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Brenda Spriggs, MD, MPH, MBA
Lymphoma is form of cancer of the lymphocytes, a type of white blood cell. The two broad categories of lymphoma are Hodgkin lymphoma and non-Hodgkin lymphoma. The American Cancer Society reports approximately 74,500 new cases of lymphoma were diagnosed in the United States in 2009; almost 90 percent were non-Hodgkin type. Both types of lymphoma share similar signs and symptoms.
Swollen Lymph Nodes
Lymphoma cancer cells cause swelling of the lymph nodes. This is usually most noticeable in the armpits, neck and groin because the lymph nodes in these areas are close to the skin surface. Notably, the swollen nodes are not painful or tender.
Unintentional Weight Loss and Loss of Appetite
Unintentional weight loss is a common symptom of lymphoma. Loss of appetite may also occur. Weight loss can sometimes be dramatic.
Fever and Night Sweats
Lymphomas can cause fevers. The fevers often peak at night, causing drenching night sweats--enough so that the bedding and nightclothes become wet.
Chronic fatigue is a common symptom of cancer, including lymphomas. Fatigue persists despite adequate sleep and may get progressively worse with time.
Generalized itching may occur before any of the other symptoms of lymphoma. In some cases, itching precedes the diagnosis by a year or more.
Nausea, Vomiting and Indigestion
Non-Hodgkin lymphoma can arise outside of the lymph nodes. The stomach is one of the more common sites of extranodal (outside the lymph nodes) lymphoma. Symptoms such as nausea, vomiting and indigestion may occur with stomach lymphoma.
Abdominal Fullness and Pain
Non-Hodgkin lymphoma involving the intestines is called intestinal lymphoma. This type of lymphoma can cause abdominal fullness and pain. Intestinal lymphoma is a particularly aggressive form of the disease.
Chest Pain, Coughing and Breathing Difficulty
Enlarged lymph nodes in the chest due to lymphoma may cause chest pain. Cough may also be triggered. Nodes pressing on the large airways may cause breathing difficulty, due to partial obstruction of airflow. In most people with Hodgkin lymphoma, the lymph nodes from which the cancer arises are in the neck, chest or armpit area. While chest symptoms may suggest Hodgkin lymphoma, non-Hodgkin lymphoma can also arise in chest lymph nodes.
The testicle is a possible site for extranodal non-Hodgkin lymphoma. The involved testicle is typically enlarged, usually without pain.
Hodgkin lymphoma can affect the bone marrow. When the bone marrow is involved in the cancer, bone pain may be present.
Swelling in the Arms or Legs
Markedly enlarged lymph nodes in the armpit or groin may cause fluid buildup in the adjacent limb. Typically, one limb is swollen.
The brain is a possible site for extranodal non-Hodgkin lymphoma. The growing cancer increases pressure within the brain, often causing a persistent headache that gets worse over time. The headache is typically worst in the morning. Lymphoma of the brain is rare. However, Dr. L. Abrey reported in a 2002 review article published in the journal “Hematology,” the incidence of this cancer in the United States increased more than tenfold from 1973 to 1992. Researchers are studying the possible contributing factors to the rising incidence of brain lymphoma.
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Civil Disobedience Beyond the State III: The Right of Resistance in A Globalized World
Nuffield College, Oxford University
November 25-26, 2015
At the end of the first year of our project, the third installment of the Civil Disobedience Beyond the State workshop series took place at Oxford University. We convened at Nuffield College to discuss actions that could be considered forms of transnational and global civil disobedience. Among the themes that organizers Annette Zimmermann, Robin Celikates and Theresa Züger outlined were the “new agents, new practices, and new ends” of civil disobedience in the global realm. Some of the problems highlighted were the democratic boundary problem; knowing which institutions actually apply to us; whether engaging in civil disobedience can be seen as a right or duty and why; and the enduring value of paradigm cases such as those of Gandhi and Martin Luther King, Jr.
The first panel commenced with Simon Caney, who presented “Justice in Transition to a Better World: On the Relationship between Means and Ends”, and Ashwini Vasanthakumar’s presentation, “Exile Politics and Transnational Civil Disobedience.” Both presentations touched upon the complex relationship between means and ends in civil disobedience. Caney provided us with an overview of the debates surrounding the justifications for violent or non-violent means used to reach certain ends. Gandhi, for example, believed that only non-violent means could produce a peaceful end. Revolutionary politics, on the other hand, often calls for an “ends justify the means” type of approach. Caney sees a third way, a more pluralist approach that he calls “non-deal reflective equilibrium.” With this approach, it is important to revise ends and means, to weigh intuitions in light of the context or concrete situation. This method of “non ideal reflective equilibrium” is guided by the core commitments of deliberative democracy. Meanwhile Vasanthakumar argued for a conception of civil disobedience that is more in line with the traditional definition. Through her case study of the Tamil community in Canada using civil disobedience to protest the injustice of the civil war in Sri Lanka, she demonstrated how misplaced the use of civil disobedience can be in the transnational realm. She argued that blocking one of the busiest highways in Canada to protest what was going on in Sri Lanka was not an effective way to address the particular injustice that was occurring in Sri Lanka. The end has to be related to the political community that we are in. Still, she stated that exiles do have a duty to resist, a duty to publicize the injustices that they experience or know of, if not use civil disobedience.
After the first panel, Karuna Mantena gave the keynote lecture titled, “Individual versus Mass Civil Disobedience in Gandhian Satyagraha.” Through her historical analysis of the evolution of Gandhi’s Satyagraha, she shed new light on his philosophy. She described how by the time Gandhi led the successful Salt March of 1930 in India, he had experienced many failures with civil disobedience during his activism in South Africa. Mantena explained how Gandhi’s Satyagraha should not be understood merely as a spiritually motivated civil disobedience; instead it should be understood as stemming from Gandhi’s realism. Gandhi’s movement started off as tactical, aimed at changing racial segregation in British South Africa. The tactics he used were not spiritually motivated in the beginning; they were strategic moves that were meant to provoke the British. Eventually, Gandhi’s civil disobedience became principled in the process. What are the implications of understanding Gandhi’s Satyagraha from a realist standpoint? What lessons from the paradigmatic case can we take and apply to today’s global civil disobedience?
On the second day, we had three panel sessions. The first session started with Kimberley Brownlee’s talk, “Can there be Conscientious Disobedience on a Global Stage?” and Leslie Green’s talk, “Civil Disobedience and Political Protest.” In a continuum from our Berlin workshop, Brownlee engaged in a debate with Scheuerman’s work on whether Edward Snowden fits the Rawlsian definition of civil disobedience. While Scheuerman has argued that the actions of Snowden can be described as civil disobedience, Brownlee argued that he does not fit the Rawslian definition because his actions do not fulfill the publicity criteria or the fidelity to law criteria since he did not notify the public of his intent beforehand and refuses to accept the punishment. Instead, Brownlee claimed that Snowden can be seen as an example of conscientious disobedience on a global scale. Leslie Green discussed the idea of constructive civil disobedience, which contrasts with the more traditional “remedial” civil disobedience, which is directed at a domestic government with the aim of changing a law or policy. Constructive civil disobedience seeks to create a social contract where there was not one “in the first place”, e.g. on the global level.
In the second panel of the day Temi Ogunye presented, “Global Justice and Transnational Civil Disobedience” and William Smith discussed “Civil Disobedience as Transnational Disruption.” Ogunye argued that as citizens of liberal democratic states, it is our duty to engage in civil disobedience on behalf of those who cannot. Smith, on the other hand was searching for normative global standards regarding global legitimacy in transnational protest movements, and legitimacy between states. He gave the example of indigenous communities that invite the international community to take a stand on a domestic issue.
The final panel included Javier Hidalgo on the “Duty to Resist Unjust Immigration Restrictions” and Luis Cabrera on “Global Civil Disobedience and the Averted Gaze: On Strict Legality vs. Leniency in the Context of Unauthorized Migration.” While both panelists discussed undocumented migration in relation to transnational civil disobedience, they approached the issue from distinct perspectives. Javier Hidalgo shifted the focus from the undocumented migrant to that of the citizen. He argued that as citizens in wealthy liberal democratic states, it is our duty to resist unjust immigration restrictions if the potential penalty for the citizen is not very high. This could include hiring or housing undocumented migrants, for example. Luis Cabrera, meanwhile, who has argued that undocumented migrants are acting like global citizens when they decide to cross borders, shifted his focus to the emerging global normative charter of cosmopolitan law or individual rights. We already have an international declaration of human rights. Given that we subscribe to these principles, how should states respond to principled border crossing? They can choose strict legality or leniency. Cabrera argues for leniency, explaining that the “averted gaze” is what happens when the government turns away from the humans involved in undocumented migration. Often the words used to describe migrants are “swarm” or “tsunami”, and this can be dehumanizing rhetoric. Cabrera argued that we have to refocus the “averted gaze” on to the humans and their needs.
In the end, we left with more questions than answers. During the concluding discussion, we discussed the importance of a continued effort to maintain diverse participation and include various viewpoints from around the globe in our workshops. Other points raised include: who are the duty bearers? Do those who have an epistemic privilege have a greater duty to disobey since they know of their injustice? Another point that we learned from cases such as Gandhi is that sometimes the civil disobedience movements start off as strategic and then become principled in the process of conceptualization. What are the implications of this process on how we interpret the potential of “illegal” migration as civil disobedience? As we concluded the third workshop in this series, as well as our first year of this project, we now move into the next year with a new sense of conceptual problems and empirical cases that raise questions and challenges for our project.
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Sifting through the psychedelic instrumentation of Unknown Mortal Orchestra allows listeners to engage in a more active listening of the band’s latest album, ‘Multi-Love’. The lyrics provide a lens through which one may engage with the poetic agency showcased by Ruban Nielson. The album’s commentary on contemporary aspects of the human condition i.e: one night stands (‘Ur Life One Night‘), prescription drugs (‘The World Is Crowded‘) and border control (‘Puzzles‘).
Listening to Multi-Love for the first time, you can to choose either to value the lyrics or the instrumentation before moving towards a clear understanding of how they evidence paralleled emotions. Although the lyrics offer an emotional depth true to Unknown Mortal Orchestra’s name, the album’s production employs a linguistic soundscape instead of necessitating a verbal storyline. Even when one chooses to engage with the lyrics’ account of humanity, Nielson’s vocal style mitigates the ease with which one may interpret the words (let alone their complex meanings). In other words, the distorted vocals further the thematic notion of ambiguous and multi-faceted identity by twisting the naturally enticing tone of Nielson into a stylistic layering of prog-psych vocalisations.
‘Multi-Love‘ sets the tone for this interplay of musicality. The verse ‘Multi-love got me on my knee / We were one then become three / Mama, what have you done to poor me / Now I’m half-crazy‘ introduces listeners to the album’s manic construction with an outlined multiplicity. While each of the songs stands alone, they also employ (at least) three pathways for listenership, placing the vocals, instrumentation, or passive acceptance of both at the foreground of interpretation. Deciphering the lyrics requires listeners to tune out the overlaid instruments; and while the screeching guitar, mellow bass, and muffled drums complement the vocal tones, they mitigate the lyrics’ accessibility. Enjoying the instrumentation encourages a recognition of the vocal harmonies as they resonate amidst Jake Portrait’s bass and Riley Geare’s drums.
While the album may not require such an active deconstruction of meaning(s), the depth of the album warrants such an interaction. Unknown Mortal Orchestra has created something holistically magnificent with Multi-Love. The album puts forth a lyrical vulnerability befitting the chaotic nature of their sound, so set aside some time and dive into their sea of personalised social commentary.
Words by Austin Bell
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I love all butterflies and, as you know, I raise Monarch Butterflies for release.
When I narrow it down to which one my absolute favourite butterfly is, however, I would have to say "Long-Tailed Blues" (lampides boeticus).
I anticipate your next question - "Why"?
My answers are perhaps not logical, but here they are.
- They're cute - tiny little flicky sweeties.
- They're colourful, yet subtle, with delicate markings.
- They're perky.
- The inside blue of their wings is stunning.
- Their wings almost look fluffy, as if they would be soft if you stroked them.
- Their tiny tails, with a little white dot on the end, are the sweetest.
- They just absolutely appeal to me.
I warned you my reasons would not be logical, because they can apply to so many other butterflies, but there they are.
For some inexplicable reason I see Long-tailed Blues as sweet little cute creatures that I just want to see more of.
Long-tailed Blue (Lampides boeticus)
In New Zealand, long-tailed Blues are self-introduced, naturalised butterflies. They prefer open habitat, although they live wherever larval food plants (particularly various species of legumes including gorse) are growing.
Long-tailed Blue butterflies generally lay their eggs individually on unopened flower buds. When they first hatch, caterpillars are pale yellow, but they quickly turn green or pink-brown. The caterpillars burrow into and eat immature flower buds and seeds. They are opportunists and cannibals, and if they run out of food, they will either pupate early, or eat other caterpillars of their own kind. They are 13-16mm when fully grown. The caterpillars either form chrysalises or pupate inside seed pods. If they pupate in a seed pod, they must wait to emerge until the pod bursts—a wait that can last anywhere between 2 weeks to a year.
Males look fairly different from females, sporting mostly blue upper-wings with brown edges as opposed to the female’s predominately brown wings with blue colouring toward their bodies. Both males and females possess eyespots and tails which they move up and down when resting, creating the appearance of a false head which is thought to distract predators. They usually fly fairly high in the air (over 1m above the ground) and have a rapid, jerky flight pattern. Females generally hang out fairly close to their food plants, while males often venture further away.
Range: They are are found in Europe, Africa, Asia, Australia, and various Pacific Islands.
In New Zealand, they typically reside across Northland, and can also be found on the northern South Island, especially around Nelson.
REF: FOREST & BIRD
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In the Indian society marriage is a meeting of two souls rather than a social ceremony. At the time of marriage, if relation of decking up of a bride is with her beginning of matrimonial voyage, then it also plays an inspirational role in happy, satisfied and balanced life journey with her co- traveller (her husband). Without this decking up, the marriage is thought to be incomplete and is discussed here as sixteen steps of make-up. Let us know about some interesting facts in this regard.
- Dot (Bindi): ‘Bindi’ word has originated from the Sanskrit language word ‘Bindu’. A vermilion (kumkum) or colour dot (Bindi) is placed between the eye brows on the forehead which is considered as the sign of the third eye of the Lord Shiva. The married women consider it essential to put a vermilion (kumkum) dot (Bindi) on their forehead. This is for prosperity of the family.
- Vermilion (Sindoor): In all the States of the Northern India,vermilion is considered as a sign of solemnization of marriage and at the time of marriage, the husband puts it in the upper central part on the forehead (Maang) of her wife and makes a promise to live together.
- Kaajal: Kaajal is make-up of the eyes. Not only it enhances beauty of the eyes, it protects the bride and her family from ominous effect of the people’s eyes.
- Henna (Mehandi): Without henna, the make-up of a bride is considered incomplete. All the participating married ladies and the bride apply henna on their hands and feet. It is believed that darker the henna comes out on the hands of a bride, the more she will be loved by her husband.
- Wedding attire: In Northern India, at the time of marriage, the bride is made to wear a red zari embroidered wedding attire (Ghaghara, Choli and Odani). In Eastern Uttar Pradesh and Bihar, the bride is made to wear a red and yellow sari. Likewise, in Maharashtra green color is considered auspicious and the bride wears a green sari in the Maharastrian style.
- Flowers (Gajara): Unless and until a flower Gajara is not put in the hair of a bridge, the bridal make up is considered ineffective. In South India, married women daily put Harsingaar Gajara in their hair.
- Maang Tika: The gold ornament Maang Tika worn in the middle center of the Maang completely adorns the beauty of a bridge along with vermilion. It is said that the bride is made to wear this ornament is exactly in the middle of her head so that she may behave right and just and may take right decisions without any partiality in her life.
8 Nose Ring (Nath): In the Indian Society at the occasion of marriage after taking seven rounds of the holy fire, the bride is made to wear a nose ring in honor the Goddess Paarvati. It is understood that it enhances the life and the prosperity of the husband.
North Indian women usually wear nose ring on the left side of the nose whereas the South Indian women also wear a small nose ring in the middle on both sides of the nose and it is called Bulaak.
9 Ear Rings (Karnaphool): After marriage wearing of ear rings by the new bride is considered essential. The reason behind is this that after marriage the bride must keep aloof from others especially such people who talk ill and hear bad talks about her husband and her in-laws.
- Chain ( haar ): A Gold or pearl chain is considered a token of commitment of a married woman towards her husband.
In some states of South and West India, the custom of bridegroomputting mangalsutra (a chain made of tiny black pearls woven in a gold chain) in the neck of a bride has the same relevance as that of putting vermilion in the Maang of the north Indian bride by the bridegroom.
- Armband (Baajuband): This is shaped like a thick bangle made of gold and silver and is worn on the arm. This is tightly worn in the arm. That’s why it is called armband. Previously the married women were always made to wear the armband essentially and it was shaped as a snake. This is thought that wearing of armband protects the wealth of the family and the goodness scores victory over the evil.
- Bangles (Kangan and Chudiyas): From the earlier years of the Eighteenth century the gold Kangan (thick bangles) and Chudiyas (thin bangles) have been considered as a sign of suhaag (sign of the married women). For centuries in the Hindu families there has been a custom that the mother-in-law used to give the same gold Kangan to her elder daughter-in-law in the rite of Mooh Dikhai (seeing face of the bride in her in-laws home for the first time) which was given to her by her mother-in-law on her first visit to the in-laws home and bless her to be happy and lucky.
In the Hindu religion, the crocodile, the elephant, the snake, the peacock, etc. have been given a prominent place. In north India, most of the women usually wear bangles which are shaped as open mouths of such animals whose bothendswere linked together. Traditionally it is thought that wrists of the married women should be full of bangles. These bangles are usually made of glass, lac and ivory.
There is a great significance of color of these bangles. Hands adorned with red colored bangles of a newly wedded woman are a sign that she is completely happy and satisfied. The green colored bangles are a sign of prosperity of her family.
- Ring: For the centuries, putting a ring by the bridegroom and the bride in each other’s finger before the marriage in the engagement or betrothal ceremony has been considered as a sign of love and understanding between the husband and the wife. In our old religious books like the Ramayana and Kaalidaasa’s Abigyana Shaakuntalam also this finds a mention.
- Waistband (Kamarband): Waistnamd is an ornament worn on the waist and is worn by the women after marriage which makes their slim body look more beautiful. Made of gold or silver, this ornament has a ring made of tiny trinkets which make it more attractive in which the newly wedded women attach their bunch of keys.
- Angootha and Bichhua: This ornament worn as a big ring on the big toes of the feet is called Angootha or Arasi. Traditionally worn this ornament contained a small mirror. In old time, in the joint families the newly wedded woman was shy of looking at her husband before everybody in sight. She used to look at her husband standing near her quietly by lowering her eyes in this mirror.
- Anklet (Paayal): The ornament worn in the ankles of the feet with its musical notes used to inform every member in the house about the presence of the bride. In the old days, from the musical notes of the anklets the senior members of the family come to know about the coming of the bride and used to be clear off her way. The ornaments worn in the feet are always made of silver.
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Activities for Social Development: Four to Five Years
Purposeful activities now take on a new spin-creativity and the arts. This is a great time to introduce art, music, dance, and drama and watch your child grow in all of them. For children who have talent in one or more of these areas, you are likely to notice it. If you do, do whatever you can to help this talent to flourish. Many adults who are accomplished in the arts trace their introduction to the field to this time from 4 to 5 years. Some even had related experiences as early as age 3. Another advance in this last year before kindergarten is the beginning of cooperative play. This is made possible by a greater sense of self-awareness. This self-awareness, combined with a stronger feeling of self-worth, is exactly what gives your child more comfort in spending a little more time with others and a little less time with you. If there were an ideal time to start preschool, this would probably be it.
About the Activity: Producing an artistic product represents self-expression. Demonstrating originality and experimenting are part of the process.
How to Play: Select some materials for an art project. Here are some suggestions:
- Paper plates with crayons
- Construction paper, scissors, paste or glue sticks, and colorful magazines
- Plain paper and play dough
- Plastic containers and markers
- Paper, paint, paint brushes, and water
- Dark construction paper and chalk
- Paper, wallpaper samples, wrapping paper pieces, and paste or glue sticks
Try to make positive comments about aspects of your child's art, and be careful not to set creative limitations.
About the Activity: It is fun to sing songs.
How to Play: Sing any childhood songs you may remember. Well-known and successful ones are: "The Wheels on the Bus," "Twinkle, Twinkle Little Star," "The ABC Song," "The Ten Little Fingers," and "If You're Happy and You Know It." There are many, many more. Sing together. Take turns with your child choosing songs to sing. Hap Palmer, Rafi, Mr. AI, Bill Janiak, and Mary Ann Harman (known as Music With Mar) are all available in many specialty educational stores and in some bookstores and libraries.
About the Activity: Moving to music will be great fun for you and your child.
How to Play: Turn on a CD, tape, or the radio for music. Have fun dancing.
About the Activity: You and your child can easily make puppets for this activity. Provided with the right materials, you will both know exactly how to create them and exactly how to use them. You can participate to whatever extent comes naturally.
How to Play: Gather up as many of these materials as possible: wooden spoons, flat wooden sticks, tongue depressors, gloves, mittens, glue sticks, scissors, magazines, construction paper, crayons, yam, fabric store eyes, unsharpened pencils, markers, and more. Then sit back, relax, and create.
About the Activity: Costumes and simulated play areas are great for your child and any friends who might be around.
How to Play: Set up as many creative play areas as you have groups of props. Here are some tried and tested ideas that you can set up easily:
- A restaurant with a table and chairs and items like plastic cups, plates, and silverware, aprons, menus, a sign, tablecloth, place mats, napkins, a play telephone, and any other equipment you find.
- A doctor's office with a bed or cot and items like a large white shirt, gauze, cotton, plastic bandages, a play telephone, and a play doctor's bag.
- A beauty salon with a big easy chair and other items like rollers, washbasin, comb, brush, pretend scissors, apron, towel, empty plastic shampoo and conditioner containers, magazines, a play telephone, and a mirror.
Other play area suggestions are a school, business office, and a theater.
© ______ 2002, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
Washington Virtual Academies
Tuition-free online school for Washington students.
- Kindergarten Sight Words List
- Signs Your Child Might Have Asperger's Syndrome
- 10 Fun Activities for Children with Autism
- Social Cognitive Theory
- Problems With Standardized Testing
- First Grade Sight Words List
- April Fools! The 10 Best Pranks to Play on Your Kids
- Child Development Theories
- Theories of Learning
- The Homework Debate
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Displaying Online Advertisements
You can set up IMail Web Calendaring to display advertising. Ads are displayed at the top of each calendar page and can consist of HTML text and/or graphics, including hyperlinks. Multiple ads are also supported on a time-sharing basis. With Ad Support enabled, IMail Web Calendaring cycles through up to 1000 ads, changing the displayed ad every 30 seconds. You can enable ads for each mail host. Thus, making it possible to have different ads for different hosts.
To enable ad support:
- In IMail Administrator, select the mail host in the left panel.
- In the right panel, select the Web Calendaring Ad Support tab.
- Select Enable Ad Support.
- To disable ad support, make sure this box is cleared.
To create or edit an online advertisement:
- On the Web Calendaring Ad Support tab, click Add.
- In the Ad Content dialog box, enter the HTML code and text for the ad and click OK.
- An ad can contain up to 512 characters of HTML code. It can display .gif files and link to Web addresses (URL).
- If an ad is larger than the frame size, a scroll bar appears on the right side of the frame. Thus, an ad can be a full Web page.
- The newly created add is now displayed on the Web Calendaring Ad Support tab. Click Apply on this tab to save your changes.
You can enter up to 1000 ads using the interface. The ads you entered are saved in the file ads.txt. If you prefer to use an editor rather than the IMail Administrator, you can enter and edit ads by opening ads.txt in an editor. There is no imposed limit to the number of ads if you enter them manually in the ads.txt file.
To create or edit a trailer message:
The trailer (tail) message, stored in the tail.html file, appears in the frame at the bottom of the screen if you have Ad Support enabled. To create a trailer message, do the following:
- Select the mail host in the left panel, and click the Web Calendaring Content tab in the right panel.
- Click Trailer Screen to open the tail.html file for editing.
- Enter the HTML code and text for the trailer message and save the file.
- This must be a full HTML page, starting with <HTML><BODY> and ending with </BODY></HTML>.
A nice idea for using the trailer message is to use a Java scrolling text area to print any current news.
In addition to the above procedure, you can also edit tail.html directly in a text editor. tail.html is located at [IMail Top Directory]\Web\Calendar.
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As well as being lots of fun, Scouting is a values-based programme with a code of conduct. The Scout Promise and Law help instill the values of good behaviour, respect for others, and honesty. Members of a scout group (regardless of age) learn skills that will last a lifetime, including basic outdoor skills, first aid, citizenship skills, leadership skills, and how to get along with others; for example, just ask anyone who has been a Hawke Kea how to build a campfire. Over the last century, Scouting has instilled in young women & men the values and knowledge that they will need to become leaders in their communities and country – the list of scouts who names are known internationally is extensive.
The mission of Scouting is to contribute to the education of young people, through a value system based on the Scout Promise and Law, to help build a better world where people are self-fulfilled as individuals and play a constructive role in society. This is achieved by:
- involving them throughout their formative years in a non-formal educational process
- using a specific method that makes each individual the principal agent of his or her development as a self-reliant, supportive, responsible and committed person
- assisting them to establish a value system based upon spiritual, social and personal principles as expressed in the Promise and Law.
Non-formal education is organized educational activity outside of the established formal education system that is intended to serve an identifiable learning clientele and identifiable learning objectives. Scouting is clearly distinguished from a purely recreational movement, though recreation plays a large part in in its activities.
The Scout method is defined as “a system of progressive self-education through:
- A promise and law.
- Learning by doing.
- Membership of small groups (for example the patrol), involving, under adult guidance, progressive discovery and acceptance of responsibility and training towards self-government directed towards the development of character, and the acquisition of competence, self-reliance, dependability and capacities both to cooperate and to lead.
- Progressive and stimulating programme of varied activities based on the interests of the participants, including games, useful skills, and service to the community, taking place largely in an outdoor setting in contact with nature.”
The Scouting method is best seen when young people, in partnership with adults, are:
- enjoying what they are doing;
- learning by doing;
- participating in varied and progressive activities;
- making choices for themselves;
- taking responsibility for their own actions;
- working in groups;
- taking increasing responsibility for others;
- taking part in activities outdoors;
- sharing in prayer and worship; and
- making and living out their Promise
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Current financial reporting standards, stock market listing requirements, industry reporting frameworks and non-financial reporting guidelines do not alert investors to the risks of reserves associated with climate change finds a new report Carbon Avoidance? Accounting for the Emissions in Hidden Reserves, from ACCA (the Association of Chartered Certified Accountants) and the Carbon Tracker Initiative.
Focussing on the fossil fuel and extractive industries, the report challenges the way in which fossil fuel reserves are accounted for and reported as they do not factor in the risk that some current reserves may not be combusted. It explores global reporting practices on fossil fuel reserves and the nature of any information gaps, as well as considering what steps are necessary to integrate emerging and future climate risks into disclosure.
The reporting survey indicated that the issue of unburnable carbon is not being addressed, and the current strategies laid out in annual reports talk of growth that is incompatible with emissions limits. The report recommends disclosure could be improved if companies were required to:
- Convert reserves into potential carbon dioxide emissions
- Produce a sensitivity analysis of reserves levels in different price/demand scenarios
- Publish valuations of reserves using a range of disclosed price/demand scenarios
- Discuss the implications of this data when explaining their capital expenditure strategy and risks to the business model
The report says there is a need for capital markets to become more ‘climate literate’, and counsels that investors need more complete, forward looking and integrated information on GHG emissions.
A key message in the report is that capital markets have huge importance for the global economy and if they are to function effectively, they need to integrate material short-term and long-term climate change risks into their reporting. Carbon Avoidance? captures how the financial reporting standards and listings rules often reference industry standards for reporting coal, oil and gas reserves. These standard setters already work together, but need to introduce the climate risk agenda, rather than carbon being an isolated issue.
James Leaton at Carbon Tracker Initiative, comments: 'Accounting standards require reasonable assumptions to be applied. Given that fossil fuel reserves already exceed the global carbon budget, it seems reasonable to start assuming not all of them will be burnt.'
Richard Martin, head of corporate reporting at ACCA, adds: 'Standard setters, stock exchanges and other reporting frameworks need to review their disclosure requirements in response to the inevitable change in the world’s energy mix. Currently they do not give investors the economic viability of reserves in a carbon constricted economy.'
Role of the accountancy profession
Warren Allen, IFAC President, writes in the report’s foreword that the accountancy profession has a crucial role to play in helping achieve sound and useful business reporting that is comparable across borders.
Mr Allen says: 'Higher quality business reporting and disclosure are needed to better reflect the climate change uncertainties facing companies. This information is required by both companies and their investors in order to take appropriate action. To understand the potential environmental impact of carbon stocks, companies need to measure uncalculated stores of GHG emissions within their fossil fuel reserves and account for them accordingly.'
Richard Martin continues: 'Through their reach and influence, accountants could provide the ultimate mechanism for creating the missing links in the corporate reporting chain. Working alongside other professionals they have an excellent opportunity to stimulate change.'
James Leaton adds: 'By bringing the reserves reporting and financial reporting standards up to date, accountants can help prevent a carbon bubble appearing by ensuring the markets are not just using numbers based on unlimited carbon emissions.'
- ends –
For more information, please contact:
Project Officer, Carbon Tracker
Head of Corporate Reporting, ACCA
+44 (0)20 7059 5748
Notes to Editors
- ACCA (the Association of Chartered Certified Accountants) is the global body for professional accountants, supporting 162,000 members and 428,000 students throughout their careers, and providing services through a network of over 89 offices and centres.
- Carbon Tracker is a non-profit organisation working to align the capital markets with the climate change policy agenda. It is applying its thinking on carbon budgets and stranded assets across geographies and assets classes to inform investor thinking and the regulation of capital markets. It is funded by a number of US and UK charitable foundations.
- The following recommendations are made to each of the four facets of the reporting framework, and the companies that apply the standards:
Financial Reporting Standard Setting Bodies
- Issue guidance to interpret existing standards (eg IAS36 impairment of assets; valuation of reserves) so that preparers of reports and accounts consider the need to include information on the carbon viability of reserves.
- Consider how the use of fair value accounting could reflect the potential impact on the value placed on reserves.
Stock Market Regulators and Listing Authorities
- Integrate climate risk into processes considering systemic risks.
- Require information in annual reports and listing prospectuses on the emissions potential of reserves, and the emissions trajectory assumptions of corporate strategy.
- Require sensitivity analysis of how reduced demand and price could affect the fossil fuel reserves of a company.
Reserves Reporting Standard Setters
- Integrate consideration of how emissions regulation and market dynamics could affect demand and price into the methodology for classifying reserves and producing a Competent Persons review.
Other Influential Reporting Guidelines
- Develop technical guidance on reporting the greenhouse emissions potential of reserves to provide a forward-looking indicator, ensuring compatibility with financial reporting standards.
- CDSB and SASB should ensure their approaches capture this material issue.
- Ensure the IIRC brings together climate risks with how reserves are reported in integrated reporting.
- Companies need to start disclosing the following information in their annual reports:
- Reserves and resources converted into potential carbon dioxide emissions
- Sensitivity analysis of reserves levels in different price/ demand scenarios
- Valuations of reserves using a range of disclosed price/ demand scenarios
- Discussion of the implications of this data in the explanation of capital expenditure strategy and risks to the business model.
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By Alexander Maranghides and Ruddy Mell
Published Monday, May 13, 2013
| From the July 2013 Issue of FireRescue
The destruction of homes and businesses from wildland/urban interface (WUI) fires has been steadily escalating, as have the fire suppression costs associated with them. Since 2000, more than 3,000 homes per year have been lost to WUI fires in the United States. This compares to about 900 homes in the 1990s and 400 homes in the 1970s.
The WUI fire problem affects both existing communities and new construction. In the United States, the problem is most acute in the western and southern states; however, WUI fires have also recently destroyed homes in the Mid-Atlantic states and the Pacific Northwest.
One of the fundamental issues driving the destruction of homes in the WUI is the very limited research concerning the relationship between building codes and standards, and potential fire and ember exposure. The limited ember exposure information currently available does not address the full range of possibilities for home ignition and offers little context for the design of ignition-resistant landscapes and buildings.
Although fire agencies have been aware of how fire starts and spreads in the WUI for some time now, there’s no current way to determine just how different building constructions respond to different realistic ember exposures. The resulting gap in information between fire/ember exposure and structure ignition has created a lack of tested and implementable hazard mitigation solutions.
Solution: A WUI Scale
To close that informational gap, the fire service and the general public need a WUI fire and ember exposure scale (or a WUI scale) that can consistently predict the expected severity of WUI fires by calculating the expected ember and fire exposure at specific locations during an event. This could be achieved through a combination of post fire studies, laboratory and field experiments, and computer modeling.
The technical foundation of the WUI scale has been developed jointly by NIST and the U.S. Forest Service. Once the scale is established, the information obtained from it can help form the foundation for building codes aimed at providing a level of structure ignition protection commensurate with the expected fire and/or ember exposure.
The concept is based on determining the amount of expected fire and ember exposure throughout a single, existing WUI community. The proposed WUI scale can be used to explicitly identify WUI areas that have a fire problem, as opposed to areas that meet housing density or wildland vegetation requirements. The scale can therefore also be used to determine boundaries where specific land-use and/or building construction regulations would apply. Lastly, the exposure scale can be used for both new and existing WUI communities.
In the WUI scale approach, each fire and ember exposure threat is categorized into one of four levels. The intensity of the threat increases from category 1 to 4, and it decreases as the distance from the fire increases. So a community in or near the WUI may include one or more areas or zones at a given exposure level. Any one location in the community will have both a fire and an ember exposure rating. As an example, a location could have no fire exposure, yet have an intermediate ember exposure. Note: During an actual WUI fire, both ember and fire exposure levels need to be measured to capture the total threat to a structure. Additionally, both need to be accounted for when protecting a structure from ignition.
This two-component (fire and ember) exposure scale is necessary because these two threats have different origins, each with a different “reach.” To put it simply, the heat generated by a fire decreases as you move farther away from the flame front, and it is mainly affected by the fuels in the immediate vicinity of the fire. Embers, on the other hand, can travel hundreds of meters or more.
Embers that have traveled some distance may pose a threat to a particular structure, even if the fire creating the embers isn’t exposing the structure to the fire’s heat.
Fire and ember exposure can be traced to four primary sources: fire in 1) wildland fuels, 2) ornamental vegetation and 3) structures (including homes, auxiliary buildings, such as sheds and garages) and 4) vehicles. The WUI scale is designed to consider all of these sources, as well as topography and local weather. These combined parameters are referred to as FTLW—fuels, topography and local weather (wind speed, wind direction, temperature and relative humidity). In the current proposed scale, an exposure rating isn’t related to the ignition response of a particular structural element or landscaping attribute.
What’s the Point?
The primary objective of developing a WUI scale is to reduce the ignition risk of structures in the WUI. This will be accomplished by juxtaposing a structure’s ignition resistance to its anticipated exposure level. During a WUI fire, a given structure can be exposed to fire and/or embers, but it can also be hardened for embers, fire or both. Also, a closed metal-frame window could break under direct flame exposure, and combustible insulation may ignite from embers that have traveled inside the attic and away from exterior attic vents.
Once ember generation information and structure ignition information becomes available, the WUI scale will provide fire departments with a tool to assess the impact of a wildland fire on an existing community. Once the initial impact is determined, the scale may be further used to predict the WUI fire spread across the community. Fire department will be able to use the WUI scale to identify high hazard zones and effectively plan their response strategies well before a fire reaches a specific community. GIS may be used to visualize fire and ember exposures in the wildlands and through a community. Lastly, the scale may be used not only to educate homeowners and HOAs, but it may also be used to prioritize retrofit solutions.
The following assumptions were used in the development of the WUI scale:
- The fire and ember exposure conditions at a given location can originate from fire both in wildland fuels and in fuels within the WUI community.
- The fire/ember exposure that each area or zone experiences is the result of both externally and internally generated exposures. In other words, structures within a zone will experience a significant ember assault from their proximity to wildland fuels and from any burning fuels within the zone itself.
- During a WUI fire, both the fire exposure and ember assault at a given location will change with time. The fire and ember scales are intended to capture both the peak intensity and maximum duration of the exposure/assault.
A Framework for Safety
To prevent further catastrophe and property loss to WUI fires, fire agencies need a reliable resource that they can use to determine the fire risk of certain structures or subdivisions within the WUI. The WUI scale and zone concept offers a framework for evaluating the fire and ember exposure of proposed and existing WUI communities. Although there’s a lot of work to be done before we can fully implement the proposed scale, once it is implemented, it will provide a data-driven, cost-effective way to reduce losses from future WUI fires—and that will increase both civilian and firefighter safety.
Comment Now: Post Your Thoughts & Comments on This Story
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A magnet is an object that produces a magnetic field. This magnetic field is responsible for attracting ferromagnetic materials such as iron and attracts or repels other magnets.
Magnets are of two types:
Natural Magnets and Artificial Magnets
- Natural Magnets are those magnets which are naturally found in mines. Due to their odd shape and weak attracting power, natural magnets are rarely used.
- Artificial Magnets are those magnets which are artificially prepared. These magnets exist in various shapes and sizes like a bar magnet, horse-shoe magnet or a magnetic needle.
The places in a magnet where its attracting power is maximum are called poles and the place where the attracting power is minimum is called neutral region. The distance between the poles along the axis of a magnet is called its effective or magnetic length. The line joining the two poles of magnet is called magnetic axis and the vertical plane passing through the axis of a freely suspended or pivoted magnet is called magnetic meridian.
Pole Strength: the strength of a magnetic pole to attract magnetic materials towards it is known as pole strength.
Pole Strength = Magnetic force / Magnetic Induction
Greater the number of unit poles in a magnetic pole, greater will be its strength. The unit of pole strength is ampere-meter. A pole of a magnet attracts the opposite pole while repels the similar. However, a sure test of polarity is repulsion and not attraction, as attraction can take place between opposite poles or a pole and a piece of unmagnetised magnetic material due to ‘induction effect’.
At the poles of the magnet the magnetic field is stronger because the lines of force there are crowded together and away from poles the magnetic field is weak. Therefore, the magnetic field intensity is proportional to the number of lines of force.
Magnetic field: The space around a magnet in which a net force acts on a magnetic test pole is known as magnetic field or the space around a magnet in which a torque acts on a magnetic needle is known as a magnetic field.
Magnetic Flux: The number of magnetic lines of forces passing through unit normal area is defined as magnetic induction whereas the number of lines of force passing through any area is known as magnetic flux.
Properties of Magnets:
- If a magnet is dipped into iron fillings, the fillings cling to it, maximum at the ends and least in the middle.
- The regions at the ends of the magnet, where the attraction of the iron filings is maximum and hence the magnetism is maximum are called poles.
- A bar magnet freely suspended through its centre of gravity always stays in the north-south direction.
- The end of the magnet pointing to geographic north is called ‘North Pole’ and the end pointing south is called ‘South Pole’.
- Like poles repel each other and unlike poles attract each other.
- A magnet induces magnetism in magnetic materials such as in a piece of iron and steel.
- An isolated magnetic pole does not exist, they always come in pairs.
- A magnet can loose its magnetic properties by beating, mechanical jerks, heating and with lapse of time.
- The pole strength of a magnet’s two poles is same.
For more details you can visit our website at http://www.helpwithassignment.com/physics-assignment-help and http://www.helpwiththesis.com
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Preparing for a flood
- Make an itemized list of personal property well in advance of a flood occurring. Photograph the interior and exterior of your home. Store the list, photos and documents in a safe place.
- Memorize the safest and fastest route to high ground. Assemble a disaster supplies kit containing: first aid kit, canned food and can opener, bottled water, extra clothing, rubber boots and gloves, NOAA Weather Radio, battery-operated radio, emergency cooking equipment, flashlight and extra batteries.
- If you live in a frequently flooded area, keep sandbags, plastic sheets and lumber on hand to protect property. Install check valves in building sewer traps to prevent flood water from backing up into the drains of your home.
- Know the elevation of your property in relation to nearby streams and other waterways, and plan what you will do and where you will go in a flood emergency.
When a flood threatens
- If forced to leave your property and time permits, move essential items to safe ground, fill tanks to keep them from floating away and grease immovable machinery.
- Store a supply of drinking water in clean bathtubs and in large containers.
- Get out of areas subject to flooding. This includes dips, low spots, floodplains, etc.
During a flood
- Avoid areas subject to sudden flooding.
- Even six inches of fast moving floodwater can knock you off your feet, and a depth of two feet will float your car! Never try to walk, swim or drive through such swift water.
- Do not attempt to drive over a flooded road. STOP! Turn around and go another way.
- Keep children from playing in floodwaters or near culverts and storm drains.
After a flood
- Boil drinking water before using. If fresh food has come in contact with floodwaters, throw it out.
- Seek necessary medical care at the nearest hospital. Food, clothing, shelter and first aid are available at Red Cross shelters.
- Use flashlights, not lanterns or torches, to examine buildings. Flammables may be inside.
- Do not handle live electrical equipment in wet areas. Electrical equipment should be checked and dried before being returned to service.
Where can I find additional safety information?
Turn Around, Don’t Drown are literally words to live by. This slogan highlights the nationwide flood safety public awareness campaign to help reduce flood-related deaths in the United States. The poster, a Turn Around, Don’t Drown sign, window sticker, FLASH card and a NOAA National Weather Service flood safety brochure are also available online at http://www.nws.noaa.gov/os/water/tadd.
Facts about Floods
- What is a flood and when do most occur?
A flood is the inundation of a normally dry area caused by an increased water level in an established watercourse, such as a river, stream, or drainage ditch, or ponding of water at or near the point where the rain fell. Floods can occur anytime during the year. However, many occur seasonally after winter snow melts or heavy spring rains.
- What are flash floods?
Flash floods occur suddenly, usually within 6 hours of the rain event, and result from heavy localized rainfall or levee failures. Flash floods can begin before the rain stops. Water level on small streams may rise quickly in heavy rainstorms, especially near the headwaters of river basins. Heavy rains can also cause flash flooding in areas where the floodplain has been urbanized.
- What are other causes of flooding in Michigan?
Ice jams and dam failures can also cause both flooding and flash flooding.
- Are people killed as a result of floods?
Many people are killed by flash floods when driving or walking on roads and bridges that are covered by water. In fact, flash floods are the number one weather-related killer in the United States. Even six inches of fast-moving flood water can knock you off your feet, and a depth of only two feet of water will float many of today’s automobiles. If you are in a car and water starts rising, get out and move to higher ground.
- What is a flood watch?
A flood watch indicates that flash flooding or flooding is possible within the designated WATCH area — be alert. It is issued to inform the public and cooperating agencies that current and developing weather conditions are such that there is a threat of flooding, but the occurrence is neither certain nor imminent.
- What is a flash flood or flood warning?
A flash flood or flood warning indicates that flash flooding or flooding is already occurring or imminent within the designated WARNING area — take necessary precautions at once. When a flash flood or flood warning is issued for your area, act quickly. Get out of areas subject to flooding and avoid areas where flooding has already occurred.
- What is a flash flood or flood statement?
A flash flood or flood statement is used for follow-up information regarding a flash flood or flood event.
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What's up with hair dyes?
Our hair play an important part of our daily lives. Not only does it keep us warm and protect us from the sun, it also serves as a reflection of our mood, a symbol of our heritage, and even a fashion statement. Our article today will focus on hair color and hair dyes, but in order to understand this topic, we will begin with a brief discussion of basic hair biology.
The hair has 2 major components, the bulb and the shaft. From out to in, the 3 layers of the shaft are the cuticle, the cortex, and the medulla.
The cuticle is a protective shell that surrounds the inner components of the hair. It is shaped like overlapping scales, like shingles on a roof or the scales on a fish. The cortex consists primarily of keratin, which is the structural protein found in your skin, hair, and nails, and melanin, which is the pigment that gives hair color. The medulla is the innermost layer of the hair.
While it seems like hair constantly grows without stopping, the hair’s life cycle actually has 3 phases:
Anagen phase - This is the growth phase. During this period, hair grows at a rate of 1 cm per month. This phase typically lasts 3-4 years.
Catagen phase - This is the transition phase. During this period, hair growth slows down in preparation for the final phase. Typically, this lasts 2-3 weeks.
Telogen - This is the rest phase where the hair completely stops growing. This phase lasts about 3 months.
**Today’s discussion will only include a brief summary of the growth cycle. We will discuss this in more detail at a later article where we talk about hair loss.
People around the world have all sorts of natural hair colors, including red, blonde, brown, and black. These colors result from a natural blend of 4 ingredients: pheomelanin (red), brown eumelanin, black eumelanin, and keratin (white-yellow). Your hair color essentially depends on the concentration of each component.
Phew, we covered a lot of hair biology already. Now that we have a general understanding, let’s talk about how hair dyes work. To start, it’s important to understand that there are 5 major types of hair coloring: bleaching, permanent, demi-permanent, semi-permanent, and transient.
This is exactly as it sounds, you add bleach to the hair. Sodium hypochlorite, the main ingredient in bleach, does the same thing to your hair as it does to your clothes, it removes color. By penetrating the cuticle and going directly into the cortex, it can oxidize the melanin in your hair, leaving you with a color that reflects the natural color of keratin, which is a whitish yellow.
Permanent hair coloring:
While bleaching is a straightforward chemical process, it is both damaging and difficult to control. As consumers typically demand specific colors using minimally damaging dyes from their hair stylists, chemists are constantly challenged to produce safer and more effective dyes. In general, these dyes work using a 4-step process.
Step 1 - Opening the cuticle
While bleach easily penetrates the cuticle, most dyes are unable to do so. Hence, the first step in the process is to open the cuticle. This can be done by creating an alkaline environment, typically using ammonia, which opens the scales creating a porous surface (think about it like a closed vs open pine cone).
Step 2 - Remove the innate color
In order to achieve certain colors, especially unnatural ones like pink or neon green, it is essential to remove the innate color. Just like in the case of bleach, this can be done by using an oxidizing agent such as hydrogen peroxide. It reacts with melanin and lightens the natural hair color. These ingredients are called developers and their strengths are measured in volumes ranging from 10 to 40. A volume of 10 means that 1 mL of your developer will release 10 mL of oxygen molecules. These molecules are important for both oxidizing melanin and for activating your hair dye. For reference, bleach is a 40 volume developer. The higher this number, the more effective it is at removing color but the more damaging it is to your hair.
Step 3 - Apply the desired color
After the first 2 steps, the desired hair color can finally be applied. In addition to the aforementioned functions, both the alkaline and the oxidizing agents have an additional effect in that they create an environment where the hair dye will undergo chemical conversion to its colored form. This is why when you look at hair dye before it is applied, the color can sometimes look nothing like what it is supposed to. After penetrating the opened cuticle, the hair dye binds to proteins in the cortex.
Step 4 - Close the cuticle
Now that the color has been successfully applied, the cuticle can be closed to preserve the quality of the hair and to trap the dye within using creams, shampoos, conditioners, or other products.
Demi-permanent and semi-permanent hair coloring
The primary difference between these and permanent hair coloring is that these processes do not use ammonia. While demi-permanent uses a lower volume developer, semi-permanent does not use developers at all. As expected neither one of these colors are long lasting and will mostly fade with sufficient washes.
Transient hair coloring
These are special hair dyes that are meant for one time use and will fade with 1 or 2 washes. You can pretty much think of these as adding surface color to your hair as the dye just sticks onto the cuticle until you wash it out.
Does hair dye cause lasting damage?
Many consumers are concerned that putting chemicals such as hair dyes on their scalp may cause permanent hair damage or hair loss. It’s a reasonable concern if you think about it because hair dyes are strong enough that they pretty much alter your natural anatomy. However, rest assured. In general and for most people, while there is no question that hair dyes cause at least some degree of immediate hair damage, there isn’t much scientific evidence that supports permanent hair damage or hair loss with use of conventional hair dyes. The exception is for individuals with allergies to common ingredients in hair dyes, such as PPDs (paraphenylendiamines). In these cases, consumers may experience a skin reaction called allergic contact dermatitis where they can have a rash and occasionally hair loss after their scalp comes into contact with the allergen. While these reactions can have medical and cosmetic significance, they are not very common.
Let’s sum it up!
Hair is a fascinating topic where art and science often go hand-in-hand. While our hair offers a forgiving canvas for us to show the world our personalities and our styles, it is also important to keep it healthy to prevent hair loss, but that will be a topic for another day.
That's all for today folks!
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Care of Neck, Head, and Upper Back
When you are having discomfort in the neck, upper back, head, and/or shoulders, ordinary activities which you have taken for granted become a source of irritation. Therefore, it is important for you to be aware of the basic principles of good care.
- Balance activities with rest. Change positions and take short rest periods often. Slowly increase activities over a period of time.
- Use ice or contrast treatments to help alleviate muscle tension and increase circulation. Moist heat applied to the muscle is the next best alternative for non-acute problems.
- Avoid sleeping on stomach
When sleeping on back:
- Use a Therapeutic© pillow or towel roll under neck
- Elevate legs by placing one pillow under the knees.
- Try to quiet the mind; when our minds are active, so are our muscles. Focus on deep breathing.
When sleeping on side:
- Lay head on pillow large enough to fill from one ear to shoulder
- Place a pillow between the knees and ankle to support the hips
Standing or Sitting:
- Keep the chin tucked in, shoulders back and relaxed, abdomen tightened, maintain the hollow in the back, and knees slightly relaxed. REMEMBER: head over shoulders and chin level!
- Avoid bending head backwards into extreme positions.
- Avoid pushing the head forward (think of an apple between the chin and chest)
- Sit and stand, pretending a string is pulling up from the back of the head.
- When sitting, have support in the small of the back.
- Perform all work with hands as close to the body and elbows at your sides.
- Avoid holding arms overhead or at shoulder height
- Pull the seat forward and hold onto the bottom of the steering wheel when driving.
- Place your work surface high enough so that it is not necessary to bend over your work.
- Change your work position often to avoid stiffening.
- Avoid lifting. If you have to lift, keep your back straight, stoop with knees bent, keep the close to you, and then lift with your legs.
- Check your alignment several times throughout your work day. Keep your head over your shoulders. Remember the rule of 90°; ankles, knees, hips, elbows, shoulder and chin should all be 90° to the floor.
Should you wish to book an appointment with Dr. Serné, please call the office or email us at [email protected]
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IELTS Academic Reading Sample 46 - A Revolution in Knowledge Sharing
- Last Updated: Wednesday, 01 February 2017 15:16
- Written by IELTS Mentor
- Hits: 19001
A Revolution in Knowledge Sharing
You should spend about 20 minutes on Questions 1-9 which are based on IELTS Reading Passage below:
The pressure to transform our institutions of learning continues. Virtually every enterprise and institution are grappling with the disruptions and opportunities caused by Web-enabled infrastructures and practices. New best practices, business models, innovations, and strategies are emerging, including new ways to acquire, assimilate, and share knowledge. Using technologies that are already developed or that will be deployed over the next five years, best practices in knowledge sharing not only are diffusing rapidly but will be substantially reinvented in all settings: educational institutions, corporations, government organizations, associations, and nonprofits. But institutions of learning are in a unique position to benefit from an added opportunity: providing leadership in e-knowledge.
E-knowledge finds expression in many shapes and forms in a profoundly networked world. It is not just a digitised collection of knowledge. E-knowledge consists of knowledge objects and knowledge flow that combine contents, contexts, and insights on applications. E-knowledge also emerges from interactivity within and among communities of practice and from the troves of tacit knowledge and tradecraft that can be understood only through conversations with knowledgeable practitioners.
E-knowing is the act of achieving understanding by interacting with individuals, communities of practice, and knowledge in a networked world. E-knowledge commerce consists of the transactions based on the sharing of knowledge. These transactions can involve the exchange of digital content/context and/or tacit knowledge through interactivity.
Transactable e-knowledge can be exchanged for free or for fees. E-knowledge is enabling not only the emergence of new best practices but also the reinvention of the fundamental business models and strategies that exist for e-learning and knowledge management. E-knowledge is technologically realized by the fusion of e-learning and knowledge management and through the networking of knowledge workers.
Transactable e-knowledge and knowledge networking will become the lifeblood of knowledge sharing. They will create a vibrant market for e-knowledge commerce and will stimulate dramatic changes in the knowledge ecologies of enterprises of all kinds. They will support a “Knowledge Economy” based on creating, distributing, and adding value to knowledge, the very activities in which colleges and universities are engaged. Yet few colleges and universities have taken sufficient account of the need to use their knowledge assets to achieve strategic differentiation.
In “It Doesn’t Matter,” a recent article in Harvard Business Review, Nicholas G. Carr endorsed corporate leaders’ growing view that information technology offers only a limited potential for strategic differentiation. Similar points are starting to be made about e-learning, and knowledge management has been under fire as ineffectual for some time.
The truth is that e-learning and knowledge management can provide strategic differentiation only if they drive genuine innovation and business practice changes that yield greater value for learners. Carr’s article provoked a host of contrary responses, including a letter from John Seely Brown and John Hagel III. Brown is well-known for his insights into the ways in which knowledge sharing can provide organizations with a solid basis for strategic differentiation.
Reprinted with permission. © 2003 Donald M. Norris, Jon Mason, Robby Robson, Paul Lefrere, and Geoff Collier. “A Revolution in Knowledge Sharing,” EDUCAUSE Review, vol. 38, no. 5 (September/October 2003): 14-26.
For questions 1-4, choose NO MORE than TWO WORDS for each answer.
Thanks to the advent of the computer, learning institutions today are providing new ways of acquiring knowledge, through tools that are 1.................... fast and which are being already 2...................... in all fields and settings, despite the 3................... the process may entail, which all institutions are now 4...............................
Questions 5-9 are based on paragraph 46.
In boxes 5 - 9 on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
5. E-knowledge is primarily based on practices used in business.
6. Educational institutions can be leaders in knowledge networking.
7. E-knowledge has several benefits to it.
8. Communities of practice are one source of E-knowledge.
9. The key to the success of knowledge management and e-learning is offering strategic differentiation.
Click the button to Show/ Hide Answers.
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Sample questions for CS 1011 Midterm 2 (Spring 2001). NOTE: the actual midterm will have 20 three point multiple choice questions and eight 7-8 point short answer questions. The questions below are samples of questions you might see on the midterm. MULTIPLE CHOICE (3 points each) - circle the LETTER of the single BEST answer: 1. Formatting a disk is done to __________. (a) Erase all of the existing data on the disk (b) To change a disk from read-only to read/write (c) To divide the disk into tracks and sectors (d) To determine how much can be stored on the disk (e) To prepare the disk for use in the computer and to transfer system files to the disk 2. A RAID or Redundant Array of Independent Disks may store data using a __________ design. (a) Mirroring (b) Duplicating (c) Backup (d) Copied (e) None of these 3. An operating system that is able to run multiple applications at one time is referred to as a __________ system. (a) Single user (b) Multitasking (c) Multiuser (d) Multiprocessing (e) Fault-tolerant 4. Which of the following is NOT referred to as an operating system? (a) Windows NT (b) Linux (c) MS DOS (d) Netscape (e) Unix 5. Which of the following is NOT a type of data model used in databases? (a) File (b) Relational (c) Network (d) Hierarchical (e) All of these are data models 6. The operation that extracts columns from a relation in relational algebra is a __________. (a) Project (b) Select (c) Join (d) Cross Product (e) None of these 7. Which of the following approaches to system conversion involves running the old system alongside the new system for some fixed period of time? (a) Direct (b) Parallel (c) Phased (d) Pilot (e) None of these 8. Which of the following would NOT be used in a structured analysis of a systems task? (a) Entity-Relationship diagram (b) Network Flow diagram (c) Structured English (d) Data Dictionary (e) Data Flow diagram 9. Which of the following is NOT a type of physical transmission media? (a) Twisted-pair cable (b) Fiber optic cable (c) Coaxial cable (d) Microwave cable (e) All of these are physical transmission media 10. The internet is __________. (a) A network project originally founded by the Pentagon (b) A large wide-area network (c) The host of the world wide web (d) A mechanism that provides services such as email, www, e-commerce, etc. (e) All of these 11. Which of the following internet domain abbreviations refers to non-profit organizations? (a) .com (b) .gov (c) .net (d) .org (e) .free SHORT ANSWER (8 points each) - briefly answer the following: 12. What is the difference between a CD-ROM and recordable CD (CD-R) and a rewriteable CD (CD-RW)? How does information get written to a CD-R and CD-RW disks? 13. What is Windows CE? What is it used for? 14. What are some of the services provided by an operating system? 15. What is a key field of a relation? How is it useful in a join operation? 16. What is a data dictionary and what role does it play in a detailed system analysis? 17. Give an example of a path a request for a piece of information might take in traveling from your computer to a distant computer (perhaps a computer in Germany). Indicate the different types of communications lines the request might follow and what the characteristics of such lines might be. 18. What does the term modem refer to? What does a modem do when sending a signal from your computer? 19. What is a cookie (with respect to the internet)? How does one get on your computer?
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Is Your Child Dyslexic?
As a parent, you suppose to notice everything and alert your family physician to any concerns. However, how do you know if your child is dyslexic? And, is being dyslexic a big problem?
What is Dyslexia?
First of all, what is dyslexia? Take a look at this (partial) list of symptoms below. How many symptoms does your child have?
• She had a difficult time pronouncing words.
• He started to talk later then most kids.
• Talked in incomplete sentences for longer then other kids.
• Grammar is difficult concept for dyslexic people.
• She had a hard time learning her alphabet, even with songs and aids & turns her letters, such as p,d,q, and b around.
• Dyslexic people have a limited vocabulary.
• He can understand more complicated words, but has a hard time using them in his own vocabulary.
• She might have a difficult time with concepts and relationships such as the doll is left of the box, and on top of the chair.
• He has great trouble with discriminating sounds, especially vowels.
• Decodes a word and has to decode the same word again on the next page.
• Misreading common words such as “of” for “from.”
• Transposing letters and/or numbers.
• She usually read slower, misread more often, skip words, guess at longer words, and can skip entire lines.
• She has poor comprehension of the words she read.
• Traditional reading methods such as phonics do not work.
• Difficult time spelling.
• He has trouble getting his thoughts from his head on paper.
• Misspells the same words various ways, even in the same paragraph.
How does Dyslexia Affect Learning?
After reading this list, do you think your child might be dyslexic? If so, how does that affect your child and his learning?
• She might have low self-esteem and be anxious or depressed.
• Hates going to school or only goes to school to hang with other kids.
• Her teacher thinks she might have ADHD.
• He likes reading books, but actually mostly looks at the pictures and fills in the blank from memory or makes things up.
• She throws a fit doing homework, especially if it involves writing.
• It seems they are always reluctant to do schoolwork.
• Throws temper tantrums, even at older ages.
You might want to look for ways to make reading fun. There are online website that read the books to kids or check out the eReading: Gulliver’s Travels app in the app store, specifically designed for people with reading issues.
What are the Benefits of being Dyslexic?
There are many famous people who are dyslexic. How about Jay Leno (TV comedian), Richard Branson (business,and airline entrepreneur), Charles Swab (financial entrepreneur), Thomas Edison (inventor), Whoopi Goldberg (actress)? They all overcame their learning differences and either worked around it or used it to their advantage. For example, Richard Branson surounds himself with people that help write letters, stay organized, and check all his spelling. Jay Leno makes fun of himself when he talks about misspelled words in the newspaper.
Many dyslexic people feel that the trade-off for being incredibly creative and look at the world quite differently, is being dyslexic. They call it a gift!
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Westland petrel in flight
The survival of the Westland petrel/tāiko has great significance as these birds are the last remnant of a unique ecosystem.
They are one of the few petrel species that remain on the mainland of New Zealand and inhabit much of the same breeding range on the West Coast of the South island as they did before humans arrived.
Numerous species of burrowing petrels once bred in coastal and inland areas of both the North and South Islands. However, depredation by humans, changes to the habitat and predation by introduced mammals such as stoats, cats, dogs, pigs and rats have been responsible for the almost complete removal of petrels from the mainland.
Fortunately the large size and aggressive nature of Westland petrels allows them to more successfully defend themselves and their chicks against most predators, enabling them to survive where other petrel species have been lost.
The tāiko is endemic to New Zealand (found only in New Zealand). During the breeding season, the tāiko can be found feeding off the West Coast and as far away as Kaikoura. In the non-breeding season, it can be found from eastern Australia to Peru and Chile.
It ranges widely in search of food but concentrates on the hoki fisheries of the West Coast and Cook Strait.
A late discovery
The tāiko (Procellaria westlandica) was discovered as recently as 1945, when pupils of Barrytown School north of Greymouth found the distinctive blackish brown bird with an ivory beak and black feet while doing a school project. Staff from the National Museum (now the Museum of New Zealand Te Papa Tongarewa) and the Wildlife Service (now the Department of Conservation) began studying the tāiko to collect information on:
- the survival rates of adult birds
- the number of chicks being produced
- how many birds were returning to breed.
Since the programme began in 1969, thousands of birds have been banded in order to monitor breeding success and survival rates.
The Westland petrel differs from other petrels that breed in New Zealand in being a winter breeder, with its only breeding location confined to an 8 km stretch of coastal forest in the foothills of the Paparoa range near Punakaiki.
Westland petrel numbers have been estimated in recent years by DOC and other researchers and there are around 4,000 breeding pairs annually at the breeding sites.
Tāiko, like other species of their type, begin to breed at 6–7 years old, but may return to the breeding site as young as 3 years old. Adults live for 25 years on average, which is a very long time for an animal in the wild.
Bird songs may be reused according to our copyright terms.
Threats to the Westland petrel include dogs, cats, pigs, goats, stoats and rats as well as power lines, and exposed lighting and loud noises near their flight paths. Land modification for farming in the coastal foothills may also have reduced habitat suitable for petrels.
DOC works with Te Papa seabird researchers, local residents and landowners, Forest and Bird and the Grey District Council to learn more about the species and the best ways to address threats.
Activities include surveillance of colonies to detect the presence of pests such as pigs, controlling feral goats, maintaining boundary fences and providing advice to visitors and residents.
When chicks are fledging in October and November, DOC staff can be needed to rescue chicks on the ground (due to lack of wind or being confused by strong lighting), which are at risk of being harmed.
You can help
Call 0800 DOC HOT (0800 362 468) immediately if you see anyone catching, harming or killing native wildlife.
Help protect our native birds
When visiting parks, beaches, rivers, and lakes
- Only take dogs to areas that allow them, and keep them under control.
- Check your gear for mice and rats when visiting pest-free islands.
- Use available access ways to get to the beach.
- Leave nesting birds alone.
- Follow the water care code.
- Avoid leaving old fishing lines on beaches or in the sea.
Other ways to help
- Get your dog trained in avian awareness.
- Volunteer with DOC or other groups to control predators and restore bird habitats.
- Set traps for stoats or rats on your property. Get more information from your local DOC office.
- Put a bell on your cat's collar, feed it well, and keep it indoors at dusk/dawn and at night.
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In my recent paper about how the Congressional Budget Office analyzes health proposals, I noted that one of the most important things that CBO does is to provide additional information about its cost estimates. Cost estimates often can’t speak for themselves, so it’s important that members of Congress and other interested observers ask for additional clarification about key issues.
Well, four leading House Republicans recently took this step, and CBO’s response is a doozy. It contains too much to summarize here, so let me focus on the two most important points:
- CBO reiterated its conclusion that the introduction of a public plan (as specified in the bill) would not undermine private health insurance markets. Most Americans would continue to get their health insurance through employers.
- CBO confirmed that the bill would worsen future deficits.
Supporters of the bill will emphasize the first finding as evidence that the public plan won’t gut private insurance markets. Opponents of the bill will emphasize the second finding as evidence that the bill is fiscally reckless.
Neither of these conclusions should be a surprise to anyone, since the basic facts were reported in CBO’s original cost estimate. However, the new letter does provide useful context.
The Public Plan
In its original cost estimate for the House bill, CBO projected that 11 to 12 million people would enroll in the public plan by 2019, while 160 million would get traditional employer-sponsored insurance. In other words, the public plan would not crowd out private insurance.
Some analysts have argued that the potential crowding out would be much larger. The Lewin Group, for example, estimates that more than 100 million people would enroll in the public plan.
In the new letter, CBO reaffirms its original estimate and explains its rationale. The details get a bit mind-numbing, but can be boiled down to two basic observations:
- First, CBO assumes “that only firms with 50 or fewer employees would be permitted to buy coverage through the exchanges.” Lewin, in contrast, assumes that all employers would have access to the exchange. The differing assumptions about employer eligibility reflect a key challenge in preparing cost estimates: the House bill would give a new government official (a commissioner overseeing the insurance exchanges) the discretion to decide which employers would be eligible to use the exchanges beginning in 2014. To forecast enrollment in the public plan, you therefore need to predict how this official will behave five years from now. CBO expects the official to permit a moderate expansion in enrollment (from employers will up to 20 workers to employers with up to 50 workers), while Lewin expects the limit to be entirely lifted.
- Second, CBO sees many reasons why employers would provide insurance (e.g., the favorable tax treatment) even if their workers would have access to the exchanges. Lewin places less weight on these factors.
From the President on down, lawmakers have declared that changes to the health care system should not worsen our future budget situation. As I’ve pointed out in a series of posts (here and here), however, it’s very difficult to design a bill in which offsets (some combination of spending reductions and revenue increases) are able to keep up with the new spending.
In my analysis of the House bill, for example, I used the following graph to illustrate how the proposed offsets weren’t keeping up with the new spending:
That chart suggested that the House bill would worsen the long-run budget situation. The new CBO letter confirms that conclusion:
Looking ahead to the decade beyond 2019, CBO tries to evaluate the rate at which the budgetary impact of each of those broad categories would be likely to change over time. The net cost of the coverage provisions would be growing at a rate of more than 8 percent per year in nominal terms between 2017 and 2019; we would anticipate a similar trend in the subsequent decade. The reductions in direct spending would also be larger in the second decade than in the first, and they would represent an increasing share of spending on Medicare over that period; however, they would be much smaller at the end of the 10-year budget window than the cost of the coverage provisions, so they would not be likely to keep pace in dollar terms with the rising cost of the coverage expansion. Revenue from the surcharge on high-income individuals would be growing at about 5 percent per year in nominal terms between 2017 and 2019; that component would continue to grow at a slower rate than the cost of the coverage expansion in the following decade. In sum, relative to current law, the proposal would probably generate substantial increases in federal budget deficits during the decade beyond the current 10-year budget window.
In short, the gap between spending and the offsets will likely rise in years beyond 2019.
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|Pimratch, S - KHON KAEN UNIVERSITY|
|Jogloy, S - KHON KAEN UNIVERSITY|
|Vorasoot, N - KHON KAEN UNIVERSITY|
|Toomsan, B - KHON KAEN UNIVERSITY|
|Kesmala, T - KHON KAEN UNIVERSITY|
|Patanothai, A - KHON KAEN UNIVERSITY|
Submitted to: Crop Science
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: March 1, 2009
Publication Date: May 15, 2009
Citation: Pimratch, S., Jogloy, S., Vorasoot, N., Toomsan, B., Kesmala, T., Patanothai, A., Holbrook Jr, C.C. 2009. Heritability of N2 fixation traits, and phenotypic and genotypic correlations between N2 fixation traits with drought resistance traits and yield in peanut under different water regimes. Crop Science 49:791-800. Interpretive Summary: Unpredictable rainfall creates drought stress which reduces the yield of peanut in areas throughout the World. This drought stress also reduces nitrogen fixation in peanut. Breeding peanut varieties with enhanced nitrogen fixation under drought stress should result in greater yields. The objective of this study was to determine the feasibility of breeding peanut with enhanced nitrogen fixation under drought stress. Four segregating breeding populations were evaluated under well-watered and under drought condition to estimate the heritability for nitrogen fixation. Heritability estimates were moderately high under both stressed and non-stress conditions, indicating that it should be possible to select for improved nitrogen fixation. Positive relationships were observed between nitrogen fixation under both conditions indicating that selection for nitrogen fixation under well-watered conditions should produce lines that fixed high nitrogen under drought conditions. However, selection for nitrogen fixation under drought conditions might be more effective in improving yield because of a higher correlation with yield than under well-watered conditions.
Technical Abstract: Drought stress reduces growth and yield in peanut and also reduces nitrogen fixation (NF). Peanut production in drought prone areas should be enhanced by the development of cultivars that can fix more N under drought conditions. The aims of this study were to estimate heritability for NF and to estimate phenotypic and genotypic correlations among traits related to NF with drought resistance traits and yield under well-watered and drought conditions. A total of 140 lines in the F4:7 and F4:8 generations derived from four crosses, parental lines and a non-nodulating line as non-N2 fixing reference plant were evaluated in the dry seasons 2005/2006 and 2006/2007 in rhizobium inoculated soil without N fertilizer under FC and 2/3 AW. Data were recorded for SLA, SCMR, NN, NDW, SDW, PDW, TDW, HI and NF. Heritability estimates for NF under FC and 2/3 AW were in the same ranges (h2b = 0.84 to 0.98 and h2n = 0.29 to 0.39). Positive relationships between NF under FC and 2/3 AW ( r = 0.73**) indicated that selection for the lines that fixed high N under well-watered conditions should produce lines that fixed high N under drought conditions. Selection for NF under drought conditions might be more effective in improving yield because of a higher correlation (rG = 0.43**) than under FC. The use of SCMR and SLA as surrogate traits for NF would be less effective than direct selection because of weak correlations.
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Balance: Teaching vs. Coaching
This is the first in a series of posts about finding and keeping your balance as an agile coach or change agent. I introduced the topic as a main theme on this blog a few weeks ago in Spotting the Balance. At the AgileCoachCamp, I committed to writing a post on this every two weeks, and due to holidays in the meantime I’m starting now. My thanks to Gitte Klitgaard Hansen who has been constantly reminding me of that commitment…
I’ll start by roughly defining the “opponents”.
What is Teaching?
This is easy. Enabling people to learn. That usually involves some elements of
- giving them some sort of information (model, tool, technique…)
- creating a safe environment for experiments
- guiding them when they make mistakes
- evaluating their progress
What is Coaching?
Coaching is assisting and guiding people to identify the goals they want or need to achieve, to spot obstacles that make it difficult to achieve them, to make out a path to overcome those obstacles and to verify that they stay on that path, so that they actually reach their goal. That implies a set of Don’ts:
- Don’t tell them where to go
- Don’t show them the obstacles
- Don’t do their work
As agile coaches, we’re usually in a situation where we know more about Agile then our clients—that means we have experiences and a toolbox of practices that might help the clients to identify or reach their goal. The goal usually comes down to some variation of “building the right system right”—meaning they want to better identify what system to built, and to achieve better ways to build it.
Which leads to the challenge that while you let the clients define their goal and find their own path to reach it, they’ll constantly ask for your advice, your ideas… But you want to stay out of the way.
Notice there’s a main similarity and a main difference to a teacher:
- Similar: the topic is set. If you attend a maths class, you don’t expect to gain knowledge about biology. When you hire an Agile Coach, you don’t expect hir to improve your resource management (nor your biology knowledge).
- Different: as a teacher you generally have a predefined curriculum. As an Agile Coach, you have to help your clients identify their learning needs first. At least that’s how I understand our job.
I think to manage this risk it pays to create a clear frame in which to evaluate your options. Your objective is to enable the client (be it the organisation, a manager, a team) to find their own solution. Solution to what? That’s your first thing to find out… So we’ll take this as an example to establish the concept of your Coaching Mode and your Teaching Mode.
Zoom in on the right problem
Let’s assume your client asks you to teach pair programming. Grabbing the right tool from your agile suitcase, you ask, Why? And depending on the answer, you might ask that question again. They tell you they need knowledge transfer in the teams, as there is a legacy system which only two out of many developers dare to touch, because it’s built on an architecture that is very different to the one everybody uses now, and barely recognisable anymore anyway… During this entire conversation you stay in Coaching Mode—you ask open questions, listen actively, thereby pulling the tacit knowledge of individuals out into the shared knowledge of the group.
At times, the conversation might get stuck, you get the impression that you’re rather talking around the real problem than about it. This is probably your experience, pattern-matching what you see and here with situation you’ve been in before. Sometimes, just asking another question might not be enough. Rephrasing what you’ve heard in your own words, trying to break their mental model with an example, can be a good strategy here. When you start giving examples, you enter your Teaching Mode.
“I think I’ve been in a similar situation, when I had to change something in a part of a system where the person who developed it wasn’t around anymore, and nobody really knew how it worked… What I felt I needed at the time was…” This lets the group leave their introspection for a while and gives them new information which they can use to reframe their own situation.
You then enter your Coaching Mode again and ask, “How is your situation different from my example?” This pattern you then repeat.
I think we can generalise for all the balance topics that you need to identify two Modes of Operation for yourself. In this case of Teaching vs. Coaching, the Teaching Mode and Coaching Mode. This is where your own learning takes place:
- You need to define for yourself how you behave in each mode.
- You need to sense which mode is required in any situation.
- You need to decide how (and if) you want to make the group know that you’re switching modes. Remember that what they perceive and what you intend them to perceive might not be the same.
- You need to hone your switching skills, so that over time it becomes natural to you to adjust your behaviour appropriately to the situation.
I realised two things while writing this post:
- The usage of the teaching and coaching modes and the honing of your ability to switch between them is not specific to agile coaching, it’s certainly applicable to many teaching situations.
- The resulting technique reminded me of BDD and deliberate discovery…
To pay respect to Chris Matts‘ Feature Injection technique we could call this Knowledge Injection. Instead of pushing knowledge into the students, you pull the most important knowledge needs from the class, and inject knowledge using examples. This expands the mental model your students have of the problem domain and this model can then again be broken/expanded with more examples (or questions by the students that indicate more knowledge need). This leads to an Experiential Learning Cycle. I like that.
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EVALUATION OF CAPACITANCE DENSITOMETRY FOR LNG MIXTURES WITH LOW NITROGEN COMPOSITION
Densities of typical LNG mixtures under saturation and subcooled conditions were calculated using a computer program which uses the method of corresponding states. The dielectric constant for each mixture was determined from the Clausius-Mosotti relationship assuming the excess CM function is zero. Examination of the resulting density-dielectric constant plots shows that for fixed nitrogen composition a nearly linear relationship exists between saturation density and dielectric constant under isobaric or isothermal conditions, independent of the hydrocarbon mixture. The results show, however, that the effect of the nitrogen composition on this linear relationship may be taken into account partially by a measurement of the mixture temperature. For the range of mixtures of this study it is possible to determine density to + or - 0.3% independent of knowledge of the hydrocarbon composition from an exact measurement of dielectric constant and temperature. Further improvements can be made if the fraction of nitrogen is known.
- Sponsored in part by Maritime Administration, Washington, D.C. Pub. in Ind. Eng. Chem. Process Des. Dev., v16, n3 p330-336 1977.
National Bureau of Standards14th Between E Street and Constitution Avenue, NW
Washington, DC United States 20234
Maritime Administration1200 New Jersey Avenue, SE
Washington, DC United States 20590
- Giarratano, P J
- Collier, R S
- Publication Date: 1977
- Pagination: 7 p.
- TRT Terms: Chemical composition; Density; Dielectric properties; Hydrocarbons; Ignition systems; Ions; Liquefied natural gas; Mixtures; Natural gas; Nitrogen; Numerical analysis; Solutions (Chemistry)
- Old TRIS Terms: Charged particles; Density mass/volume; Lng ignition; Lng properties data; Solutions
- Subject Areas: Marine Transportation; Safety and Human Factors;
- Accession Number: 00168788
- Record Type: Publication
- Source Agency: National Technical Information Service
- Report/Paper Numbers: Final Rpt.
- Files: TRIS, USDOT
- Created Date: Dec 27 1978 12:00AM
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By Claude Lemarechal, Adam Ouorou, Georgios Petrou
To optimize the standard of carrier via a telecommunication community, we advise an set of rules in line with Lagrangian leisure. The bundle-type twin set of rules is tailored to the current scenario, the place the twin functionality is the sum of a polyhedral functionality (coming from shortest direction difficulties) and of a tender functionality (coming from the congestion function).
Read or Download A bundle-type algorithm for routing in telecommunication data networks PDF
Best electronics: telecommunications books
Geared for top university scholars and public libraries, this 3- quantity reference is meant as an introductory connection with a number of elements of the vast sector of communications and information-an sector so huge, in truth, that the reason for an alphabetically prepared encyclopedia isn't really transparent. A sampling of the 280 entries illustrates the matter: animal conversation, physique snapshot (media influence on), Franklin (Benjamin), health and wellbeing conversation (careers in), language constitution, tune (popular), relationships (stages of), human-computer interplay, elections, Sesame road, gays and lesbians within the media, museums, and language acquisition.
Discusses fresh advances within the similar applied sciences of multimedia pcs, videophones, video-over-Internet, HDTV, electronic satellite tv for pc television and interactive laptop video games. The textual content analyzes methods of attaining greater navigation concepts, info administration services, and better all through networking.
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- Applications of nonverbal communication
- Communication Patterns of Engineers
- Integrating Information & Communications Technologies into the Classroom
- IMS Multimedia Telephony over Cellular Systems: VoIP Evolution in a Converged Telecommunication World
- Personal Networks: Wireless Networking for Personal Devices (Wiley Series on Communications Networking & Distributed Systems)
Additional info for A bundle-type algorithm for routing in telecommunication data networks
The permanent home is an agent system at the service provider or the agent enabled home computer. 8 introduces a new mechanism for localizing MAs by using the AD. Whenever a MA requests a new service or migrates to another host, its position is updated in the Service Center. The agent location is stored in the AD. This is implemented as a Lightweight Directory Access Protocol (LDAP) server, with the Service Center holding an LDAP client for accessing the AD. In this approach, a MA’s position is always known by the Service Center.
A radio resource is associated with a frequency hopping pattern in which the packets are transmitted using eight different tone clusters in each of the eight traffic slots. Coding across eight traffic slots for user data exploits frequency diversity, which gives sufficient coding gain for performance enhancement in the fading channel. This arrangement supports 22 resources in frequency that can be assigned by DPA. 8 kb s−1 . 2 for downlink DPA. The uplink structure is similar but the control functions are slightly different.
Selection of resources by the base and transmission of the data. 1 528 tone divided into 22 24-tone clusters 3 control channels 104 OFDM blocks in 8 slots Division of radio resources in time and frequency domains to allow DPA for high peak-rate data services. The frame structures of adjacent Base Stations (BSs) are staggered in time; the neighboring BSs sequentially perform the four different DPA functions with a predetermined rotational schedule. This avoids collision of channel assignments. This protocol provides a basis for admission control and bit rate adaptation based on measured signal quality.
- Allgemeine Sinnesphysiologie: Stellung und Bedeutung des by Vrjö Renqvist-Reenpää
- Tools for Critical Thinking in Biology by Stephen H. Jenkins
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A septuagenarian retired teacher living in Greater Kaohsiung, who is also a talented calligraphist, started suffering from involuntary tremors in both hands around a year ago, forcing him to give up his hobby of 40 years. He was initially worried he had Parkinson’s disease, but that was ruled out after seeing a doctor, who eventually diagnosed him with degenerative tremors that affect elderly people. His condition improved significantly after taking medication, and he was able to take up the brush again.
Lin Tsu-kung, head of the Department of Neurology at Kaohsiung Chang Gung Memorial Hospital, says that degenerative tremors and Parkinson’s disease are two different types of diseases, and that from clinical studies it is apparent that when a certain position or posture is maintained, involuntary tremors occur when, for example, holding out one’s hand, holding something, or holding a spoon to eat soup. The head may also make back and forth motions when talking. The cause, however, is unknown.
Lin says that Parkinsonian tremors, on the other hand, will still occur even when a person is resting. For example, a person’s hand will twitch while watching TV, accompanied by stiff, slow movements and loss of balance, all of which is caused by cerebral disease. Although it can be controlled with treatment, it cannot be cured.
Common physiologic tremors can occur when people get nervous, angry, excited or when caffeine is consumed.
The doctor gave the retired teacher a CT scan to ensure that there were not any problems in the brain. In addition, he was not suffering from alcoholism or taking medicine for asthma or epilepsy.
Lin says that degenerative tremors usually occur in people 60 years of age or older, and that half of all cases are hereditary and do not cause damage to the nervous system or one’s physical health, but if the tremors affect one’s social life or daily habits, the patient may be given beta blockers or depressants. Although it cannot be completely controlled, there is usually around a 60 percent improvement seen in a person’s condition when given beta blockers.
1. retired adj.
退休的 (tui4 xiu1 de5)
例: After Mrs Lin retired she spent most of her time taking care of her granddaughter.
2. involuntary adj.
不自主的 (bu2 zi4 zhu3 de5)
例: REM sleep is characterized by rapid involuntary movements of the eyes.
3. caffeine n.
咖啡因 (ka1 fei1 yin1)
例: Caffeine is the world’s most widely consumed psychoactive drug.
The retired teacher saw vast improvements in his tremors after taking medication, and he was finally able to return to his calligraphy hobby.
(Liberty Times, Translated by Kyle Jeffcoat)
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Vaccines are one of the simplest ways to protect our children and us from infectious diseases. Immunizations have sharply reduced the incidence of childhood diseases and are one of the main reasons for the increase in life expectancies over the last hundred years. The practice is a major medical success story.
So why am I writing about this topic? People avoid this preventive treatment because of misinformation, misguided notions, or poorly conducted research studies. There were a few news articles that I read this week on the emergence of diseases, such as the measles and whooping cough. The cause was people avoiding vaccines. These individuals contracted the disease and then spread it to others who also did not have protection. This was preventable!
Many years ago, there was a poorly conducted study on the links between the MMR vaccine (measles, mumps, and rubella) and autism. Many people who chose not to immunize their children cited this study. Other research scientists were never able to reach the same conclusions in related studies. A few years ago, the study was discredited and the author lost his license to practice medicine. Unfortunately, people still cling to the notion that vaccines cause autism. Some still cite this study, and the author remains adamant that his research was accurate.
Some people avoid the practice because they believe it is unnatural or unhealthy. It is neither. The best description of immunizations that I ever heard is “a dress rehearsal for your immune system.” This is exactly what happens. Your body is exposed to an inactive or less virulent form of the infectious agent, which stimulates the production of cells that will attack the disease-causing agent if you encounter it. Your body protects you from microbes 24/7. Your immune system is constantly scanning for dangerous pathogens. Why is it unnatural or unhealthy to prepare it for the fight ahead?
Can there be side effects from vaccines? Yes. They are typically minor like a sore arm and disappear after a few days. People occasionally cite incidents when vaccines were contaminated or improperly prepared, and led to deaths. These incidents are rare and do not prove that the practice of immunization is flawed.
People are slowly realizing the mistake of not immunizing children. However, ten to fifteen years of avoiding vaccines has led to the re-emergence of some childhood diseases. Children have died from these diseases. It is important to keep 90% of the population immunized. This reduces the chance of disease-causing agents from finding a host or an infected individual from encountering a person who is not immunized.
If you need more information on vaccines for yourself or others who question the practice of immunizing children, please visit the Center for Disease Control and Prevention at http://www.cdc.gov/vaccines/
By the way, when is the last time you received a booster shot for tetanus?
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Tuesday November 17 2009
Do plastic toys make girly boys? Further research is needed
"Chemicals used in plastics feminise the brains of little boys", according to the Daily Mail. The newspaper claimed that boys who are exposed to high doses of phthalate chemicals in the womb are less likely to play with male toys or join in with rough games. Phthalates are a family of chemicals found in PVC shower curtains and vinyl flooring.
The research behind this news compared phthalate concentration in pregnant women’s urine to whether their children’s play habits were typically masculine or feminine at the ages of four to seven. However, the study only looked at a small number of children, and of those invited to take part, only half responded. In addition, phthalate concentration was only measured once during pregnancy. These limitations mean that the evidence from this study alone is too weak to form any definite conclusions.
Parents should not be concerned about reports of “gender-bending” phthalates affecting their children’s brains or habits.
Where did the story come from?
This research was conducted by Shanna H Swan and colleagues from the University of Rochester, New York, and other institutions in the US and UK. The study was funded by grants from the US Environmental Protection Agency, the National Institutes of Health in the US, and the State of Iowa. The study was published in the peer-reviewed International Journal of Andrology.
Although the BBC, Daily Telegraph and Daily Mail have accurately reported the sample size and main findings of the study, none of them mentions the most important limitation: that extremely few of the initial sample participated in the follow-up research sessions. When considered in isolation, the evidence gathered from this small number is unlikely to be representative of the whole sample.
What kind of research was this?
This was a small cohort study which investigated how boys’ brain function and development are affected by foetal exposure to phthalate chemicals. Animal studies have previously demonstrated that foetal exposure to such ‘antiandrogens’ in rats leads to less male-type behaviour.
A cohort study is usually a reliable form of study for assessing the relationship between cause and effect. However, this particular cohort study has several limitations, principally its small size. Only 74 boys and 71 girls were assessed, which represents 45% of those who were invited to participate. There is also some difficulty in attributing phthalate exposure to the cause of the children’s gender-type behaviour due to numerous possible confounding factors that were not taken into account.
What did the research involve?
The researchers contacted couples who took part in the earlier Study for Future Families, which recruited expectant mothers and their partners between 2002 and 2005. At the time, they completed a questionnaire and gave a urine sample, which was used in this latest study to measure phthalate concentration. For the purposes of this study, the women were contacted when their child was four to seven years old.
The researchers looked at how the mother’s phthalate concentration in mid-pregnancy related to the child’s gender-type behaviour. Child behaviour was reported by parents using a list of 24 activities, child characteristics and items (e.g. type of toys). Half of the listed entries were considered to be feminine and half masculine. A Parental Attitude Scale was also used to take into account factors that may have affected the children’s choice of play, such as the type of toys available in their household and parents’ attitude towards boys playing with “girls’” toys.
The study design had strengths in that it used a validated scale for assessing child gender-type behaviour and also took into account how parental attitudes may have influenced this. When assessing the relationship between gender-behaviour and phthalate concentration in the mother’s urine in pregnancy, the researchers considered various possible confounding factors, including mother’s kidney function, sex and age of child, parental education, number and sex of siblings, ethnicity and parental attitudes.
However, little is known about the effects of phthalates in humans, and as children’s play behaviour is likely to be complex and affected by many factors, there are probably numerous other confounding factors that were not accounted for. Also, measuring phthalates in the urine at a single point during pregnancy is not a reliable indication of exposure levels over time, which may be highly variable.
Importantly, the researchers only received completed questionnaires from 45% of families who were sent them (150/334). This is a low follow-up rate and limits the findings of a cohort study which had a small sample size to begin with. It is also unclear exactly what proportion of the original Study for Future Families this represents.
What were the basic results?
The research found that higher concentrations of certain phthalate chemicals in expectant mothers’ urine were associated with a less masculine behavioural score in sons. No relationship was seen between concentrations of other phthalate chemicals and boys’ behaviours, or between any phthalate chemicals and girls’ behaviour.
How did the researchers interpret the results?
The researchers conclude that their data, “although based on a small sample”, suggests that exposure to phthalates in the uterus may be associated with less male-typical play behaviour in boys.
This research has attempted to address the question of how phthalate exposure may affect gender-type play behaviour. However, there are important limitations to the study and the evidence is too weak to form any definite conclusions about the relationship.
- The cohort study was very small and represents less than half of the eligible families. As such, results should be interpreted with caution and are unlikely to be representative of the whole sample. If the whole cohort had been included, the results may have been different.
- Little is certain about the effects of phthalates on humans, and children’s play is a complex behaviour that is likely to be affected by a wide variety of factors. Given their complexity, both areas of interest are likely to be confounded by factors that have not been accounted for.
- A one-off measurement of the mother’s phthalate exposure gives no indication of her exposure over a longer period of time, which may be variable, or of the child’s direct exposure during their own lifetime.
- The significant association in boys was seen for only some phthalate chemicals and not others.
- The study carried out multiple statistical tests, which increases the possibility that significant findings will be found by chance.
The implications of this research are currently limited. Without much further research, there is no definite evidence of the influence that phthalates might have on gender play and behaviour, or which types of plastics are likely to give the highest exposure.
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The plucky Mars Phoenix Lander has completed yet another portion of its mission successfully by gathering direct physical evidence that there is water ice on Mars. The lander had previously taken pictures of white chunks at the bottom of a trench it dug; scientists deduced that those chunks were water ice because they vaporized as the Phoenix watched. But now, by heating a soil sample that contained a small amount of ice, scientists have confirmed the discovery. “We’ve now finally touched it and tasted it,” [said researcher] William V. Boynton…. “And I’d like to say, from my standpoint, it tastes very fine” [The New York Times].
To make the final call, the Phoenix delivered a scoop of soil to a tiny oven called the thermal and evolved-gas analyzer, or TEGA. When heated, the targeted material in the soil melted at the expected temperature [at which water melts], which Phoenix scientist William Boynton called definitive proof. “The fact that it melted at 0 degrees centigrade leaves very little doubt” that it is water, said Boynton [Los Angeles Times]. Sensors in the oven also tested the chemical makeup of the vapor released as the sample heated, and found the familiar combination of two hydrogen atoms and one oxygen atom [The Washington Post].
This breakthrough came as something of a surprise to NASA scientists, who had spent several weeks wrestling with the sticky clods produced when the Phoenix scooped up a combination of soil and ice. After two failed attempts to deliver ice-rich soil to one of Phoenix’s eight lab ovens, researchers decided to collect pure soil instead. Surprisingly, the sample was mixed with a little bit of ice, said Boynton [AP].
NASA also announced that the Phoenix Lander’s mission has been extended by five weeks and is now scheduled to end on September 30, saying its work was moving beyond the search for water to exploring whether the Red Planet was ever capable of sustaining life [New Scientist]. NASA scientists plan to heat the current soil sample to higher temperatures next week to check for carbon-based compounds, and will continue to try to maneuver a sample with more ice into one of the Phoenix’s remaining ovens.
Image: NASA/JPL-Calech/University of Arizona
Related Posts: Mars Phoenix Lander Wrestles With Sticky Dirt
Martian Soil Could Grow Asparagus
It’s Official: There Is Ice on Mars
Mars Phoenix Still Looking for That First Ice Cube
Mars Lander Fumbles Soil Sample
A Healthy Mars Lander Gets to Work
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The Restoration period and the Jacobite war
Most significant of the events of the Restoration was the second Act of Settlement (1662), which enabled Protestants loyal to the crown to recover their estates. The Act of Explanation (1665) obliged the Cromwellian settlers to surrender one-third of their grants and thus provided a reserve of land from which Roman Catholics were partially compensated for losses under the Commonwealth. This satisfied neither group. Catholics were prevented from residing in towns, and local power, in both borough and county, became appropriated to the Protestant interest. But Protestantism itself became permanently split; as in England, the Presbyterians refused to conform to Episcopalian order and practice and, in association with the Presbyterians of Scotland, organized as a separate church.
Under James II, antagonism to the king’s Roman Catholicism triggered a reversal of the tendencies of the preceding reign. After his flight from England to France in 1688, James crossed to Ireland, where in Parliament the Acts of Settlement and Explanation were repealed and provision was made for the restoration of expropriated Catholics. When William III landed in Ireland to oppose James, the country divided denominationally, but the real issue was land, not religion. After his defeat at the Battle of the Boyne in 1690, James fled to France, but his Catholic supporters continued in arms until defeated at Aughrim and obliged to surrender in 1691 at Limerick. However, James’s supporters secured either the right to go overseas or, if they accepted William’s regime, immunity from discriminatory laws. But civil articles to secure toleration for the Catholics were not ratified, and later Irish leaders were thus enabled to denounce the “broken treaty” of Limerick. Immediately after Limerick, the Protestant position was secured by acts of the English Parliament declaring illegal the acts of King James’s Parliament in Ireland and restricting to Protestants membership of future Irish Parliaments. The sale of the lands forfeited by James and some of his supporters further reduced the Catholic landownership in the country; by 1703 it was less than 15 percent. On this foundation was established the Protestant Ascendancy.
The 18th century
The Protestant Ascendancy was a supremacy of that proportion of the population, about one-tenth, that belonged to the established Protestant Episcopalian church. They celebrated their position as a ruling class by annual recollections of their victories over their hated popish enemies, especially at the Battle of the Boyne, which has been commemorated on July 12 with parades by the Orange Order from the 1790s until today.
Not only the Catholic majority but also the Presbyterians and other Nonconformists, whose combined numbers exceeded those of the established church, were excluded from full political rights, notably by the Test Act of 1704, which made tenure of office dependent on willingness to receive communion according to the Protestant Episcopalian (Church of Ireland) rite. Because of their banishment from public life, the history of the Roman Catholic Irish in the 18th century is concerned almost exclusively with the activities of exiled soldiers and priests, many of whom distinguished themselves in the service of continental monarchs. Details of the lives of the unrecorded Roman Catholic majority in rural Ireland can be glimpsed only from ephemeral literature in English and from Gaelic poetry.
The Protestant Ascendancy of 18th-century Ireland began in subordination to that of England but ended in asserting its independence. In the 1690s commercial jealousy impelled the Irish Parliament to destroy the Irish woolen export trade, and in 1720 the Declaratory Act affirmed the right of the British Parliament to legislate for Ireland and transferred to the British House of Lords the powers of a supreme court in Irish law cases. By the end of the first quarter of the 18th century, resentment at this subordination had grown sufficiently to enable the celebrated writer Jonathan Swift to whip up a storm of protest in a series of pamphlets over the affair of “Wood’s halfpence.” William Wood, an English manufacturer, had been authorized to mint coins for Ireland; the outcry against this alleged exploitation by the arbitrary creation of a monopoly became so violent that it could be terminated only by withdrawing the concession from Wood.
Test Your Knowledge
Nevertheless, it was another 30 years before a similar protest occurred. In 1751 a group was organized to defeat government resolutions in the Irish Parliament appropriating a financial surplus as the English administrators rather than the Irish legislators saw fit. Although in 1768 the Irish Parliament was made more sensitive to public opinion by a provision for fresh elections every eight years instead of merely at the beginning of a new reign, it remained sufficiently controlled by the government to pass sympathetic resolutions on the revolt of the American colonies.
The American Revolution greatly influenced Irish politics, not least because it removed government troops from Ireland. Protestant Irish volunteer corps, spontaneously formed to defend the country against possible French attack, exerted pressure for reform. A patriotic opposition led by Henry Flood and Henry Grattan began an agitation that led in 1782 to the repeal of the Declaratory Act of 1720 and to an amendment of Poynings’s Law that gave the right of legislative initiative to the Irish Parliament (which under the law was subject to the control of the English king and council). Many of the disadvantages suffered by Roman Catholics in Ireland were abolished, and in 1793 the British government, seeking to win Catholic loyalty on the outbreak of war against revolutionary France, gave them the franchise and admission to most civil offices. The government further attempted to conciliate Catholic opinion in 1795 by founding the seminary of Maynooth to provide education for the Catholic clergy. But the Protestant Ascendancy resisted efforts to make the Irish Parliament more representative.
The outbreak of the French Revolution had effected a temporary alliance between an intellectual elite among the Presbyterians and leading middle-class Catholics; these groups, under the inspiration of Wolfe Tone, founded in 1791 a radical political club, the Society of United Irishmen, with branches in Belfast and Dublin. After the outbreak of war with revolutionary France, the United Irishmen were suppressed. Reinforced by agrarian malcontents, they regrouped as a secret oath-bound society intent on insurrection. Wolfe Tone sought military support from France, but a series of French naval expeditions to Ireland between 1796 and 1798 were aborted. The United Irishmen were preparing for rebellion, which broke out in May 1798 but was widespread only in Ulster and in Wexford in the southeast, where, despite the nonsectarian ideals of its leaders, it assumed a nakedly sectarian form resulting in the slaughter of many Protestants. Although the rebellion failed and was savagely suppressed, the threat to British security posed by the alliance between their French enemies and the Irish rebels prompted the British government to tighten its grip on Ireland. The prime minister, William Pitt the Younger, accordingly planned and carried through an amalgamation of the British and Irish parliaments, merging the two kingdoms into the United Kingdom of Great Britain and Ireland. Despite substantial opposition in the Irish Parliament to its dissolution, the measure passed into law, taking effect on Jan. 1, 1801. To Grattan and his supporters the union of Ireland and Great Britain seemed the end of the Irish nation; the last protest of the United Irishmen was made in Robert Emmet’s futile uprising in Dublin in 1803.
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What is Chemotherapy ?
Chemotherapy is a general term for treatments that use chemical agents (drugs) to kill cancer cells. Many different kinds of drugs are used, either alone or in combination, to treat different cancers. The specific drug or combination used is chosen to best combat the type and extent of cancer present.
Chemotherapy drugs are tested against various forms of cancer in an effort to find out which drugs work against that particular type of cancer. Multiple drugs, each individually effective against a certain cancer, are often combined to try and maximize the effect against the cancer. Drugs are combined so that there are few overlapping side effects, to make the treatment more tolerable. These combinations are then tested in clinical trials to see how effective they are. If a combination works better than the current "standard" treatment, it will become the new standard therapy.
Chemotherapy drugs are given for several reasons :-
- To treat cancers that respond well to chemotherapy
- To decrease the size of tumors for easier and safer removal by surgery
- To enhance the cancer-killing effectiveness of other treatments, such as radiation therapy
- In higher dosages, to overcome the resistance of cancer cells
- To control the cancer and enhance the patient's quality of life
Types of Chemotherapy DrugsDrugs that generally kill cancer cells are referred to as cytotoxic agents.
Common types of cytotoxic chemotherapy drugs include :-
- Alkylating agents modify/damage cancer cell DNA and block the replication of DNA, therefore interfering with the growth of cancer cells.
- Antimetabolites block the enzyme pathways needed by cancer cells to live and grow.
- Antitumor antibiotics block certain enzyme and cancer cell changes, thus affecting DNA.
- Mitotic inhibitors slow cancer cell division or hinder certain enzymes necessary in the cell reproduction process.
- Nitrosoureas impede enzymes that repair DNA
Other Chemotherapy DrugsOther drugs used in cancer therapy include :-
- Hormonal agents target the hormonal processes that may stimulate cancer cell growth and/or survival.
- Biological agents affect natural processes that may stimulate cancer cell growth and survival.
- Immunotherapy is intended to boost the recognition of cancer cells by the body's immune system, thereby helping the body to kill cancer cells.
- Cellular therapy involves the use of immunologic cells that selectively destroy cancer cells.
- Signal transduction inhibitors are given to disrupt abnormal processes present within cancer cells and are necessary for the growth or survival of cancer cells.
- Radiopharmaceuticals are substances that have been marked with radioactive markers to selectively deliver radiation therapy to cancer cells.
- Anticancer antibodies are specially engineered antibodies given with the goal of selectively targeting cancer cells for removal by the immune system.
- Anticancer vaccines contain agents intended to help the immune system more readily recognize cancer cells as foreign (and thus attack them).
- Anticancer viral therapies involve giving viruses to patients with the hope that the virus will selectively kill cancer cells. (This treatment is currently highly experimental.)
- Gene therapies introduce DNA/genetic material into cancer cells in hopes of either restoring them to normal or killing them. (This treatment is currently highly experimental.)
How are chemotherapy drugs given ?
Chemotherapy is given in different ways depending on the cancer type and the drugs used.Methods of giving chemotherapy drugs include : -
|Intravenously (IV)||: -||injected into a vein|
|Intramuscular (IM)||: -||injected into a muscle|
|Intraperitoneal (IP)||: -||injected into the abdominal cavity|
|Intracavitary (IC)||: -||injected into a body cavity|
|Subcutaneous (sub.q.)||: -||injected just under the skin|
|Oral (PO)||: -||as a pill or a liquid to be swallowed|
How Chemotherapy Works ?
Chemotherapy kills rapidly dividing cells. Cancer cells often multiply more rapidly than normal cells. Cancer cell are also less able to recover from the toxic effects of chemotherapy than can normal cells. Normal cells that divide rapidly, such as hair or blood cells, are also killed by chemotherapy. This results in common side effects such as hair falling out and blood counts dropping.
Chemotherapy drugs are tested against various forms of cancer in an effort to find out which drugs work against that particular type of cancer. Multiple drugs, each individually effective against a certain cancer, are often combined to try and maximize the effect against the cancer. Drugs are combined so that there are few overlapping side effects, to make the treatment more tolerable. These combinations are then tested in clinical trials to see how effective they are. If a combination works well than the current "standard" treatment, it will become the new standard therapy.
Risk of Chemotherapy
- Hair loss
- Nausea and vomiting
- Nerve pain
- Muscle pain
- Mouth sores
- Temporary loss of menstrual periods
- Decrease in red blood cells and/or white blood cells
- Early menopause/loss of fertility
- Weight gain
- Heart disorders
- Sexual dysfunction
- Urinary incontinence
- Cognitive complaints (e.g., memory lapses, slower processing of information)
Other Treatments Of Chemotherapy
Molecularly Targeted Therapy
For more information, medical assessment and medical quote
as email attachment to
Email : - [email protected]
Contact Center Tel. (+91) 9029304141 (10 am. To 8 pm. IST)
(Only for international patients seeking treatment in India)
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What is coronary computed tomography angiogram or CTA?
- A coronary computed tomography angiogram (CTA) uses advanced CT technology, along with intravenous (IV) contrast material (dye), to obtain high-resolution, 3D pictures of the moving heart and great vessels.
- CTA is also called multi-slice computed tomography (MSCT), cardiac CT or cardiac CAT. During CTA, x-rays pass through the body and are picked up by detectors in the scanner, that produce 3D images on a computer screen. These images enable physicians to determine whether plaque or calcium deposits are present in the artery walls.
- CTA is used as a noninvasive method for detecting blockages in the coronary arteries. A CTA can be performed much faster (in less than one minute) than a cardiac catheterization, with potentially less risk and discomfort as well as decreased recovery time.
Cleveland Clinic uses multiple state-of-the-art multi-row detector CT scanners, including the Philips "iCT" 256-slice scanner and the Siemens "Flash" dual-source scanner
One of the most common invasive heart imaging procedures, called coronary angiogram or cardiac catheterization (cath), is the standard method for diagnosing coronary artery disease.
During a cardiac cath, a long, slender tube— called a catheter—is inserted through a blood vessel in the leg or arm and guided into the heart with the aid of a special x-ray machine.
A small amount of contrast material is injected through the catheter and into the arteries and heart. As the heart beats, the contrast material outlines the vessels, valves and chambers and pictures are taken to identify blockages or narrowed areas in the coronary arteries.
The average catheterization procedure lasts about 30 minutes, but the preparation and recovery time add several hours. Most patients are at the hospital all day for this test.
Although coronary CTA examinations are growing in use, coronary angiograms remain the “gold standard” for detecting coronary artery stenosis, which is a significant narrowing of an artery that could require catheter-based intervention (such as placing a coronary artery stent) or surgery (such as placing coronary artery bypass grafts). On the other hand, this new technology has consistently shown the ability to rule out significant narrowing of the major coronary arteries and can noninvasively detect “soft plaque,” or fatty matter, in their walls that has not yet hardened, but that may lead to future problems without lifestyle changes or medical treatment.
Who should consider a coronary CTA?
The single most important step for patients trying to determine whether they should consider a coronary CTA is consultation with their primary physician. Appropriate use of coronary CTA is important as the scan carries some risk from X-ray exposure (a very small potential for stimulating cancer) and contrast dye exposure (allergic reactions and kidney damage). Applying careful patient selection and risk-reduction efforts, Cleveland Clinic successfully performs more than 8,000 clinical cardiac CT examinations each year, many for coronary CTA.
Overall, coronary CTA examinations have tended to help determine a lack of significant narrowing and calcium deposits in the coronary arteries, as well as the presence of fatty deposits. Particularly, this has been found to exclude coronary artery disease. As a result, Cleveland Clinic's Cardiovascular Imaging Laboratory currently supports the careful use of coronary CTA for patients who have:
- Intermediate risk profiles for coronary artery disease with suspicious cardiac symptoms
- Unusual symptoms for coronary artery disease (such as chest pain unrelated to physical exertion) with low to intermediate risk profiles for coronary artery disease
- Unclear or inconclusive stress-test results
- Those with suspected congenital abnormalities of coronary arteries
For these types of patients, coronary CTA can provide important insights to their primary physician into the extent and nature of plaque formation with or without any narrowing of the coronary arteries. Coronary CTA also can noninvasively exclude narrowing of the arteries as the cause of chest discomfort and detect other possible causes of symptoms. Initial consultation with a primary physician is key for patients seeking to determine the appropriateness of coronary CTA.
Who should not have Coronary CTA?
To date, coronary CTA has not been proven as effective as the coronary angiogram in detecting disease in the smaller heart arteries that branch off the major coronary arteries. For that reason, Cleveland Clinic physicians do not consider coronary CTA as an adequate substitute for needed coronary angiography in patients with strong evidence of narrowing of the coronary arteries. Such patients include those with a history of chest pain during heavy physical activity, a history of positive stress-test results, or a known history of coronary artery disease or heart attack. Coronary CTA also is of limited use in patients who are extremely overweight or who have abnormal heart rhythms as imaging quality is compromised.
What type of coronary CTA is used at Cleveland Clinic?
Cleveland Clinic has multiple multi-detector/multi-slice systems for coronary CTA. Currently, Cleveland Clinic is using two primary scanners for performing Coronary CTA: the Philips "iCT" 256-slice scanner and the Siemens "Flash" dual-source scanner. The best uses of these scanners continue to be refined by a few leading cardiovascular centers like Cleveland Clinic.
How do I get a coronary CTA examination at Cleveland Clinic?
Because the Cardiovascular Imaging Laboratory at Cleveland Clinic supports partnerships with patients and their primary physicians in its delivery of advanced noninvasive imaging, the following steps for referral for coronary CTA should preferably be followed:
Note: Patients and their primary physician must decide on the appropriateness of coronary CTA, including indications (i.e., intermediate-high risk profile without symptoms vs. atypical symptoms with low-intermediate risk profile vs. uncertain stress-test results) and level of safety (i.e., unnecessary X-ray exposure in young adults, especially women, should be avoided; histories of significant allergic reaction are best avoided; creatinine < 2.0 mg/dL required).
- If patients need to make an appointment with a cardiologist to evaluate current symptoms or cardiac risk factors, and to determine the appropriateness and safety of coronary CTA, patients may schedule an appointment with a Cleveland Clinic clinical cardiovascular specialist by calling Cardiology Appointments at 216.444.6697 or 800.223.2273, ext. 4-6697.
- Once coronary CTA is deemed appropriate and safe for a patient, the examination may be scheduled by the primary physician by calling Imaging Scheduling at 216.445.7050, 800.223.2273, ext. 5-7050.
- For additional information and/or resources regarding cardiovascular topics, please call Sydell and Arnold Miller Family Heart & Vascular Institute Resource and Information Nurse at 216.445.9288 or toll-free at 866.289.6911. Hours are 8:30 a.m. to 4 p.m. Monday through Friday on regular workdays — or contact by email using the Contact Us Form.
This information is about testing and procedures and may include instructions specific to Cleveland Clinic.
Please consult your physician for information pertaining to your testing.
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Every parent worries that her child isn’t reaching his developmental milestones. Your pediatrician can help chart your child’s growth, making sure there’s a steady progression. It’s important to remember that each child grows at his own rate, and late bloomers do eventually catch up. An infant grows approximately 10 inches in his first year, then growth slows to about 2.5 inches per year until adolescence. Expect a major growth spurt as puberty hits — between the ages of 8 to 13 for girls and 10 to 15 years old for boys.
Ensure that your child gets enough calcium in her diet. Quality nutrition prior to puberty is essential in making sure a child reaches her growth potential. Milk is a great source of calcium, as are sardines and broccoli. A daily multivitamin is also a good way to make sure your child gets enough calcium, which, according to the Keep Kids Healthy website is 500 mg per day for children ages one to three, 800 mg per day for children ages four to eight, and 1,300 mg per day for children nine to 18.
Get enough sleep. It is during sleep that the body repairs itself and during which growth hormones are produced. Sleep requirements include 16 to 20 hours per day for babies up to six months, 15 hours for babies up to a year old, 10 to 13 hours for children ages one to five years, 10 hours (usually at night although naps are still fine) for children ages six to eight, and eight to nine hours per night through age 18, according to health care providers at foxnews.com.
Incorporate stretching and weight-bearing exercises into your child’s daily routine to maximize his growth. Exercises might include touching your toes without bending your knees or standing with your spine against a wall and reaching your arms as high as you can over your head and holding for five seconds without having your spine leave the wall. To stretch the legs try sitting with your legs in a “V” and learning to touch one toe with both hands and then moving slowly over to the other toe with a flat back, taking about 15 seconds to finish a rep. Stretch your spine by getting on all fours and arching your back like a frightened cat and holding for about five seconds. For other exercises, visit walktallshoes.com (see Resources).
Consider underlying causes. If your child’s growth seems to be lagging, check with your child’s doctor about kidney disease or other disorders or medications that may be impeding her growth. If the underlying cause is treatable, or a medication can be switched, you child will grow.
Talk to your doctor about Human Growth Hormone. If your child is deficient in this hormone, his pediatrician may prescribe it to help your child to grow.HGH is continued until growth plates have fused and growth is completed and has been shown to help children grow according to the MAGIC Foundation.
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Whooping Cough in Children
Introduction of whooping cough in children
Cough can simply be defined as to exhale abruptly. This is body’s natural reflect when there is congestion or irritation in the throat or respiratory track. In other words, cough is the reaction of the body in response to some substances hose are irritable and tend to block the pathway that carries air that we breathe in from our nose or mouth to the lungs.
Cough is very common problem that affects everyone including animals. It is generally considered as a simple problem, but when it is a significant symptom of some underlying major disease, it creates severe damage to the human body. In children, the more severe form is whooping cough. This is also known as pertussis. The most prominent symptoms of whooping cough in children are distinctive and uncontrollable coughing that can stop your child’s breath for a while. The cough is generally followed by a sharp, high-pitched intake of an air and this intake of air creates the characteristic that sounds like ‘whoop’ for which the disease is named after.
Causes of whooping cough in children
Whooping cough is caused by a bacterium called Bortadella pertussis. This bacterium, when inhaled, gets attached to cilia that are present in the respiratory tract. Cilia are minute, hair-like projections on cells that beat back and forth constantly in the respiratory tracts all the time. This motion of cilia helps clearing the respiratory tract from bacteria, viruses and other irritants and microorganisms.
Bortadella pertussis interferes the mechanism and functionality of the cilia. When these materials get cleared away from the cilia, they become lodged in the respiratory tract and cough those results in the body’s natural way of attempting to get rid of these irritants.
The bacteria are generally carried in droplets of water coughed into the air by an infected child or a person. The incubation period (the time when bacteria are ingested into the body to the symptoms present for the first time) could be 2-5 days.
Symptoms of whooping cough in children
Symptoms begin with simple cough. The disease is often mis-diagnosed for a bad cold or a routine cough. The child has teary eyes, fatigue, sneezing, loss of appetite and running nose is common in all. The severity gets increased by second or third week of continuous cough. The cough is said to be caused by inflammation of the respiratory system and therefore, breathing tubes become narrowed. This makes the breathing difficult for a child and he or she cannot get enough oxygen that meets the body’s requirement. Result of that, the child bends forwards and tries to get more air. The child has labored breathing and often runs to the windows to get more fresh air.
There will be severe exhaustion during the third stage of the whooping cough. Due to breathing problem, child may get bluish coloration of the skin due to improper and insufficient supply of the oxygen to the body cells.
Complications of whooping cough in children
There can be serious complications following the untreated or improperly treated whooping cough. One of the dangerous is the brain damage because of lack of oxygen supply to the brain. The violent shaking caused by coughing can also bring physical damage to the brain and due to that, seizures may be seen in some cases.
Another rare and common in adult’s complication is hernia. The force that coughs puts on to the abdomen and related organs can protrude the body organs outside their framework and can cause the hernia. Other complications may include pneumonia, respiratory blockage and many more. <
Diagnosis and treatment of whooping cough in children
Whooping cough can be difficult to diagnose. However, symptoms and sound of the cough can get you the picture of the disease. The clear diagnosis can be ruled about by taking throat culture. A cotton swab is wiped across the back of the child’s mouth and it is examined under microscope. The bacterial culture shows positive results for presence of Pertussis bacteria and so confirms the diagnosis. Chest X-Ray and blood culture may show alteration according to the severity of the disease.
The treatment is vaccination as the prevention is always better then cures. Get your child vaccinated properly against the whooping cough. Non-vaccinated child are susceptible to have whooping cough and they are treated with high antibiotics along with certain cough-suppressants and mucolytic syrups.
Ayurveda believes this to be ‘kaasa’ and certain herbs like kantakari, haridra, aadrak, bhringaraja, manahshila, pushkarmoola can be very helpful in these conditions. You can go for any of the formula containing above herbs or can go for the mixture of all the above said herbs’ powder. Other medications that develop the immunity in children may also help in such conditions.
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|Introduction to Basic Unix System Administration|
|<<< Previous||Access to the Unix system, to files and directories||Next >>>|
Every file and every directory has 3 types of access, being read access, write access and exectue access for 3 types of groups: user, group and other. The first group is the group of the owner of the file. The second group contains access rights for a group of users. The third set of access rights is for any other user (not being the owner and not belonging to the group having access rights to the file or directory).
With the -l option (long list) of ls, you can find out the access rights for any given file or directory:
tille:~>ls -l verlanglijst -rw-rw-r-- 1 tille tille 200 Apr 13 10:23 verlanglijst
The file verlanglijst is owned by user tille, who has a separate group (the fact of each user having his own group is common on some newer Unix systems). It is readable and writeable for the user tille and other users that may be in group tille, and every other user can read the file.
The types of access have a value:
read access: value 4
write access: value 2
execute access: value 1
The chmod command (change mode) uses these values by making the sum of rights given to each group, thus obtaining 3 numbers between 0 and 7. In the above example the file verlanglijst would have a value of 664.
full access to everybody:
chmod 777 filename
share a file with users in your group:
chmod 775 filename
to share a directory with other users in your group without giving them opportunity to rename, remove or add files:
chmod 755 dirname
to protect files from other users:
chmod 700 file
to prevent yourself from accidentally removing, renaming or deleting files in a directory:
chmod 500 dirname
to make a private file that only you can edit:
chmod 600 file
to protect a file from accidental editing:
chmod 400 file
to let users of your group edit a file while keeping it unaccessable for any other user:
chmod 660 file
This is a simple explanation on chmod. In the manual, you will see that there are actually 4 octal digits specifying security on a file, as showed in this extract from the chmod manual:
Some Unix systems provide extra permission facilities, which go beyond the standard Unix file permission. Examples are filesystem specific attributes (ie. on Linux ext2 filesystems, files can have extra restrictions such as append-only, compressed, immutable or undeletable) and Access Control Lists (ie. on Solaris). Type man chattr or consult your vendor's system-specific documentation.
Changing user or group ownership of a file is done with the GNU chown command (change owner). Although both types of ownership are changed with the same command, they are independent of each other. E.g. you need not be a member of the group that owns the file in order to be able to change it. Your own group will be considered as "other", and if permissions allow, you can change the file.
User and group ownership can be changed in one command:
chown newuser:newgroup file
See man chown for more.
When you know the password of another user's account, you can present yourself to the system with that user's permissions using the su command (switch user). E.g. the intranet website of your company is managed by a special user called "www". In order to change the site, use
su - www
You will be prompted to enter the password for user "www". After the authentication process, you are working on the system using the permissions of user "www". Check with the id -a command:
[tille@rincewind tille]$ su - www Password: [www@rincewind www]$ id -a uid=501(www) gid=501(www) groups=501(www)
So every file is owned by somebody. And so is every process. If you want to handle a file or a process, you have to be the owner. It is clear that some actions need to be undertaken to circumvent this situation. Who will clean up the mess? Who will modify the system files and services? On a Unix system, this force is called the "superuser" or "root".
The root account should always be protected with a password, and the root user is not obliged in any way to communicate this to the other users. This prevents people from reading eachother's mail, from harassing other people and generally prevents a great deal of accidents.
The root user (system administrator) should only use the root status when necessary, and only when concentrated. Root status gives full controll over the system, so you should be careful when "being" root. Should you need to become root, always log in as a normal user and then use the su - (switch user) command, which will give you root status when no options are given. When connecting to a system over the network, use ssh (see above: connecting to a system) if you want to connect directly using the root account.
In this document, we'll assume that you don't know the password for the root account. Almost any command discussed in this document can be executed without superuser status.
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1. Talk with the student openly about stuttering but don't make a big deal about it. Acknowledge the problem with her and inquire about what classroom activities are more difficult for her to speak in. Ask the student for some suggestions for things that would help to manage her speech in the class and discuss them with her.
2. Allow the student who stutters plenty of time to answer questions in class. Reduce time pressure in the classroom as much as possible.
3. Don't supply words or finish a sentence when the student is having trouble. No one likes words put in his or her mouth. And, of course, if you guess the wrong word, the difficulties multiply.
4. Don't ask the student to substitute an easy word for a hard one as this will only increase the fear of certain words and phrases.
5. Refrain from making comments such as "Slow down," "Relax," "Think before you try to speak," etc. This advice can be felt as demeaning, not constructive, and it does not help.
6. Use a random method to call on students in the class rather than going systematically up and down rows. Making a person who stutters wait his turn in this way greatly increases apprehension or tension.
7. Be flexible (when necessary) in the way a person who stutters is required to participate in classroom activities. For example, if the student has a very difficult time talking in front of the whole class, could smaller groups be set up for reading and presentations? This does not mean the person who stutters should be excused from or avoid participating in class, only that she might participate differently when necessary.
8. Allow plenty of opportunities for the student to speak in class on days when speech is easier. Most people who stutter have "good" and "bad" days; capitalize on the good ones.
9. Praise the student for participating verbally in classroom activity. But praise what they say, not how they say it.
10. Maintain normal eye contact with the student and project a relaxed body language.
11. After a dysfluent utterance, repeat back the content of what the student said. This will ensure understanding and reduce the student's negative memory of the dysfluency.
12. Discourage students from making fun of someone who stutters; discuss stuttering in the class, if the student who stutters feels comfortable with this.
13. Discuss with the student, the speech therapist, and the parents how best to approach the management of this particular student's stuttering and use of speech techniques in the classroom.
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Excellent website graphic design is made up of more than just creative imagery and thoughtful color selection; it also consists of the right typography choices. In fact, typography selections and treatments for text, headers and more will most determine how your website is perceived. The wrong selections or combinations will make your business website seem amateurish, when you are hoping to come across as a trustworthy company.
Just choosing a great font won’t help you. There are more considerations, such as size, weight, leading and tracking. So how do you steer clear of common amateur designer typography mistakes on your business website? You can begin by following these tips to use type to transform your web design from clumsy to sleekly professional:
1. Give Type Breathing Room
The main goal of typography is to improve readability. In order to make your website copy more readable and easier on the eyes, learn to use whitespace, padding and leading to your advantage.
While whitespace is often considered to be ‘nothing’ — insofar as it refers to the unmarked portions of your page — it is what actually allows your design elements to exist harmoniously. Leave enough space to allow each part of your design and copy enough breathing room and to rest the eye. Just be careful not to leave too much space, as it can result in your website looking incomplete and abandoned.
Padding is a part of whitespace, referring specifically to the empty space around the edges of a block of text or copy. Crowding your text makes it difficult to read and amateurish.
The amount of space between lines of text in a paragraph is called leading. A good amount of leading makes it easier for the reader to move from line to line. The more your design facilitates them doing so, the more they will read. A good rule of thumb for leading is to multiply your font size by 1.5. So, if we are using 11 pt font, the leading would be 16.5. (11 x 1.5 = 16.5)
2. Watch Your Tracking
Keep an eye on how the default tracking (space between letters) affects your fonts readability. Professional graphic designers know that some letters just run amok when place too close next to each other and that can throw off your design. Like in the word ‘kerning’. If the ‘r’ and the ‘n’ are too close together, they will look like an ‘m’. If you have any instances like this on your web page, you know that the tracking needs to be adjusted.
Speaking of kerning: It’s easy to confuse kerning with tracking. The deference is that kerning is applied to two specific letters, while tracking refers to the space between all letters.
3. Be Selective with Font Choices
Were you wondering when we were going to get to actual fonts? There are a lot of truly gorgeous fonts out there that look wonderful together. BUT unless you are an experienced designer who knows how to mix and match these perfectly, stick to only two or three choices. Otherwise you’ll end up with a hot mess that looks like a grade schooler designed your website. A good rule of thumb for beginners is to pick on serif font and one sans serif font.
4. Hierarchy Should Flow Sensibly
The easiest way to denote hierarchy, or importance, of text is to make it bigger or smaller. Obviously the larger the text, the more important it is. However, the size differences still need to be appealing to the eye and look well done. As a guideline, try to keep headings only 2 to 3 times as big as your text body. For example, for an 11 pt text paragraph, a 22 to 33 pt heading would look best.
Do you need help with the typography or design of your website? Contact Elaton to see how we can help!
Photo credit: adictio/Flickr
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In your warehouse, the only thing more valuable than your goods is the amount of available space you have at hand to store it all in. The more goods your warehouse can contain the greater its overall value and the greater bulwark you have against potential losses. Once locked away somewhere safe, your supplies are not going to suddenly evaporate, and even if they may eventually they can do so at a rate you’ll be able to observe and slow down, allowing you more time to either move them on or be replaced. Therefore finding strategies to ensure your warehouse has as much space as possible for incoming goods can be essential.
How can this be achieved then? Well, there are a number of things you can do to help ensure you’re never lacking for warehouse capacity. Listed below are five tips to get you started. In time, you may find strategies of your own that you find help you better.
- Plan Ahead
This is basic, but very easy to overlook when someone is getting extra excited over a sudden influx of goods. Always make sure you are planning ahead of every shipment your warehouse receives. Everything should already have a place in your warehouse when it arrives, and this should have been decided upon even before you decided to order it. Try to leave yourself as much elbow room as you can within your warehouse as you can, so that if you have an unexpected arrival of stock you can still place it somewhere short term until you can work out what to do with it.
- Remember Throughput
It’s easy to think of a warehouse only in terms of what is going in, to such as extent that you forget what is going out. As soon as your warehouse can no longer send out goods, you stop making money, so it’s important to remember throughput as much as possible. If ever you find yourself starting to run out of space, try to look into new ways to offload goods to new customers, or expanding the amount of stock sent to existing customers. Your stock will never make you much money at all so long as it remains within the warehouse.
- Order Little and Often
While it may increase your shipping costs, ordering stock in small, frequent amounts will reduce your batch stock and free up a little more space within the warehouse for other goods. This is especially worth considering if the stock in question is not in particularly high demand, in which case the space can be better used in any case. With stock that has proven to be a little more popular, this can also be viable, although you increase the risks of running out of stock. This is simply a part of warehouse life, and can be addressed by keeping in contact with your clients and customers.
- Increase Hours
As well as space, time can also be a useful thing to look into when trying to expand your warehouse space. Generally a single loading bay operating for 16 hours can work just as effectively as two operating at 8 hours each. There are roughly 168 hours a week in which you can work, and increasing the hours in which loading bays operate can double or even triple your warehouse’s productivity, and as a result its storage capacity.
- Learn to Use Your Space More Effectively
It’s tempting when looking at increases in storage space to simply reduce the width of your aisles. This isn’t always effective however, especially if you have a warehouse that isn’t particularly large to begin with, or possessed of a particularly high roof. As such try to look into your actual stock and planning better strategies for storing it. In essence, tailoring your strategies to your warehouse stock, as well as planning for its picking profile. Alas that means using math -- you need to be able to calculate product cube and velocity.
- Bonus Tip: Get in a warehouse design consultant
If you need advice on designing a warehouse or inventory management for your company, Hillman Consulting are a supply chain consultancy who can offer advice on how to meet your standards in a warehouse design to maximise your company’s performance.You can visit the Gideon Hillman consulting webiste here.
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Definition of inhibition in English:
1A feeling that makes one self-conscious and unable to act in a relaxed and natural way: the children, at first shy, soon lost their inhibitions [mass noun]: she showed an enthusiasm for sex and a lack of inhibition which was entirely alien to him
More example sentences
- And what with alcohol removing your natural inhibitions, I… did some things that I shouldn't have.
- Once the Soviet Union collapsed, the fear and inhibitions mostly disappeared, but the psychological need to confront ‘evil’ states remained.
- I remember being a little shy about bathing outside naked but then my inhibitions would disappear at the sheer joy of feeling that soft warm water on my hot skin.
shyness, reticence, self-consciousness, reserve, diffidence, bashfulness, coyness, embarrassment, unease, wariness, reluctance, discomfort, hesitance, hesitancy, apprehension, nerves, nervousness, insecurity;
1.1 Psychology A restraint on the direct expression of an instinct.
- But Freud also acknowledged that purely external factors, rather than internal inhibitions, might prevent the direct expression of such impulses.
- She then builds up a secondary inhibition to sexual arousal in order to avoid the frustration accompanying an unsatisfying sexual experience.
- The moral that Freud drew from this reasoning was that the inhibition of natural emotional expressions could lead to dangerous consequences.
1.2 [mass noun] The slowing or prevention of a process, reaction, or function by a particular substance.
- With respect to this subject, the reported DNA damage and inhibition of DNA repair functions by photooxidative reactions is an interesting aspect.
- Similar calmodulin-mediated phosphorylations lead to inhibition of glycogen synthase.
- The alternative possibility, that the kinetic complexity of Mg-G-actin digestions arises from trypsin inhibition in these reactions, has been tested in two ways.
2 [mass noun] The action of inhibiting a process.
- The main characteristic of whole body withdrawal is complete inhibition of swimming.
- It may involve simultaneous activation of some belief representations and inhibition of others.
- There is no reason to think other large single-currency areas, such as China, pay any smaller cost in terms of overall GDP inhibition and regional disparity.
curbing, checking, suppression, repression, restriction, restraint, constraint, bridling, shackling, fettering, cramping, baulking, frustration, arrest, stifling, smothering, prevention, blocking, thwarting, foiling, quashing, stopping, halting, putting an end/stop to, nipping in the bud;
3 Law , British An order or writ of prohibition, especially against dealing with a specified piece of land or property.
- As the accountant or the lawyer pointed out though, there would be stamp duty inhibitions on that.
- Now, these provisions mean that the land is less valuable than it would be if the land were conveyed without the inhibitions?
- Yes, but the practical effect of the inhibition on the lawyer to give a communication is to inhibit the receipt of the communication by the person to whom it is directed.
What do you find interesting about this word or phrase?
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“The importance of Chaucer’s tales and their impact on the progress of civil and religious liberty cannot be overstated. Chaucer’s subtle irony exposes the hypocrisy and corruption of the powerful; his humor sheds light upon common human foibles of pride, vanity, greed, and deceit–helping us see ourselves better.” — Rhea Berg
I LOVE this one 🙂
from The Canterbury Tales: The Prologue,
Here bygynneth the Book of the Tales of Caunterbury.
Whan that Aprill with his shoures soote
The droghte of March hath perced to the roote
And bathed every veyne in swich licour
Of which vertu engendred is the flour,
5 Whan Zephirus eek with his sweete breeth
Inspired hath in every holt and heeth
The tendre croppes, and the yonge sonne
Hath in the Ram his half cours y-ronne,
And smale foweles maken melodye
10 That slepen al the nyght with open eye,
So priketh hem Nature in hir corages,
Than longen folk to goon on pilgrymages,
And palmeres for to seken straunge strondes,
To ferne halwes kouthe in sondry londes.
15 And specially, from every shires ende
Of Engelond, to Caunterbury they wende,
The holy, blisful martir for to seke
That hem hath holpen whan that they were seeke
Bifel that in that sesoun on a day
20 In Southwerk at the Tabard, as I lay
Redy to wenden on my pilgrymage
To Caunterbury with ful devout corage,
At nyght was come into that hostelrye
Wel nyne-and-twenty in a compaignye
25 Of sondry folk by aventure y-falle
In felaweshipe, and pilgrymes were they alle
That toward Caunterbury wolden ryde.
The chambres and the stables weren wyde,
And wel we weren esed atte beste;
30 And shortly, whan the sonne was to reste,
So hadde I spoken with hem everichon
That I was of hir felaweshipe anon;
And made forward erly for to ryse
To take oure wey ther-as I yow devyse.
35 But, nathelees, whil I have tyme and space,
Er that I ferther in this tale pace,
Me thynketh it acordant to resoun
To telle yow al the condicioun
Of ech of hem so as it semed me,
40 And whiche they weren, and of what degree,
And eek in what array that they were inne;
And at a knyght than wol I first bigynne.
Watch the video below. Please start watching at 9 minutes.
But PLEASE SKIP the portion from almost 14 minutes (DO NOT LISTEN TO the Miller’s Tale) and start listening again at 20 minutes into it. Then you can finish it.
The tales are really interesting; you will like them.
From the General Prologue, please read the descriptions of the following pilgrims. For each pilgrim I want you to summarize the description in a few sentences. Does Chaucer admire them or sarcastically insult them. What do they look like? Are they respectable?
- The Knight
- The Nun
- The Monk
- The Oxford Cleric
- The Woman of Bath
- The Parson
- The Miller
- The Summoner
- The Pardoner
- Read The Wife of Bath’s Tale
- Answer Questions 1-4 and 8 on page 197. Then answer the question on the bottom of the page about whether men understand women. This answer should be at least a paragraph long.
- Read The Pardoner’s Tale
- Answer questions 1-4, 7, and 8 on page 181
Don’t email it to me!!! Just bring your work into class, along with the three Chaucer packets, so that we can discuss it all in class on Friday 🙂
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Strengthening & Stretching the Hip Flexors Quickly
Walking, running and biking are activities that require the use of your hip flexors and highlight the importance of healthy hip flexor muscles. To learn how to quickly strengthen and stretch your hip flexors, study the anatomy of the hip flexor muscles and their muscular actions and learn some appropriate exercises. This will give you the insight you need to strengthen and stretch your hip flexors no matter where you are and how much or little time you have.
The Anatomy of the Hip Flexors
There are a total of 10 muscles involved in hip flexion. However, the major muscles leading the action are the rectus femoris, psoas major and iliacus. Together the poas major and iliacus are commonly referred to as the iliopsoas. In conjunction, these muscles lift the leg as they bend or flex the hip. Since the iliopsoas only crosses the anterior or front of the hip, it does not engage the knee. However, the rectus femoris inserts into the patella, or knee cap. Therefore, it also straightens or extends the knee.
The Art and Science of Strengthening and Stretching the Hip Flexors
The concept of strengthening and stretching is simple. To strengthen the hip flexors, move them in the direction of their muscular action. To lengthen them, move them in the opposite direction of their muscular action. For instance, to strengthen the hip flexors, flex your hip. To stretch them, extend your hip. Note that the iliopsoas only crosses the anterior hip. Therefore, it does not matter if your leg it straight or bent. However, the rectus femoris crosses the anterior hip and knee. Therefore, you must flex your hip and straighten your leg to stretch the entire rectus femoris muscle.
Strengthening the Hip Flexors
Strengthening the hip flexors is important because they allow hip flexion and provide stability to your hips and back. Stand with your feet hip-with apart. Shift all of your weight into your left foot. Bend your right knee up as high as you can. Straighten your leg out parallel to the floor. Keep your hips and shoulders level. Slowly bend your right knee, but keep your knee up. Lower your foot to the floor. Complete three sets of 15 then switch sides. To increase resistance, add ankle weights -- start with 1 pound, then progress to 3 and then 5 pounds.
Stretching the Hip Flexors
After a hip flexion workout, counter the contraction with a stretch. The first stretch, called Crescent pose or high lunge, will target the iliopsoas. Stand straight with your hands on your hips. Step back with your right foot about 3 to 4 feet. Bend your left knee to 90 degrees and keep your right leg straight. Hold for six long, deep breathes. Then proceed to the low lunge with your knee on the floor. This stretch will target the rectus femoris. Lower the right knee to the floor. Deepen the bend in your left knee. Make sure your left knee is directly over your ankle. Hold for six breathes.
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