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Medication Search - Salazopyrin
Common Name:
How does Salazopyrin work? What will it do for me?
Sulfasalazine belongs to the class of medications called anti-inflammatories. It is used to treat inflammatory bowel disease such as ulcerative colitis, proctitis or distal ulcerative colitis, and Crohn's disease. It helps control symptoms by reducing chronic inflammation in the bowel. The enteric-coated tablets can be used to treat rheumatoid arthritis when treatment with other medications has not helped. It may take 1 to 2 months before you see any results.
This medication may be available under multiple brand names and/or in several different forms. Any specific brand name of this medication may not be available in all of the forms or approved for all of the conditions discussed here. As well, some forms of this medication may not be used for all of the conditions discussed here.
Your doctor may have suggested this medication for conditions other than those listed in these drug information articles. If you have not discussed this with your doctor or are not sure why you are taking this medication, speak to your doctor. Do not stop taking this medication without consulting your doctor.
Do not give this medication to anyone else, even if they have the same symptoms as you do. It can be harmful for people to take this medication if their doctor has not prescribed it.
What form(s) does Salazopyrin come in?
Each yellow-orange, round, convex tablet, engraved with "KPh" on one side with "101" and a score on the other side, contains sulfasalazine 500 mg. Nonmedicinal ingredients: silicon dioxide, starch, and magnesium stearate. This medication does not contain tartrazine.
Each yellow-orange, elliptical, convex, enteric-coated tablet, engraved with "KPh" on one side and "102" on the other side, contains sulfasalazine 500 mg. Nonmedicinal ingredients: beeswax, carnauba wax, cellulose acetate phthalate, glyceryl monostearate, polyethylene glycol, propylene glycol, and talc. This medication does not contain tartrazine.
How should I use Salazopyrin?
The dose of sulfasalazine varies widely according to the condition being treated and the needs of the person. The dose is usually started at a low dose and increased to the dose that is most effective. Side effects are more likely to occur with total daily doses of 4 g (4,000 mg) daily or more. Doses of sulfasalazine should be taken at regular and even intervals over the 24 hour daily period. If you are taking sulfasalazine for an intestinal inflammatory disease, the night-time dose interval should not be longer than eight hours. Doses for children are calculated on the basis of body weight.
The uncoated tablets should be taken with a meal if possible. The enteric-coated tablets must not be chewed or crushed; they should be swallowed whole.
While taking sulfasalazine, drink an adequate amount of fluids to minimize the risk of crystals in the urine and the forming of kidney stones.
Many things can affect the dose of medication that a person needs, such as body weight, other medical conditions, and other medications. If your doctor has recommended a dose different from the ones given here, do not change the way that you are taking the medication without consulting your doctor.
It is important that this medication be taken exactly as prescribed by your doctor. If you miss a dose, take it as soon as possible and continue with your regular schedule. If it is almost time for your next dose, skip the missed dose and continue with your regular dosing schedule. Do not take a double dose to make up for a missed one. If you are not sure what to do after missing a dose, contact your doctor or pharmacist for advice.
Store this medication at room temperature, protect it from light and moisture, and keep it out of the reach of children.
Do not dispose of medications in wastewater (e.g. down the sink or in the toilet) or in household garbage. Ask your pharmacist how to dispose of medications that are no longer needed or have expired.
Who should NOT take Salazopyrin?
Do not take sulfasalazine if you:
- are allergic to sulfasalazine or any ingredients of the medication
- are allergic to sulfonamides or salicylates (e.g., ASA or aspirin)
- have a liver condition called porphyria as this type of medication has been reported to bring on an attack
- have had acute asthmatic attacks, hives, rhinitis, or other allergic symptoms that are brought on by ASA or other nonsteroidal anti-inflammatory drugs (NSAIDs; e.g., ibuprofen, naproxen)
- have an intestinal or urinary blockage
- have severely decreased kidney function
- have severely reduced liver function
Do not give this medication to children under 2 years of age.
What side effects are possible with Salazopyrin?
Many medications can cause side effects. A side effect is an unwanted response to a medication when it is taken in normal doses. Side effects can be mild or severe, temporary or permanent.
The side effects listed below are not experienced by everyone who takes this medication. If you are concerned about side effects, discuss the risks and benefits of this medication with your doctor.
The following side effects have been reported by at least 1% of people taking this medication. Many of these side effects can be managed, and some may go away on their own over time.
Contact your doctor if you experience these side effects and they are severe or bothersome. Your pharmacist may be able to advise you on managing side effects.
- diarrhea
- dizziness
- headache
- increased sensitivity of skin to sunlight
- itchiness
- loss of appetite
- low sperm count (men)
- nausea
- orange-yellow coloured urine
- upset stomach
- vomiting
- yellow stain on contact lenses
Although most of the side effects listed below don't happen very often, they could lead to serious problems if you do not check with your doctor or seek medical attention.
Check with your doctor as soon as possible if any of the following side effects occur:
- aching joints and muscles
- difficulty swallowing
- headache (continuing)
- signs of clotting problems (e.g., unusual nosebleeds, bruising, blood in urine, coughing blood, bleeding gums, cuts that don't stop bleeding)
- signs of kidney problems (e.g., increased urination at night, decreased urine production, blood in the urine)
- signs of liver problems (e.g., nausea, vomiting, diarrhea, loss of appetite, weight loss, yellowing of the skin or whites of the eyes, dark urine, pale stools)
- skin rash, hives, fever
- symptoms of anemia (such as weakness, paleness, and fatigue)
- symptoms of arthritis (such as joint pain, stiffness)
- symptoms of infection (such as fever, chills, or a general feeling of being ill)
Stop taking the medication and seek immediate medical attention if any of the following occur:
- signs of interstitial lung disease (e.g., shortness of breath or difficulty breathing)
- signs of a serious allergic reaction (e.g., abdominal cramps, difficulty breathing, nausea and vomiting, or swelling of the face and throat)
- signs of a severe skin reaction such as blistering, peeling, a rash covering a large area of the body, a rash that spreads quickly, or a rash combined with fever or discomfort
Some people may experience side effects other than those listed. Check with your doctor if you notice any symptom that worries you while you are taking this medication.
Are there any other precautions or warnings for Salazopyrin?
Before you begin using a medication, be sure to inform your doctor of any medical conditions or allergies you may have, any medications you are taking, whether you are pregnant or breast-feeding, and any other significant facts about your health. These factors may affect how you should use this medication.
Allergies: Some people who are allergic to furosemide, thiazide water pills, or carbonic anhydrase inhibitors also experience allergic reactions to this medication. Before you take sulfasalazine, inform your doctor about any previous adverse reactions you have had to medications, especially water pills or sulfonamide antibiotics. Contact your doctor at once if you experience signs of an allergic reaction, such as skin rash, itching, difficulty breathing, or swelling of the face and throat.
Anemia: Sulfasalazine may cause low levels of red blood cells. If you experience symptoms of reduced red blood cell count (anemia) such as shortness of breath, feeling unusually tired or pale skin, contact your doctor as soon as possible.
Your doctor will do blood tests regularly to monitor the number of specific types of blood cells, including red blood cells, in your blood.
Asthma: Sulfasalazine can cause increased breathing difficulty for people with asthma. If you have asthma, discuss with your doctor how this medication may affect your medical condition, how your medical condition may affect the dosing and effectiveness of this medication, and whether any special monitoring is needed.
Bleeding: Sulfasalazine may cause a reduced number of platelets in the blood, which can make it difficult to stop cuts from bleeding. If you notice any signs of bleeding, such as frequent nosebleeds, unexplained bruising, or black and tarry stools, notify your doctor as soon as possible. Your doctor will order routine blood tests to make sure potential problems are caught early.
Fertility: Infertility has been observed for some men treated with sulfasalazine. Stopping the medication appears to reverse these effects.
Glucose-6-phosphate dehydrogenase enzyme deficiency: People without the G6PD enzyme should discuss with their doctor how this medication may affect the dosing and effectiveness of this medication.
Hypersensitivity syndrome: A severe allergic reaction called hypersensitivity syndrome has occurred for some people who take sulfasalazine. This reaction involves a number of organs in the body and may be fatal if not treated quickly. It is most likely to occur during the first three months of taking sulfasalazine, but may happen at any point during treatment. Stop taking the medication and get immediate medical attention if you have symptoms of a severe allergic reaction, including fever, swollen glands, yellowing of the skin or eyes, or flu-like symptoms with skin rash or blistering.
Infection: Sulfasalazine can reduce the number of cells that fight infection in the body (white blood cells). Tell your doctor immediately if you notice more frequent signs of infections, such as fever or chills, severe diarrhea, shortness of breath, prolonged dizziness, headache, stiff neck, weight loss, or listlessness. Your doctor will do blood tests regularly to monitor the number of specific types of blood cells in your blood.
Kidney disease: This medication can reduce kidney function. If you have kidney disease, discuss with your doctor how this medication may affect your medical condition, how your medical condition may affect the dosing and effectiveness of this medication, and whether any special monitoring is needed. You will probably need to have regular tests while taking this medication to make sure that your kidneys are working properly. People who have severe kidney problems should not use this medication.
Liver disease: Sulfasalazine may reduce liver function and can cause liver failure. If you have liver disease, discuss with your doctor how this medication may affect your medical condition, how your medical condition may affect the dosing and effectiveness of this medication, and whether any special monitoring is needed. You will probably need to have regular liver tests while taking this medication. People with severe liver disease or very poor liver function should not take sulfasalazine.
Staining: Sulfasalazine may produce an orange-yellow colour in the urine. Similar discoloration of the skin and yellow staining of soft contact lenses have occasionally been reported.
Tablets in stool: If you notice intact enteric-coated tablets in your stool, contact your doctor.
Pregnancy: This medication should not be used during pregnancy unless the benefits outweigh the risks. If you become pregnant while taking this medication, contact your doctor immediately.
Breast-feeding: This medication passes into breast milk. If you are a breast-feeding mother and are taking sulfasalazine, it may affect your baby. Talk to your doctor about whether you should continue breast-feeding.
Children: This medication is not recommended for children with juvenile rheumatoid arthritis.
What other drugs could interact with Salazopyrin?
There may be an interaction between sulfasalazine and any of the following:
- azathioprine
- benzocaine
- benzydamine
- celecoxib
- cyclosporine
- dapsone
- digoxin
- eltrombopag
- folic acid
- heparin
- hexylresorcinol
- lidocaine
- low molecular weight heparins (e.g., dalteparin, enoxaparin, tinzaparin)
- medications that increase sensitivity to the sun
- mercaptopurine
- methotrexate
- nitric oxide
- non-steroidal anti-inflammatory medications (NSAIDs; e.g., diclofenac, ibuprofen, naproxen)
- olsalazine
- prilocaine
- regorafenib
- other salicylates (e.g., ASA, salsalate)
- sodium nitrite
- sulfinpyrazone
- tedizolid
- teriflunomide
- tetracaine
- tolvaptan
- varicella virus vaccine
- warfarin
If you are taking any of these medications, speak with your doctor or pharmacist. Depending on your specific circumstances, your doctor may want you to:
- stop taking one of the medications,
- change one of the medications to another,
- change how you are taking one or both of the medications, or
- leave everything as is.
An interaction between two medications does not always mean that you must stop taking one of them. Speak to your doctor about how any drug interactions are being managed or should be managed.
Medications other than those listed above may interact with this medication. Tell your doctor or prescriber about all prescription, over-the-counter (non-prescription), and herbal medications that you are taking. Also tell them about any supplements you take. Since caffeine, alcohol, the nicotine from cigarettes, or street drugs can affect the action of many medications, you should let your prescriber know if you use them.
All material copyright MediResource Inc. 1996 – 2021. Terms and conditions of use. The contents herein are for informational purposes only. Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Source: www.medbroadcast.com/drug/getdrug/Salazopyrin


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Those of you who follow The Firm™ on Facebook (hint hint!) probably already saw this, but nevertheless: Some 100,000 public sector employees went on strike today. Schools, kindergartens, libraries and some faculties were shut, policemen, firemen and customs officials were down to skeleton crews and performed only basic duties. Ditto for nurses and several other public services. As every branch of every union had to vote on whether to jon the strike, there were exceptions: journos for state TV and radio did not join the strike, altough they supported it. Some faculties voted against the strike, some didn't even have a union branch organised. But after all was said and done, this was still the largest strike in the history of this country.
Most of the people were on strike at their place of work. Some, however, joined protests in cities all around the country, the largest of them being held in Ljubljana, where it is estimated that some ten thousand people poured in front of the governmetn and the parliament building. Pengovsky was there for your viewing pleasure.
More on austerity measures planned by the government of Janez Janša and what they lead to here and here, gallery below.

subset: commoncrawl


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For Release: July 07, 2010
Combining observations made with ESO's Very Large Telescope and NASA's Chandra X-ray telescope, astronomers have uncovered the most powerful pair of jets ever seen from a stellar black hole. This object, also known as a microquasar, blows a huge bubble of hot gas, 1000 light-years across, twice as large and tens of times more powerful than other known microquasars. The discovery is reported this week in the journal Nature.
"We have been astonished by how much energy is injected into the gas by the black hole," says lead author Manfred Pakull. "This black hole is just a few solar masses, but is a real miniature version of the most powerful quasars and radio galaxies, which contain black holes with masses of a few million times that of the Sun."
Black holes are known to release a prodigious amount of energy when they swallow matter. It was thought that most of the energy came out in the form of radiation, predominantly X-rays. However, the new findings show that some black holes can release at least as much energy, and perhaps much more, in the form of collimated jets of fast moving particles. The fast jets slam into the surrounding interstellar gas, heating it and triggering an expansion. The inflating bubble contains a mixture of hot gas and ultra-fast particles at different temperatures. Observations in several energy bands (optical, radio, X-rays) help astronomers calculate the total rate at which the black hole is heating its surroundings.
The astronomers could observe the spots where the jets smash into the interstellar gas located around the black hole, and reveal that the bubble of hot gas is inflating at a speed of almost one million kilometres per hour.
"The length of the jets in NGC 7793 is amazing, compared to the size of the black hole from which they are launched," says co-author Robert Soria [1]. "If the black hole were shrunk to the size of a soccer ball, each jet would extend from the Earth to beyond the orbit of Pluto."
This research will help astronomers understand the similarity between small black holes formed from exploded stars and the supermassive black holes at the centres of galaxies. Very powerful jets have been seen from supermassive black holes, but are thought to be less frequent in the smaller microquasar variety. The new discovery suggests that many of them may simply have gone unnoticed so far. The gas-blowing black hole is located 12 million light-years away, in the outskirts of the spiral galaxy NGC 7793 (eso0914b). From the size and expansion velocity of the bubble the astronomers have found that the jet activity must have been ongoing for at least 200 000 years.
[1] Astronomers do not have yet any means of measuring the size of the black hole itself. The smallest stellar black hole discovered so far has a radius of about 15 km. An average stellar black hole of about 10 solar masses has a radius of about 30 km, while a "big" stellar black hole may have a radius of up to 300 km. This is still much smaller than the jets, which extend out to 1000 light-years, or about 9000 million million km!
More Information:
This result appears in a paper published in this week's issue of the journal Nature (A 300 parsec long jet-inflated bubble around a powerful microquasar in the galaxy NGC 7793, by Manfred W. Pakull, Roberto Soria and Christian Motch).
ESO, the European Southern Observatory, is the foremost intergovernmental astronomy organisation in Europe and the world's most productive astronomical observatory. It is supported by 14 countries: Austria, Belgium, the Czech Republic, Denmark, France, Finland, Germany, Italy, the Netherlands, Portugal, Spain, Sweden, Switzerland and the United Kingdom. ESO carries out an ambitious programme focused on the design, construction and operation of powerful ground-based observing facilities enabling astronomers to make important scientific discoveries. ESO also plays a leading role in promoting and organising cooperation in astronomical research. ESO operates three unique world-class observing sites in Chile: La Silla, Paranal and Chajnantor. At Paranal, ESO operates the Very Large Telescope, the world's most advanced visible-light astronomical observatory and VISTA, the world's largest survey telescope. ESO is the European partner of a revolutionary astronomical telescope ALMA, the largest astronomical project in existence. ESO is currently planning a 42-metre European Extremely Large optical/near-infrared Telescope, the E-ELT, which will become "the world's biggest eye on the sky".
Media contacts:
Manfred W. Pakull and Christian Motch
University of Strasbourg, France
Tel: +33 3 68 85 24 30, +33 3 68 85 24 28
Email: email@example.com, firstname.lastname@example.com
Roberto Soria
MSSL, University College London, UK
Email: firstname.lastname@example.com
Henri Boffin
ESO, La Silla, Paranal and E-ELT Press Officer
Garching, Germany
Tel: +49 89 3200 6222
Cell: +49 174 515 43 24
Email: email@example.com
Visitor Comments (5)
Truly an amazing discovery. What I like the best is the explanation provided with the images. With the simplicity of the explanation, even an amateur student of Astrophysics can understand the strange events that occur in the universe. Thanks to NASA and the authors for spreading the knowledge.
Posted by Rajan Murkute on Wednesday, 11.24.10 @ 11:03am
I wont more pictures.
Posted by junaid on Sunday, 07.25.10 @ 04:02am
Thanks NASA, keep up the good work.
Posted by vinpalkar on Friday, 07.16.10 @ 07:48am
Amazing and wonderful all your discoveries NASA. I would like to read more about black holes and quasars. Thank you very much.
Posted by Elena Morua on Friday, 07.9.10 @ 11:14am
Wow, truly awesomeness.
Posted by Evelyn on Friday, 07.9.10 @ 05:18am


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Page Options
Docy Page Options get even more interesting in the creative process. These are a set of options that can be used on every single page or post, and will only affect the individual page you use them on.
Need one page to have a different background or different header layout than other pages? No problem, Docy Page Options to the rescue!
Page Options Override Theme Options To Allow Extreme Control Over Each Page Or Post. Theme Settings are global, page options are individual. This setup gives you amazing creative flexibility that becomes indispensable when you start creating your site. Having the option to freely choose how individual pages are styled is incredible freedom.
For example, you can choose an individual logo or header style for a specific page only from Docy Page Options. You can find the Page Options at the bottom of the WordPress page editor.


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What's New
Bug Fixes
App Description
What is flashcard?
A flashcard is a set of cards bearing information, as words or numbers, used in classroom drills or in private study. Flashcards are widely used as a learning drill to aid memorization by way of spaced repetition.
Series of flash cards provide a wealth content on children's cognition with beautiful illustrations and standard dub in the English and Chinese , Giving children a more innovative and multi-sensory learning and entertainment style .
Beijing Tongyan Cultural Development Co., Ltd. dedicates itself to researching and developing children's education products, establishing websites of early childhood education, and publishing relative books.
Chinababy365.com, owned by Beijing Tongyan Cultural Development Co., Ltd., is a website targeting at early childhood education. It is a good and famous early childhood education website in China.
The Company is also providing several preschool education and tutoring institutions with services including educational consultation, management consultation, textbooks researching and developing, etc.
Based on our many-year experience in educational management, the Company has issued a series of picture books for children, including the "series of good habits of children", "series of traditional stories", "series of world classic stories", "series of children' cognition", etc, which will be released in various ways.
App Changes
- June 14, 2014 Initial release


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The LSK SF ERGON series is composed of automatic shrink wrapping machines to pack plastic, metal, cardboard or glass containers in film only.
The packers from the LSK SF ERGON series achieve an output rate up to 30 packs per minute in single lane, for containers with diameter between 40 and 200 mm, according to the product to be handled. The pack collations can vary according to the containers shape, capacity and size; the most requested collations are: 2x2, 3x2, 4x3 and 6x4.
The machines from the LSK SF ERGON series are equipped with a mechanical product grouping system and are supplied with new counters provided with a handcrank for the management of the format changeover, ensuring more precise adjustments to handle the format.
Speed (PPM) | 30 |
Lanes | 1 |
1In the machine infeed zone, an oscillating unscrambler accurately lines up the loose containers carried by a conveyor belt featuring low-friction chains made of thermoplastic material. In the pack formation zone, the containers are clustered in the required format through a pneumatic device operating in alternate motion.
2A cutting blade driven by a direct drive brushless motorisation controls the film unwinding, while a rack system ensures its constant tesnioning
3The film is wrapped around the container batch and overlapped at the base of the pack; the height of the wrapper is adjustable to ensure flexibility and manufacture a wide range of formats
4The pack enters the shrinking tunnel, equipped with side panels that can be disassembled; as a result, it is much more easier to access the tunnel for the maintenance operations
Images are for illustrative purposes and data are not binding, as they have to be confirmed by SMI according to the machine user's production conditions and technical specifications.
The European Regulation 679/2016 (GDPR) on the protection of personal data has been fully applicable since May 25th, 2018. This is an important goal, because it lays down rules relating to the processing of personal data for all Countries within the Union. Every company of the SMI Group planned a series of activities, assets or operational modes to comply with the regulation and put into practice the protection of personal data. Here is a list of actions taken to comply with the European Regulation and our policy on personal data processing.
Lawfulness of processing
All activities relating to personal data processing shall be lawful (consent, contract obligations, vital interests of the data subject or of third parties, compliance with legal obligations to which the controller is subject, public interest or exercise of official authority, legitimate interest pursued by the controller or by third parties).
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The information statement has been improved and updated to the new regulations (art. 13 and 14 GDPR).
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Technical and organization measures have been adopted to ensure the data subject's exercise of his rights and to meet the data subject requirements.
Controllers, processors
Based on the new principle of "accountability", SMI Group organization was re-defined, in order to proactively ensure integral compliance with the Regulation.
Redefinition of the role of data processors and service suppliers whose activity implies personal data processing.
Risk of data processing; accountability measures taken by controllers and processors (Impact assessment, record of processing activities, security of processing, data breach)
The "Conformity document", including records of data processing activity, plans, adopts and demonstrates all technical and organizational measures taken to adequately perform the data processing activities and specifies the necessary procedures to be adopted to notify data breach.
Transfer of personal data to international organizations
Smi Group adheres to the general principles and guarantees concerning the transfer of personal data to third Countries.
The Controller is:
SMI S.p.A.
Head office: Via Carlo Ceresa, 10 - 24015 San Giovanni Bianco (BG) - ITALIA
For further information, write to: firstname.lastname@example.com
According to the European Regulation 679/2016, the data subject is entitled to exercise the rights set forth in the Regulation.
The integral version of art. 15; 16; 17; 18; 20; 21; 77 of the European Regulation is attached to this document.
In order to exercise your rights, please send the application form duly filled in to the Controller's address.
SMI S.p.A.
IVA SMI INDUSTRIES Group
Headquarters: Via Carlo Ceresa, 10 - 24015 San Giovanni Bianco (BG) - ITALIA
Registered office: Via Monte Grappa, 7 - 24121 Bergamo (BG) - ITALIA
VAT: 04471940165 - TAX code: 03942700166 - R.E.A.: 421708
Share capital: Euro 5.000.000 i.v.


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AMHERST, Mass. – Bonefish, sometimes called the gray ghost, are among the most elusive and highly prized quarry of recreational anglers in the Florida Keys, the Bahamas and similar tropical habitats around the world. Now a research team including fish ecologist Andy Danylchuk of the University of Massachusetts Amherst has documented rarely seen pre-spawning behavior in bonefish, which should aid future conservation efforts.
Habitat degradation and overfishing by uncontrolled netting threaten the bonefish, yet recreational fishing for this group of fishes is worth hundreds of millions of dollars annually, say scientists. Danylchuk and Aaron Adams, director of operations for Bonefish & Tarpon Trust (BTT) at the Florida Institute of Technology (FIT) where Adams is also an assistant research professor, are scrambling to identify and protect critical habitats and identify other ways to conserve the fishery.
With others, Adams and Danylchuk recently tracked a school of more than 10,000 bonefish as they completed the final stages of spawning migrations in the Bahamas. This week Adams shared results with the Bahamas Ministry of the Environment and conservation collaborators Bahamas National Trust and The Nature Conservancy.
Using special tracking tags they had inserted earlier into individual bonefish, the researchers report that starting in mid-afternoon, the school swirls like a tornado in water 30 feet deep. Normally found on the sea bottom in shallow waters, at this stage some of the school rush up and porpoise, gulping air as they break the surface. Bumping against each other in this pre-spawning behavior, they must avoid sharks, barracuda and Cubera snappers stalking them.
As night falls, the fish quicken their pace and head for the dropoff at the reef edge, where water depth quickly exceeds 1,000 feet. The team tracked the bonefish as they descended past 160 feet and drifting about one-quarter mile from the drop-off. Now suspended in water thousands of feet deep, these usually shallow-water swimmers spend about an hour before suddenly rushing upward to release their eggs and sperm. At that point the spawn is over and the fish quickly move back into shallower water.
By the next morning, these fish are headed home, Adams points out. They leave behind millions of fertilized, drifting eggs and begin a two-month larval stage that scientists hope will result in a new baby bonefish settlement somewhere nearby to begin the cycle over again.
It was a 2011 study published by UMass Amherst's Danylchuk, an expert on coastal fish stocks, angling impact and how to protect ecosystems, that first reported on 30 sonically-tagged bonefish observed over two years as they moved into deep water to spawn at night off Eleuthera in the Bahamas. But more details were needed about such behavior as gulping air and bumping each other, he says. Hence this new study, which looked at more detail and provides a wealth of new information he hopes to publish soon.
In particular, Danylchuk says, the recent work highlights the critical importance of protecting bonefish spawning aggregations. "This new understanding of bonefish movement and spawning aggregations has significant implications for their conservation," he says, because it establishes that pre-spawning aggregation sites are located in transition areas between shallow coastal habitats and deep ocean waters, the very same places that humans find desirable for marinas and tourism development.
Adams adds that because bonefish typically live in small, shallow-water home ranges most of the year, conservation strategies have previously focused only there. But now researchers have determined that the fish migrate long distances to gather in large schools in identifiable spawning regions, then move offshore to very deep water. He and his co-authors say this spawning migration requires a much-expanded conservation outlook that links critical deep and shallow habitats. They hope to find funding for new future expeditions to observe and document actual spawning behavior in these "ghostly" fish.


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A landmark 1995 study found that children from higher-income families hear about 30 million more words during their first three years of life than children from lower-income families. This "30-million-word gap" correlates with significant differences in tests of vocabulary, language development, and reading comprehension.
MIT cognitive scientists have now found that conversation between an adult and a child appears to change the child's brain, and that this back-and-forth conversation is actually more critical to language development than the word gap. In a study of children between the ages of 4 and 6, they found that differences in the number of "conversational turns" accounted for a large portion of the differences in brain physiology and language skills that they found among the children. This finding applied to children regardless of parental income or education.
The findings suggest that parents can have considerable influence over their children's language and brain development by simply engaging them in conversation, the researchers say.
"The important thing is not just to talk to your child, but to talk with your child. It's not just about dumping language into your child's brain, but to actually carry on a conversation with them," says Rachel Romeo, a graduate student at Harvard and MIT and the lead author of the paper, which appears in the Feb. 14 online edition of Psychological Science.
Using functional magnetic resonance imaging (fMRI), the researchers identified differences in the brain's response to language that correlated with the number of conversational turns. In children who experienced more conversation, Broca's area, a part of the brain involved in speech production and language processing, was much more active while they listened to stories. This brain activation then predicted children's scores on language assessments, fully explaining the income-related differences in children's language skills.
"The really novel thing about our paper is that it provides the first evidence that family conversation at home is associated with brain development in children. It's almost magical how parental conversation appears to influence the biological growth of the brain," says John Gabrieli, the Grover M. Hermann Professor in Health Sciences and Technology, a professor of brain and cognitive sciences, a member of MIT's McGovern Institute for Brain Research, and the senior author of the study.
Beyond the word gap
Before this study, little was known about how the "word gap" might translate into differences in the brain. The MIT team set out to find these differences by comparing the brain scans of children from different socioeconomic backgrounds.
As part of the study, the researchers used a system called Language Environment Analysis (LENA) to record every word spoken or heard by each child. Parents who agreed to have their children participate in the study were told to have their children wear the recorder for two days, from the time they woke up until they went to bed.
The recordings were then analyzed by a computer program that yielded three measurements: the number of words spoken by the child, the number of words spoken to the child, and the number of times that the child and an adult took a "conversational turn" — a back-and-forth exchange initiated by either one.
The researchers found that the number of conversational turns correlated strongly with the children's scores on standardized tests of language skill, including vocabulary, grammar, and verbal reasoning. The number of conversational turns also correlated with more activity in Broca's area, when the children listened to stories while inside an fMRI scanner.
These correlations were much stronger than those between the number of words heard and language scores, and between the number of words heard and activity in Broca's area.
This result aligns with other recent findings, Romeo says, "but there's still a popular notion that there's this 30-million-word gap, and we need to dump words into these kids — just talk to them all day long, or maybe sit them in front of a TV that will talk to them. However, the brain data show that it really seems to be this interactive dialogue that is more strongly related to neural processing."
The researchers believe interactive conversation gives children more of an opportunity to practice their communication skills, including the ability to understand what another person is trying to say and to respond in an appropriate way.
While children from higher-income families were exposed to more language on average, children from lower-income families who experienced a high number of conversational turns had language skills and Broca's area brain activity similar to those of children who came from higher-income families.
"In our analysis, the conversational turn-taking seems like the thing that makes a difference, regardless of socioeconomic status. Such turn-taking occurs more often in families from a higher socioeconomic status, but children coming from families with lesser income or parental education showed the same benefits from conversational turn-taking," Gabrieli says.
Taking action
The researchers hope their findings will encourage parents to engage their young children in more conversation. Although this study was done in children age 4 to 6, this type of turn-taking can also be done with much younger children, by making sounds back and forth or making faces, the researchers say.
"One of the things we're excited about is that it feels like a relatively actionable thing because it's specific. That doesn't mean it's easy for less educated families, under greater economic stress, to have more conversation with their child. But at the same time, it's a targeted, specific action, and there may be ways to promote or encourage that," Gabrieli says.
Roberta Golinkoff, a professor of education at the University of Delaware School of Education, says the new study presents an important finding that adds to the evidence that it's not just the number of words children hear that is significant for their language development.
"You can talk to a child until you're blue in the face, but if you're not engaging with the child and having a conversational duet about what the child is interested in, you're not going to give the child the language processing skills that they need," says Golinkoff, who was not involved in the study. "If you can get the child to participate, not just listen, that will allow the child to have a better language outcome."
The MIT researchers now hope to study the effects of possible interventions that incorporate more conversation into young children's lives. These could include technological assistance, such as computer programs that can converse or electronic reminders to parents to engage their children in conversation.
The research was funded by the Walton Family Foundation, the National Institute of Child Health and Human Development, a Harvard Mind Brain Behavior Grant, and a gift from David Pun Chan.
By Anne Trafton
Back-and-forth Exchanges Boost Children's Brain Response to Language was originally published on the Massachusetts Institute of Technology's website.


text:
Date | Author | Article link, comment |
Thu, 08/23/2012 - 09:28 | Мілош |
Ahna Brewster O'Reilly she´s very ugly, she looks like Glenn Quagmire: |
Wed, 08/22/2012 - 17:01 | helloooo |
Ahna Brewster O'Reilly Eric, what do you think about Cheryl Cole? Why isn't she in the attractive women section? |
Wed, 08/22/2012 - 16:38 | nicegirl |
Ahna Brewster O'Reilly When i see the stupid comments people leave on this site sometimes i think people are just looking at pictures,and not reading.This women is good looking and i can see why she is feminine,but in a very plan way.Erik most people are right about one thing,you like very plan women. |
Wed, 08/22/2012 - 13:07 | Dan |
Ahna Brewster O'Reilly Ahna Brewster O'Reilly should not have been placed on a list of attractive women. I consider their appeal even below the average rating of attractiveness. I will be assumed that you have not used this woman due to her ideal feminine body. She has no remarkable secondary sexual characteristics. She has not large breast or a low WHR. I do not have appropriate photos where she shows her nudity; anyhow I doubt that it could be used as a glamour model. I respect some extent the degree of subjectivity implicit in the aesthetic perception of each individual. I never put on a list of beautiful women these women: Katie from ATK galleria Anyway universal beauty canons for European faces have been collected in books and interspersed in a very large number of international publications. You never discuss the images of your list that you have selected as attractive women. You should explain the reasons according to meticulous geometrical criteria. You should point out the objective aspects of such selected women although it has also their evident limits. Obviously some of the exposed women have a low rate of facial beauty, and I guess you have select them because of their sexy female bodies. The ratios of several women represented here disagree with those of the Beauty canons resulting from long and expensive anthropometrical investigations, yet you do not write any argument about women elected. You have not made a morphometric study of your women for the purpose of developing a more scientific and aesthetic guide that helps facial evaluation. Your pictures have not been - through visual methods - conceptually criticized. Could you please analyze anthropometric guidelines of Ahna O'Reilly ? Her face doesn't show any neotenic feature according the "babyfaceness hypothesis". The ideal feminine face must show characteristic features of babyfaces, but at the same time it also includes mature female features like high, prominent cheek bones and concave cheeks which are accentuated evenly by using make-up. Cunningham claims that the presence of both characteristic features makes faces very attractive. I am plastic surgeon and I can say that initial assessments, planning errors, misinterpretations, imbalances, asymmetries, unnatural results, and under- or overcorrecting are all well-known problems for who our work. We have long had the tools and techniques to provide patients with an attractive nose, chin and neckline. But a large part of the difficulty has remained in the inability to analytically measure, define, plan and create beautiful features represented by brows, eyes, cheeks, and lips. Combining artistic perception with simple, scientific, and uniformly reproducible measurements would be of tremendous importance in this area—the marriage of art and science. It is through these interpretations and surgically artistic endeavours of adjusting contours and proportions that we are able to create a softer, subtle, symmetric and youthful appearance. There are no tricks to achieving the aforementioned. Attention to detail, an understanding of anatomy, a working definition of beauty, and the ability to manipulate one's flaws into one's advantages allow for this creation in progress. Research on facial attractiveness has pointed out that the presence of childlike facial features increases attractiveness. I can't see in Anha O'Reilly anything of it: You can compare the difference with women below: I- NOSE You should see the disproportion between her subnasale or subnasion (Sn) and alaree (Al)? The nose is beaked-shaped. Her prominent nasal spine give an overly obtuse presentation and her straight lines are not as pleasing to the eye as gracefully curved and flowing lines: The Beautiful Nose: (a) A beautiful nose represents one of the most prominent features of the face that ranges in shape, size, and angle. A beautiful nose must reflect overall harmony and proportion in relation to the other features and the face as a whole. An attractive nasal contour is represented by a slightly sloped dorsum which blends into a moderate nasal frontal angle located at the supra-pupillary line or radix. . The dorsum should flow, but not dip. The bridge is moderately narrow, as in the tip, with subtle definition and should be on a parallel axis with the ear. This should contribute to minimal, but definite, columellar show. The tip should be the most prominent point on the nasal dorsum. It should have a definite highlighted nasal projection or two tip defining points. The degree of tilt should be such that one can only slightly see the open nostrils on frontal view, and the profile has a slightly pleasant uplifted angle. The alar should be within a vertical line drawn down from the medial canthi, lie in a vertical-oblique position, and be moderate in size and ratio. (b) Scientifically The beautiful nose represents the central 1/3 of the distance from the trichion at the mid-sagital point to the gnathion. II- EYES Her eyes does not project and invite energetic expression and intense interest either subtle, innocent, yet flirtatious nature is not portrayed. Her eyes are not large and they don't have almond shaped. Beautiful eyes are thought to be large and somewhat almond shaped.43-45 The lower eyelid should be shaped like a tapered scroll, much like the subtle edge of an English rosebud. The lower lid positioning should be at the level of the iris or slightly below. It should have a slight concavity, but blend smoothly with the cheekbone. The lid margin curves are slightly asymmetric, with slight medial elevation on the upper lid and light depression on the lower lid. The eyelashes, arched and somewhat "full", should be longer and thicker on the upper lid and begin more medially than on the lower lid. A white sclera, with a distinctive color to the iris, is most attractive; hence the popularity of colored contact lenses. The vertical height of the lower to the upper lid at the medial limbus creates an individual pattern which may change with age acquired ptosis. On the horizontal, this width should be at least one-third of the medial-lateral canthal width. The beautiful eyes have a subtle, but distinctive upper lid crease. There should be a distinctive "Faberge egg" dividing the lateral half of the upper eyelid from the lateral half of the eyebrow. The sub-brow "egg" should be full and create a distinctive highlight. (b) Scientifically, beautiful eyes have definite mathematical values. The average eye width is 30.7 mm. The distance from the medial to the lateral canthus should be equal to one fifth of the facial width. One eye width lies between the medial canthi. In future comments I will deal with the ugly and masculine jaw and chin of Anha! |
Wed, 08/22/2012 - 04:47 | Britt |
Ahna Brewster O'Reilly she has a awful face!! witch's nose, jaw pronounced and too toothy .. |
Wed, 08/22/2012 - 04:16 | Dan |
Skinny gurl on Kate Upton I love this page because we can find what is it that makes a feminine face look beautiful and what are the differences between very attractive and less appealing women, and you offer us plenty of information on a large research project on attractiveness. I am very interested towards the arguments of this site, and I fully agree to promote the participation of feminine women in modeling and beauty pageants. This website is one of the main elements that I am using to investigate, I also I have considered other scientific studies of beauty throughout the world. I give you a list of top research and literature that I use for my studies: David Perrett is one of the most prolific and renowned researcher's attractiveness. He is a professor of psychology at the University of St. Andrews Scotland, and head of the Perception Lab (at the moment including the psychologist Miriam Law Smith works). Ben Jones works as an experimental psychologist at the University of Aberdeen, where he heads the Face Lab . Together with his wife Lisa DeBruine he studied include the influence of sex hormones on the perception of attractiveness. Ben Jones and Lisa DeBruine jointly operate a highly professional online platform for experiments, Faceresearch.org , the joint venture as a kind of Internet research available to other research groups are available. Ian Penton-Voak works at the Department of Experimental Psychology at the University of Bristol. The focus of his research is the classic evolutionary psychological issues such as symmetry and sexual dimorphism, and the influence of individual experience on the judgment of beauty. Tony Little works as a life scientist at the University of Liverpool. The focus of his research is on the "information content" of the human face in social choices, especially the choice of partner. Tony Little is part of the Evolutionary Psychology and Behavioural Ecology Research Group at the University of Liverpool. Craig Roberts is a biologist at the University of Liverpool. His main focus is the influence of the (visual as well as olfactory) attractiveness perception by individual MHC equipment. Craig Roberts is a member of Evolutionary Psychology and Behavioural Ecology Research Group . Marion Petrie is a professor of behavioural ecology at Newcastle University. The main focus, she works on the study of the mechanisms of sexual selection, in which she has won a lot of their findings at the Peacock. David Feinberg devoted entirely to the study of the perception of attractiveness votes. After starting in Perretts Perception Lab David Feinberg, now head of the Voice Research Laboratory at the Canadian McMaster University in Hamilton, Ontario. His online experiments can be found on Faceresearch.org . Magnus Enquist is a zoologist at the University of Stockholm and one of the experts in the field of neural networks. He is like the thorn in the evolutionary psychology research into attractiveness, because after his explanation of the so-called "perceptual preferences" must appeal not necessarily for "genetic quality" stand. Anders Pape Moller , the Danish biologist now working at the Laboratory of Evolutive Parasitology at the CNRS in Paris. He is one of the main protagonists of the symmetry hypothesis, which he especially his famous research project with swallows developed. Gillian Rhodes is professor of psychology at the University of Western Australia and is one of the she chaired Facelab the world's leading researchers attractiveness. Along with Leslie Zebrowitz she is the editor of the most important standard textbooks about attractiveness. Leslie Zebrowitz is professor of psychology at Brandeis University in New York and one of the greats in the field of research and attractiveness face perception. Along with Gillian Rhodes is the editor of the leading textbook standard of attractiveness research (see list of books , here is also her book "Reading Faces"). Devendra Singh is a colleague of Judith Langlois psychology department of the University of Texas. He is regarded as something of a "pope" of the "waist-to-hip ratio." David Buss is one of today's leading evolutionary psychologists. His " BussLab "is particularly concerned with issues of human mate choice. Michael R. Cunningham works as a personal and social psychologist at the University of Louisville, Kentucky. He is the author of "Multiple health" model of attractiveness and looks at the factors that contribute to the attractiveness of faces. Nancy Etcoff is a psychologist at Harvard Medical School. It deals mainly with the effect of beauty in the brain. She is the author of "survive Only the most beautiful" and is the scientific director of the "Campaign for Real Beauty" ( Campaign for Real Beauty ) the cosmetology of Dove adopted. Victor Johnston 's cognitive scientists at New Mexico State University and one of the main protagonists of the "fertility hypothesis". Randy Thornhill is a biologist at the University of New Mexico. Together with Steven W. Gangestad he researched - from a strictly evolutionary psychological perspective - especially the issues of symmetry, mate choice, and rape. Steven W. Gangestad is working at the Department of Psychology at the University of New Mexico, his research interests are similar to those of Randy Thornhill, which were together almost all of his papers published. Geoffrey F. Miller works at the Department of Psychology at the University of New Mexico. He has especially with his book "The sexual evolution - partner selection and the emergence of the mind" ) have raised eyebrows, which presents a very original hypothesis of the origin of the human mind. Daniel Hamermesh is an economist at the University of Texas. One of its key activities is the issue of attractiveness in economic exchange relationships. A bitbol, J, Abitbol, Abitbol P & B (1999). Sex hormones and the female voice. Journal of Voice, 13, 424-446. R amachandran, VS & Hirstein, W (1999). The science of art. Journal of Consciousness Studies, 6(6-7), 15-51. S adr, J, Jarudi, I & Sinha, P (2003). The role of eyebrows in face recognition. Perception , 32, 285-293. T aschen, A (Hrsg., 2005). Schönheitschirurgie. Köln: Taschen. |
Tue, 08/21/2012 - 16:25 | ?/Alexie |
Ahna Brewster O'Reilly I wouldn't go quite so far as to say that Alison Brie eclipses the others (Anita C., Lisa Welch, Maria A., Rita, Jenni, Luciana, Anna S., and Maria McBane are amazing!) but I do think that Alison Brie is also very beautiful: http://joehumphrey.com/journal/wp-content/uploads/2011/04/Alison-Brie-alison-brie-11892837-560-832.jpg |
Tue, 08/21/2012 - 16:19 | ?/Alexie |
Ahna Brewster O'Reilly Very beautiful. Her hair is also fantastic. |
Tue, 08/21/2012 - 14:17 | NullPointer |
Ahna Brewster O'Reilly Why no Alison Brie? She blows every single women in your attractive women section out of the water. |
Tue, 08/21/2012 - 10:26 | Visitor |
Ahna Brewster O'Reilly A fine addition to the attractive women section. Not a personal preference of mine, but she's certainly better looking than allegedly attractive women like Megan Fox or (ugh) Angelina Jolie. What about Gillian Anderson? A pretty face, but a very meh body. |
Mon, 08/20/2012 - 09:08 | Anonymous |
Kelli Brianne Garner Eh, while Jessica has a nice waistline and hips, she opted for breast implants. Moreover, she looks somewhat trashy. |
Mon, 08/20/2012 - 06:34 | Macgyver |
Kelli Brianne Garner That jessica girl is drop dead gorgeous!. I love that baby doll face and sexy physique |
Mon, 08/20/2012 - 06:28 | Britt |
Kelli Brianne Garner You also should add Jessica Jane Clement. she has a gorgeous face and stunning body.
Mon, 08/20/2012 - 00:39 | nicegirl |
Fashion models and mannequins in East Asia Just to try and give you a better idea as to what i am trying to say.Britt Ekland does seem to have the kind of cheekbones i am talking about.I have done my best to look for as many pictures of her as i can and i think that hers are what i am talking about. |
Sun, 08/19/2012 - 23:29 | nicegirl |
Kelli Brianne Garner I love her! But she is another blond,not so great,but i am a girl.How feminine is she? Above average or what? |
Sun, 08/19/2012 - 23:26 | nicegirl |
Teresa Palmer Great,i might be getting this! |
Sun, 08/19/2012 - 22:52 | Erik |
Skinny gurl on Kate Upton Dan: Thank you for mentioning and describing the books that should be read. As you will have noticed, I tend to be biased toward journal articles. Nevertheless, that someone as widely and well read on beauty as you is encouraging me to write a book on the topic means that you have either encountered novel and interesting arguments within this site or think that I could come up with some. But you should also be aware of the problems with publishing politically sensitive content in a mainstream setting. If the publishing firm is publicly traded or owned by a publicly-traded corporation, then there is no way to find a willing publisher for some of the core arguments within this site. The publisher has to be an independent firm that is either without debt or does not depend on loans for its operations, or else it will quickly experience financial difficulties following the publication. There may be no alternative but to set up my own publishing company as self-publishing is not cost effective. But the hassle is hardly worth it when the only advantage of a book is one of clearer organization. A few years ago I added a wiki section to help with organization, which has not been updated for a while; working on this wiki should help the organization part a little, which will have to do for the time being. |
Sun, 08/19/2012 - 22:46 | Erik |
Skinny gurl on Kate Upton Yasmine: I have your emails, but it will take me a while to respond. Cornell: Kate Upton looks fine in most of her professionally posed pictures, which are easily appealing to most men. To catch Kate Upton at her least flattering, one will usually be looking at, say, her candids or pictures where the thinness of her lower legs is clear [not related to femininity]; the wider shoulders are clearer; her hair is tightly tied back, revealing the less feminine face shape; or the smallness of her backside is clearer. Describing her as a "she-male" is an exaggeration. |
Sun, 08/19/2012 - 21:33 | ? / Alexie |
The transsexual parade otherwise known as the Victoria's Secret lingerie show: part 2 Okay, my delight over being quoted on a website is partially overcoming my usual strong desire for internet anonymity so I'll give you my full first name and last initial: Alexandra I. |
Sun, 08/19/2012 - 21:17 | ? / Alexie |
The transsexual parade otherwise known as the Victoria's Secret lingerie show: part 2 ? is the default username I use on comments sections across the web; I probably should have picked something more memorable. My nickname is Alexie. You're very welcome by the way. I highly appreciate this site and think it's a goldmine of information. Though usually viewed as a shallow topic, aesthetics are actually very important to the human psyche. |
Sun, 08/19/2012 - 20:34 | Erik |
Teresa Palmer Fran: Thank you for your suggestions. It will take me a while to go through them and see which pictures or models are useful to me. nicegirl: Your assessment of Megan Fox matches mine. You can add that if her forehead projected a little less in the brow region, she would look more feminine. |
Sun, 08/19/2012 - 20:10 | Erik |
The transsexual parade otherwise known as the Victoria's Secret lingerie show: part 2 ?: There are a few things you have said against the need for very thin and masculine models that belong on the page that discusses why high-fashion models tend to be very thin, but it never occurred to me to put it up there. I will add them there, but since you have not provided your name, the acknowledgment will have to be in terms of "someone said." Thank you for your input. |
Sun, 08/19/2012 - 13:09 | nicegirl |
Teresa Palmer Ok,i knew Megan Fox had to be pretty nice looking no matter what.I don't care so much if you don't put her in the section.I just wanted to know that i was right about how attractive she is.Her masculine features are,or were,a deeper infraglabellar notch,square chin,broad shoulders,and flatter backside right? |
Sun, 08/19/2012 - 05:36 | Fran |
Teresa Palmer Suggestions to add to the attractive women section |
Sun, 08/19/2012 - 04:45 | Yasmine |
Skinny gurl on Kate Upton Erik, I sent my pictures to fbeauty_webmaster [at] yahoo [dot] com, but I have not gotten answer yet |


text:
To understand the necessity for software engineering, we must pause briefly to look back at the recent history of computing. This history will help us to understand the problems that started to become obvious in the late sixties and early seventies, and the solutions that have led to the creation of the field of software engineering. These problems were referred to by some as "The software Crisis," so named for the symptoms of the problem. The situation might also been called "The Complexity Barrier," so named for the primary cause of the problems. Some refer to the software crisis in the past tense. The crisis is far from over, but thanks to the development of many new techniques that are now included under the title of software engineering, we have made and are continuing to make progress.
In the early days of computing the primary concern was with building or acquiring the hardware. Software was almost expected to take care of itself. The consensus held that "hardware" is "hard" to change, while "software" is "soft," or easy to change. According, most people in the industry carefully planned hardware development but gave considerably less forethought to the software. If the software didn't work, they believed, it would be easy enough to change it until it did work. In that case, why make the effort to plan?
The cost of software amounted to such a small fraction of the cost of the hardware that no one considered it very important to manage its development. Everyone, however, saw the importance of producing programs that were efficient and ran fast because this saved time on the expensive hardware. People time was assumed to save machine time. Making the people process efficient received little priority.
This approach proved satisfactory in the early days of computing, when the software was simple. However, as computing matured, programs became more complex and projects grew larger whereas programs had since been routinely specified, written, operated, and maintained all by the same person, programs began to be developed by teams of programmers to meet someone else's expectations.
Individual effort gave way to team effort. Communication and coordination which once went on within the head of one person had to occur between the heads of many persons, making the whole process very much more complicated. As a result, communication, management, planning and documentation became critical.
Consider this analogy: a carpenter might work alone to build a simple house for himself or herself without more than a general concept of a plan. He or she could work things out or make adjustments as the work progressed. That's how early programs were written. But if the home is more elaborate, or if it is built for someone else, the carpenter has to plan more carefully how the house is to be built. Plans need to be reviewed with the future owner before construction starts. And if the house is to be built by many carpenters, the whole project certainly has to be planned before work starts so that as one carpenter builds one part of the house, another is not building the other side of a different house. Scheduling becomes a key element so that cement contractors pour the basement walls before the carpenters start the framing. As the house becomes more complex and more people's work has to be coordinated, blueprints and management plans are required.
As programs became more complex, the early methods used to make blueprints (flowcharts) were no longer satisfactory to represent this greater complexity. And thus it became difficult for one person who needed a program written to convey to another person, the programmer, just what was wanted, or for programmers to convey to each other what they were doing. In fact, without better methods of representation it became difficult for even one programmer to keep track of what he or she is doing.
The times required to write programs and their costs began to exceed to all estimates. It was not unusual for systems to cost more than twice what had been estimated and to take weeks, months or years longer than expected to complete. The systems turned over to the client frequently did not work correctly because the money or time had run out before the programs could be made to work as originally intended. Or the program was so complex that every attempt to fix a problem produced more problems than it fixed. As clients finally saw what they were getting, they often changed their minds about what they wanted. At least one very large military software systems project costing several hundred million dollars was abandoned because it could never be made to work properly.
The quality of programs also became a big concern. As computers and their programs were used for more vital tasks, like monitoring life support equipment, program quality took on new meaning. Since we had increased our dependency on computers and in many cases could no longer get along without them, we discovered how important it is that they work correctly.
Making a change within a complex program turned out to be very expensive. Often even to get the program to do something slightly different was so hard that it was easier to throw out the old program and start over. This, of course, was costly. Part of the evolution in the software engineering approach was learning to develop systems that are built well enough the first time so that simple changes can be made easily.
At the same time, hardware was growing ever less expensive. Tubes were replaced by transistors and transistors were replaced by integrated circuits until micro computers costing less than three thousand dollars have become several million dollars. As an indication of how fast change was occurring, the cost of a given amount of computing decreases by one half every two years. Given this realignment, the times and costs to develop the software were no longer so small, compared to the hardware, that they could be ignored.
As the cost of hardware plummeted, software continued to be written by humans, whose wages were rising. The savings from productivity improvements in software development from the use of assemblers, compilers, and data base management systems did not proceed as rapidly as the savings in hardware costs. Indeed, today software costs not only can no longer be ignored, they have become larger than the hardware costs. Some current developments, such as nonprocedural (fourth generation) languages and the use of artificial intelligence (fifth generation), show promise of increasing software development productivity, but we are only beginning to see their potential.
Another problem was that in the past programs were often before it was fully understood what the program needed to do. Once the program had been written, the client began to express dissatisfaction. And if the client is dissatisfied, ultimately the producer, too, was unhappy. As time went by software developers learned to lay out with paper and pencil exactly what they intended to do before starting. Then they could review the plans with the client to see if they met the client's expectations. It is simpler and less expensive to make changes to this paper-and-pencil version than to make them after the system has been built. Using good planning makes it less likely that changes will have to be made once the program is finished.
Unfortunately, until several years ago no good method of representation existed to describe satisfactorily systems as complex as those that are being developed today. The only good representation of what the product will look like was the finished product itself. Developers could not show clients what they were planning. And clients could not see whether what the software was what they wanted until it was finally built. Then it was too expensive to change.
Again, consider the analogy of building construction. An architect can draw a floor plan. The client can usually gain some understanding of what the architect has planned and give feed back as to whether it is appropriate. Floor plans are reasonably easy for the layperson to understand because most people are familiar with the drawings representing geometrical objects. The architect and the client share common concepts about space and geometry. But the software engineer must represent for the client a system involving logic and information processing. Since they do not already have a language of common concepts, the software engineer must teach a new language to the client before they can communicate.
Moreover, it is important that this language be simple so it can be learned quickly.


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The ongoing debate as to the effectiveness of technology use for student learning outcomes still seems to have no clear answers. Recently, some universities have decided to end their laptop programs for students because of the economic challenges facing those institutions. But there is no consistent response as to the effect on students. Some say it has been highly effective for students, and others say that it has not had any significant impact in how students learn.
What is interesting is that there is also no real agreement as to what should be measured or even whether it can be measured in order to quantify success in this regard. Institutions--whether K-12 or higher education--that have adopted technology for instruction, often have little or no systematic methodology in place for instructional technology use or how its success can or should be measured. Rather, the technology use has typically relied upon individual teachers and faculty who have given up time to learn and use new technology and who are always underfunded and unable, as a result, to expand their use to other programs and other instructors for ongoing research.
So technology use remains conflicted between the generalized rollout of hardware and software and the individualized adoption for instruction. What then can be done to truly assess benefits to learning in regards to technology use?
Misconceptions of Technology Use for Instruction (Tools, not Teachers) Just as paper, pens, pencils, blackboards, overheads, and so on have served as tools to mediate and support instruction in times past (and are often still used today for the same purposes), the tools have simply changed. The misunderstanding exists, however, that technology causes problems, dilutes the rigor of academic content, and distributes the learning process to such a degree that there is little authenticity of authorship and expertise. While it is true that the ubiquitous presence of technology has meant that some of the supporting processes and transferable skills have changed, why does this immediately threaten academic rigor?
My sense is that the lack of overall understanding of technology and how it actually works causes more anxiety than anything else and, by default, creates suspicion and questioning that simply would not exist otherwise. For example, do we really ask how rigorous face-to-face classes are, or do we simply rely on test scores and grades? Given the current debate in higher education regarding grade inflation, those measures may be themselves inadequate. The main reason for this misunderstanding is that, while we may be skilled technology users or may know a handful of teachers who actually use technology well, there are many more we know who persistently avoid the issue and fake use. In discussion with some instructors, for example, it becomes evident quite quickly that there is little to no understanding of the relationships between servers and local drives, Internet and intranet, document locations and security, or something like Web portal technology. For those who use technology regularly, these questions have been asked and answered a long time ago. For others, however, there is a fear of owning up to a lack of understanding and frankly few resources available to answer these kinds of direct questions at most institutions where technology support is about system operations, not user knowledge. Of course, knowledge banks exist and are always expanded by IT personnel based on frequently asked questions; however, if you do not know that or where to find the information, it remains ineffective.
In other words, much of the reason we are not discovering in any meaningful way of measuring whether technology truly improves the learning experience for students or helps them attain the learning outcomes more efficiently is that the knowledge of the technology itself is smattered and that little is consistently taught to those who are currently teaching. This is heightened with the move away from separate instructional or educational technology departments toward all-inclusive IT departments that, owing to budget constraints, house only one or two instructional staff. No self-respecting teaching "expert" will approach an IT help desk with a question like, "Could you please explain to me what a server is and what happens to my documents when I hit the 'save' button?"
Additionally, misconceptions exist around the direct role of technology in the learning process, and, often, the technology is regarded as the teacher rather than a tool used by teachers and students to support the dynamic process of learning. As such, teachers sometimes distance themselves from these tools in the hopes that their jobs will remain secure. (If everything is being painfully scrutinized and you simply do what you do as a teacher because that is how you learned and were taught, then it is very probable that your outlook is threatened and that you would become insecure.) Why do you grade the way you do? Why do you create assignments the way you do? How do you know that the learning outcomes of the course you are currently teaching truly reflect student needs and global application requirements?
Most of this, in my opinion, results from education itself being the commodity it now is and teachers being required, as a result, to be business-minded, currently marketable, and technology-savvy. The swing away from any or all of these by teachers, then, is more about defensive practice than retaining rigor.
The Variables of Teaching and Learning Then there are the variables in any process of teaching and learning. In general, most educational programs of study rightly focus on curriculum, teaching, and learning as the triad that address the entire scope of variables in the process. That is, no educational process is complete without attention to curriculum details, teaching and learning methods, or student needs. Using new technology, however, to mediate instruction, to provide direct communicate, or support collaboration and direct authorship means that these already existing variables become even more heightened. So, while it was already almost impossible to quantify educational research in scientific ways demanded by those outside the field, now it becomes even more of a challenge and could be regarded as a non-issue.
The main benefits of technology use are to support each individual student in his/her own learning process, provide direct access to all learning supports he/she might need (as well as creating his/her own when needed), and collaborating within various learning communities and project teams. Yet we still look for percentage gains that can only be calculated mathematically when "generalities" are applied. Therefore, the actual strength of the learning is completely ignored and devalued in favor of antiquated schemes of measurement that somehow have value outside of education but that we know, as educators, mean nothing in educational terms.
Misplaced Standards for Success (Tests, not Learning) This then begs the question, then: "What are the standards of success we should be measuring?"
A short answer: The more we remain fixated with standardizing standards, the less likely we will be to truly measure the kind of learning that is currently taking place in technology-supported learning environments.
Conversely, teachers who continue to use older standards for measurement because they do not use new technology are still working with students who do use technology elsewhere or who have been affected by new technology in their thinking and perceptions. As a result, those students may seem to be failing entire courses of study while they really may be demonstrating many skills that are not being valued by a grade percentage. One example would be a student who has been developing great research skills and team-building skills but cannot select the correct answer in a multiple choice test. Clearly, it is important for that student to know the content of a course; however, if the teacher presents an opportunity to demonstrate the content knowledge in a context that uses highly developed research and team-building skills, it will be more likely that the student will be able to demonstrate what he or she knows. In these kinds of cases, then, what we are measuring is the student's ability to complete a specific type of test rather than what has been learned. K-12 presents a major challenge in this regard as so much of the system relies heavily on test scores.
Instructional Design Approaches While content remains important, we know that it is always expanding, and, therefore, we must work with students to know how to think within certain disciplines rather than simply produce rote information. How do historians think? How do biologists think? We usually wait until students have declared a major, and then they are suddenly pushed from a generalist mindset into a mindset of expertise, usually without prior exposure to what that means. As a result, students often do poorly until they begin to understand how to think differently. Certainly, new technology does not halt the thinking process and can actually go a long way toward facilitating contexts of use that require critical thinking and direct application of thought and ideas within real-life or simulated environments.
While we do still require teachers to know their disciplines and to be knowledgeable in their specific content areas, we do not require teachers to be content-driven but to be (teaching and learning) process-driven. The following are three characteristics of process-based instructional design:
In order for us to be able to evaluate whether technology use improves student learning outcomes, my sense is that we as educators must redefine those outcomes and the methods with which they will be measured. Additionally, if teachers were better equipped to use technology, not only would students have a more consistent experience from class to class, but we could actually begin to see what effects the technology is having on student learning through more disciplines and over longer periods of time. Certainly, if learning outcomes were to include more of the kinds of skills likely to be developed through technology use, we could move beyond the obvious and begin really to see how the actual learning is being changed, if at all.


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Benny & Joon
1993 film directed by Jeremiah S. Chechik
Benny & Joon is a 1993 romantic comedy film about how two misfits, Sam (Johnny Depp) and Juniper/Joon (Mary Stuart Masterson), find each other and fall in love.
This film article is a stub. You can help Wikiquote by expanding it. |
edit- You know, it seems to me that, I mean, except for being a little mentally ill, she's pretty normal.
- Oh, oh Benny, hey Benny, thanks for the couch... um Mike made me sleep under the sink.
- Mommy?
- Ruthie, do you got any avocados?
edit- Some cultures are defined by their relationship to cheese.
- Don't underestimate the mentally ill. We know how to count.
- Having a Boo Radley moment, are we?
edit- I am serious. I'm always serious. I'm too serious.
- You can't bet a human being!
edit- Sam: You don't like raisins?
- Joon: Not really.
- Sam: Why?
- Joon: They used to be fat and juicy and now they're twisted. They had their lives stolen. Well, they taste sweet, but really they're just humiliated grapes. I can't say I am a big supporter of the raisin council.
- Sam: Did you see those, those raisins on TV? The ones that sing and dance and stuff?
- Joon: They scare me.
- Sam: Yeah me too.
- Joon: It's sick. The commercial people they make them sing and dance so people will eat them.
- Sam: It's a shame about raisins.
- Joon: You're out of your tree.
- Sam: It's not my tree.
- Joon: We have to tell him.
- Benny: What? Tell me what?
- Sam: Uh, Benny, Joon and uh and I are uh... you know.
- Benny: Hi, I'm Benny
- Sam: With an N?
- Benny: Yeah. Two of them. And this is Joon.
- Sam: With an N?
- Joon: One.
edit- Johnny Depp - Sam
- Mary Stuart Masterson - Juniper 'Joon' Pearl
- Aidan Quinn - Benjamin 'Benny' Pearl
- William H. Macy - Randy Burch
- Julianne Moore - Ruthie
- Oliver Platt - Eric
- CCH Pounder - Dr. Garvey (as C.C.H. Pounder)
- Dan Hedaya - Thomas
- Joe Grifasi - Mike
External links
edit- Benny & Joon quotes at the Internet Movie Database
- Reviews at Rotten Tomatoes


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Moderators: gerski, enjay, williamconley, Op3r, Staydog, gardo, mflorell, MJCoate, mcargile, Kumba, Michael_N
dspaan wrote:What do you mean by supervisor phone login?
I'm using my personal extension, i tried two actually one IAX2 and one SIP.
I'm logged in with my admin account, otherwise you can't even see the realtime report.
I'm on 2.12b0.5 SVN 2553.
Asterisk 11.22.0-vici
When i enter my extension into the realtime screen and choose whisper i get to see the LISTEN and WHISPER links for every agent. When i click whisper i get called and i can follow the conversation but the agent can't hear me. To verify i dialed my own phone from my extension, so the problem is not with my microphone.
dspaan wrote:No, it still isn't working for me. Please share any info you have on this.
williamconley wrote:Enabling and disabling features is usually in the admin system settings. I'd have answered more directly had you actually avoided use of "current". hang your head in shame. Post your version!
williamconley wrote:Let me be clear here: Posting an image of your version number online (where search engines will now ignore it completely) puts you in the same category as some of my older clients who copy and paste web pages into Word documents before sending them to me instead of providing the URL. Many then expect us to extract an image from the pasted/flattened image in the word doc to generate content for printed documents or other web pages. If you don't know why that would be a challenge, suffice it to say it's not a good idea.
(Translation: You're makin' it worse! But it was a good chuckle, so thanks for that.)
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Tuesday, October 25
17 comments:
- Anonymous10/25/2005 9:02 AM
I love this shot with the different levels of wood filling the whole frame!
ReplyDelete Hi Wendy,
Hi Rachel,
Welcome to the farm! I just love the feel of wood heat. To me, it makes other types of heat somehow feel 'fake.' A 76 year-old ex-farm gal I met not long after moving to Missouri explained it to me this way: "Wood heat gets deep into your bones." So true.
Except for a few electric space heaters sometimes placed here and there to keep pipes from freezing, our little old woodstove is our only source of heat in the house. The cats live under and around it all winter!
And by the way, just in case anybody is wondering, that firewood you see in the picture all came from dead trees we cut down. : )
Hi Heather,
Sorry. We don't have a fireplace. The only time I see the rosy coals and roaring fire is when I open the door to toss more wood in the stove!
Hi Sam,
The memory of your lovely (would-be) lunch bursting into flames inside the wood-buring pizza oven as you watched in dismaysprings first to my food-fanatical mind when I read your comment. : )
Months later, that image still cracks me up.huh huh!
that's funny - that particular post is getting quite a few hits from people searching for Picco since Michael Bauer gave Picco an absolutely glowing review of Picco in the SF Chronicle last Sunday.
Bauer even goes so far as to say: The results are that Hill and his staff produce the best pizza in the Bay Area. Ooh la la.
This stumps me that he finds it so great. And I did my review methodically, visiting no less than 3 times. But maybe it has improved since the first month. Hopefully it has.
I don't know how anyone in the world can describe Picco's icecream, like Bauer did, as "they're fantastic", since it was possibly the worst icecream i've ever tasted. I do agree with him that the oil and salt topping on a frozen vanilla dessert is a winner, though, it was the only good thing about it. Can't wait to try it on some real icecream some time.
Well - least Picco's Bruce Hill managed to get a glowing review from Bauer. If the Real Rstaurant Group manage to get one for The Fog City Diner too, then I guess they will have achieved their ambition and be really happy.- Anonymous10/25/2005 7:16 PM
You have a beautiful site, very well done. Since I am sitting by a toasty fire as I write I understand their appeal. It's one of the only things I like about winter. My husband and I live out in the country with horses, 4 cats, a dog, chickens, etc., so I enjoyed looking at your farm.
ReplyDelete Deana,
Welcome to the farm, fellow country dweller! Thanks so much. I look forward to hearing more from you.
I'll get back to you later.
Okay, how's this? : )- Anonymous10/25/2005 8:25 PM
This looks like a puzzle, with all those different pieces wedged in together. Too bad there's no economical way to ship wood--most people around here have backyards full of debris from their oak trees that they'd only be too happy to unload!
Amy - Anonymous10/25/2005 8:38 PM
Hi Susan I have been reading your blog for a while and today have decided to say Hi...Love your farmlife, and your pictures.
do you mind if I add your link to my site so I and others can visit you.
cheers - Anonymous10/25/2005 11:02 PM
You should have a contest to guess how much wood you have chopped. Winner gets to name a farm animal of his/her choice :)
ReplyDelete Hi Sam,
Ha ha, what a coincidence that I happened to think of your Picco review and refer to it here.
The thing is, unlike you, most people will often not give a restaurant a third (or even second) try after a lousy meal. And supposedly for every one person who has a bad restaurant experience, you can count on them telling at least seven other people about it.
As far as someone rationalizing bad food/service/whatever by saying, well, they've only been open for a month. . . if the pizzas are that inconsistent, then somebody obviously has not learned how to properly operate a wood burning oven (no easy feat)--and, in my opinion, the restaurant should not be opened until they do! You're only going to scare off potential regular customers for good. Too bad.
I ate dinner at the Fog City Diner 19 years ago on my 18th birthday. I was underwhelmed and have never been back. (I've probably long since told my seven people about the experience, so I'll spare you here. : ) I prefer 'real' New England diners--and diner food. : )
Hi Amy,
Hmmmm. A puzzle, you say? Perhaps that is why it takes The Master Wood Stacker such a seemingly inordinate (at least to us shoddy stackers) amount of time to get every piece just right! : )
No, there is definitely not an economical way to transport firewood, which is why, if you were to buy it, this same wood would cost up to ten times as much in a city.
Hi Abe/Happy,
Welcome to the comments section of the farm! So glad you decided to say Hi. Thanks for your kind words. Looking forward to hearing from you in the future. : )
Oh Alisha,
You never cease to make me smile and laugh out loud. 'The Domesticated Republic of Farmgirl'--fantastic!
And I'm not the only one who loves your comments. This is a direct quote from The Master Wood Stacker himself (who is allowed on the computer once in a while):
"I read about the Republic and nearly fell out of my chair laughing. It is soo good to hear
that others see the beauty in my wood stacking."
Hi Jeff,
And here I thought everyone wouldn't be ready for another contest for at least a year. Guess I'm going to have to find some new farm animals. Hmmmmmm. : )
Hi Amy,
Weren't you the one who encouraged him last time about something? : )- Anonymous10/25/2006 12:00 PM
I was also hoping for a pic with the coals brning and the smell of the wood.. Makes me want to make a hot cup of cocoa and roast marshmellows.. yummmmmmyyyyyyyy
December 2015 update: Hi! For some reason I can't figure out, Blogger hasn't been letting me leave comments on my own blog (!) for the last several months, so I've been unable to respond to your comments and questions. My apologies for any inconvenience! You're always welcome to email me: farmgirlfare AT gmail DOT com.
Hi! Thanks for visiting Farmgirl Fare and taking the time to write. While I'm not always able to reply to every comment, I receive and enjoy reading them all.
Your feedback is greatly appreciated, and I especially love hearing about your experiences with my recipes. Comments on older posts are always welcome!
Please note that I moderate comments, so if I'm away from the computer it may be a while before yours appears.
I try my best to answer all questions, though sometimes it takes me a few days. And sometimes, I'm sorry to say, they fall through the cracks, and for that I sincerely apologize.
I look forward to hearing from you and hope you enjoy your e-visits to our farm!


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Dogs Photos of Winding Road Kennel's Services & Guests
View a Gallery
of Our Services & Clients
Winding Road Kennel loves showing off our guests taking advantage of our pet boarding and dog grooming services, and on this page, we have gathered some of our favorite photos to display for you. You can see just how much pets love spending time with our experienced and loving staff, and these photos put on full display the spacious and serene facilities available to each of the animals that stay with us.
For more information about our pet boarding or dog grooming services, or to schedule an appointment or reservation, contact Winding Road Kennel today: (304) 428-3518.


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Hurricanes in some areas, including the North Atlantic, are likely to become more intense as a result of global warming even though the number of such storms worldwide may decline, according to a new study by MIT researchers.
Kerry Emanuel, the lead author of the new study, wrote a paper in 2005 reporting an apparent link between a warming climate and an increase in hurricane intensity. That paper attracted worldwide attention because it was published in Nature just three weeks before Hurricane Katrina slammed into New Orleans.
Emanuel, a professor of atmospheric science in MIT's Department of Earth, Atmospheric and Planetary Sciences, says the new research provides an independent validation of the earlier results, using a completely different approach. The paper was co-authored by postdoctoral fellow Ragoth Sundararajan and graduate student John Williams and appeared last week in the Bulletin of the American Meteorological Society.
While the earlier study was based entirely on historical records of past hurricanes, showing nearly a doubling in the intensity of Atlantic storms over the last 30 years, the new work is purely theoretical. It made use of a new technique to add finer-scale detail to computer simulations called Global Circulation Models, which are the basis for most projections of future climate change.
"It strongly confirms, independently, the results in the Nature paper," Emanuel said. "This is a completely independent analysis and comes up with very consistent results."
Worldwide, both methods show an increase in the intensity and duration of tropical cyclones, the generic name for what are known as hurricanes in the North Atlantic. But the new work shows no clear change in the overall numbers of such storms when run on future climates predicted using global climate models.
However, Emanuel says, the new work also raises some questions that remain to be understood. When projected into the future, the model shows a continuing increase in power, "but a lot less than the factor of two that we've already seen" he says. "So we have a paradox that remains to be explained."
There are several possibilities, Emanuel says. "The last 25 years' increase may have little to do with global warming, or the models may have missed something about how nature responds to the increase in carbon dioxide."
Another possibility is that the recent hurricane increase is related to the fast pace of increase in temperature. The computer models in this study, he explains, show what happens after the atmosphere has stabilized at new, much higher CO2 concentrations. "That's very different from the process now, when it's rapidly changing," he says.
In the many different computer runs with different models and different conditions, "the fact is, the results are all over the place," Emanuel says. But that doesn't mean that one can't learn from them. And there is one conclusion that's clearly not consistent with these results, he said: "The idea that there is no connection between hurricanes and global warming, that's not supported," he says.
The work was partly funded by the National Science Foundation.


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Artist: Fred Masters
Artist: Fred Masters
Image Size: 19″ x 14″
Art Medium: Acrylic on Board
Original Painting: Sold
Commissions Invited
Contact The Artist
Fred Masters
Paintings in Acrylic and Oil
Phone: 01372 386 459
Mobile: 077 489 22 972
Please mention the Surrey Artists website
Email: firstname.lastname@example.com
Website: www.fredmasters.com
About The Artist
Subseqently, I spent many years teaching Art to A Level in grammar and independent schools, before taking early retirement.
My work is extremely varied, mainly in oils and acrylic, ranging from purely figurative to totally abstract. I tend to work in series, developing an idea, where one painting leads to another, before perhaps moving on to something quite different.
Over the years, I have exhibited in Newcastle on Tyne, Oxford, as well as various venues in Surrey and the paintings shown here represent only a SMALL cross-section of my work.
Not currently a member of a Surrey Art Group or Surrey Art Society.
I welcome any enquiries and will happily e-mail a wide range of images of my work, to any interested party.


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"Ford in the Forest" signed edition Giclee Reprod. of old rusty Ford in the Forest
See detailed description below
- Title: "Ford in the Forest"
- Medium: watercolor
- Original Size: 12"x16"
- Original available: only prints
Title: "Ford in the Forest" This is a beautiful signed edition print of my Original watercolor featuring an old rusty Ford Truck.
The art prints are individually examined for accurate color by me, the artist, on archival cotton museum paper or canvas using pigment inks that will last. Depending on the size of print ordered, the artist reserves the right to crop the image slightly to fit the desired size/frame/format.
The color of your print may vary from the color on your monitor screen. However, what I send out is the intended result; sharp in color and matches the original precisely.
See print size and price options in the drop down choice menu above. Depending on size and materials chosen some shipping times may vary.
Most paper prints are packaged flat within a clear bag and foam board backing.
And, also shipped with care. Some Larger prints are shipped rolled. Read about our shipping policy below.
The "©copyright Andy Sewell" watermark will not be on the print.
Questions? Just ask.
The purchase of this original painting or print does not transfer reproduction rights. All rights reserved.
©copyright Andy Sewell Fine Art


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Lowell designs new line for Office Depot
BOCA RATON, Fla. Office Depot announced that designer Christopher Lowell has designed for it a new, exclusive collection that will be available at select retail locations and online.
The collection features three furniture lines, Lattix, Geometrix and Integr8, and is designed for small and home-based businesses that need to consider space limitations, Office Depot reported. Items in the Lattix line include a desk with oversized pullout drawer for $199.99 and a bookcase for $69.99. The Geometrix line includes such pieces as a hutch for $99.99 and a table desk for $149.99. Items in the Integr8 line include bookcase cubes for $69.99 and a 42-inch hutch top for $99.99.
"I am thrilled to be launching Office Collections with Office Depot," said Lowell. "My collection is based on the simple principle that you can start small and build up and out in every direction. So as a business grows, we grow with you."