South Africa-Historical Development

South Africa Index

Before South Africa's vast mineral wealth was discovered in the late nineteenth century, there was a general belief that southern Africa was almost devoid of the riches that had drawn Europeans to the rest of the continent. South Africa had no known gold deposits such as those the Portuguese had sought in West Africa in the fifteenth century. The region did not attract many slave traders, in part because local populations were sparsely settled. Valuable crops such as palm oil, rubber, and cocoa, which were found elsewhere on the continent, were absent. Although the local economy was rich in some areas--based on mixed farming and herding--only ivory was traded to any extent. Most local products were not sought for large-scale consumption in Europe.

Instead, Europeans first settled southern Africa to resupply their trading expeditions bound for other parts of the world (see Origins of Settlement, ch. 1). In 1652 the Dutch East India Company settled a few employees at a small fort at present-day Cape Town and ordered them to provide fresh food for the company's ships that rounded the Cape on their way to East Africa and Asia. This nucleus of European settlement quickly spread outward from the fort, first to trade with the local Khoikhoi hunting populations and later to seize their land for European farmers. Smallpox epidemics swept the area in the late eighteenth century, and Europeans who had come to rely on Khoikhoi labor enslaved many of the survivors of the epidemics.

By the early nineteenth century, when the Cape settlement came under British rule, 26,000 Dutch farmers had settled the area from Stellenbosch to the Great Fish River (see fig. 7). In 1820 the British government sponsored 5,000 more settlers who also established large cattle ranches, relying on African labor. But the European immigrants, like earlier arrivals in the area, engaged primarily in subsistence farming and produced little for export.

The discovery of diamonds in 1869 and of gold in 1886 revolutionized the economy. European investment flowed in; by the end of the nineteenth century, it was equivalent to all European investment in the rest of Africa. International banks and private lenders increased cash and credit available to local farmers, miners, and prospectors, and they, in turn, placed growing demands for land and labor on the local African populations. The Europeans resorted to violence to defend their economic interests, sometimes clashing with those who refused to relinquish their freedom or their land. Eventually, as the best land became scarce, groups of settlers clashed with one another, and rival Dutch and British populations fought for control over the land (see Industrialization and Imperialism, 1870-1910, ch. 1).

South Africa was drawn into the international economy through its exports, primarily diamonds and gold, and through its own increasing demand for a variety of agricultural imports. The cycle of economic growth was stimulated by the continual expansion of the mining industry, and with newfound wealth, consumer demand fueled higher levels of trade.

In the first half of the twentieth century, government economic policies were designed to meet local consumer demand and to reduce the nation's reliance on its mining sector by providing incentives for farming and for establishing manufacturing enterprises. But the government also saw its role as helping to defend white farmers and businessmen from African competition. In 1913 the Natives Land Act reserved most of the land for white ownership, forcing many black farmers to work as wage laborers on land they had previously owned. When the act was amended in 1936, black land ownership was restricted to 13 percent of the country, much of it heavily eroded.

White farmers received other privileges, such as loans from a government Land Bank (created in 1912), labor law protection, and crop subsidies. Marketing boards, which were established to stabilize production of many crops, paid more for produce from white farmers than for produce from black farmers. All farm activity suffered from the cyclical droughts that swept the subcontinent, but white farmers received greater government protection against economic losses.

During the 1920s, to encourage the fledgling manufacturing industries, the government established state corporations to provide inexpensive electricity and steel for industrial use, and it imposed import tariffs to protect local manufacturers. Again black entrepreneurs were discouraged, and new laws limited the rights of black workers, creating a large pool of low-cost industrial labor. By the end of the 1930s, the growing number of state-owned enterprises dominated the manufacturing sector, and black entrepreneurs continued to be pressured to remain outside the formal economy.

Manufacturing experienced new growth during and after World War II. Many of the conditions necessary for economic expansion had been present before the war--cities were growing, agriculture was being consolidated into large farms with greater emphasis on commercial production, and mine owners and shareholders had begun to diversify their investments into other sectors. As the war ended, local consumer demand rose to new highs, and with strong government support--and international competitors at bay--local agriculture and manufacturing began to expand.

The government increased its role in the economy, especially in manufacturing, during the 1950s and the 1960s. It also initiated large-scale programs to promote the commercial cultivation of corn and wheat. Government investments through the state-owned Industrial Development Corporation (IDC) helped to establish local textile and pulp and paper industries, as well as state corporations to produce fertilizers, chemicals, oil, and armaments. Both manufacturing and agricultural production expanded rapidly, and by 1970 manufacturing output exceeded that of mining.

Despite the appearance of self-sustaining economic growth during the postwar period, the country's economy continued to be susceptible to its historical limitations: recurrent drought, overreliance on gold exports, and the costs and consequences of the use of disenfranchised labor. While commercial agriculture developed into an important source of export revenue, production plummeted during two major droughts, from 1960 to 1966 and from 1981 to 1985. Gold continued to be the most important export and revenue earner; yet, as the price of gold fluctuated, especially during the 1980s, South Africa's exchange rate and ability to import goods suffered.

Manufacturing, in particular, was seriously affected by downswings in the price of gold, in part because it relied on imported machinery and capital. Some capital-intensive industries were able to expand, but only with massive foreign loans. As a result, many industries were insulated from the rising labor militancy, especially among black workers, which sparked disputes and slowed productivity in the late 1980s. As black labor increasingly voiced its frustrations, and foreign banks cut short their loans because of mounting instability, even capital-intensive industries felt the impact of apartheid on profits.

The economy was in recession from March 1989 through most of 1993, largely in response to worldwide economic conditions and the long-term effects of apartheid. It registered only negligible, or negative, growth in most quarters. High inflation had become chronic, driving up costs in all sectors. Living standards of the majority of black citizens either fell or remained dangerously low, while those of many whites also began to decline. Economic growth continued to depend on decent world prices for gold and on the availability of foreign loans. Even as some sectors of the economy began to recover in late 1993, intense violence and political uncertainty in the face of reform slowed overall growth through 1994.

Data as of May 1996

Copyright mongabay 2000-2013


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The Baltimore Sun

Hoag creates two more endowed chair positions

The first endowed chairs in cardiovascular surgery and gastrointestinal cancer at Hoag Hospital were named earlier this month, according to a hospital news release.

Cardiovascular surgeon Dr. Aidan Raney, named the James & Pamela Muzzy endowed chairman in cardiovascular surgery, and digestive disease expert Dr. John Lipham, named the James & Pamela Muzzy endowed chairman in gastrointestinal cancer, were recognized Dec. 7 at the inaugural Hoag Hospital Foundation's Endowed Chair Investiture Ceremony.

The creation of the positions is possible due to a donation by PIMCO founding partner Jim Muzzy and his wife, Pam.

"The funds from the endowed chairs will allow Hoag to stay on the leading edge of improving technology and programs for our patients in cardiovascular surgery and gastrointestinal cancer," Dr. Richard Afable, Hoag president and chief executive, said in a prepared statement. "The concept of endowed chairs puts Hoag on the same playing field as leading academic institutions and we look forward to developing these world-class programs in order to provide the highest quality care to the community we serve."

Hoag has four other endowed chair positions revolving around cancer, cardiac care, memory loss and cognitive impairment and neurosciences.

— Sarah Peters

Twitter: @speters01


Feats > Metamagic Feats >

Dazing Spell (Metamagic)

The gadget spec URL could not be found

You can daze creatures with the power of your spells.

Benefit: You can modify a spell to daze a creature damaged by the spell. When a creature takes damage from this spell, they become dazed for a number of rounds equal to the original level of the spell. If the spell allows a saving throw, a successful save negates the daze effect. If the spell does not allow a save, the target can make a Will save to negate the daze effect. If the spell effect also causes the creature to become dazed, the duration of this metamagic effect is added to the duration of the spell.

Level Increase: +3 (a dazing spell uses up a spell slot three levels higher than the spell’s actual level.

Spells that do not inflict damage do not benefit from this feat.


It seemed like such a simple idea - laser etch a cool design on creme brulee for Valentine's day dessert.  First, we needed to bake the custard at home then off to techshop to use the lasers.

You'll need:

6 large egg yolks (I only had medium eggs and the internet told me 6 yolks is 105 grams, so I used 7 medium egg yolks)
1 quart of cream
1 cup of sugar
a vanilla bean
a pinch of salt
a torch
and a laser cutter

Let's get started

Step 1: Make the custard

Gather the ingredients.  Preheat your oven to 325*F.  Split the vanilla bean lengthwise, put it along with the cream, half a cup of sugar, and a pinch of salt in a sauce pan and bring it up to a simmer.  Let it steep for 15 minutes then temper the egg yolks in (whisk the yolks adding a little of the hot liquid at a time so you slowly bring the yolks up to temperature without ending up with scrambled eggs).

Pour the custard into ramekins, then place the ramekins in a baking dish and add enough water to the baking dish until it's the same depth as your custard.  Bake for about 25 minutes, until the custard is just set.  Use a metal spatula to retrieve the ramekins and put them on a wire rack to cool.  Wrap them in plastic wrap and stick them in the fridge overnight.

About This Instructable

More by FoodGeek:How to make vise jaws Make a bunch of kitchen utensils from a block of wood Creme brulee + Laser cutter = ???
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Highest Quality Supplements Since 1980

Life Extension Magazine

Healing Cream

September 2010

The effects of topical vitamin K on bruising after laser treatment.

BACKGROUND: Pulsed dye laser treatment and other cosmetic procedures result in significant bruising. Claims have been made regarding the efficacy of topical vitamin K in both preventing and speeding the clearing of bruising; however, well-controlled studies are lacking. OBJECTIVE: The purpose of this study is to evaluate the effects of topical vitamin K versus placebo in the prevention and clearing of laser-induced purpura. METHODS: A total of 22 patients were enrolled in this double-blind randomized placebo-controlled study. The patients were divided into pretreatment and posttreatment groups; the 11 patients in the former group applied vitamin K cream to half of their face and vehicle alone to the other half of their face twice daily for 2 weeks before laser treatment. The latter group followed the same procedure for 2 weeks after laser treatment. On day 0, all subjects underwent laser treatment for facial telangiectases using a 585-nm pulsed dye laser. Bruising was rated by the both the patient and physician by means of a visual analogue scale on days 0, 3, 7, 10, 14, and 17. RESULTS: The side of the face treated with topical vitamin K before laser therapy showed no significant difference in bruising as compared to placebo. However, the side of the face treated with vitamin K cream after laser treatment had significantly lower scores of bruising severity when compared with the side treated with placebo. CONCLUSION: Although pretreatment with vitamin K did not prevent bruising after laser treatment, use of vitamin K cream after laser treatment did reduce the severity of bruising, particularly in the initial days of application.

Helenalin, an anti-inflammatory sesquiterpene lactone from Arnica, selectively inhibits transcription factor NF-kappaB.

Alcoholic extracts prepared form Arnicae flos, the collective name for flowerheads from Arnica montana and A. chamissonis ssp. foliosa, are used therapeutically as anti-inflammatory remedies. The active ingredients mediating the pharmacological effect are mainly sesquiterpene lactones, such as helenalin, 11alpha,13-dihydrohelenalin, chamissonolid and their ester derivatives. While these compounds affect various cellular processes, current data do not fully explain how sesquiterpene lactones exert their anti-inflammatory effect. We show here that helenalin, and, to a much lesser degree, 11alpha,13-dihydrohelenalin and chamissonolid, inhibit activation of transcription factor NF-kappaB. This difference in efficacy, which correlates with the compounds’ anti-inflammatory potency in vivo, may be explained by differences in structure and conformation. NF-kappaB, which resides in an inactive, cytoplasmic complex in unstimulated cells, is activated by phosphorylation and degradation of its inhibitory subunit, IkappaB. Helenalin inhibits NF-kappaB activation in response to four different stimuli in T-cells, B-cells and epithelial cells and abrogates kappaB-driven gene expression. This inhibition is selective, as the activity of four other transcription factors, Oct-1, TBP, Sp1 and STAT 5 was not affected. We show that inhibition is not due to a direct modification of the active NF-kappaB heterodimer. Rather, helenalin modifies the NF-kappaB/IkappaB complex, preventing the release of IkappaB. These data suggest a molecular mechanism for the anti-inflammatory effect of sesquiterpene lactones, which differs from that of other nonsteroidal anti-inflammatory drugs (NSAIDs), indomethacin and acetyl salicylic acid.

Biol Chem. 1997 Sep;378(9):951-61

Effect of Thymol on the spontaneous contractile activity of the smooth muscles.

Effects of Thymol on the spontaneous contractile activity (SCA) have been found in in vitro experiments with circular smooth-muscle strips (SMAs) from guinea pig stomach and vena portae. Thymol was found to possess an agonistic effect on the alpha(1)-, alpha(2)- and beta-adrenergic receptors. Its spasmolytic effect is registered at doses higher than 10(-6)M. Thymol in a dose of 10(-4)M inhibits 100% the SCA of the SMAs and reduces the excitatory effect of 10(-5)M ACH to 35%. It is assumed that Thymol has an analgesic effect through its action on the alpha(2)-adrenergic receptors of the nerve cells. By influencing the beta-adrenergic receptors in the adipose cells, it is possible to induce increased synthesis of fatty acids and glycerol, which is a prerequisite for increased heat release.

Phytomedicine. 2007 Jan;14(1):65-9

Elastase, a serine proteinase released by activated human neutrophils, can degrade a wide variety of biomacromolecules including elastin, and is considered a marker of inflammatory diseases. As the logical strategy to protect tissue is to inhibit excessive elastase activity, experimental and clinical researches have concentrated on trying to find efficient elastase inhibitors. As thymol, one of the major components of thyme oil with a phenolic structure, has been credited with a series of pharmacological properties, that include antimicrobial and antioxidant effects, the aim of this study was to explore whether it can also interfere with the release of elastase by human neutrophils stimulated with the synthetic chemotactic peptide N-formyl-methionyl-leucyl-phenylalanine (fMLP). After the neutrophils were incubated with increasing amounts of thymol (2.5, 5, 10, 20 microg/ml), elastase release was initiated by fMLP and measured using MeO-Suc-Ala-Ala-Pro-Val-MCA. The results showed that thymol inhibited fMLP-induced elastase release in a concentration-dependent manner, with the effects of 10 and 20 microg/ml being statistically significant. The behavior of cytosolic calcium mobilization revealed by fura-2 closely resembled that of elastase, thus suggesting that they may be related. The hydrophobic nature of thymol means that it can approach ion channel proteins through the lipid phase of the membrane, alter the local environment of calcium channels and thus inhibit capacitative calcium entry. In brief, thymol inactivates calcium channels machinery, thus triggering a corresponding reduction in elastase. The antibacterial and antimycotic activity of thymol is already well known, but our findings that it inhibits elastase extend our knowledge of the anti-inflammatory activity of this interesting molecule that is already credited with antioxidant activity. These two latter characteristics make thymol a molecule that can have helpful effects in controlling the inflammatory processes present in many infections.

Pharmacology. 2006;77(3):130-6

Thymol, a constituent of thyme essential oil, is a positive allosteric modulator of human GABA(A) receptors and a homo-oligomeric GABA receptor from Drosophila melanogaster.

The GABA-modulating and GABA-mimetic activities of the monoterpenoid thymol were explored on human GABAA and Drosophila melanogaster homomeric RDLac GABA receptors expressed in Xenopus laevis oocytes, voltage-clamped at -60 mV. The site of action of thymol was also investigated. Thymol, 1-100 microm, resulted in a dose-dependent potentiation of the EC20 GABA response in oocytes injected with either alpha1beta3gamma2s GABAA subunit cDNAs or the RDLac subunit RNA. At 100 microm thymol, current amplitudes in response to GABA were 416+/-72 and 715+/-85% of controls, respectively. On both receptors, thymol, 100 microm, elicited small currents in the absence of GABA. The EC50 for GABA at alpha1beta3gamma2s GABAA receptors was reduced by 50 microm thymol from 15+/-3 to 4+/-1 microm, and the Hill slope changed from 1.35+/-0.14 to 1.04+/-0.16; there was little effect on the maximum GABA response. Thymol (1-100 microm) potentiation of responses to EC20 GABA for alpha1beta1gamma2s, alpha6beta3gamma2s and alpha1beta3gamma2s human GABAA receptors was almost identical, arguing against actions at benzodiazepine or loreclezole sites. Neither flumazenil, 3-hydroxymethyl-beta-carboline (3-HMC), nor 5alpha-pregnane-3alpha, 20alpha-diol (5alpha-pregnanediol) affected thymol potentiation of the GABA response at alpha1beta3gamma2s receptors, providing evidence against actions at the benzodiazepine/beta-carboline or steroid sites. Thymol stimulated the agonist actions of pentobarbital and propofol on alpha1beta3gamma2s receptors, consistent with a mode of action distinct from that of either compound. These data suggest that thymol potentiates GABAA receptors through a previously unidentified binding site.

Br J Pharmacol. 2003 Dec;140(8):1363-72

An essential element of the innate immune response to injury is the capacity to recognize microbial invasion and stimulate production of antimicrobial peptides. We investigated how this process is controlled in the epidermis. Keratinocytes surrounding a wound increased expression of the genes coding for the microbial pattern recognition receptors CD14 and TLR2, complementing an increase in cathelicidin antimicrobial peptide expression. These genes were induced by 1,25(OH)2 vitamin D3 (1,25D3; its active form), suggesting a role for vitamin D3 in this process. How 1,25D3 could participate in the injury response was explained by findings that the levels of CYP27B1, which converts 25OH vitamin D3 (25D3) to active 1,25D3, were increased in wounds and induced in keratinocytes in response to TGF-beta1. Blocking the vitamin D receptor, inhibiting CYP27B1, or limiting 25D3 availability prevented TGF-beta1 from inducing cathelicidin, CD14, or TLR2 in human keratinocytes, while CYP27B1-deficient mice failed to increase CD14 expression following wounding. The functional consequence of these observations was confirmed by demonstrating that 1,25D3 enabled keratinocytes to recognize microbial components through TLR2 and respond by cathelicidin production. Thus, we demonstrate what we believe to be a previously unexpected role for vitamin D3 in innate immunity, enabling keratinocytes to recognize and respond to microbes and to protect wounds against infection.

Vitamin D and the skin.

Along with other organs like prostate, bones and kidney, skin is capable of vitamin D synthesis. Primarily keratinocytes but also macrophages and fibroblasts synthesize active vitamin D from cholesterol precursors by photochemical activation. The synthesized vitamin D functions by binding to nuclear vitamin D receptors. Vitamin D deficiency usually manifests as rickets in childhood although it is today only relevant in diseases characterized by malabsorption due to today’s recommended vitamin D prophylaxis. Excessive doses of vitamin D are the usual cause of increased levels. The most common therapeutic target of vitamin D is psoriasis. Here, topical preparations are usually employed; their anti-proliferative and cell differentiation-promoting action is mediated via binding to cutaneous vitamin D receptors.

Vitamin D as an inducer of cathelicidin antimicrobial peptide expression: Past, present and future.

Vitamin D was discovered as the preventive agent of nutritional rickets, a defect in bone development due to inadequate uptake of dietary calcium. However, a variety of studies over the last several years has revealed that vitamin D controls much more than calcium homeostasis. For example, recent research has underlined the key role of vitamin D signaling in regulation of innate immunity in humans. Vitamin D is converted to 25-hydroxyvitamin D (25D), its major circulating form, and then to hormonal 1,25-dihydroxyvitamin D (1,25D) in target cells. We now know that when cells of the immune system such a macrophages sense a bacterial infection they acquire the capacity to convert circulating 25D into 1,25D. Moreover, 1,25D thus produced is a direct inducer of expression of genes encoding antimicrobial peptides, in particular cathelicidin antimicrobial peptide (CAMP). Antimicrobial peptides such as CAMP are vanguards of innate immune responses to bacterial infection and can act as signaling molecules to regulate immune system function. This review covers what we have learned in the past few years about the expression and function of CAMP under physiological and pathophysiological conditions, and addresses the potential future applications of vitamin D analogues to therapeutic regulation of CAMP expression.

J Steroid Biochem Mol Biol. 2010 Mar 17


March 12, 2012

Beliefs About Genes, God, Can Change Health Communication Strategies

Beliefs about nature and nurture can affect how patients and their families respond to news about their diagnosis, according to Penn State health communication researchers.

Understanding how people might respond to a health problem, especially when the recommendations for adapting to the condition may seem contradictory to their beliefs, is crucial to planning communication strategies, said Roxanne Parrott, Distinguished Professor of Communication Arts and Sciences and Health Policy and Administration.

People affected with known genetic or chromosomal disorders, such as Down syndrome, Marfan syndrome and neurofibromatosis, tend to communicate differently about their illness based on their uncertainty of genetics' role in health.

"When a person is uncertain about an illness, it can also predict how they manage that uncertainty and how they desire to talk or communicate about the condition," Parrott said.

When patients and family members are willing to talk about a diagnosis, they have a better chance of connecting with sources of help and support.

"Emotions experienced about a condition impact patient and family members' communication," said Parrott. "How fearful, angry, or sad they feel is part of the uncertainty about the condition and affects how patients and their families seek to navigate the situation."

"What we can do is design programs for genetic counselors that suggest different scripts for communicating based on understanding how people might respond to a diagnosis," Parrott said.

Parrott, who worked with Kathryn F. Peters, a certified genetic counselor and instructor of biobehavioral health, and Tara Traeder, graduate student in communication arts and sciences, said people clustered into four groups based on how they understand the role genetics plays in health. Uncertain relativists are not sure what role personal behaviors, religious faith and social networks play in genetics and health. Personal control relativists tend to be more certain about how personal behavior affects genetics. Genetic determinists believe that only genes determine their health, while integrated relativists believe that behavior, faith and support can affect genetic expression.

While integrated relativists seem to have the most balanced approach to understanding genetics and health, the researchers said that they also had the highest levels of uncertainty about living with the condition of the four groups. People who were more likely to believe genetics are the dominant predictor of their health wanted to communicate more about their condition than those who believe they have more personal control in health.

The researchers, who reported their findings in the online version of the journal Health Communication, analyzed data from a survey of 541 family members or patients diagnosed with neurofibromatosis, Marfan syndrome or Down syndrome. Participants were asked questions about the status of their diagnosis, beliefs on genetics, personal behavior, religious and social life, illness uncertainty and how they manage their uncertainty about living with the diagnosis or living with a family member who has had the diagnosis.

To determine how the participants understood the connection between genetics, and personal behavior in health, the researchers asked participants several questions including whether alcohol can cause changes in the genes of adults. They were also asked whether participants believed drug use could cause genetic changes.

The researchers also asked participants how a higher power or attending a house of worship could affect genes to assess the religious beliefs of the participant.

The survey explored participants' negative feelings and links to how they preferred to communicate about the condition.

Parrott said that communication strategies around the four frameworks linked to beliefs about the role of genetics for health can help simplify health communication strategies and prepare counselors for patient responses.

"A significant number of people are affected by these conditions and it's important to remember that communicating with patients and family is not always a simple thing," said Parrott. "There are times they need to be hopeful and times that they need to be mad."

On the Net:


Friday, March 21, 2014

THE SECOND COMING, The Archangel Gabriel Proclaims a New Age: Cause and Effect

By Joel D. Anastasi with Robert Baker

Robert Baker (1948-2013)

Joel: I know this is an evolutionary process and it’s not going to happen right away, but that seems to be such a momentous shift. Our learning up to now has been through cause and effect, which, to me, essentially means that we take an action and there is a consequence. We assess it, make a judgment about it and base our future actions on the consequences. So we learn through trial and error, cause and effect. What I understand you to be saying is that we are going to be shifting into an ability to just operate out of knowing by being in consonant energy with others.

Gabriel: Cause and effect, first of all, is created through unconscious choice and consequence. In other words, it is created through a survival process of unconsciousness or ignorance. You take an action. You are not aware of what the consequence will be. The consequence results. And because you were unconscious, you do not respond or take responsibility for the consequence; rather, you react to it in a survival manner. Therefore, you are not able to respond to it. You’re not able to see the value of it, take responsibility for it, and then learn from your actions so that the next time you are more conscious and you make conscious choices out of a place of knowing. Cause and effect is learning through trial and error because you’re not conscious enough to learn through conscious choice.

However, through resonant causation I know this choice I am making is going to produce this result or that this is going to happen if I make this choice. It’s going to affect me this way and others that way. And I take responsibility for that. Or, if it’s not something for which I’m willing to take responsibility, I reevaluate my choice. When you operate from resonance, you operate at a certain vibration and frequency of reality. You are maintaining and sustaining a certain reality through the particular vibration. You resonate with the reality. Therefore, the choices you make contribute to that reality. You’re not doing it haphazardly. You’re not doing it through trial and error.

Resonant causation means I resonate at a certain vibration and frequency of consciousness, and there is a certain knowing connected to that. I operate through a radiatory resonance of energy. I resonate with the reality I’m creating and with the choices I make. And I am making choices that have value, meaning, and purpose that are for the highest good for myself and all involved. I consider all parts of reality as to the effect or consequences that my choices may produce. That doesn’t mean I always know exactly what’s going to happen, but I’m in the ballpark. And I know my choices are not going to cause unconscious harm to someone.

Joel: It sounds to me as though you’re talking about moving from unconsciousness to consciousness. Isn’t that what therapy work with the Robert Bakers of the world is designed to do?

They don’t resonate with it.


Understanding Material Loss Across Time and Space

February 17, 2017 - February 18, 2017
School of History and Cultures, University of Birmingham

University of Birmingham
United Kingdom

View the Call For Papers

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Understanding Material Loss intends to examine the usefulness of ‘loss’ as an analytical framework across different disciplines and subfields, but principally within historical studies. Loss and absence are slowly being recognized as significant factors in historical processes, particularly in relation to the material world. Archaeologists, anthropologists, philosophers, literary scholars, sociologists and historians have increasingly come to understand the material world as an active and shaping force. Nevertheless, while significant, such studies have consistently privileged material presence as the basis for understanding how and why the material world has played an increasingly important role in the lives of humans. In contrast, Understanding Material Loss suggests that instances of absence, as much as presence, provide important means of understanding how and why the material world has shaped human life and historical processes.

Speculative and exploratory in nature, Understanding Material Loss asserts that in a period marked by ecological destruction, but also economic austerity, large scale migration and increasing resource scarcity, it is important that historians work to better understand the ways in which humans have responded to material loss in the past and how such responses have shaped change. Understanding Material Loss asks: how have humans historically responded to material loss and how has this shaped historical processes? The conference will bring together a range of scholars in an effort more to begin to explore and frame a problem, than provide definitive answers.

Confirmed keynote speakers include:

·      Professor Pamela Smith, History, Columbia

·      Dr. Simon Werrett, Science and Technology Studies, UCL

·      Professor Maya Jasanoff, History, Harvard

·      Professor Jonathan Lamb, English, Vanderbilt

·      Professor Anthony Bale, English and Humanities, Birkbeck

·      Dr. Astrid Swenson, Politics and History, Brunel

Understanding Material Lossseeks to uncover the multiple practices and institutions that emerged in response to different forms of material loss in the past and asks, how has loss shaped (and been shaped by) processes of acquisition, possession, stability, abundance and permanence? By doing so it seeks to gauge the extent to which ‘loss’ can be used as an organizing framework of study across different disciplines and subfields. Understanding Material Loss seeks papers from across a variety of time periods and geographies. Although open and speculative in nature, this conference will focus on three broad topics within the wider rubric of loss, in order to facilitate meaningful conversations and exchanges.

Using Materials

·      How has the ‘loss’ of particular materials affected scientific practice, manufacturing, architectural design or development in the past?

·      How have humans responded to the partial loss or decay of materials?

·      How have ‘lost’ skills or knowledge affected the use of materials?

·      How have humans re-appropriated or recycled seemingly damaged or obsolete materials?

Possessing Objects

·      How have humans sought to maintain and mark the ownership of objects?

·      How has the loss of possessions and property affected human mobility and constructions of identity?

·      How have communities historically responded to the loss of particular objects? When and why have they sought to stave off the loss of things?

·      Where, when and how have cultures of repair flourished?

·      How has the loss of possessions and property (or the potential for loss) affected processes of production, consumption or financial stability?

Inhabiting Sites and Spaces

·      When and why have particular sites or buildings been understood as destroyed or obsolete?

·      How have past societies responded to the loss of particular sites?

·      When and how have landscapes been actively purged of symbols and sites?

·      How have past societies worked to rebuild or reclaim particular sites?

·      What strategies did past societies develop to ensure the resilience of certain structures?

Please send proposals (250 words max per paper) for papers and panels to conference organizer Kate Smith ( by Friday 14 October 2016. Papers should not exceed 20 minutes. Roundtable panels featuring 5-6 papers of 10 minutes each or other innovative formats are encouraged. More details available at:

Thanks to Past & Present and the University of Birmingham for their generous support for the conference.

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یکشنبه 26 فروردین‌ماه سال 1386 ساعت 11:33 ق.ظ

One night a man had a dream

He dreamed he was walking along the beach with the LORD

Across the sky flashed scense from his life

For each scene he noticed two sets of footprints in the sand

One belonging to him, and the other to the LORD.

WHEN the last scene of his life flashed befor him,

He looked back at the footprints in the sand.

He noticed that many times along the path of his life there was only one set of footprints.he olso noticed that it happened at the very lowest and saddest times in his life.

This realy bothered him and he questioned the lord about it:

 “LORD, you said that once I decided to followed you, you ’d walk withe me all the way. But I have noticed that  during the most troublesome time in my life, there is only one set of footprints.

I do ’nt understand why when I needed you most you would leave me.”

THE lord replied:“MY soon , my precious chilled ,

I love you and I woude never leave you.

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Time Series Satellite and In-Situ Monitoring Data for Climate Fluctuations and Seismic Precursors Assessment
Zoran, Maria; Savastru, Roxana; Savastru, Dan
National Institute of R&D for Optoelectronics, ROMANIA

Results of recent investigations suggest that climate change tends to exacerbate geo-disasters like as earthquake events. Earthquake science has entered a new era with the development of space-based technologies to measure surface geophysical parameters and deformation at the boundaries of tectonic plates and large faults. Different criteria can be used to select the remote sensed earthquake pre-signals for which there is an evidence for anomalies in the geophysical observables. Observations from Earth orbiting satellites are complementary to local and regional airborne observations, and to traditional in field measurements and ground-based sensor networks. Rock microfracturing in the Earth's crust preceding a seismic rupture may cause local surface deformation fields, rock dislocations, charged particle generation and motion, electrical conductivity changes, gas emission, fluid diffusion, electrokinetic, piezomagnetic and piezoelectric effects as well as climate fluctuations. Space-time anomalies of Earth's emitted radiation (thermal infrared radiation linked to air and land surface temperature variations recorded from satellite months to weeks before the occurrence of earthquakes, radon in underground water, soil and near the ground air, etc.), ionospheric and electromagnetic anomalies are considered as earthquake precursors. At land surface, energy fluxes interact instantaneously with each other in accordance with the prevailing meteorological conditions and the specific thermal and radiative characteristics of the soil surface. This paper aims at investigating the seismic pre-signals like as air and land surface temperature, ionospheric TEC and geomagnetic parameters for some major earthquakes recorded in the world based on satellite data provided by NCEP/NCAR, NOAA, WDC Australian, Space Environment Information Service Japan, British Geological Survey and World Data Center for Geomagnetism, Kyoto and in-situ monitoring geophysical data. As test cases have been analyzed March 11 th 2011 Tohoku earthquake in Japan and some earthquakes recorded in Vrancea seismic region in Romania. Land surface and near-surface air temperature and sensible latent heat flux SLHF parameters were analyzed both on short-term and long-term intervals and within a year before and after the strong earthquakes. Based on local tectonic geology, hydrology and meteorology, such findings support lithosphere-ionosphere coupling theory.


[ICO]NameLast modifiedSize

[PARENTDIR]Parent Directory  -
[DIR]data/2015-02-25 10:41 -
[TXT]manifest-sha1.txt2015-02-25 10:56 149K
[TXT]version.txt2015-02-25 10:56 84


tattoo Interview with Andrea Lanzi by Iva Kancheska 12/04/2010

Q: How long have you been tattooing?
A: I was tattooing for about 18 years. I opened my first studio 10 years ago called "ANTIKORPO".

Q: Do you have an artistic background growing up?
A: I'm self-taught artist. I grew slowly by my passion for drawing and art in general. It took many years to refine the technique of tattoo art and sculpture.

Q: How old were you when you did your first tattoo?
A: I was 17. I made my first tattoo on my forearm. It was a six-pointed star formed by two crossed triangles.

Q: Do you have any influences?
A: The artist who approached me was the artist of Caravaggio (Michelangelo Merisi). He led me to use the realism that he used in his paintings. I was passionate to modern and contemporary work. I was experimenting with various techniques and materials, trying to get a realistic vein as close to classical and religious.

Q: What got you interested in the business?
A: Since I opened the ANTIKORPO Tattoo Studio 10 years ago, this became my only job and my greatest passion that allows me to live happily with my family.

Q: How much time was necessary to develop your tattoo skills?
A: My technique of tattooing is evolving, there is always something to learn. 10 years of continuous work led me to these results.

Q: What is your favorite style?
A: Living in Italy with a classic artistic culture, are certainly focused on realistic style, but nevertheless it is very difficult to make people appreciate the classic tattoo might be like Botticelli Venus in place of a Japanese geisha.

Q: Outside tattooing, sculpting is your second passion. I was impressed by your "piggy" creation:) How much time was necessary to create this piece of art?
A: Sculpture as the tattoo art is part of my life. Lately I've been experimenting with gyms that allow scenery to produce results similar to human skin. The implementation process is very long. To obtain a sculpture as Pig is required a week of continuous work.

Q: What is your biggest inspiration? Do you use a sketchbook?
A: I must say that I get more inspiration from the Web. Sometimes I'm looking at random pictures that potentially have nothing to do with the finished sculpture. However for a good sculptor sketchbook is always a necessary and fundamental.

Q: What equipment do you use?
A: I use different materials, from modeling clay for children to the latest silicone rubber.

Q: Where did you learn sculpturing?
A: The artistic training at the academy of fine arts has taught me the basics of sculpture which then evolved by continuous experimentation and frequent art exhibitions.

Q: Do you also work on custom orders?
A: The commissioned works are always a constraint for me, but happened to run parts required by customers.

Q: What sets you apart form other artists?
A: The artist is the one that materializes his thought. Everyone has their own .... here is the difference!

Q: What are your feature plans?
A: Only the best!

Thank you for the interview Iva,


Permaculture is a branch of ecological design, ecological engineering, and environmental design that develops sustainable architecture and self-maintained agricultural systems modeled from natural ecosystems. The term permaculture (as a systematic method) was first coined by Australians Bill Mollison and David Holmgren in 1978. The word permaculture originally referred to “permanent agriculture” but was expanded to stand also for “permanent culture,” as it was seen that social aspects were integral to a truly sustainable system as inspired by Fukuoka natural farming philosophy.

-Bill Mollison


Design a multiplexer and anomalous signals, Electrical Engineering

1. The size of the multiplexer used to implement a truth table can be cut in half (e.g. 4 inputs instead of 8) if one of the variables is used as an input instead of being connected to a select line. For example, a truth table with inputs A, B, C, could be implemented using a 4-input multiplexer with A and B connected to the 2 select lines. A and B would then be able to select 0, 1, C or C (assuming that an inverter is available for C). Figure out how to re-implement Question 3 this way and prove that your solution is correct with a LogicWorks simulation.

2. Another way to implement a truth table is to use a multiplexer. A 2 to1 mux, like the one discussed in class, can select one of two inputs using a single control input. A 4 to 1 mux selects one of four inputs using two control inputs. Consider the following. By using the 2 control inputs as the table input variables and appropriately hard wiring the 4 inputs of the mux to 0 or 1, a 2 input truth table can be implemented.

Using this approach, an n input truth table can be implemented using a 2n to 1 mux.

a) Design a 2 to 1 multiplexer. Verify its operation using LogicWorks.

b) Now using the 2-way routing switch as a building block (use the device editor in LogicWorks to encapsulate the 2-way switch), design a multiplexer large enough to implement the truth table described in Question 2 (Z3 only). Predict the propagation delay, Tpd, of your multiplexer (you will need this to figure out how to space the inputs to your circuit in time). Test your multiplexer with appropriate waveforms and verify that the measured Tpd is consistent with its predicted value.

c) Hard wire the inputs to your multiplexer to implement the truth table described in Question 2(Z3). Verify its operation using LogicWorks.

d) Explain the presence of any anomalous signals (glitches) in your output and give an example of an input transition those results in a glitch at the output. Show this example using LogicWorks.

3. At night, a security guard is suppose to walk from room to room in a building having four rooms. Create a motion detector circuit which will detect the following conditions:

1.- Exactly one motion sensor being equal to 1, meaning, motion has been detected in one room.

2.- No motion sensor is equal to 1, meaning, the guard is either sitting or sleeping and no intruder is present in the building.

3.- Two or more sensors are equal to 1, meaning, there must be an intruder or intruders in the building.

The circuit to be designed has four inputs, S1,S2, S3, S4, one input per sensor, and three outputs, Z1, Z2, Z3, corresponding, respectively, to each one of the mentioned three conditions. Each output is set to 1 when the corresponding condition occurs; otherwise, it is set to 0.

2364_Motor detector.png

The following block diagram represents the circuit to be designed.

a) Produce the truth table of the three output functions.

b) Determine the minimal ΣΠ and ΠΣ for Z3.

c) Implement the corresponding circuit for Z3 using NAND-NAND and NORNOR logic in LogicWorks. Show that your circuits implement the specified truth tables.

d) Using the LogicWorks PROM/PLA wizard, generate the look-up table corresponding to the truth table and generate a test circuit. Verify its operation using LogicWorks.

Posted Date: 3/1/2013 4:38:05 AM | Location : United States

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Tree of Life

"The Tree of Life" is Victor's depiction of Adam and Eve, the eternal couple. In the center of the painting, a blossoming apple tree is shown as the Tree of Life. On the surface of a table in front of the tree are an apple blossom, an apple, and Adam and Eve, formed from the nectar of the apple. ( Adam was formed first, and is shown as already separated from the apple; Eve is still in the process of forming.) Thus Victor shows that the various manifestations of the tree of Life are related to each other, continuously changing one into the other. The apple blossoms will turn into apples, and humanity also is interconnected with the other forms of life. As an apple tree draws its sustanance from sunlight, so all of the manifestations of the Tree of Life get their life force from the universal divine source, depicted as the light of the sun. The branches of the Tree of Life reach upwards toward the divine light. Adam and Eve, male and female, are the complementary opposites of ech other; thus Victor uses the complementary opposite colors of red and green as the basic colors of the painting.
Tree of Life by Victor Bregeda
VICTOR BREGEDA - Tree of Life - 19.5 x 15.75 inches Giclee on Canvas

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Cause and Effect Essay

Cause and Effect Essay

Natural Disaster: How to Solve the Problem?

Unfortunately, all the humans are just helpless before nature. In the 21st century, natural disasters are no more rare cases; they happen all over the world. They are the devastating powers, which are able to ruin everything including the human lives and environment. Unfortunately, people find it impossible to struggle with them. Significantly, it is particularly important to realize the main causes of disasters to try to avoid the unpleasant consequences.

Flooding is a common natural disaster, which occurs when the river destroys its banks, and they cannot keep the water pressure. The amount of water becomes too huge to flow in a certain line. Usually, this disaster happens after a heavy rain or in some other wet periods. There are many factors for flooding including the natural causes and the ones caused by human beings. The ability to have information about the approaching flood can help people to take the appropriate measures. Flood forecasting service usually provides information about the maximum expected level of the water and the approximate time of its occurrence for the most important places along the stretch of the river.

Earthquake is also one of the most widespread disasters. When it occurs, it can destroy the houses, streets, and even the whole cities. The plates` movements in Earth`s crust are the main reason for this disaster. Sometimes, the plates move smoothly and do not cause any discomfort for people, but sometimes, they can get stuck causing the enormous pressure. At the moment, when this pressure is released, the earthquake happens. When the earthquake occurs in the ocean or sea, it can cause one more disaster, tsunami. It is the disaster when the great waves caused by the earthquake are pushed to the surface destroying everything on their way. Besides, tsunamis can be caused by the underwater volcanic eruptions. Volcanic eruptions occur when magma escapes from inside the Earth. When magma bursts from earth, it also releases the large quantities of gas and dust, which is particularly harmful to nature and human health.

Also, people should remember about such a terrible disaster as wildfire. This disaster takes place in many countries and causes much harm to flora and fauna of the certain territory. Usually, it happens in summer, when it is very hot, and there are many factors for spreading of fire with the incredible speed. Undoubtedly, most of the wildfires are manmade, but their spreading is the natural process. As for the natural causes, they are the lightning struck and the sun`s heat.

In conclusion, one should admit that the natural disasters bring many grief and sufferings to people. When they happen, people realize how they are weak comparing to nature. Despite all the technological progress, when the disaster happens, people can do nothing to save or protect their lives. Without any doubts, one person can do nothing to prevent them. However, people should unite in reducing their influence on the environment since it will help to lower the chances of the disaster`s happening.


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Research Paper example - Different De-Icing Systems for Aircraft

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Design & Technology
Pages 4 (1004 words)
De-Icing on Airplanes The formation of ice on the body of the airplanes and other aero navigating systems has been a problem that faces the aero navigating systems in the world. Ice is mostly condensed or frozen carbon dioxide. It is formed as a result of minimal or unavailable oxygen due to high atmospheric pressure…

Extract of sample

This paper looks at the various systems used for de-icing in airplanes. The protection of engines and the aircrafts can take fundamental forms. One of them is the removal of ice once it has been formed, or probes be used to prevent it from forming. De-icing is the removal of ice, snow, or hoarfrost on the surface of the airplanes. However, deicing is correlated with anti-icing, which is defined as the use chemicals in the surfaces of the aircraft. The chemicals do not only de-ice but also stay put on a surface and prevent buildup of ice for a period, or hinder adhesion of ice to make mechanical removal easier. Therefore anti-icing is also a form of de-icing (Skybrary, 2012). Removing ice on the surface of the aero planes takes various forms. It can be done using chemical methods such as scrapping and pushing. In order to achieve this, heat must be applied on the surface of the plane, by using liquid or dry chemicals that are formed to decrease the freezing point of water. Such chemicals include alcohols, brines, salts, and glycols. Moreover, they can combine many of these chemicals in order to enhance their effectiveness. De-icing can also be done through the use of a protective layers such as the use of viscous liquid known as the anti-icing fluid on the surface of the aero plane to absorb the contaminate. ...
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Learn about this topic in these articles:

alternating current

...opposite direction, returns again to the original value, and repeats this cycle indefinitely. The interval of time between the attainment of a definite value on two successive cycles is called the period; the number of cycles or periods per second is the frequency, and the maximum value in either direction is the amplitude of the alternating current. Low frequencies, such as 50 and 60 cycles...
...example with V 0 = 170 volts and ω = 377 radians per second, so that V = 170 cos(377 t). The time interval required for the pattern to be repeated is called the period T, given by T = 2π/ω. In Figure 22, the pattern is repeated every 16.7 milliseconds, which is the period. The frequency of the voltage is symbolized by f and...

measurement of pendular motion

Figure 4: Oscillation of a simple pendulum (see text).
...point so that it can swing back and forth under the influence of gravity. Pendulums are used to regulate the movement of clocks because the interval of time for each complete oscillation, called the period, is constant. The Italian scientist Galileo first noted ( c. 1583) the constancy of a pendulum’s period by comparing the movement of a swinging lamp in a Pisa cathedral with his pulse...

in mechanics of vibrations, the fraction of a period (i.e., the time required to complete a full cycle) that a point completes after last passing through the reference, or zero, position. For example, the reference position for the hands of a clock is at the numeral 12, and the minute hand has a period of one hour. At a quarter past the hour the minute hand has a phase of one-quarter period,...

simple harmonic motion

...= 0. As time goes on, the mass oscillates from A to − A and back to A again in the time it takes ω t to advance by 2π. This time is called T, the period of oscillation, so that ω T = 2π, or T = 2π/ω. The reciprocal of the period, or the frequency f, in oscillations per second, is given by f =...
...this property is common to all harmonic oscillators, and, indeed, Galileo’s discovery led directly to the invention of the first accurate mechanical clocks. Galileo was also able to show that the period of oscillation of a simple pendulum is proportional to the square root of its length and does not depend on its mass.

transverse waves

Transverse wave
The time required for a point on the wave to make a complete oscillation through the axis is called the period of the wave motion, and the number of oscillations executed per second is called the frequency. Wavelength is considered to be the distance between corresponding points on the...

water waves

Surfer riding a wave.
...whose amplitude is small compared to their length, the wave profile can be sinusoidal (that is, shaped like a sine wave), and there is a definite relationship between the wavelength and the wave period, which also controls the speed of wave propagation. Longer waves travel faster than shorter ones, a phenomenon known as dispersion. If the water depth is less than one-twentieth of the...
The theory of waves starts with the concept of simple waves, those forming a strictly periodic pattern with one wavelength and one wave period and propagating in one direction. Real waves, however, always have a more irregular appearance. They may be described as composite waves, in which a whole spectrum of wavelengths, or periods, is present and which have more or less diverging directions of...
A few examples are listed below for short waves, giving the period in seconds, the wavelength in metres, and wave speed in metres per second:
When waves run into shallow water, their speed of propagation and wavelength decrease, but the period remains the same. Eventually, the group velocity, the velocity of energy propagation, also decreases, and this decrease causes the height to increase. The latter effect may, however, be affected by refraction of the waves, a swerving of the wave crests toward the depth lines and a corresponding...

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Abstract: Sleep is a naturally life style of the zoological species like human, animals, birds, mammals, Reptiles etc. The some species sleep time eye is open & mostly eye is closed. Different-different species sleeping time is dissimilar. The human sleep timing is dissimilar to born to older adults. Sleep is not functioning properly i.e. many disease is generated i.e. Blood pressure & other sleep disorder. Sleep is measured in different-different signal i.e. EEG, EOG, EMG signal. The stages of sleep are measuring a wave, O wave, delta wave. Stages of sleep are basically in two part Non REM and REM stages.

Keywords: Sleep, Stages of Sleep, Non-REM stage, REM stage.


HomeQuickLinks  FAQs  Stormwater Management FAQs

Stormwater Management FAQs

What is stormwater runoff?

Stormwater runoff is water from rain or melting snow that "runs off" across the land instead of seeping into the ground. This runoff usually flows into the nearest stream, creek, river, lake or ocean. The runoff is not treated in any way.

What is polluted runoff?

Water from rain and melting snow either seeps into the ground or "runs off" to lower areas, making its way into streams, lakes and other water bodies. On its way, runoff water can pick up and carry many substances that pollute water.

Some – like pesticides, fertilizers, oil and soap – are harmful in any quantity. Others – like sediment from construction, bare soil, or agricultural land; or pet waste, grass clippings and leaves – can harm creeks, rivers and lakes in sufficient quantities.

Polluted runoff generally happens anywhere people use or alter the land. For example, in developed areas, none of the water that falls on hard surfaces like roofs, driveways, parking lots or roads can seep into the ground. These impervious surfaces create large amounts of runoff that picks up pollutants. The runoff flows from gutters and storm drains to streams. Runoff not only pollutes but erodes streambanks. The mix of pollution and eroded dirt muddies the water and causes problems downstream.

What causes polluted stormwater runoff?

Why do we need to manage stormwater and polluted runoff?

Polluted stormwater runoff is the number one cause of water pollution in Georgia.

Polluted water creates numerous costs to the public and wildlife. As the saying goes, "we all live downstream." Communities that use surface water for their drinking supply must pay much more to clean up polluted water than clean water.

How are stormwater and runoff "managed"?

What are the legal requirements for managing stormwater?

The federal Clean Water Act requires large and medium sized cities to take the following steps to reduce polluted stormwater runoff:
  • Conduct outreach and education about polluted stormwater runoff.
  • Detect illicit discharges (e.g. straight piping or dumping).
  • Control construction site runoff.
  • Control post-construction runoff.
  • What can I do to reduce the amount of stormwater pollution I contribute?

Never put anything in a storm drain. Don't litter.

How else can I help reduce stormwater pollution in my area?

Participate in the next stream or river cleanup in your area. Storm drain marking events – where the destination of storm water is clearly marked on the drain – are a fun way to let your neighbors know the storm drain is only for rain.

Report stormwater violations when you spot them to Community Development at 678-512-3200.

Why does the City have a Stormwater Management Program (SWMP)?

The City has developed and implemented a SWMP to maintain and enhance water quality and ensure that negative stormwater impacts are minimized throughout the City. The SWMP consists of both citizen educational efforts as well as technical and regulatory programs. It is also a federal and state requirement that certain cities and counties implement a SWMP.

What federal and state laws require the City to have a SWMP?

The federal Clean Water Act requires Georgia (and most other states) to comply with the National Pollutant Discharge Elimination System (NPDES). To comply with this program, the Georgia Environmental Protection Division requires local governments to obtain NPDES permit coverage by developing and implementing a SWMP.

What is the City's SWMP?

The City's SWMP consists of 6 categories and a number of practices and/or programs to address and support each category. These categories are: Public Education, Public Involvement, Illicit Discharge Detection & Elimination, Construction Site Runoff Control, Post-Construction Stormwater Management, and Pollution Prevention from Municipal Activities. Implementation of all 6 categories make up a comprehensive program.

What is the City doing for Public Education & Public Involvement?

The City's public education and involvement efforts are directed to both the development/engineering community as well as the general public. The City posts articles and stormwater-related information on the website as well provides permit applicants with detailed checklists to ensure stormwater requirements are met. The City also hosts an annual Fall Festival and Public Works Day to distribute stormwater information and inform citizens on how stormwater is addressed within the City. Other programs the City participates in are Adopt-A-Road, Stormdrain Markers, Stream Cleanups, and Bulky Trash and Recycling Day.

What is the City doing for Illicit Discharge Detection & Elimination?

An illicit discharge is a discharge of pollutants or non-stormwater materials such as sanitary wastes, yard debris and auto fluids, into a stormwater drainage system. The City adopted an Illicit Discharge and Illegal Connection Ordinance in 2006 that establishes fines for illegal discharges. In addition, the City inspects stormwater outfalls annually to ensure non-stormwater discharges are identified and corrected. The City also posts information on the website and has an active stormdrain marking program that educates the public about the stormwater system, pollutants, and illicit discharges.

What is the City doing for Construction Site Runoff Control?

The City has an erosion & sediment control ordinance and requires compliance with approved erosion & sediment control plans for building and land disturbance permits. City inspectors visit these permitted sites to ensure the plan is being followed and sediment is retained onsite and prevented from adjacent properties and surface waters. The City also enforces stream buffers which prevents development activities from occurring close to streams.

What is the City doing for Post-Construction Stormwater Management?

The City has adopted a stormwater ordinance and design manual to ensure that water quality is maintained and improved and drainage systems are designed to protect downstream properties. The ordinance requires that new developments and redevelopments have a plan in place to address quality and quantity impacts. The design manual provides guidance on the proper ways to select, design and maintain stormwater controls.

What is the City doing for Pollution Prevention?

The City has programs to inspect and maintain storm structures in the rights of way. Structures such as catch basins and inlets are cleaned and the roadways are swept to keep trash and debris from entering the storm system. In addition, the City conducts annual water quality training sessions for employees and retrofits existing, City-owned detention ponds so that they better able to reduce pollutants and enhance water quality.

How can I learn more?

To learn more about the City's stormwater management program, please visit our Stormwater Management pages.


5 Just as you don't know the path of the wind, or how bones [develop] ina the womb of a pregnant woman, so you don't know the work of God who makes everything.b
References for Ecclesiastes 11:5
    • a 11:5 - Or know how the life-breath comes to the bones in
    • b 11:5 - Jb 10:10-11; Ps 139:14-16; Jn 3:6-8


Copyright (c) 2002 Cameron Browne

This game is played on the following 8x8 square board:

SCHOOL - A group of connected fishes (the white stones). Adjacency is orthogonal and diagonal.
FISH - Moves to an adjacent empty cell or jumps over an adjacent fish if the cell on the far side is empty (like a hop in Chinese Checkers). A fish may jump any number times in a given turn, possibly changing direction, as long as no fish is jumped over twice.
All fish must remain in a single connected school. Any fish that stray from the school at the end of White's turn die and are removed from the board. If several groups exist, the largest group survives to become the new school. If more than one maximal group exists, Black chooses which group survives.
Spawning - At the end of White's turn, a new fish is added to any empty cell surrounded by eight occupied cells (fish or shark).
SHARK - A shark (the black stones) can move to any adjacent cell occupied by a fish, where it captures (eats) the fish. Any shark with no adjacent fish is immobilized until a fish moves next to it.
FIRST TURN - Black starts by playing the two sharks on occupied cells to capture (eat) one fish each. Capture is by replacement and eaten fish are removed from the board.
TURNS - At each turn, each player must move one of his stones.
GOAL - The White player wins if both sharks are immobilized. Black player wins if all fishes were captured.
An example

Black's turn. The shark at g7 is immobilized. Black moves d3 to c3 (the marked white fish). Doing so, the school splits into two groups of equal size (4 fishes each). Black may choose what group is captured.

Black must choose the south group, because if not, White then would move c2-c1 thus winning the game.

The original rules of FRENZY does not work. The Sharks don't have a chance to win. One way to solve this problem is to give symmetry to both players, each one has a school of fishes and a pair of sharks (this can easily be extended to 3+ player games):

2-FRENZY Rules (board is split by 32 fishes on each half of the 8x8 board, before the game starts, both players place their sharks on top of opponent fishes capturing them).

Each turn a player makes two moves, with different animals.
Each move is either a fish move as in Chinese Checkers; or a shark move as a chess king capturing a foreign animal.
If after any turn a shark is isolated from all foreign animals, it immediately dies of isolation.
If both a player's sharks are dead or his fishes are all captured, he loses; if this happens to both players simultaneously, it is a tie.
If a player's school of fish splits into two or more isolated schools, all but the largest die. If there are equal largest, the player who made the move decides which.


JR Hiroshima Yamaguchi pass

This new pass from JR-West is valid in the western part of the area covered by the Sanyo-San’in Pass: the Bullet train line and local lines between Hiroshima and Hakata (Fukuoka), on Kyushu.
It is valid on the Sanyo Shinkansen between Hiroshima and Hakata (incl. the NOZOMI and MIZUHO train services), and unreserved seats on Limited Express, Rapid services and local trains, and the JR-West Miyajima Ferry.
*Not valid on the local lines on Kyushu (ie. between Shimonoseki and Hakata).
It is a 5-day pass.

JTB-ABTAJTB-ATOLJTB-British-airwayscredit cardJTB-IATAJTB-JNTOYOUTUBE Japanspecialist


13 Worst States To Be A Burglar

We’ve come a long way from chopped-off hands and the stockades, but the fate of burglars still varies widely depending where you are, even within the US. While some states let thieves off with a slap on the wrist, others lock them up for life. We dug into the states that are hardest on burglars, and explored what effect their hard-line tactics have on crime rates. The results may surprise you.

Residential burglary has the same basic definition everywhere: illegally entering a private dwelling with the intent of committing a crime. But once a burglar has been found guilty, any number of things might happen to him. Federal, state, and local laws all frame things slightly differently—for one nation, the United States sure does have a lot of different rules—and sentences, fines, and even classifications can change entirely the minute you cross the border. To borrow a phrase, one state’s felony is another state’s misdemeanor: what gets you locked up for life in South Carolina can mean a mere decade behind bars in North Carolina. Meanwhile, burglary rates are also very different depending on where you are.

Which got us to thinking — which states are the least forgiving of burglars? And when it comes to burglary rates, does harshness make a difference? To find out, we first searched through the legislative codes of all fifty states (plus DC) to find maximum and minimum burglary sentences, as well as maximum fines. We dug into hard data from actual prison populations to figure out how long the average burglar actually spends in jail. Finally, we looked into “stand-your-ground” and “castle doctrine” laws, which mandate the lengths to which homeowners can legally go to protect their property, under the logic that getting shot at is, effectively, another consequence of burglary in some places.

When we put all this information together, we found wild extremes—the minimum sentences ranged from zero (in many states) to seven years (in Oklahoma). Maximums could be as low as three years (in New Mexico and Kansas) and as high as life imprisonment (in South Carolina and Virginia), while fines could be anywhere from five hundred dollars to a hundred thousand dollars — two hundred times as much! In order to compare states, we developed a ranking system that weighed each data point according to where it fell within its range. We added up these weights to get a total for each state, sorted the totals, and came up with this list: the 13 states where you really, really don’t want to be convicted of burglary. This information also gave us a new perspective on the FBI Uniform Crime Report, which ranks states according to burglary rate. Does being hard on burglars make them give up a life of crime—or does it just make them try harder?

Check it out and tell us what you think. And if you want more information on our sources and methodology, click here.


In the UK you can get a smartphone for £100 and they are only going to get cheaper as more people want them. A device with a camera and video camera, access to the internet, with thousands of apps and the ability to share and recieve information will have a profound effect on education if we work with it. Here are some lessons I’d do if all my students had Android  powered Smartphones with access to the internet and cameras:

1. Mess about with googlemaps. I’d spend ten to fifteen minutes making a virtual tour of the town where we live and then ask students to log on and follow it in teams of two on their phones answering the questions I set them as they went. I actually did do this, but my students didn’t have the technology to access it. I’d go even further than this and get students to make their own tours on googlemaps with commentary, get other students to follow them and decide if they were good or bad.

2. Get students to take photos of things in pairs or teams, I blogged about this a long time ago here (click here to read it), I asked students to follow instructions to take snaps of various easy things like ‘a chair’ or ‘a book’ and then made it much harder by asking them to capture ‘sadness’ or ‘happiness’ to stretch their imagination. It worked really well and if we could do this with smartphones on the internet then we could instantly share the pictures on facebook or googledocs. I’d also get students to make films – something which I’m experimenting with at the moment. This is huge area for development.

3. I’d do loads more things with text messages – except that I wouldn’t use text messages because they cost money, I’d use the email feature of Facebook. I’ve already blogged about using text messages on here and use them to give students ‘thinking homework’ click here to read that one, and sending students out on a treasure hunt using messages they recieve digitally to tell them what to do – click here to read that one. With smartphones linked to the internet, this would be quick and more importantly, free

4. I’d get students out of the classroom with a text to read from either Amazon’s Kindle store via their ap or through googledocs, or even their email. When they’ve read it they can come back. And… I’d get students to read comics on their phones as homework.

5. I’d have students download the ‘my tracks‘ app which would track their every move via satelitte. I’d ask them to record their movements for one full day and then upload the ‘track’ to googlemaps so they could share it with the rest of the students. In class I’d get them to explain what they did and where they went using the map as a presentation tool.

6. I’d make students play games together, I mean multiplayer games where they play at the same time. Stratergy games, platform games, farmville type games – anything as long as they play together and it makes them interact with each other in the target language either to tell  each other how to do it, or how to cheat.

7. I’d ask students to interview someone in English, record it, edit it with something like audacity and then present it to the rest of the group.

8. I’d get students to use the radio and  listen to the news/a radio play/ in English at a certain time, write down some information from it and then share what they learned with the class in the next lesson.

9. I’d get students to listen  to music, any type of music as long as it’s in English. They could share it with each other, talk about it, learn lyrics from songs and find out about the singers or the group. I’ve also blogged about using youtube in lessons and those ideas would work perfectly well on smartphones.

10. Finally…I’d call them. Sometimes during the lesson, sometimes for homework. I’d phone for a chat or to ask them their opinion or to tell me something they found out. I’d also ask them to phone each  other – as long as they spoke in English.

My prediction is this: a decent,cheap smartphone that is compatible with the internet and has all the features needed to work with a PC will be able to dominate the educational landscape of the future. Students buy and maintain the device but the books  and the materials that might be needed be them audio, video or text, are transmitted to this device by the educational institution. We would need paper of course but there wouldn’t be the need for nearly as much. The technology is here now.

Is there anyone out there who agrees…?

Is there anyone out there who wants to lend me a bunch of smartphones to teach my students with?  Please get in touch of you’ve got a project on this!

Can’t be bothered to read the blog? Download the lesson here https://chrisspeck.files.wordpress.com/2010/03/telling-stories-with-photographs.doc

This is the second time I’ve blogged about using digital cameras in the language classroom, so if you missed it, here’s a link to my first effort. https://chrisspeck.wordpress.com/category/using-digital-cameras/

Lesson Plan

Further Reading

21st Teaching has some good ideas on using photo stories http://21stcenturyteaching.pbworks.com/Ideas-for-Photostory-3-Projects

If you haven’t got time to read – here’s the lesson

Students and teachers alike enjoying having their mobile phones switched on in class so they can look at text messages recieved, share photos of new editions to their family or tweets from people they have never met. Sadly, convention causes us to have our ringtones on silent and to gently chuckle along to ourselves as we read, look at a picture or digest the philosophical tweet. What, as someone in teaching recently has probably said over and over again, we turned the tables on this and used the phones as a teaching tool?  I’ll be looking at this in more detail in other blog posts but here, we’ll deal with photos.

Most mobile phones have decent cameras in them these days and with that much power, students have the ability to snap away at anything they like, for free. Of course, none of us are the very talented and famous photographer, David Bailey so we don’t really care what the photos really look like, what’s more important is the language that will be produced by talking about then before, during and after the process.

Before we start – some possible issues.

Not everyone will have a camera phone. This might make some activities difficult, especially homework tasks. Your institution or school might have some digital cameras you could lend students, or they might want to consider investing in some.

How do you share or show the photos? The best way to share photos is if you have an Interactive Whiteboard or a projector, but even just a standard computer monitor will do. Students can gather round to look at the photos together.  Annoyingly, lots of mobile phones don’t have standard USB connection ports and this might make it difficult to quickly upload photos from the phones as students will need their special connectors. One way might be to ask students to upload their photos to a repositiory, you might have moodle at your institution or something similar, but you could also use the fabulous www.flickr.com and ask students to store their photos there or even facebook. If you do have an interactive whiteboard or will use a central computer you could ask students to store their photos on memory stick which they could plug in.

Using Photos in Classroom Time.

1. In pairs students go away and take photos of  a series of increasing ly difficult objects to find. This is the only idea I’ve had enough time to develop into an actual lesson –  I’ve made a worksheet for this here.

2. Signs. In pairs students take photos of signs.  They then come back and discuss these in class.

3. Where is it? Students take photos of familiar places that are not obvious, other students have to guess where it is.

4. Recreate these photos. Student have to try to reproduce famous photos or pictures. (not sure about this one!)

Outside class time – photo lessons that need some preparation.

1. Tell me about your favourite photo. Students bring in their own photo and talk about why it’s important to them or why they like it.

2. A day in your life – in photos. Students take a sequence of photos showing a day in their life which they can them show and explain to the rest of the class.

3. What happened at the weekend? The same as the task about but this time about the weekend. This could also be extended to include a celebration or other party.

4. My favourite place/ food/ person.

Feedback- How did it go?

Will let you know. Please let us know of any other digital photgraphy lessons you’ve done.


We reviewed the previous assignments, all dealing with investigative questions and the research paper outline. We turned in those assignments and we discussed reading journals and how to self-assess them. The reading journals are due Monday. (Remember, they are 10% of the final quarter grade.)

Use your chapter one reading journal and review all the question marks you had placed inside prior to reading chapter one. What do you NOW know about chapter one?

For example: If you placed a ‘?’ beside 1.5 (American Indian of the Pacific NW coast), you might pencil in “I now know that these people relied on fish and other seafood as a primary food source.”

We devoted class time to starting our first official writing assignment. Students wrote down the assignment question.

On March 21 both northern and southern hemispheres receive the same amount of sunlight. But on June 21, the northern hemisphere receives the greatest amount of sunlight, while the southern hemisphere receives the smallest amount of sunlight.

In a paragraph, with clear and complete sentences, please explain how these two things are possible. (How do we do this?)

In groups, they discussed what they question was asking for. We then discussed what we should do to write a first draft. We wrote down the collaborative writing process on the board and followed it.

1. Study the question. (What is asked? What do we need to explain?)

2. Brainstorm ideas. (What information do I need to cover to answer the question? Can I visualize it as a picture?)

3. Put the ideas in order. (What do I discuss first? Second?)

4. Write out the ideas into complete sentences to make a paragraph. (Due Monday)

Today is a half-day for teacher training. We are on a ‘B’ schedule: 5, 6, 7, 8 periods.

Students worked on the research paper outline and the research question assignment.

We reviewed previous concepts and students were allowed to complete missing or late work.