Tidal power is another great way of getting clean energy, with no emissions.

A small installation (50 MW, expandable to 200 MW) is currently planned for India, and the article reports more slated for South Korea.   Good stuff.

One of the granddaddies (for 30 years) of tidal power is in La Rance, France, where sea level change driving turbines can reach 13 meters. Sadly, we are told that

the plant was indicative of the French government’s plant to use tidal power to supply much of its electricity needs. However, France later decided to aggressively pursue nuclear power.

They’ll rue the day.


You are here: Home News CEO's Blog Evaluating Trump's Environmental Policy: Nine Months In

Evaluating Trump's Environmental Policy: Nine Months In

Evaluating Trump’s Environmental Policy:  Nine Months In

Terry F. Yosie, President & CEO, World Environment Center  @TerryYosie

Published by Bloomberg BNA, September 26, 2017

After nine months of much sound and some intense fury, the Trump Administration continues its efforts to implement an environmental agenda based on major 2016 campaign themes while also having to address the more practical realities of governance.  To paraphrase the late New York City Mayor Edward Koch, how is the Trump Administration doing so far?

After nine months in office, five major trends are discernible at this writing.  They include:

Trump appointees know what they’re against, but not what they are for.  Battle tested through previous service in state and local governments, as Congressional staff, in business associations, law firms and politically conservative think tanks, many Trump appointed officials have a long list of policies, programs and voluntary initiatives they have wished to repeal or rollback for many years.  Their rationale is that these environmental activities are inconsistent with the role of the federal government and, in some cases, any level of government.   In certain instances, the agenda of incoming officials also reflects their ties to specific industries (e.g., coal, chemicals, oil and gas) that sought to reduce their regulatory burdens.  The “repeal and rollback agenda” began with an extensive set of regulations for Congress to override, executive orders and other decisions to cancel or re-propose some existing rules, coupled with proposed budget and staff reductions and other measures designed to shrink the administrative state.

Beyond this short-term repeal and rollback agenda, there’s not much else on offer to the American people.  Generally, one does not hear Trump officials discuss plans to expand clean air and clean water; protect vulnerable members of the population from pollution; aggressively enforce current statutes; or identify new areas where regulation, economic incentives or the convening capacity of government can be applied to improve the quality of air, land and water resources in creative and cost-effective ways.  Instead, officials at the Environmental Protection Agency and other agencies stress the importance of reducing the size of government and implementing traditional statues (“back to the basics” is a clarion call) with less resources and fewer staff.  There is also an unwillingness to discuss certain topics such as the relationship of climate change to Hurricanes Harvey and Irma.

The Administration has advanced some of its environmental goals, but they are reversible. By early July, EPA Administrator Scott Pruitt sought to repeal or significantly alter approximately 30 EPA rulemakings.  These and other proposals have not involved major statutory modifications, however.  In fact, an effort to achieve Congressional repeal of an Obama rulemaking (from the Department of Interior) to abolish methane flaring from oil and gas operations on federal lands failed to achieve the required number of votes on the Senate floor.  Efforts to withdraw the 2015 Waters of the U.S. rulemaking are snagged in a Supreme Court decision not to pause implementation of the Obama rule even while EPA attempts to rescind and re-propose it.  The President’s decision to withdraw from the Paris climate accord, and follow-up efforts to withdraw the previous Administration’s Clean Power Plan are being met with a flurry of opposition from environmental groups, many state and local governments and voluntary business initiatives to reduce greenhouse gases.  And Administrator Pruitt reversed an earlier decision not to implement the national ambient air quality standard for ozone following a lawsuit filed by 16 Democratic Attorneys General.

Other actions taken by the Administration—removing information from government Web sites, reorganizing government agencies, and reducing budgets and staff—can also be reversed over time.  So far, the Congress has been reluctant to downsize budgets for environmental agencies such as EPA by appropriating funds for both Fiscal Year (FY) 2017 and the beginning of FY 2018 close to Obama funding levels.

A vigorous anti-science agenda is being implemented.  Donald Trump is the first President since Franklin Roosevelt not to appoint a science advisor.  The Administration’s overt hostility towards the scientific community’s values, principles, practices and role in decision making is widespread and unprecedented.  This reflects in part an ideological concept of science held by Administration officials and their external allies that exists outside the mainstream of scientific community consensus on such topics as risk assessment, stratospheric ozone depletion, second hand smoke, fine particles, and climate change.  The Administration’s advocates of “sound science” also adhere to a view that science-based decisions must be based on facts rather than estimates of the probability of health and environmental effects.  Because such “facts” are relatively rare, even fewer regulations can be developed or maintained, they say.  Such reasoning is contrary to virtually every major public health or environmental policy decision made over the past five decades as both scientists and policymakers recognized that waiting for actual documentation of facts pertaining to cancer, birth defects, asthma and other impacts would require death or debilitating illnesses to provide the confirmed evidence—an unethical position sui generis.

Additional manifestations of the Administration’s anti-science agenda include:  the appointment of people with no scientific literacy to administer scientific programs, the selection of political appointees to review and approve eligibility for science grants, elimination of “climate change” as a criterion for grant eligibility, cancellation of a National Research Council study evaluating the health effects of common mining operations in Appalachia, the transfer or harassment of professional scientists in agencies such as the Interior Department, and the purging of scientific advisory panels.  This last set of actions involves changing the criteria for advisory panel appointments from scientific merit to representation of affected industries.  Part of the Administration’s focus on advisory panels derives from its belief that currently serving scientists reflected an Obama Administration point of view on science and environmental policies.  In fact, 47 of the 53 scientists and engineers serving on EPA’s Science Advisory Board and Clean Air Scientific Advisory Committee at the beginning of the Trump Administration were appointed by previous administrations of both parties and have advised numerous agencies.

The business community separates itself from Trump’s environmental agenda.  Major international corporations have much at stake in environmental policy design and implementation.  Each year, corporations invest hundreds of millions of dollars in research to develop new products and must submit their research data to federal agencies for review as part of product approval and marketing requirements.  Widespread changes that destabilize the scientific principles and assessment processes utilized in existing regulatory reviews can lead to the loss of significant research investments.  Moreover, further weakening of public confidence of protections from health and environmental risks could undermine acceptance of company products in the marketplace.  As a practical matter, major companies have seen this movie before during the 1981-1982 period of the Reagan Administration when a deregulation agenda led to significant controversies and heightened public concerns that ultimately landed at the private sector’s door.

Increasingly, CEOs are directly participating in environmental policy debates, and their perspectives diverge from Trump Administration positions on such issues as:  remaining in the Paris climate agreement; phase out of stratospheric ozone depleting chemicals; carbon taxes, calculating the social cost of carbon or other specific policies that would limit greenhouse gases; endorsing sustainable development goals and practices;  energy efficiency; and public-private sector collaboration on key voluntary initiatives such as Energy Star that the Administration proposed to defund.  While individual business associations continue to dance to the music of the Administration’s environmental agenda, they increasingly find that many of their most important member companies are following a different tune composed by their employees, customers, and the broader stakeholder community.

The environmental community plays defense in responding to the Trump’s policy agenda.  While the public debate expands over the Administration’s attempts to refocus or eliminate public health and environmental policies and programs, the broad-based network of organizations that espouse environmental protection has converged on a set of anti-Trump message points and resistance to administration initiatives.  Work continues to be done to organize marches, submit court briefings to stymie Administration policies, prepare position papers on projected impacts of budget and personnel reductions, and estimate the public health and environmental consequences of proposed repeal and rollback decisions.  These efforts will slow and, in some cases, redirect some of the Administration’s de-regulatory proposals.  They are generally defensive in nature, however, and do not integrate the environmental conversation with other public priorities, and generally reflect Washington insider tactics and language that most citizens do not follow or comprehend.

The degree to which the Trump Administration or its critics prevail on environmental policy depends heavily on their ability to develop a more strategically focused agenda.  Such an agenda would more directly connect the goal of environmental protection to innovation and job creation, expanded educational opportunities, an improved quality of life, and communication of greater confidence in the future and the ability to solve important problems.  Achieving such linkage depends not only upon science and environmental advocacy but must also reflect cultural, economic and geographic analyses that shape the public’s thinking.

In conclusion, what remains to be seen is whether Administration policymakers—having given their repeal and rollback agenda their best shot—can remain on their island if the waters of a more concerned public opinion start to rise.  Alternatively, an anti-Trump agenda by itself is less likely to stir the public into broad-based and consistent engagement.  Nine months in, the administration’s environmental agenda meets with increased resistance even while its critics have yet to develop an effective game plan to outflank it.

The author was Director of EPA’s Science Advisory Board during the Ronald Reagan Administration and served as a vice president at the American Petroleum Institute and the American Chemistry Council.

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Leonardo da Vinci painted earlier version of famous Mona Lisa

London: Leonardo da Vinci completed a version of the Mona Lisa some ten years before the famous painting which now hangs in the Louvre in Paris, claim art experts.

The painting, known as the Isleworth Mona Lisa, is slightly larger than the famous portrait and has long been the subject of debate over its authenticity.

The not-for-profit Mona Lisa Foundation, which was set up to conduct research into the work, is now planning to put forward ``historical, comparative and scientific evidence`` that will prove once and for all that the painting is by the Italian renaissance artist, the Daily Mail reported.

Professor Alessandro Vezzosi, who has set up his own art museum in Vinci, supports the claims of the Swiss-based consortium, which owns the painting.

Hugh Blaker, an English art collector, discovered the Isleworth Mona Lisa shortly before the First World War while looking through the home of a Somerset nobleman.

He in turn sold it to an American collector, Henry F Pulitzer, who in turn left it to his girlfriend.

But Martin Kemp, emeritus professor of the history of art at Oxford, disputes claims that the Isleworth Mona Lisa is the work of Leonardo da Vinci.

“So much is wrong. The dress, the hair and background landscape. This one is also painted on canvas, which Leonardo rarely did,” he told The Sunday Times.

Like the majority of his works, The Mona Lisa in the Louvre is in fact painted on wood.

And while the lady in the Isleworth Mona Lisa does appear to be a younger version of the model in the more famous painting, Kemp said this did not prove the two were produced by Leonardo da Vinci.

“She might look younger but this is probably because the copyist and I believe it is a copy done a few years after the Mona Lisa, just painted it that way,” added Kemp.


How did zoos develop?

Figure 1. Hunting scene, from ancient Assyria, showing a royal hunt in a royal park created to contain lions.

Increasingly, modern zoos today are not just seen as a place to see local and exotic animals, but they are treated as places of conservation. However, we can see that in relatively recent history that was not the case, as many older zoos have display areas and cages that clearly were intended to simply display animals to a curious public. The history of zoos has changed, from one of limited display to upper society, to one that was accessible to many. Furthermore, the importance of the animals and how they were seen has changed.

Development of the Concept of a Zoo

Both ancient Egypt and Mesopotamia had a concept of zoos developed in their ancient societies by at least around 2500 BC. In Egypt, including in Saqqara, a zoo has been found, where exotic animals such as antelopes, baboons, hyenas, cheetahs, cranes, storks and falcons were likely kept. In southern Mesopotamia, royal figures seem to have kept wild animals. However, the reasons for keeping these animals may have varied. In Egypt, some of these animals may have been seen as sacred as well as a form of royal pet, while in Mesopotamia taming wild animals was seen as demonstrating the power of kings and the royal line. In fact, a king fighting a lion or tiger, at least shown as a symbolic depiction, indicated the power of royalty. Keeping such animals may have been done to even eventually have a type of royal combat with these animals. By 13th century BC, larger animals, such as elephants and giraffes, and even more exotic species were being kept. In Egypt, giraffes and pet lions were recorded to have been kept by Ramses II.[1]

In the period of the Neo-Assyrian Empire, from the 9th to 7th centuries BC, lions were being kept in enclosures and often were depicted in wall reliefs. What may have differed in some of these enclosures is there seems to have been an attempt to also reconstruct the ecosystem in which lions and tigers existed. Sennacherib, king of Assyria from 704 – 682 BC, created a marsh-like environment and garden in his royal city of Nineveh that not only contained exotic plants but also was intended to recreate the marsh and wider environment of certain animal species (Figure 1).[2]

In China, during the Zhou Dynasty between 2000-1000 BC, parks were created that had walled enclosures that also kept a menagerie of animals. In the Han Dynasty, late in the 1st millennium BC (around 200 BC), records indicate private menageries were kept, where animals included birds, bears, tigers, alligators, rhinoceroses, deer, and elephants. This was similar to Neo-Assyrian gardens and animal enclosures that replicated the environment, similar in many ways to Assyria.[3]

In ancient Greece, private menageries were also known. The most famous was the one owned by Aristotle. Here, he kept a variety of animals for study. In fact, it was this menagerie that led to the first book dedicated to studying animals, called The History of Animals, written in the 4th century BC. While Aristotle used his own collection of animals, he also observed animals in the wild such as in the island of Lesbos.[4]

Rise of Zoos

Figure 2. Lion sculptures commemorating lions kept near the Lion Tower at the Tower of London.

The Roman Period reflects a mixture of wonderment, where many exotic animals were collected as the Roman Empire expanded. This included elephants, leopards, lions, ostriches, and parrots, in addition to bears and other native animals to Italy. However, the Romans are also well known for their cruelty towards animals in the colosseum, where many animals were killed in combat or even just pleasure. Nevertheless, the Romans were very fascinated by wild animals, where they seem to have promoted the use of animals in public display, such as parading elephants, showing animal tricks, and even dressing animals (e.g., monkeys were dressed as soldiers and even rode in chariots pulled by goats). They even began to study animals that they held in captivity, similar to Aristotle. Rome's experience with Carthage led them to respect the power of the elephant, even if it had relatively little military value. However, it was a symbolic animal to the Romans as a powerful animal that could be used to frighten their enemies, similar to how they were frightened by the animal when they first encountered it against Carthage.[5]

What the Roman period shows is that animals were now beginning to be seen not just as wonderment for the wealthy or powerful, but now animals were beginning to be shown in more public settings and displayed for their wonder and power. While clearly animals were often treated with cruelty, the period of Rome also began a process where people increasingly came into closer contact with wild animals and those that were very exotic.

In the Medieval period in Europe, menageries were once again popular among monarchs. Gifts of wild animals, such as the Abbasid Caliph sending an elephant to Charlemagne, occurred frequently. In effect, zoos (or really animal collections) became, once again, more private and the privy of royalty or very high sectors of society. In the reign of Elizabeth I, however, descendants of leopards that were once owned by Henry III (a gift from Fredrick II) were put in one of the first public animal displays (Figure 2). Elizabeth had moved the animals to what became known as the Lion Tower in the western entrance of the Tower of London.[6]

Modern Development

The oldest known zoo today is the Tiergarten Schönbrunn in Vienna, which was once a royal lion park. However, it was made a public park and zoo by emperor Francis I. This public park and zoo became popular and soon other locations in Europe gained interest in having their own public zoos. Madrid and Paris soon followed in the late 18th century, while a zoo in Russia was founded in 1806 to scientifically study animals. By the early 19th century, the concept of public display, to satisfy public interest, and scientific study had emerged as being central concepts in zoos.[7]

The London Zoo in Regent's Park, founded in 1828, began to become the symbol of what a modern zoo should look like. It was the first zoo dedicated to the public and science, which made it different than the earlier zoos that often separated these ideas of public display and scientific research. The design of the zoo also revolved around large crowds viewing animals, thus wide walking areas and larger cages were created so that more people can see the animals. In effect, it was the first zoo to be purposely designed for the wider public. The first public glass house and apiary for birds were also opened at the zoo.[8]

Soon, in Dublin in 1831, people began to realize the medical benefits of studying animals. Thus, zoos were also transformed into medical research areas, although in most cases this often was on animals that were already dead rather than harvesting animals. The next major development for zoos was essentially a reinvention of what the Assyrians had developed. That is, a zoo with open areas and areas that resembled the animals' natural habitats. This was first done in Hamburg in 1907 by Carl Hagenbeck, who designed this concept. In the 1930s, the concept of a safari park zoo had emerged. This led to the development of Whipsnade Zoo, which allowed visitors to come close to the animals as they went through a safari-like natural setting.[9]

While zoos increasingly tried to recreate natural habitats for the pleasure of the public, relatively little focus was put on animal welfare, particularly in the animals' home countries and regions. This changed by the 1970s, when conservation movements gained increasing momentum. There was greater public pressure for zoos to reform to focus more on conservation efforts. Many zoos after that time began to repackage themselves as conservation focused rather than as simply displaying exotic animals. This was the case in Brookfield Zoo in Chicago. While the zoo was initially opened in the 1930s as a more typical city zoo, it began to refocus its efforts towards conservation. It build the first dolphin house in the 1960s and by the 1970s and 1980s, work was also done in countries where animals came from by zoo staff to help conserve natural habitats. Increasingly, zoos were being refocused to educate the public about habitat loss. This put increasing pressure for zoos to change their displays to more natural settings that attempted to recreate natural habitats for animals. Scientific study and university research increasingly became integrated with zoos during this period.[10]

With few exceptions, for centuries animals were kept for the privy of royalty or powerful individuals in society. However, this began to change more substantially by the 18th century and the rate of public interest increased in having zoos in the 19th century. This increased contact, and changes in attitude, led to a refocus of many zoos today toward conservation efforts. Zoos are still often criticized for poor treatment of animals or even keeping exotic animals in environments very different from those where they naturally live. However, many zoos today have begun to integrate research and conservation efforts that also help the welfare of animals in the regions where they come from, particularly in South America, Africa, and Southeast Asia, where habitat loss has increased substantially.

  1. For more on wild animals kept in ancient Egypt and Mesopotamia, see: Bostock, S.S.C. (2014) Zoos and animal rights: the ethics of keeping animals. Glasgow Zoological Gardens. Glasgow.
  2. For more on Assyrian royal gardens and animals, see: Dallay, S., (1993) Ancient Mesopotamian Gardens and the Identification of the Hanging Gardens of Babylon Resolved. Garden History, 21, pp. 1 – 13.
  3. For more on menageries in ancient China, see: Schafer, E.H. (1968) Hunting Parks and Animal Enclosures in Ancient China. Journal of the Economic and Social History of the Orient, 11, pp. 318 – 343.
  4. For more on animal collections in ancient Greece and Aristotle's groundbreaking work, see: Hancocks, D. (2001) A different nature: the paradoxical world of zoos and their uncertain future. Berkeley, Univ. of California Press.
  5. For more on how the Romans treated wild and exotic animals, see: Vernon N. Kisling (ed.) (2001) Zoo and aquarium history: ancient animal collections to zoological gardens. Boca Raton, Fla, CRC Press, pg. 19.
  6. For more on Medieval in England and animal gifts and the lion enclosure in London, see: Sophie Page (ed.) (2010) The unorthodox imagination in late medieval Britain. UCL/Neale series on British history. Manchester ; New York : New York, Manchester University Press ; Distributed in the U.S. exclusively by Palgrave Macmillan, pg. 198.
  7. For more on the history of Tiergarten, see: Hosey, G.R., Melfi, V. & Pankhurst, S. (2009) Zoo animals: behaviour, management, and welfare. Oxford ; New York, Oxford University Press, pg. 20.
  8. For more on the London Zoo, see: Ito, T. (2014) London Zoo and the Victorians, 1828-1859. Royal Historical Society Studies in History New Series
  9. For more on the advancement of zoos in the 19th and early 20th centuries, see: Vernon N. Kisling (ed.) (2001) Zoo and aquarium history: ancient animal collections to zoological gardens. Boca Raton, Fla, CRC Press.
  10. For more on the modern history of zoos and conservation, see: Bryan G Norton, Michael Hutchings, Elizabeth F Stevens, Terry L Maple, et al. (eds.) (2010) Ethics on the ark: zoos, animal welfare, and wildlife conservation. Smithsonian Books; New edition editio. Washington.

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BMC Biology 2011 9 :41

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© Dingli and Pacheco; licensee BioMed Central Ltd.2011

Received: 8April2011

Accepted: 7June2011

Published: 7June2011

Stem cells are the target of mutations that can lead to life threatening diseases. However, stem cell populations tend to be small and therefore clonal expansion of mutant cells is highly sensitive to stochastic fluctuations. The evolutionary dynamics of mutations in these cells is discussed, taking into consideration the impact of such mutations on the reproductive fitness of cells. We show how stochastic effects can explain clinical observations, including extinction of acquired clonal stem cell disorders.

Imatinib Chronic Myeloid Leukemia Mutant Cell Paroxysmal Nocturnal Hemoglobinuria Relative Fitness

Cancer is a consequence of multicellularity due to the fact that the cellular genome is under continuous attack from a variety of environmental or metabolic genotoxic agents. Moreover, the DNA replication machinery is not perfect [ Converse Chuck Taylor All Star Lo Top Ginger Snap 132295F Mens 10 / Womens 12 0ysz4
]. Hence, the development of mutations in cells is both a natural and artificial - for example, in the case of smoking - process. The finite number of cells and the randomness of cell mutation events lead to a stochastic cell dynamics encompassing several scenarios, including extinction of acquired clonal stem cell disorders, which explains, among other things, spontaneous resolution of diseases. Although many mutations are either neutral [ 2 ] or cytotoxic, some mutations may increase the risk of malignant transformation in which the cell loses regulated growth control giving rise to a clone that may threaten the life of the organism [ 3 , LEINTEREST tie dye Canvas Long Boots For Women kJwUQtI
]. The risk of acquiring mutations depends on the mutation rate, the population of cells at risk, and the average lifetime of the cell since it is unlikely that multiple simultaneous mutations occur in the same cell [ SeaVees Mens 1267 3 Eye Chukka Boot Sage Tumbled Leather/Suede OpXjWIOd1
, 6 ]. Tissues have evolved an architecture where most cells have a relatively short lifetime and undergo continuous turnover, and this mitigates the accumulation and retention of mutant cells [ 7 ]. At the root of this process are the stem cells that are able to maintain tissue integrity because of a dual phenotypic characteristic: self-renewal and production of progeny that can differentiate into various cell lineages that together constitute tissues and organs. One can visualize tissues as having a tree-like organization of cells with stem cells at one extreme and mature, non-dividing cells at the other extreme [ Bella Marie Womens Open Toe Thong Double Buckle Zip Cuff Flat Gladiator Sandal Flip Flops Black lveHZy
]. Intermediate cells divide, often at relatively high rates, but live for relatively short periods of time. Although mutations can occur at every level of this cell hierarchy, the relatively short lifetime of more mature cell stages means that, in effect, the real risk of long-lasting oncogenic mutations is restricted to the small population of stem cells and early progenitor cells that maintain a given tissue. This, in turn, effectively reduces the probability of the occurrence of mutations, given the small population of cells at risk, despite the fact that a mutation arising in a stem cell can persist for a long time. It is important to point out that the relevance of a mutation is cell context-dependent - a mutation in a gene that is not expressed in a cell is of no consequence to that cell but expression of the gene in more committed cells, downstream of the cell that is the source of the mutation, may lead to a phenotype associated with disease [ 9 , Maybest Mens New Casual Suede Loafers Flat Lace Up Oxfords Business Work Smart Formal Heel Flat Shoes Blue AxLGaG60r
]. The natural history of such mutations is the focus of this article. We put forward a possible role of stochastic effects on the generation and fate of mutations acquired by stem cells. Other investigators have also explored the impact of randomness on the fate of tumor cells [ Tinton Beach Barefoot Aqua Water Socks For Beach Pool Sand Swim Yoga or Gym Turquoise EfsHkV
, New Brieten Womens Rhinestone Ankle Strap Wedge Sandals Black akRXy67fnT
]. We will provide some examples from several well-known blood disorders to illustrate the concepts that will be discussed.

It has been shown that the decomposition of high-dimensional neural networks into low-dimensional neural networks equivalent to the original neural networks yields neural networks that have no critical points based on the hierarchical structure ( La Redoute Womens Jewel Detail Ankle Boots Black hdLENF
). As for the case of complex-valued neural networks, a 2-2-2 three-layered complex-valued neural network can be constructed from a 1-1-1 three-layered quaternionic neural network. Such a complex-valued neural network does not comparatively suffer from negative effects caused by singular points during learning because it has no critical points based on a hierarchical structure.

The practical implementation of the 2-2-2 complex-valued neural network having no critical points based on a hierarchical structure is as follows.

1. Consider a 1-1-1 quaternionic neural network (called NET 1 here). Let the weight between the input neuron and the hidden neuron be A = a + ib +jc +kd ϵ Q and the weight between a hidden neuron and an output neuron be B = α + iB +jγ +kδ ϵ Q, where Q represents the set of quaternions. The quaternion is a four-dimensional number and was invented by W. R. Hamilton in 1843 ( AllhqFashion Womens Open Toe Lowheels Soft Material Assorted Color Elastic Sandals Black gJkGLjZsi
). Let C = p + iq + jr +ks ϵ Q denote the threshold of the hidden neuron and D = µ + iv + jρ +kσ ϵ Q represent the threshold of the output neuron. For a technical reason, we assume that D = 0. The activation functions are defined by the following equations:

for the hidden neuron, and:

for the output neuron. For the sake of simplicity, we omitted the additional assumptions (see ( 16 ) for the details).

2. Create a 2-2-2 complex-valued neural network (called NET 2 here) by decomposing NET 1 described above, where a quaternion is decomposed into two complex numbers. That is, the quaternion A = a + ib + jc + kd ϵ Q representing the quaternionic weight between the input neuron and the hidden neuron is decomposed into the two complex numbers a′ = a +ib ϵ C and c′ = c + id ϵ C, where C is the set of complex numbers. Here, we used the Cayley-Dickson notation: the weight A between the input neuron and the hidden neuron of NET 1 can be written using Cayley-Dickson notation as follows:

where a’ = a + ib ϵ C and c’ = c + id ϵ C.

Similarly, the quaternion B = α + iβ + jγ +kδ ϵ Q representing the quaternionic weight between the hidden neuron and the output neuron is decomposed into the two complex numbers α′ = α +iβ ϵ C and dγ′ = γ + iδ ϵ C. The quaternion C = p + iq + jr + ks ϵ Q representing the quaternionic threshold of the hidden neuron is decomposed into two complex numbers p′ = p + iq ϵ C and r′ = r + is ϵ C. We use the activation function defined by the following equations for NET 2:

for the hidden neuron, and

for the output neuron.

NET 2 has no critical points based on a hierarchical structure (as a complex-valued neural network). See the literature ( 16 ) for the proof.

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February 18, 2013

More than one-third of deceased U.S. presidents died in June or July; none passed away in May

The recognition of George Washington’s birthday by the federal government (and Abraham Lincoln’s birthday by many state governments and the culture generally) highlights the month of February as the month in which the nation’s most famous presidents were born.

Two other presidents were born in February – William Harrison (February 9) and Ronald Reagan (February 6) – though the most common month is October which saw the births of John Adams (October 30), Rutherford Hayes (October 4), Chester Arthur (October 5), Teddy Roosevelt (October 27), Dwight Eisenhower (October 14), and Jimmy Carter (October 1).

Only two presidents have during the month of February: John Quincy Adams (February 23, 1948) and Woodrow Wilson (February 3, 1924).

The most common time of the year in which the 38 deceased presidents in U.S. history have passed away is the summer.

Six presidents died in the month of June:

James Madison (June 28, 1836) Andrew Jackson (June 8, 1845) James Polk (June 15, 1849) James Buchanan (June 1, 1868) Grover Cleveland (June 24, 1908) Ronald Reagan (June 5, 2004)

With seven more dying in July:

Thomas Jefferson (July 4, 1826) John Adams (July 4, 1826) James Monroe (July 4, 1831) Zachary Taylor (July 9, 1850) Martin Van Buren (July 24, 1862) Andrew Johnson (July 31, 1875) Ulysses Grant (July 23, 1885)

Jefferson and Adams died famously just a few hours apart on Independence Day, with Monroe doing so as well just five years later.

Though they are not the only pair of presidents to die on the same day of the year.

Millard Fillmore and William Taft both passed away on March 8th – in 1874 and 1930 respectively.

Meanwhile, Harry Truman and Gerald Ford both died the day after Christmas – on December 26th 1972 and 2006 respectively.

Five died in January: John Tyler, Rutherford Hayes, Teddy Roosevelt, Calvin Coolidge, Lyndon Johnson

Two in February: John Quincy Adams, Woodrow Wilson

Four in March: Millard Fillmore, Benjamin Harrison, William Taft, Dwight Eisenhower

Four in April: William Harrison, Abraham Lincoln, Franklin Roosevelt, Richard Nixon

One in August: Warren Harding

Two in September: James Garfield, William McKinley

Two in October: Franklin Pierce, Herbert Hoover

Two in November: Chester Arthur, John Kennedy

Three in December: George Washington, Harry Truman, Gerald Ford

Follow Smart Politics on Twitter .

In fact, more than one-third of deceased presidents have died in the months of June and July – including 12 of the first 22 men to serve in the office.

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Tag Archives: Ritual

On mandalas…What kind of mandala is yours?

Despite being named Mandala Reflections, this blog hasn’t taken the time to devote a ton of information about the circular gems. So here is a quickie for you!

#One: A quote from Pema Chodren’s new book that captures the beauty of the mandala. (Thank you, Mary for sharing!)

“Each person’s life is like a mandala- a vast, limitless circle. We stand in the center of our own circle, and everything we see, hear and think forms the mandala of our life. We enter a room, and the room is our mandala. We get on the subway, and the subway car is our mandala, down to the teenager checking messages on her iPhone and the homeless man slumped in the corner. We go for a hike in the mountains, and everything as far as we can see is our mandala: the clouds, the trees, the snow on the peeks, even the rattlesnake coiled in the corner. We’re lying in a hospital bed, and the hospital is our mandala. We don’t set it up, we don’t get to choose what or who shows up in it. It is, As Chogyam Trungpa said, ‘the mandala that is never arranged but is always complete.’ And we embrace it just as it is. Everything that shows up in your mandala is a vehicle for your awakening. From this point of view, awakening is right at your fingertips continually. There’s not a drop of rain or a pile of dog poop that appears in your life that isn’t the manifestation of enlightened energy, that isn’t a doorway to sacred world. But it’s up to you whether your life is a mandala of neurosis or a mandala of sanity.”
(From Pema’s newest book, Living Beautifully with Uncertainty and Change)

(Photo and mandala coloring courtesy of K. Higgins)

#Two: Some former classmates of mine are putting on a workshop on Mandalas late February! You should really consider attending if you are interested in learning more about them and how you can utilize them in your life. They are charging $25 for this workshop – an incredible value for being in community with and learning about a fascinating topic from incredibly knowledgeable women.  (They dedicated their master’s research project to the very topic of mandalas – very juicy stuff ;)). For more information on the event, check out their Facebook event page.

Reclaiming Ritual: Confessions of a Skeptic

While I heard about ritual in my master’s program and even participated in a few healing rituals myself, I never really felt like I connected to the simulated ceremonies. I always thought they were a little goofy, and I never felt the liberating power people talked about, in my heart. I would come home with a cool new rock, and my husband would ask me about it, and I would stare blankly at him and recognize that I didn’t even remember why I had a rock in the first place. Well if you know anything about rituals, the one thing you might know is the importance of symbolism. So, me forgetting what the rock was for at the time, was very symbolic of my disconnect to ceremony.

The rock now sits on the window sill, and I still don’t know what it is supposed to represent, but I do know that when I see it, it must be fulfilling some part of its purpose, because it is a visual reminder that brings me back to ritual and makes me reflect on my relationship to ritual. When I look at it today, I am thankful for it, because I recognize how it has helped me reclaim ritual in my life.

What was once a minor curiosity of mine has ballooned into a great interest. Now, I cannot seem to avoid the concept of ritual. It keeps surfacing in the oddest places. I notice it while observing patterns in my dog’s behavior (don’t ask me which ones), while engaging in various readings, and while meeting new people and old friends. Because I started to notice it, I now recognize that despite my original unenthusiasm for it, I am actually starving for more ritual in my life.

But how do you recreate something that you aren’t even sure you understand? Also, a big part of ritual happens in a community-based setting, so how can you have ritual if you do not have a community eager to share this experience with you?  These are the questions I sit with and investigate.

What I have discovered in a few, short months of inquiry has been life-changing, and I imagine it will continue to be enlightening. As I understand ritual more, and incorporate it into my life in a way that feels genuine to me, I find that I am healing, I am connecting to my community, and I am enabling myself to follow my dreams.

As a result of my personal research, below is some food for thought about the power of ritual and how it relates to our personal and collective stories of healing, community, and personal development, three favorite topics of mine.

Definitions of ritual

From the Korean perspective, a ritual or a kut, is a “controlled artistic activity springing from a human urge to transform time, space, and a community’s life together into a realm of contact with the gods and ancestral spirits.” As ritual relates to healing, the ritual is more dependent on whether the ritual expresses the sympathy of the healer AND “the prayerful concern of the ill person’s family and the concern of the praying community.” This reflection on ritual, healing, and community makes me think about the isolation people experience today. When we are trying to heal, it doesn’t matter if you receive state-of-the-art health care and have the best healer in the world. In my opinion, if you do not have a family or supportive community that is concerned about you, your healing journey will be longer and more difficult. This notion also reminds me of how people have become so disillusioned with religion, that they have given up all aspects of spirituality in their lives. What suffering has the human spirit endured because we have forgotten that we actually are spiritual beings and need to address ourselves that way?

My women’s spirituality group which is rooted in European traditions, also shares similar thoughts on ritual. “Ritual serves to focus our attention and intention so that we have the opportunity to honor, heal, and work with personal and collective energy. It is how we manage energy and/or matter in a sacred way. Ritual provides a container that allows energy to transmute consciously. It is an invitation to the mystery and to the soul to listen, guide, and help move life force energy…We recognize that ritual is an intentional weaving of spirit into form.”

Malidoma Somé writes in The Healing Wisdom of Africa, about ritual, healing, and community. He explains that ritual helps us “connect with unseen realities” and that “the realities made visible in our symbols, is crucial to the well-being of our psyches.” He says, “a person who walks through a ritual…ends up feeling charged and invigorated” and “is a blessed recipient of healing waves of energy that no one can see but everyone can benefit from.”

Somé continues to explain that ritual “is central to village life, for it provides the focus and energy that holds the community together, and it provides the kind of healing that the community most needs to survive.”

Why we are skeptical of ritual in the “West” and the consequences of our skepticism

Somé speaks to the misunderstandings surrounding the idea of ritual. He says, “The West is also struggling with a confusing notion of ritual, for the word usually refers to some sort of dark, pagan, and archaic practice that has no place in modern society. The only accepted rituals are ceremonial practices with clearly predictable content and outcome, such as what can be seen in the Sunday church service of one of the organized religions. When we talk of ritual here we are talking about something much deeper. We are talking about the weaving of individual persons and gifts into a community that interacts with the forces of the natural world. We are talking about a gathering of people with a clear healing vision and a trusting intent toward the forces of the invisible world.”

With his words, Somé suggests that the loss of ritual and the loss of community in the West are linked. He explains that this absence is also connected to the decline of health and well-being in “modern society.” He explains how important it is for us to reconnect with each other, and to acknowledge and interact with our surrounding environment and the subtle energies in a way that is healthy. Ritual is a way to do all of those things.

What happens when we practice ritual?

We increase our awareness, and we transform. We come to know ourselves. European, African, and Korean traditions more or less agree that “ritual is aimed at increasing our awareness, for awareness of the existence of the reality beyond the palpable world that we live in is one of the keys to transforming individuals. Ritual can shake a person free from the rigidity of that part of the ego that wants to limit growth and experience.”

For those of you who have trouble envisioning the reality beyond the palpable world think about it in terms of yourself. “Eventually such awareness becomes an honoring of the shadowy and hidden parts of ourselves, those parts of ourselves that are invisible. There is such a thing as a spirit person and a physical person, and more often than not the physical being is so detached from the spirit that one feels split inside. Awareness should ultimately lead to an attempt to bring these two parts of the person together to become one.”

How do you practice ritual?

The answer to that question, is up to you. How will you answer it?

Still hungry? Reflect on the questions that appeal to you.

1) What is your relationship to ritual? Are you a skeptic? Why or why not.

2) What rituals do you have in your life? How do they contribute to or suppress your health and well-being?

3) Where do you have community or a sense of belonging in your life? How does community impact your health, and how can you build community?

Overachiever? Or just plain lost? (Or both?)

Call or meet with an elder in your family or a person you know who is connected to themselves and to those around them. Interview them about how they create ritual and ceremony in their life.


Member for

10 years

Recent Comments

Date Title Body
10/26/2014 - 10:32am If what you say holds true,

If what you say holds true, you have lost all credibility for failing to use punctuation properly.

12/14/2011 - 3:16pm Thank you Brian, for saying

Thank you Brian, for saying what I have been thinking for so long.  I can't understand all of the michigan alumn who refuse to let it go, much like I can't understand the West Virginia fans who couldn't let it go while he was here.  His tenure is over and has been for a year, let's all move on.

12/04/2011 - 10:31pm  Hoke is going to smoke those

 Hoke is going to smoke those Hokies, might have to do new years in the NOLA

12/04/2011 - 4:00pm I love hearing sparty whine

I love hearing sparty whine over the loss and getting leapfrogged by mich.  This is the inevitable result of the blowout they suffered at the hands of ND early in the season.  It wasn't reflected in the conference rankings, but it's about time it comes back to haunt them.

09/21/2011 - 6:08pm Great thought experiment on

Great thought experiment on the direction our current system could go.  It's unlikely any of this would ever happen with the amount of money dedicated to keeping the status quo, but it would be great to have a system that produces its national champion(s?) in a more objective way.

10/09/2010 - 9:51pm I recommend avoiding the

I recommend avoiding the problem of trash talk by congratulating Sparty on the win and then quickly changing the subject to Bama's loss, where Boise State should be ranked, or making sure they put cheese on your burger.


July 2017

IZA DP No. 10922: Micro Foundations of Earnings Differences

This paper examines how human capital based approaches explain the distribution of earnings. It assesses traditional, quasi-experimental, and new micro-based structural models, the latter of which gets at population heterogeneity by estimating individual-specific earnings function parameters. The paper finds one's ability to learn and one's ability to retain knowledge are most influential in explaining earnings variations. Marketable skills actually acquired in school depend on these two types of ability. However, schools may also implement ability enhancing interventions which can play a role in improving learning outcomes. Policy initiatives that improve these abilities would be a possible strategy to increase earnings and lower earnings disparity.


Common area with comfortable seating and fireplace

Senior Housing Resources

Many seniors and their families are unaware of all of the advantages of independent living. Once they discover the maintenance-free lifestyle, social connections, and engaging activities, not to mention chef-prepared meals, local transportation, and on-site amenities, they wish they had moved to a senior living community much earlier.

Here are some useful websites that can inform your decision about senior living:

Three senior men talking and drinking coffee


Section Four: Differentiating Instruction through Technology

In modern society, the increase of technology has led to the integration of technology into
the classroom to create a more rewarding influence on learning and teaching. The traditional
teaching method included the idea of teachers being the center of teaching but with the increase
of technology, it has allowed students to actively learn and play a part in their own learning
journey. “Differentiating instruction may mean teaching the same material to all students using a
variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels
of difficulty based on the ability of each student” (Weselby, 2016, para. 3). The new idea of
student-centered approach permits students to create their own goals and enables them to build
their own knowledge and think critically. Ultimately, this idea of differentiated instruction
enables students to visualize the learning material in multiple perspectives and participate in their
own individual learning process. The teacher’s role has shifted from being the center of teaching
to facilitating and supporting student’s through their learning process. Differentiated instruction
can be more effective and reach to a wider variety of uniqueness for a larger diversity of students
through the use of interactive websites, PowerPoints that have incorporated video links and
examples, and apps that can be used on tablets, all of which can be linked to the International
Society for Technology in Education. Like every aspect of technology, there are also strengths
and weaknesses that accompany the idea of using technology to different instruction.

Technology to Differentiate Instruction
Name of Technology Tool: Interactive Websites

One of the many benefits to using differentiated instruction in the classroom is the ability
to focus on each student, connect with each student and provide numerous opportunities to
understand the material. Interactive websites are a great learning aid that is necessary to
providing many paths for providing student’s a centered learning environment. Since lessons are
created and developed to focus on students, it is important that teachers provide resources and
tools that have many different skills and abilities. “Before making the decision to use a particular
technology for a particular lesson, teachers should first make decisions about the learning goals,
activities, and assessments that will shape the learning experience” (Hobgood, 2011, para. 12).
Online games and interactive websites are great tools to utilize that can be played in small groups
or even independently. There are some games that are created for average intelligence students
but there are other interactive games that are specifically designed to meet the needs of each and
every individual student. These websites include many puzzles and games that are available for
different student’s interests, as well as, increasing levels that students can accomplish as they
master skills. For example, these games usually focus on the strategies that should be mastered to
find an answer rather than just focusing on finding the answer alone. Virtual games and puzzles
are real-time assessments that assist the teacher in determining where exactly the student is
struggling and allows the teachers to see the student is progressing.
ISTE Standards
Interactive websites can be connected to the International Society for Technology in
Education standards and more specifically the second student standard which briefly states
communication and collaboration. More specifically, “students use digital media and
individual learning and contribute to the learning of others” (International Society for

Technology in Education, 2016, p. 1). Interactive games allow students to work alone or even in
small groups where the goal or main objective is shared. This essentially teaches the student to
collaborate with others to accomplish skills and advance in levels or even communicate and
collaborative with themselves to create higher goals to achieve when playing games and master
levels so they can advance. Another idea that links this specific technology tool to the technology
standards is the idea of healthy competition against one another and even against the student
themselves. “Friendly competition helps keep students challenged” (Mueller, 2014, para. 14).
Education is definitely not a one size fits all, which is why it is beneficial to bounce ideas off
each other based off the various learning styles of every student.
Name of Technology Tool: PowerPoints
Students in today’s generation are much more tech-savvy than students use to be before
the development and integration of technology into the classroom skyrocketed. PowerPoints can
be planed just like a regular lesson with the beginning, middle, and end components. It
supplements goals and skills that the teacher can determine before the lesson and instruction. The
benefits of PowerPoints for differentiated lessons is that they present the information in a student
and user friendly way. For PowerPoints to work effectively, teachers but be prepared and
student’s must participate and practice to ensure the goals and skills are met. Special edits can be
added to help reach out to a variety of students. For example, appropriately large text sizes,
avoiding too much text, minimize contrast, transitions and animations could be added but avoid
using too many to distract students, keep templets basic to prevent overwhelming students, use
graphics, charts, and tables to enhance the message. When creating a PowerPoint, through the
integration of subheadings and fonts, the presentation is visually appealing and reaches out best
to students that learn best visual. Auditory narrating and even added sound, reaches out,

encourages, and motivates students that learn best through the use of the sense of hearing. “The
PowerPoint software itself includes built-in functionality to record your audio commentary. In
this fashion, instructors can literally deliver their entire lecture electronically…” (Smith,
2016, para. 9). PowerPoints have the ability to be more than a presentation while being used for
different reasons and having the ability to have additional affects. A few examples for this
include the use of clickers, which improves student learning by engaging them in the learning
process. This allows the teacher to gather individual response or anonymous feedback. Clickers
are beneficial when giving quick quizzes to check student understanding, take attendance, and
even gather class participation. PowerPoints with the use of clickers are great tools to use for
friendly completion through the interactive games which can promote a desired classroom
debate. Another method of use of the PowerPoint is the ability to use the slides as worksheets. If
teachers are limited to the amount that they can print, a PowerPoint can substitute for a
worksheet by providing the students with examples that show the step-by-step solution and to
show process. A great example, is that one slide shows how to solve a problem and the next
slide, a problem is stated that requires the students to solve it on their own paper, rather than a
ISTE Standards
Every individual that is involved with the student, plays a key role in the student’s
educational journey and nobody has to do it alone. ISTE standards were created to work
collaboratively with students, leaders, and teachers to support students with clear guidelines that
accompany the idea of the digital age. PowerPoint presentations can be aligned with these
standards to demonstrate the knowledge that students need to live effectively and productively.

“It’s the way that instructors use PowerPoint that can encourage student learning by strategically
employing it to engage students in the learning process, incorporating classroom assessment
techniques and using methods geared toward reaching multiple learning styles” (University of
Oregon, 2016, para. 1). The standard that connects most with the development of a presentation
is the second teacher standard which facilitates and inspires student learning and creativity. In
more detail, “teachers use their knowledge of subject matter, teaching and learning, and
both face-to-face and virtual environment” (International Society for Technology in Education,
2016, p. 1). Essentially, PowerPoints are created with intended goals that were created by the
teacher using their professional and advanced knowledge that the teacher obtains. The teacher
uses their already existing understanding of the topics and the developed goals to create an
interactive and effective PowerPoint that reaches out to each and every student in the classroom
given their unique and different learning styles. PowerPoints are a great way to design a learning
experience that incorporates digital tools to promote student learning.
Name of Technology Tool: Apps on Mobile Devices
There is a wide diversity of students in the general education classroom and it is
importance that all the needs of each student are met. Using technology that engages students,
there are many opportunities for teachers to teach because teachers can’t teach everyone the
same material exactly the same way due to student differences. Mobile applications are similar to
the idea of interactive websites but they are more accessible. For example, instead of being
limited to a desktop, these applications can be accessed from iPads and phones to occupy
children. There are also educational apps that help students communicate more effectively if that
is the area that they struggle in. These apps are interactive, are highly visually appealing, and

contain auditory affects that stimulates the child’s brain. Mobile apps can be used for
differentiating instruction because there are numerous choices for apps that help students
accomplish a variety of skills. Each app also contains numerous levels of difficulty that the
students can work towards as they accomplish the specific goal and master the skills that are
asked of them. Interactive mobile apps are most commonly viewed in the special education
environment helping students communicate more effectively and participate more in the general
curriculum through access to various games and puzzles. For example, there are games that
address the alphabet, numbers, shapes, colors, various math process, and many other skill sets.
ISTE Standards
Every individual that is part of the student’s educational support team, the primary goal is
to prepare them for the future. There any many resources and standards that are created to help
students learn effectively given everyone’s differences. Mobile apps are most effectively
connected to the fourth standard that relates to critical thinking, problem solving, and decision
making. In more detail, “students use critical thinking skills to plan and conduct research,
and resources” (International Society for Technology in Education, 2016, p. 1). Mobile apps
encourage students to use more in depth thinking and exercise thinking strategies that are
generally not used. “A research study, conducted in Auburn, Maine showed that Kindergartner
students using iPads scored much higher on literacy tests than students that didn’t use the device”
(Wainwwright, 2010, para. 4). They are asked to learn new material and master skills that most
commonly involved critical thinking skills and making informed decisions using technology
tools and resources based off knowledge that they have obtained.
Pros and Cons

Differentiated instruction is the understanding that teaching students in a personalized
way will benefit them and their successful educational journey. Just as everything does,
differentiated instruction has advantages and disadvantages. A few advantages include the idea
that kids get to learn information and important content material in way that makes
comprehension and retention easier. Each student is given the opportunity to find the best way to
learn that is beneficial for them. Differentiated instruction eliminates teaching routines and
patterns that become burdensome. If a teacher teaches the same way for years, it is difficult to
create a difference in the classroom with different students each year and develop a strong
passion for teaching. Since every child is unique and different, differentiated instruction allows
teachers to develop a creative approach to the curriculum that is being taught. On the other hand,
differentiated instruction also has disadvantages such as creating a second job for the teacher.
Given that every student is different, if there are a large number of students that struggle greatly
in academics and need differentiated instruction. Each individual will need to be assessed and
evaluated individually to determine what learning style will work for them and what resources
will benefit them. “Working with each individual according to his learning style means more
work for the teacher, more time taken for each lesson and each child” (Asia-Pacific Economic
Blog, 2015, para. 7). In addition, some students can prevent the class from moving forward.
Sometimes with some students, their differences can be so profound that it forces the teacher to
often stop instruction and activities until that particular students gains similar understanding as
the other students. Finally, there is no way to create a schedule to follow. Since many students
have different needs and different areas of struggle, there is no way to determine how long it will
take the class to learn a particular topic. The only schedule that is in place, is the time that school

starts and ends.
Concluding Paragraph
In conclusion, recently there has been an increase of technology development which has
led to the increase of technology in the classroom environment. Before the introduction of
technology, teachers were the center of the classroom and all instruction was centered around the
teacher. With the introduction and integration of technology into the classroom, students are able
to take control and lead their own educational journey. They are encouraged to be active in the
classroom and their own educational goals and skill sets. Initially, the idea of differentiated
instruction enables each and every student to visualize the content material in multiple
perspectives to benefit their own learning success. Differentiated instruction is more effective
and there are more opportunities when technology is used to assist this idea. A wider variability
of distinctiveness for students can be seen through the use of interactive websites, PowerPoints,
and mobile apps, all of which are connected to International Society in Education. Given that
technology is not fully reliable, there are also advantages and disadvantages that accompany
using technology for differentiated instruction. With a strong support team and proper instruction
that is related to the success of each individual, students are sure to succeed and accomplish
goals and master skill sets.

Asia-Pacific Economic Blog. (2015, February 27). Pros and Cons of Differentiated Instruction.
Retrieved June 04, 2016, from
Hobgood, B. (2011, March 7). 7 Inclusion in the 21st-century classroom: Differentiating with
technology. Retrieved June 03, 2016, from
International Society for Technology in Education. (2016). ISTE Standards for Students.
Retrieved June 03, 2016, from
Mueller, K. (2014, June 10). Mixing it Up with Mangahigh: Using Games to Differentiate
Instruction. Retrieved June 03, 2016, from
Smith, K. L. (2016). Effective Use of PowerPoint. Retrieved June 04, 2016, from
University of Oregon. (2016, May 26). Unleashing the Power of PowerPoint. Retrieved June 04,
2016, from
Wainwright, A. (2010). 8 Studies Show iPads in the Classroom Improve Education. Retrieved
June 04, 2016, from
Weselby, C. (2016, January 6). What is Differentiated Instruction? Examples of How to
Differentiate Instruction in the Classroom. Retrieved June 03, 2016, from


[An automatic torque control system for a bicycle ergometer equipped with an eddy current brake].

The main elements of the loading device of a bicycle ergometer, including an eddy current brake and a torque sensor, are described. The automatic torque control system, which includes the loading device, is equipped with a stabilizing feedback controller that optimally approximates the closed-loop transfer function of the target model. The reduced transfer… CONTINUE READING


Monday, March 31, 2014

How to Write a Book Review

How to Write a Book Review

A book review is a description, critical analysis, and an evaluation on the quality, meaning, and significance of a book, not a retelling. It should focus on the book's purpose, content, and authority. A critical book review is not a book report or a summary. It is a reaction paper in which strengths and weaknesses of the material are analyzed. It should include a statement of what the author has tried to do, evaluates how well (in the opinion of the reviewer) the author has succeeded, and presents evidence to support this evaluation.

There is no right way to write a book review. Book reviews are highly personal and reflect the opinions of the reviewer. A review can be as short as 50-100 words, or as long as 1500 words, depending on the purpose of the review.

The following are standard procedures for writing book reviews; they are suggestions, not formulae that must be used.
1. Write a statement giving essential information about the book: title, author, first copyright date, type of book, general subject matter, special features (maps, color plates, etc.), price and ISBN.

2. State the author’s purpose in writing the book. Sometimes authors state their purpose in the preface or the first chapter. When they do not, you may arrive at an understanding of the book’s purpose by asking yourself these questions:
a. Why did the author write on this subject rather than on some other subject?
b. From what point of view is the work written?
c. Was the author trying to give information, to explain something technical, to convince the reader of a belief’s validity by dramatizing it in action?
d. What is the general field or genre, and how does the book fit into it? (Use outside sources to familiarize yourself with the field, if necessary.) Knowledge of the genre means understanding the art form. and how it functions.
e. Who is the intended audience?
f. What is the author's style? Is it formal or informal? Evaluate the quality of the writing style by using some of the following standards: coherence, clarity, originality, forcefulness, correct use of technical words, conciseness, fullness of development, fluidity. Does it suit the intended audience?
g. Scan the Table of Contents, it can help understand how the book is organized and will aid in determining the author's main ideas and how they are developed - chronologically, topically, etc.
g. How did the book affect you? Were any previous ideas you had on the subject changed, abandoned, or reinforced due to this book? How is the book related to your own course or personal agenda? What personal experiences you've had relate to the subject?
h. How well has the book achieved its goal?
i. Would you recommend this book or article to others? Why?
3. State the theme and the thesis of the book.
a. Theme: The theme is the subject or topic. It is not necessarily the title, and it is usually not expressed in a complete sentence. It expresses a specific phase of the general subject matter.
b. Thesis: The thesis is an author’s generalization about the theme, the author’s beliefs about something important, the book’s philosophical conclusion, or the proposition the author means to prove. Express it without metaphor or other figurative language, in one declarative sentence.
Title: We Had it Made
General Subject Matter: Religious Intolerance
Theme: The effects of religious intolerance on a small town
Thesis: Religious intolerance, a sickness of individuals, contaminates an entire social group
4. Explain the method of development-the way the author supports the thesis. Illustrate your remarks with specific references and quotations. In general, authors tend to use the following methods, exclusively or in combination.
a. Description: The author presents word-pictures of scenes and events by giving specific details that appeal to the five senses, or to the reader’s imagination. Description presents background and setting. Its primary purpose is to help the reader realize, through as many sensuous details as possible, the way things (and people) are, in the episodes being described.
b. Narration: The author tells the story of a series of events, usually presented in chronological order. In a novel however, chronological order may be violated for the sake of the plot. The emphasis in narration, in both fiction and non-fiction, is on the events. Narration tells what has happened. Its primary purpose is to tell a story.
c. Exposition: The author uses explanation and analysis to present a subject or to clarify an idea. Exposition presents the facts about a subject or an issue as clearly and impartially as possible. Its primary purpose is to explain.
d. Argument: The author uses the techniques of persuasion to establish the truth of a statement or to convince the reader of its falsity. The purpose is to persuade the reader to believe something and perhaps to act on that belief. Argument takes sides on an issue. Its primary purpose is to convince.
5. Evaluate the book for interest, accuracy, objectivity, importance, thoroughness, and usefulness to its intended audience. Show whether the author's main arguments are true. Respond to the author's opinions. What do you agree or disagree with? And why? Illustrate whether or not any conclusions drawn are derived logically from the evidence. Explore issues the book raises. What possibilities does the book suggest? What has the author omitted or what problems were left unsolved? What specific points are not convincing? Compare it with other books on similar subjects or other books by the same as well as different authors. Is it only a reworking of earlier books; a refutation of previous positions? Have newly uncovered sources justified a new approach by the author? Comment on parts of particular interest, and point out anything that seems to give the book literary merit. Relate the book to larger issues.

6. Try to find further information about the author - reputation, qualifications, influences, biographical, etc. - any information that is relevant to the book being reviewed and that would help to establish the author's authority. Can you discern any connections between the author's philosophy, life experience and the reviewed book?

7. If relevant, make note of the book's format - layout, binding, typography, etc. Are there maps, illustrations? Do they aid understanding?

8. Check the back matter. Is the index accurate? Check any end notes or footnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text? Check any bibliography the author may provide. What kinds of sources, primary or secondary, appear in the bibliography? How does the author make use of them? Make note of important omissions.
9. Summarize (briefly), analyze, and comment on the book’s content. State your general conclusions. Pay particular attention to the author's concluding chapter. Is the summary convincing? List the principal topics, and briefly summarize the author’s ideas about these topics, main points, and conclusions. Use specific references and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new material at this point.
Some Considerations When Reviewing specific genres:
Fiction (above all, do not give away the story)
1.From what sources are the characters drawn?
2.What is the author's attitude toward his characters?
3.Are the characters flat or three-dimensional?
4.Does character development occur?
5.Is character delineation direct or indirect?
1.What is/are the major theme(s)?
2.How are they revealed and developed?
3.Is the theme traditional and familiar, or new and original?
4.Is the theme didactic, psychological, social, entertaining, escapist, etc. in purpose or intent?
1.How are the various elements of plot (eg, introduction, suspense, climax, conclusion) handled?
2.What is the relationship of plot to character delineation?
3.To what extent, and how, is accident employed as a complicating and/or resolving force?
4.What are the elements of mystery and suspense?
5.What other devices of plot complication and resolution are employed?
6.Is there a sub-plot and how is it related to the main plot?
7.Is the plot primary or secondary to some of the other essential elements of the story (character, setting, style, etc.)?
1.What are the "intellectual qualities" of the writing (e.g., simplicity, clarity)?
2.What are the "emotional qualities" of the writing (e.g., humour, wit, satire)?
3..What are the "aesthetic qualities" of the writing (e.g., harmony, rhythm)?
4.What stylistic devices are employed (e.g., symbolism, motifs, parody, allegory)?
5.How effective is dialogue?
1.What is the setting and does it play a significant role in the work?
2.Is a sense of atmosphere evoked, and how?
3.What scenic effects are used and how important and effective are they?
4.Does the setting influence or impinge on the characters and/or plot?
1.Does the book give a "full-length" picture of the subject?
2.What phases of the subject's life receive greatest treatment and is this treatment justified?
3.What is the point of view of the author?
4.How is the subject matter organized: chronologically, retrospectively, etc.?
5.Is the treatment superficial or does the author show extensive study into the subject's life?
6.What source materials were used in the preparation of the biography?
7.Is the work documented?
8.Does the author attempt to get at the subject's hidden motives?
9.What important new facts about the subject's life are revealed in the book?
10.What is the relationship of the subject's career to contemporary history?
11.How does the biography compare with others about the same person?
12.How does it compare with other works by the same author?
History and other Nonfiction
1.With what particular subject or period does the book deal?
2.How thorough is the treatment?
3.What were the sources used?
4.Is the account given in broad outline or in detail?
5.Is the style that of reportorial writing, or is there an effort at interpretive writing?
6.What is the point of view or thesis of the author?
7.Is the treatment superficial or profound?
8.For what group is the book intended (textbook, popular, scholarly, etc.)?
9.What part does biographical writing play in the book?
10.Is social history or political history emphasized?
11.Are dates used extensively, and if so, are they used intelligently?
12.Is the book a revision? How does it compare with earlier editions?
13.Are maps, illustrations, charts, etc. used and how are these to be evaluated?
1.Is this a work of power, originality, individuality?
2.What kind of poetry is under review (epic, lyrical, elegiac, etc.)?
3.What poetical devices have been used (rhyme, rhythm, figures of speech, imagery, etc.), and to what effect?
4.What is the central concern of the poem and is it effectively expressed?
Subject headings used in the catalog:
Book reviewing                                             Criticism

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The brain is a network forming the basis for our thoughts, behaviours and experiences. It is important to understand the driving forces behind the formation of these networks. By investigating the relationship between brain network connectivity and genetics, we can aim to understand how brain networks are formed and affected in the case of disorders.

C.elegans worm is a unique organism that has a fully mapped nervous system consisting of only a few hundred neurons. This makes it an ideal model animal for detailed brain network analysis. Some elements in brain networks have many more connections than others, which makes them network hubs.

We demonstrated the relationship between gene expression and a small scale neuronal connectivity by showing that hub neurons have similar patterns of gene expression. These findings suggest that the observed genetic similarity of hub neurons is related to their high-level functional properties, as the majority of hub neurons are involved in guiding movement - one of the most complex behaviours expressed by the worm.

Arnatkeviciute, A., Fulcher, B. D., Pocock, R., & Fornito, A. (2018). Hub connectivity, neuronal diversity, and gene expression in the Caenorhabditis elegans connectome. PLOS: Computational Biology. Doi: 10.1371/journal.pcbi.1005989

You can read the full article by clicking here.

People Involved

Aurina Arnatkeviciute Ben Fulcher Alex Fornito


Wednesday, September 30, 2015

Heneral Luna

Heneral Luna had been on my to-watch list ever since I saw the billboard, mainly because it has that epic-movie vibe. As soon as its theatrical run started in early September, it started getting solid reviews. Even more than the marketing and advertising, positive word-of-mouth helped drive more and more people to the cinemas to see  it. When my nephews told me that their school required them to watch it, I decided to take them. And I have to say, it absolutely lived up to the hype.

photo from the

The film tells the tale of Hen. Antonio Luna, regarded as one of the most brilliant and tactical Filipino generals who fought against the Americans during the Philippine-American War. I must admit I am ashamed that I didn't know this much historical detail about Antonio Luna. I didn't know that he was assassinated by his own countrymen (or maybe I knew this back in grade school but I have since forgotten). I also didn't realize that President Emilio Aguinaldo is believed to have been involved in Luna's assassination although there is no confirmed proof of this and Aguinaldo remained steadfast in his claims that he was not involved at all. Watching Heneral Luna has ignited a strong desire for me to study Philippine history again and visit the National Museum of the Philippines.

The movie opens with a statement that while it is based on history and on facts, several liberties were taken to be able to share a greater truth to the audience. Indeed, what makes this film very compelling is the fact that while the setting in the late 1800s, the issues and the scenarios presented are very current and relevant. It showcases how the progress of the country is impeded by Filipinos battling against each other, and often, the parties involved in these conflicts have vested interests and personal agendas that do not serve the betterment of the nation. This is actually not limited to the Philippines - practically every other nation in the world has its fair share of this - but somehow these conflicts hurt the growth and development of the Philippines a lot more.

This could be because of another "truth" that Heneral Luna presents: that most Filipinos are willing to make huge sacrifices for their families and other people close to them but not for the nation. In some cases, the selflessness does go beyond family ties but not beyond provincial or regional loyalties. This was showcased when General Tomás Mascardo declares that he will only follow orders from a fellow Kabitenyo. When people look out only for themselves or their immediate surroundings, the choices they make can easily become slanted towards their personal gain and impede the nation's growth. The fact that the Philippines is one of the most corrupt countries in the world could be a result of this. Hopefully, enough of the youth who see the film understood this and take it to heart when they leave the theaters.

While there are many other important lessons that this film tries to impart to its audiences, I will share just one more: every Filipino needs to take action to make the Philippines a better place to live in. When (fictional) journalist Joven Hernando gets caught in an ambush attack, he takes up arms and fights the Americans even if he has no military training. While we don't need to pick up a weapon and march into an actual war now, there are many things that every Filipino citizen can and should do to make a difference. Following traffic regulations (don't jaywalk, don't counterflow unless allowed, don't beat the red light, whether you are driving or just crossing the road on foot) is probably the easiest thing people can do that can make a difference.

What makes Heneral Luna a little (or even a lot?) different from many other local historical films is that it was written to cater to the younger generation, which I believe is its target audience. A lot of the dialogue feels a bit current so that millennials can relate to it a bit more. Because the theme is very heavy, a lot of humor was injected throughout the film, especially in the first half, which helps cut the tension, making the film easier to digest and keeping viewers entertained and interested. Many people have said that audiences in the theaters clapped loudly as credits rolled and the same was true when I watched it. I suggest that you go see it while you still can as it is definitely worth seeing.

My appreciation of Philippine history and culture has grown as I have gotten older so I am very pleased that a well-made film about one of the most heroic historical figures has gotten such incredible support from the public. I am very happy that Heneral Luna has now raked in more than PHP200 million at the box office and I hope it continues to earn even more.

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Sunday 08, October 2017 by William Mullally

Dollar grows stronger

US stock-index gains accelerated deeper into new all-time highs (for the fourth day in a row) on Thursday afternoon after the House of Representatives passed a budget resolution on Thursday which paves the way for tax reforms. The Dow Jones Industrial Average gained 114.16 points, or 0.50 per cent, to 22,775.80, while the S&P500 rallied 13.75 points, or 0.54 per cent. The Nasdaq is now up 22.3 per cent for the year as a whole while the S&P 500 is 15 per cent higher.

Features & Analyses

Wealth Management Why is there no inflation?


Distance from Oneida, AR to Sulphur Rock, AR

Driving distance between Oneida, AR and Sulphur Rock, AR is 122.49 miles (or 197.12 kilometers). If you drove an average car (using about 3.6 gallons of gas per mile), the gas would cost you around $, since you would need about gallons of fuel.

Leaving from Oneida, AR you would reach Sulphur Rock, AR in about 3 hours 0 mins if you keep an average speed of miles per hour, assuming you don’t make any breaks or get stuck in traffic.

Driving distance in miles

122 mi197 km

CO2 emissions icon

CO2 emissions: kg

Emission estimated with the eco2 norme
(185 CO2 grams/mile)

This is a map overview of the best driving route from Oneida, AR to Sulphur Rock, AR in which you can see the origin and destination points marked with A (Oneida) and B (Sulphur Rock) respectively as well as blue line along the road route you can take. You can zoom in to see more details, including road numbers and even street names both in Oneida, AR and Sulphur Rock, AR as well as every other town you may pass by on your way.

Fuel consumption if you drive from Oneida, AR to Sulphur Rock, AR

To cover the 122.49 mi that separate Sulphur Rock from Oneida you are going to need between of fuel, considering you drive an average car (30 mpg) and , if you drive an SUV or a heavy car (20 mpg). If you drive a fuel efficient car (45 mpg), your consumption will only be .

Cost of driving from Oneida, AR to Sulphur Rock, AR

Depending on the fuel efficiency level of your car, driving from Oneida to Sulphur Rock will cost you between and . An average car would make the trip for . We calculate the route cost using real time average gas prices for the US and other costs such as tolls are not included in this calculation.

Driving directions

To help you plan your trip from Oneida to Sulphur Rock, we offer a detailed map together with full, turn by turn, driving directions from Oneida, AR to Sulphur Rock, AR.

Flying or direct distance between Oneida, AR and Sulphur Rock, AR

The flying distance represent the straight distance from Oneida to Sulphur Rock, the length of an hypothetical flight trip between the geographic center of Oneida, AR and the geographic center of Sulphur Rock, AR. We also offer nearby airports to both Oneida to Sulphur Rock and a flight ticket price comparison form, in case you want to make that hypothetical flight real :).

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Thursday, August 25, 2011

Would you date older?

Have you ever dated an older man or woman? I had never dated an older man before, but Alex is a whopping 13 years older than I am. At first I thought his age might be a deal breaker, but it's worked out (old movies, cooking skills, doesn't mind my under-eye wrinkles:).

Have you ever heard this funny trick? "Divide the older person's age in half, then add seven, and that's the biggest age difference you can have. So if you're 30, the youngest you can date is 22." It's actually a pretty good rule of thumb!

So, I'm curious: Have you ever dated an older man or woman? Much older? Would you rather date older or younger? How old would you go? Is your current partner older than you? I'd love to hear your thoughts...
(P.S. Btw, George Clooney is 50, so he's fair game for any of you older than 32 1/2!)


Leaf development

//Leaf development

Leaf development

Leaves are lateral outgrowth of a plant shoot which are initiated by the shoot meristem. They have finite growth, are vascularized and usually photosynthetic.

Embryonic development

After zygote formation, the embryo is formed inside the seed which leads to embryonic leaves and shoot apical meristem after germination. The embryonic leaves are known as cotyledons. In post-embryonic development, these embryonic leaves give rise to true leaves. The apical cell divides transversely to form upper tier and lower tier. Further transverse division in lower tier gives rise to upper lower tier and lower tier. The upper tier forms the apical tissues- the shoot meristem and cotyledons. The upper lower tier forms the base of cotyledons. The lower tier forms the hypocotyl and most of the root. The root tip including the meristem is derived from hypophysis.

Phyllotaxis or phyllotaxy is the arrangement of leaves on a plants stem. The basic phyllotactic patterns in the plant kingdom are either opposite, whorled or alternate.

Types of phyllotaxis

Opposite phyllotactic pattern In this leaf primordia grow one by one. This type of pattern can be further divided into two; distichous or decussated phyllotaxis. In distichous phyllotaxis, as in maize, successive leaf primordia are placed each at 180 degrees from the previous one, in decussated phyllotaxis as in Coleus species, successive leaf pairs are perpendicular.

Whorled phyllotactic pattern In case of whorled phyllotaxis, at least three leaf primordia grow at the same node on the stem. Primordia in a node are evenly spread around the stem, mid-way between those in the previous node.

Alternate phyllotactic pattern More than 80% of the higher plant species have an alternate phyllotaxis, as in the case of potato, araucaria, yucca or sunflowers. Alternate phyllotaxis can be further divided into spiral or multijugate phyllotaxis.

In spiral phyllotaxis, leaf primordia grow one per node, each at a constant divergence angle of degrees from the previous.

In multijugate phyllotaxis, two or more leaf primordia grow at the same node. Leaf primordia of a node are spread evenly around the stem, each group of leaf primordia of a node is at a constant divergence angle of 137.5 degrees from the leaf primordia group of the previous node.

The phyllotactic form has resulted in the proliferation of terminology like bipinnate, orthodistichy, spirodistichy, spirodecussation and many more. The simplest type of phyllotaxis is called “alternate”. In this phyllotaxis, the primordia develop one at a time on opposite sides of the apex. The resultant structure is almost planar with the organs alternating in the direction along the stem. A closely related type of phyllotaxis is called ―spiral‖. In the apical ring, the primordia develop one at a time. Each primordium forms at a fixed angle from the previous primordium, this is known as the divergence angle. As the plant grows the plant organs tend to form a spiral helix around the stem. The divergence angle is 180º in spiral phyllotaxis. Nodes are the places where the plant organs are attached to the plant. When the nodes are equally spaced from each other primodia formation takes place. When more than one primordia forms at a time the plant is said to form a ―whorld. Dimerous is when whorls composed of two primordial. With three primordia are called ―trimerous and so on. The whorl present primordia are often assumed to be equally space along the apical ring. When successive layers of dimerous whorls form at 90o with respect to each other we get what is known as “opposite” or “decussate” phyllotaxis. The multijugate phyllotaxis occurs when successive layers of whorls do not form exactly halfway between the previous layers. Multijugate phyllotaxis along with dimerous is known as “bijugate”, and with trimerous whorls it is called ―trijugate and so on. It can be said that multicussate phyllotaxis is a special case of multijugate phyllotaxis. By lowering the temperature, the developmental process is slowed down, causing primordial that otherwise would have formed simultaneously in a whorl to form one at a time. It shows that whorled phyllotaxis and spiral phyllotaxis are closely related. All of these forms that are discussed are present in primitive plants. Sometimes one type of phyllotaxis is exhibited in the juvenile stage of a plant while another type is exhibited in the adult stage, e.g. eucalyptus.

Transition to flowering

The transition to flowering in plants requires the reprogramming of the shoot apical meristem. The vegetative meristem is thought to first pass through a juvenile phase. During this phase, the vegetative meristem is not able to respond to any signal, internal or external that would trigger flowering. The attainment of reproductive competence is often marked by changes in the morphology or physiology of vegetative structures. In some species, environmental factors influence the timing of flowering; it shows the time of year and growth conditions favorable for sexual reproduction and seed maturation. These factors include photoperiod (i.e., day length), light quality (spectral composition), light quantity (photon flux density), vernalization (exposure to a long period of cold) and nutrient and water availability. Some species are less sensitive to environmental variables and appear to flower in response to internal cues such as plant size or number of vegetative nodes. Flowering can also be induced by stresses such as nutrient deficiency, drought and overcrowding. This response enables the plant to produce seeds, which are much more likely to survive the stress than is the plant itself. Over the years, physiological studies have led to three models for the control of flowering time.

The florigen concept

It was based on the transmissibility of substances or signals across grafts between reproductive donor shoots and vegetative ―recipients‖. It was proposed that florigen, a flower-promoting hormone, was produced in leaves under favorable photoperiods and transported to the shoot apex in the phloem. The identification of a graft-transmissible floral inhibitor also led to the concept of a competing ―antiflorigen‖. Many research years were consumed hunting for florigen in the phloem sap, but its chemical nature has remained elusive. The inability to separate the hypothetical flowering hormones from assimilates led to a second model.

The nutrient diversion hypothesis

This model proposed that inductive treatments result in an increase in the amount of assimilates moving to the apical meristem, which in turn induces flowering. The view that assimilates is the only important component in directing the transition to flowering was superseded by the multifactorial control model.

Multifactorial control model

It proposes that a number of promoters and inhibitors, including phytohormones and assimilates, are involved in controlling the developmental transition. According to this model, flowering can only occur when the limiting factors are present at the apex in the appropriate concentrations and at the right times. This model attempted to account for the diversity of flowering responses by proposing that different factors could be limiting for flowering in different genetic backgrounds and/or under particular environmental conditions.

By | 2018-05-08T11:31:39+00:00 May 8th, 2018|Plant Tissue Culture|Comments Off on Leaf development

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