Format An IB Extended Essay In A Proper Way IB extended essay help: what to know about formatting. For a lot of people out there, writing any kind of academic piece can be a hassle. Even for those who are passionate about a subject and for those who actually know a lot about it, academic writing can be quite distressing. How to Write an Interview Essay - brighthubeducation.com These will become body paragraphs for your essay. Once you have wrapped your brain around the three main things you are going to talk about in your essay, you need to write out an outline. Sample Outline. This outline will help you write a five paragraph essay for a narrative format. Overview of Professional Essay Samples Pharmacy Student Sample. The sample essay from a pharmacy student was written during the student's sophomore year and before she had experience in the field. Therefore, she chose to highlight her attitude towards and seriousness about her future path of study. This document will show you how to format an essay in MLA style. 0.2) If, instead of questions about putting the final formatting touches on your essay, you have questions about what to write, see instead my handouts on writing a short research paper, coming up with a good thesis statement, and using quotations in the body of your paper. How to Write and Format an MBA Essay - thoughtco.com MLA format essay MLA (modern language association) writing format essay. How to create such paper and what do you need to know, find out more below! Essay Formatting - How to Format an Essay Right Every Time Essay formatting directly impacts your grades. Get it right first time with our super simple guide to how to format an essay How To Choose An Essay Format: List Of Useful Suggestions Essays | UKEssays Important Rules Of Writing An Essay In The MLA Format Writing an essay within the humanities and social sciences often requires using the MLA format. You can get an MLA handbook and style manual in your school library. Format for cover page of an essay Professional custom writing service offers format for cover page of an essay high quality and absolutely . When printing this page, you must include the entire legal notice at bottom The module or essay level may also be needed. In some academic essays like the Columbia university courseworks, some professors may not want you to include your name, and in this case, the student number should be used. When formatting an essay, the header is a very important part, and you must get it right. How to Format an Essay with Microsoft Word - ocean.edu HOW TO FORMAT AN ESSAY WITH MICROSOFT WORD Click on the Microsoft Word icon on the computer screen. After Microsoft Word loads, click on "Format" at the top of the screen and then on "Paragraph". In the "Paragraph" box, click inverted triangle next to "Line Spacing" and then click on "Double"... ... Five-paragraph essay - Wikipedia The five-paragraph essay is a format of essay having five paragraphs: one introductory paragraph, three body paragraphs with support and development, and one concluding paragraph. Because of this structure, it is also known as a hamburger essay , one three one , or a three-tier essay . College Essay Format: Learning to Structure and Outline Your ...

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Home Learning for children who are new to English I hope you find these Home Learning ideas for children who are new to English useful. Kind regards, Miss Mackenzie. Here are some fantastic games to play which will help children to develop their English. There are topics linked to, animals, seasons, weather, clothes, cvc words e.g. cat, peg, sun etc, food, house, jobs family, people, sports, transport and true stories. Have fun exploring. http://www.lancsngfl.ac.uk/projects/ema/index.php?category_id=208 This June to celebrate Gypsy, Roma, Traveller History month, Lancashire County Council has decided to launch a competition that was open to all children whether they are attending school, or learning at home. Entries can be from individuals, groups, or families… "All you have to do is create something which shows us what life is like in your home while you’re staying home and staying safe – You could paint a picture, make a collage, create a video or produce an illustrated comic…" Last year there were wonderful creative entries from children sharing their family routes, so we're excited to see what we receive this year. For more information, please open the attached flyers at the bottom of the page, named, 'Competition- Open for all Families'. Please send photographs of entries to [email protected] by 5pm on the 30th June. For other GRTHM activities, or the see last year's winning schools please visit our website www.lancsngfl.ac.uk/projects/ema Please click on the link below which takes you to the Lancashire Grid for Learning. On this website you can find many useful resources to support children with English as an additional language. - Please click the link below for English language practice: - Please click on the link below for stories, games, songs and activities to help pupils learn English – - To access Dual Language Ebook Library – (Visual books with audio in Home Language and English) please email [email protected] and ask to access Covid-19 HomeReading FREE Offer. Your child can: - Watch videos on topics in their first language. Sites such as https://www.khanacademy.org/ are useful. They have curriculum videos in many languages and if they do not have home language audio, they may well have subtitles in other languages. The quality of the videos is more reliable in terms of content than on Youtube (as in this case, you may not be able to check the content due to it being in another language). - Useful information for EAL families on Coronavirus (Covid -19) has been provided on the NHS Scotland website in a number of different languages https://www.nhsinform.scot/illnesses-and-conditions/infections-and-poisoning/coronaviruscovid-19 . They have also included an audio version and simplified English version. Further information is available at http://www.doctorsoftheworld.org.uk/coronavirus-information/ where they have the latest NHS advice translated in to 51 languages. - A useful resource for family learning of English is the BBC ‘Learn English’ website. https://www.bbc.co.uk/learningenglish/english/search?q=learn+english&submit=GO This has separate topics such as 'English for going to the shops' or 'Visiting the doctor'. It is not linked to the curriculum but will help build pupils survival language. It also has an excellent free supporting app (BBC Learning English) which has resources for learning English for all ages. Other ways in which parents can support their children to learn English are: · Reading books with your children by talking about the books in their home language and, if possible, English too is helpful. There is further advice for parents about this in the translated leaflets with advice on reading with children who are learning English as an additional language. http://www.lancsngfl.ac.uk/projects/ema/index.php?category_id=198 · There are a number of children's book explaining and trying to support children coronavirus in different languages: This is a simple picture book version - https://www.mindheart.co/descargables This is another picture book with harder reading content - https://interagencystandingcommittee.org/iasc-reference-group-mental-healthand-psychosocial-support-emergency-settings/my-hero-you · Selecting good television programmes for a child to watch. When watching television, put on English sub-titles, this will help the child’s listening and reading.

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Two whirling dust devils towering nearly a kilometre high have been seen at the exact spot where the Phoenix Mars lander is due to touch down in a few weeks. The dust vortices should pose no threat to the landing, but could provide dramatic views from the probe when it alights on the flat, relatively barren landscape. Phoenix is due to land in an oval-shaped region dubbed “Green Valley” in Mars’s northern polar region on 25 May. In preparation for the landing, other spacecraft already at Mars, including NASA’s Mars Reconnaissance Orbiter (MRO), have been monitoring the site. On 20 April, MRO spotted two dust devils at the centre of the landing ellipse, which measures 20 by 100 kilometres across. Based on the shadows the dust devils cast on the surface, researchers estimate that one stretched to about 920 metres in height, while the other reached 790 metres. Dust devils are created when vortices of air – set in motion when warm air rises from the surface on an otherwise still day – pick up dust from the ground. The dust reaches such great heights because of the Red Planet’s relatively low gravity. “It’s the low gravity and the fact that the surface gets warm and the energy is transferred into turbulence and uplift within the atmosphere,” says Phoenix team member Ray Arvidson of Washington University in St Louis, Missouri, US. Despite their enormous height, the vortices are not powerful enough to endanger any spacecraft. In fact, dust devils have cleaned dust off of the Mars rovers Spirit and Opportunity, allowing more sunlight to reach their solar panels. “If we’re lucky, the occasional dust storm will help clear the dust off the deck and the solar panels,” Arvidson told New Scientist. Dust devils will probably appear more and more often around Phoenix’s landing site in the coming months. That’s because the northern hemisphere is approaching summer (it will officially begin on 25 June), and more vortices are expected to occur as temperatures rise. The kilometre-high dust devils, which have been caught on camera previously by the Spirit rover, could provide a dramatic sight for Phoenix, which is expected to operate for about 90 days at a single spot in the flat, chilly Green Valley. “The topography should be pretty flat looking off into the horizon . . . so the dust devils should be easy to spot,” Arvidson says. He says Phoenix team members will try to make a movie of any dust devils observed by the lander, just as was done by the Spirit rover. Phoenix also carries instruments – such as a lidar, a laser that looks straight up – that should be able to determine the size of dust particles. That could help researchers understand how much solar radiation reaches the surface and how much simply heats up the atmosphere. “It would be good to have some dust devils moving through the area – both for science and cleanliness,” Arvidson says. Phoenix will dig down as much as 50 centimetres below the surface, collecting samples of soil and ice that it will examine to better understand the region’s past climate and check for complex molecules that could be associated with life. Mars Rovers – Mars is full of surprises, learn more in our continually updated special report. More on these topics:

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Socrates view on morality. The Ethics of Socrates 2022-12-31 Socrates view on morality Rating: Socrates was a ancient Greek philosopher who is considered one of the founders of Western philosophy. He is known for his Socratic method of questioning, which involves questioning someone until they arrive at a logical conclusion. One of the main themes in Socrates' philosophy is morality. According to Socrates, morality is not something that can be taught or learned through external means. Instead, he believed that morality is something that is innate within each individual. He argued that every person has a innate sense of right and wrong, and that this sense comes from within. Socrates believed that the key to living a moral life is to cultivate self-knowledge and wisdom. He argued that a person who is truly wise is able to act in accordance with their inner sense of right and wrong, and that this is what leads to a fulfilling and meaningful life. One of the key ways that Socrates believed we can cultivate wisdom and self-knowledge is through the pursuit of truth. He argued that by seeking out the truth and constantly questioning and examining our beliefs, we can come to a deeper understanding of ourselves and the world around us. Socrates also believed that living a moral life requires us to consider the impact of our actions on others. He argued that we should always strive to act in a way that benefits not only ourselves, but also the people around us. In conclusion, Socrates' view on morality was that it is something that is innate within each individual, and that the key to living a moral life is to cultivate self-knowledge and wisdom through the pursuit of truth and the consideration of the impact of our actions on others. SOCRATES AND MORALITY His father died when Aristotle was very young, and even after his death Aristotle remained close with and was influenced by the Macedonian court that his father played a big role in for the rest of his life. It led to a new understanding of the soul's essence. The possibility of Socrates corrupting Athens' youth is a sensitive position, because the philosophy he preached may be considered as either heresy or a constructive effect. Epistemology deals with truth versus opinion. Usually induction deals with particular examples which all add up to some common feature. He believed virtue was found primarily in human relationships, love and friendship, not through material gains. He also defines this good as unachievable. Each of these people know their responsibilities perfectly well and therefore what is good or bad practice in their profession. In this way, our society encourages people to be moral. Any way to quantify either going about as an ethical, it is important to know the forerunner, that gift. Socrates' dialogic-dialectic technique implies the person's freedom and is founded on the democratic premise that the person is a responsible being capable of learning the truth and making decisions based on fear and risk. Socrates' philosophy is now widely regarded as containing some of the world's most profound ideas on a wide range of topics. In acknowledgement of these suspicions, the Athenian state charged 70 year old Socrates in 399 B. Socrates was opposed to the moral relativism of the Sophists. What was Socrates main goal in life? What are the 5 intellectual virtues? This moral conception of the good life has had plenty of champions. This suggests that humans are competent in determining obedience and disobedience, meaning that they are accountable for their own moral decisions. It may seem odd that a person must first be perfect moral , before he can be imperfect ethical. To this day, his ideas remain deeply relevant, provocative, and fascinating. Thrasymachus says that injustice is stronger than justice and that it most definitely results in a happier life. He believed that the only life worth living was one that was rigorously examined. In fact, what has befallen me has come about by no mere accident; rather, it is clear to me that it was better I should die now and be rid of my troubles. Socrates believed that if an individual has good moral standards, he would then put it into practice and be a good citizen. According to his own words, he was presented to the Athenian people as a gadfly on a horse who never forgot about the soul. He has only one thing to consider in performing any action — that is, whether he is acting right or wrongly, like a good man or a bad one. This is the best way to find and expand knowledge, and it also formed the foundation of modern philosophy and ethics. The rejection of canonical worship of the gods cannot be considered an accusatory argument because the principles of Greek democracy based on religious dogma allow individual faith or disbelief in higher powers. . Intellect, he says, is the development of acceptable habits through repetition. One of the main principles of Socrates is not to repay evil for evil or act unjustly contrary to personal beliefs Plato, 2017. His deeds lechery would be immoral and would therefore invalidate his laws. Socrates believes that for Plato's Flaws In The Life Of Aristotle 697 Words 3 Pages Aristotle was born around the time of 384 B. If this examination is not held, there are high chances that the person lives a wrongful life and contributes to the chaos. Indeed, there are several books on Socrates on every bookshelf in the world. And yet to think that no one knows what one does not know must surely be the kind of folly which is reprehensible. It can get complicated at times, but it can also help a person to see more clearly that there are other ways of looking at the world than is our habit. Socrates' irony is a search for what is real and positive, an appeal to what was formerly serious and significant, to their ongoing "test. Now you can continue this list of examples across the whole of society. Although Socrates is the one in jail, the one who was on trial, and now the one being put to death, Crito is very concerned for his own misfortune. For Frankl, human beings were meaning-seeking creatures; compasses tilted towards meaning; towards carrying out the appropriate activities that could. First, thought work was made dependent on a problem, which created an impediment to its usual flow. I posed several questions to my friends and family. When we stop and reflect on our lives and values, it helps us to change and grow. Socrates' most important contribution to Western philosophy was his technique for arguing a point, known as the Socratic technique, which he applied to many things such as truth and justice. Virtue is defined as a habit or quality that allows individuals to succeed at their purpose. So in this limited sense they have knowledge of the good. Socrates believed, to the contrary of many around him, that the most pertinent questions that philosophy had to deal with related to how people should live their lives, what kinds of actions were righteous, and how people should live together in communities and states. He believed that this happiness can be achieved by virtue. The good life is thus an inner lifethe life of an inquiring and ever expanding mind. To Socrates, purpose can be found in everything, no matter how big or small, you just have to seek it out. If a baker leaves dead flies in the bread is that good or bad? Oxford University Press, 2008. He believes the unexamined life is not worth living. It has fans and opponents. The Hebrew Bible, also known as the Old Testament, provides various perspectives in answering the question of whether humans are capable of choosing and practicing the good, while also containing different aspects suggesting that humans are morally flawed and have trouble choosing the good. It is based on reason and the belief that ethical inquiry is an essential human activity. Philosophy serves as the guarantee of the world order. Socrates attacked superficial claims to pansophy and infallibility by using sarcasm to "test" them, thus subverting all fictional, pseudo-serious, and fake authorities. This leads to an immoral issue.

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HOW TO RECOGNIZE AND PREVENT COMMON MAPLE TREE DISEASES The maple is, by far, the most iconic tree in Canada. Its tall trunk, upright branches and distinctive leaves have come to represent our country as a whole, and all of the values and beliefs that Canadian hold dear. Keep the maples on your property healthy and beautiful by learning how to recognize and prevent the most common maple tree diseases with the help of the tips below. COMMON MAPLE TREE DISEASES Below are four of the most common diseases that plague maple trees, along with a few tips on how to recognize them and prevent further damage. Anthracnose. This fungal infection causes leaves to turn brown. After some time, the leaves will die, as will twigs and branches. Spraying the tree with a fungicide rich in copper can help to control the spread of the fungus, but the best prevention is to plant tree varieties that are resistant to this type of infection, which is common in areas with a lot of wet weather. Leaf scorch. This condition can result from a variety of different causes, including dry weather, high winds, heat, lack of water, soil contaminants, or infection by a fungus or bacteria. You can recognize leaf scorch by checking for patches of brown, dead areas on the leaves. The best way to prevent it is by improving the quality of the soil so it retains more water. Phyllosticta leaf spot. Also known as purple eye, this disease is caused by a fungus. The spots start yellow with a purplish border, until a spore develops in the centre. The central spore allows the fungus to spread. The best way to prevent this fungus from taking over the whole tree is to remove any infected leaves and thoroughly rake up any fallen leaves at the end of the season to avoid reinfection in the spring. Tar spot. This fungal infection begins as yellow spots on the surface of the leaf that eventually turn dark brown or black. The fungus is spread from tree to tree through the leaves that fall on the ground. The best way to prevent this infection from spreading is by removing any infected leaves, and then taking care to thoroughly rake and discard the leaves on the ground below. PROFESSIONAL TREE SERVICES IN EDMONTON For more information on how to provide your maples with the best possible care, connect with All Season Tree Service. We offer complete and comprehensive tree services to residential, commercial and municipal clients all over Edmonton and the surrounding areas. Contact us today to obtain a free estimate or to schedule a visit.

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Everyday Words for Public Health Communication - CDC Pdf File 282.05KByte Everyday Words for Public Health Communication Centers for Disease Control and Prevention Office of the Associate Director for Communication Everyday Words for Public Health Communication What is this document? This document lists frequently used terms in public health materials and their common, everyday alternatives in plain language sentences. Original sentence examples come from materials on . Some words and phrases may have multiple meanings, so check the context of use before you substitute. Remember, it might not be enough to delete jargon and substitute an everyday word in materials for the nonexpert public. You may have to rewrite the entire sentence or sentences and use multiple techniques. As a rule, you help readers when you: ? Write short sentences. ? Use active voice. ? Use everyday words and pronouns (when appropriate). Who should use this document? Federal employees and contractors writing for the nonexpert public: The Plain Writing Act says that federal agencies must use plain language in public communication. Anyone writing for an audience that will benefit from jargon-free language: Consider the intended audience, and use the language that will make the most sense to them. When you do need to reach a broad, public audience without specialized knowledge about a topic, everyday words are the most appropriate language to help the most people understand the information. Does this document include all medical and public health jargon? No, this document includes many but not all common public health terms used in materials on CDC. gov. For example, the document doesn't include specialized disease, health condition, anatomy, or physiology terms. We will periodically add relevant, widely-used terms and examples. Help improve this document with audience testing If you do audience testing of these terms or other public health or medical words, please send your results to the CDC Office of the Associate Director for Communication Science health literacy team at clearcommunication@. We want to use the results to update and share the list with others so they can learn which terms work better for different audiences. Abstinence: not having sex, meaning no anal, vaginal or oral sex; not doing a specific activity or behavior CDC Original Sentences These cultural beliefs are used to frame abstinence and condom use as culturally accepted and effective ways to prevent sexually transmitted diseases, including HIV. For women who are interested in modifying their alcohol use patterns, efforts should be made to identify programs that will assist them in achieving cessation and long-term abstinence. Plain Language Sentences Culturally acceptable beliefs help form people's ideas about using a condom and not having sex. These beliefs can help prevent sexually transmitted diseases, including HIV. Health care professionals should help women interested in drinking less alcohol find programs that will teach them how to stop drinking. Access: able to get CDC Original Sentence Access to quality and timely health care is critical for everyone. Plain Language Sentence Everyone must be able to get good quality health care services when they need them. Accessibility: Depends on context of use. Can mean having security authentication; network connectivity or visibility on a website; compliance with federal laws and standards to help people with disabilities (Section 508 compliance); culturally relevant; understandable; ease of being able to get to something. CDC Original Sentences If you are creating e-learning products, chances are that you will want to use the Table of Contents (TOC) component. For TOC appearance and accessibility, it is recommended that you do not use the Tree View list, and do not check Use Icons; the screen reader will then read each icon as a graphic. The State of Michigan produced The Nutrition Environment Assessment Tool (NEAT) as an online evaluation of a community's environment and nutrition policies relative to healthy eating and produce accessibility. Health disparities and secondary conditions can be the result of inaccessible health care facilities and equipment, lack of knowledge among health professionals about specific differences among people with disabilities, transportation difficulties, and higher poverty rates among people with disabilities. Plain Language Sentences To make the table of contents better looking and easier for visitors to use: ? Do not use the Tree View list ? Do not check User Icons The state of Michigan produced The Nutrition Environment Assessment Tool (NEAT), an online way to measure a community's: ? Environment ? Nutrition policies that may affect healthy eating and how easy it is to find produce. People with disabilities may suffer more health problems for several reasons: ? Not being able to get to the doctor's office or clinics with the right medical equipment ? Doctors' lack of knowledge about people with disabilities and their unique problems ? Problems finding transportation ? Low income or money problems Accessible: people with disabilities are able to get, can get, usable CDC Original Sentences Ensure that your facility is fully accessible (e.g., parking, exam tables, restrooms, etc.). (Note: Don't use "e.g." or "etc." because they are academic abbreviations. Use "such as" or "for example" instead. Also, "e.g.," means the list of examples cannot possibly include every item, and "etc." would be redundant.) There are a lot of ways to get involved. Just educating yourself about disabilities or making sure that your organization provides accessible educational materials for people with disabilities can make a difference. Plain Language Sentences Make sure that people with disabilities can get to every part of your facility, such as the parking lot, exam tables in the patient rooms, and restrooms. You can help people with disabilities when you educate yourself about the problems they have with your educational materials. Make sure your organization gives people with disabilities materials they can use. Acquire: get CDC Original Sentence Almost every sexually active person will acquire HPV at some point in their lives. Plain Language Sentence If they don't get the shot to protect against it, almost everyone who is sexually active will get human papillomavirus, or HPV, at some time in their lives. To fulfill the demand for quickly locating and searching documents. It is intelligent file search solution for home and business. - everyday words for public health communication cdc - distributed representations of words and phrases and their - food words describing taste and flavor - writing with wow words and building vocabulary nbss - p initial words mommy speech therapy - prepscholar s top 150 act vocabulary words hubspot - automatic extraction of high quality example sentences for - word count as a measure of quality on wikipedia joshua - illinois department of public health worker registry - big words for everyday use - united states public health system - everyday affirmations for daily positivity - words for everyday use - jobs for public health graduates - everyday words list - careers for public health majors - everyday uses for excel - everyday words to sound smart - jobs for public health major - salary for public health degree

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Updated: Jul 16 Behavior events can be a powerful indicator when measuring the health of an educational system. Educational research – and frankly common sense – tell us that if students are not in the classroom due to exclusive behavior responses they cannot learn. Similarly, students cannot learn if behavior events are disrupting the learning environment or creating an environment that doesn’t feel safe or welcoming. In an effort to curb these negative influences, educators at every level work to implement behavioral interventions for students at high risk of negative outcomes. This post isn’t about behavioral interventions. Rather, I want to talk to you about how you can tell if a behavioral intervention is truly working. Behavioral interventions are a lot of work. They generally require intensive record keeping, expensive incentive programs, and the addition of supplemental services such as counseling or community supports. It is important that educators take time to evaluate the impact of their behavioral intervention so that they can scale the ones that work and revisit the ones that don’t. This post will outline the a research process called “Single Case Design” and discuss how you can implement this type of rigorous program analysis in your classroom. Before you can evaluate the impact of an intervention you must determine what direction you intend to go. This starts by clearly identifying the behavior that you want to see changed. It may be a disruptive behavior, such as talking out of turn or disrupting peers during silent time. It could be an aggressive behavior, such as physically touching or harming other students. Maybe it’s a social behavior, such as harassment or self-harm behaviors. Whatever it is, you need to clearly define it. Next, you want to hit the books and do some research to determine which types of behavioral interventions are most effective for this particular behavior. There are dozens of reputable sources online that can provide you with this information. I always recommend that educators begin at the What Works Clearinghouse (WWC). This is a federally funded clearinghouse maintained by the US Department of Education. While it is far from complete, I like that it has a clear education mission and very rigorous review criteria. Whatever your source, you should consider how closely aligned the research is to the unique situation you are experiencing. You should consider the personal background of the student, the level and type of school or classroom which will implement the intervention, the capacity of educators in the building to deploy the intervention, and whether or not your desired outcome aligns with the outcome of the study. Setting Up the Data Collection Once you have identified your behavior and chosen your intervention, you need to decide how you will monitor it. What metric will you use to tell if the intervention is having the desired effect? Let’s set up an example that we can use throughout the rest of this tutorial. Imagine that you are working with a student who consistently talks out of turn throughout the class. This disruption is very frequent and has not been changed despite deployment of the established classroom management strategies. This student needs a little extra direction. In this instance, there are several data points you could use to monitor the impact of your intervention. Some suggests include: The number of times the student interrupts class during an established period of time. The number of times the classroom management strategies (such as turning a ticket or moving a clip) are deployed during the day. The number of times the student has to be removed from the instructional setting in order to continue with instruction. Whatever you choose, your data point must be consistent and clearly defined. In research land, we call this the dependent variable. It is the variable that we think our intervention will change. Its outcome depends on the impact of the intervention. Establish a Baseline You will not know whether or not you have seen positive changes unless you know where you began. The next step in this process is to establish a baseline. Let’s say that our fictional student seems to have the most difficult during math class. To establish a baseline, you need to count how many times the student interrupts math class. In this instance, recommend you count every day for two weeks – so you end up with ten counts. You will want to set up your baseline monitoring so that you get a good picture of what your student is doing currently on a daily basis. Keep this information on a spreadsheet, where column A includes the date and column B contains the incident count. Deploy the Intervention Having established a baseline, it is time to deploy the intervention. Take care to deploy the intervention exactly as it was prescribed. You cannot expect meaningful results if you make changes to the intervention or only deploy a portion of the intervention. Carefully review the recommended intervention guidelines and ensure that you have deployed the intervention with fidelity. As you deploy the intervention, continue to monitor the student’s behavior at the same interval in which you collected your baseline data. To keep with our earlier example, we are going to track the number of times the student disrupts math class every day for two weeks. It is very important that you continue to intentionally monitor student behaviors during the intervention. Remove the Intervention After a couple of weeks, you will likely have a feeling as to whether or not your intervention is working. At this point, we enter what researchers call the reversal phase. While it may feel backwards, you should remove the intervention from the student. Ideally, we want to deploy interventions that lead to long term behavioral changes that do not require daily monitoring and reinforcement forever. Remove the intervention and continue to monitor the behavior in the same manner as you did during the baseline and intervention stage. Do Some Math! Having gathered your baseline, intervention, and reversal data, it is time to do some math and see what kind of impact your intervention is really having. The first thing you should do is calculate the average number of behavior incidents during each of the three periods of time. If your intervention worked, you should see a lower number of behavior incidents during the intervention period when compared to the baseline period. When you compare the intervention period to the reversal period, you will learn whether or not your intervention has had a long-term impact on the student. This will help you determine how long the intervention needs to be deployed. After comparing the averages, you should calculate the effect size. Effect size is a measure that helps to show the magnitude of a difference between sets of scores. The most common measure of effect size is called Cohen’s d. To calculate Cohen’s d, simply subtract one average from another and divide the difference by the pooled standard deviation. It is commonly considered that the results of a Cohen’s d test is small if it is around d=0.20, medium if it is around d=0.50, and large if it is around d=0.80. Finally, you should create line graphs to visually compare the three periods of time. When you place the graphs next to each other you should be able to clearly and effectively see what is happening with your data. If this analysis sounds burdensome, never fear! I have a tool to help you. My Intervention Analysis Tool will instantly calculate the averages and effect sizes and will create a visually appealing graph that can be saved as an image or copy and pasted into you reports. Make a Decision Just like any other continuous improvement effort, data monitoring doesn’t do you any good if you do not apply it to a decision. Take a look at your data and ask yourself

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