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The wizarding world, also referred to as the magical community, is the society in which wizards and witches live and interact separate from Muggle (non-wizarding) society. The two communities are kept separate through the use of charms, spells, and secrecy. Wizards are forbidden to reveal anything about magic to Muggle society due to the International Statute of Wizarding Secrecy. It is governed by the Ministry of Magic.
Magic is honed through study, training and formal schooling, but cannot be simply learnt by Muggles. Non-magic skills, such as picking a lock with a hairpin rather than an Unlocking Charm, are uncommon to the point of novel rarity. Magic is used for mostly everything, including cooking, cleaning, travelling, communicating, child rearing and medical treatment. Although on the surface, magic appears morally neutral, the benevolence or malevolence of a spell's nature is tied to the intention behind it. For instance, the Cruciatus Curse cannot effectively torture a victim with pain unless the caster desires to do true harm to the victim. The technology of the wizarding world appears Medieval in character (such as Hogwarts not having any lifts, but instead having only stairs), as the use of magic precludes the need for advanced technology (as well as that magic interferes with electrical equipment).
The Ministry of Magic is the British wizarding world's central authority, bureaucracy and law enforcement. The Ministry maintains numerous departments and offices and is highly organised and efficient. The Ministry is led by the Minister for Magic. Politically, there is no separation between executive, legislative and judicial branches of power. The Minister is elected, but it is unknown who has the power to elect him, although there does seem to be some degree of input from the general wizarding population. The duration of term seems not to be fixed; the longest known term is that of Minister Faris Spavin who was in office from 1865 to 1903, a total of thirty-eight years.
The Wizengamot and the Council of Magical Law judge those guilty of breaking wizarding law and determines the fate of criminals. Trials consist of a short hearing with no lawyer or arbitrator and without any possibility to appeal. Criminals may be sent to horrible places such as Azkaban for punishment. In cases where individuals have been wrongfully imprisoned (case in point: Sirius Black), the Wizengamot barely issues an apology but merely continues with its work.
The Ministry of Magic controls a great deal of wizarding life, including methods of communication, transportation, internal affairs between wizards and other magical beings, internal security of the wizarding world, Non-Tradeable Material and even sports.
International Statute of Wizarding SecrecyEdit
Enormous effort is expended to keep wizarding society from Muggle knowledge. Enchantment of Muggle property is forbidden, underage wizards are restricted from using magic without a licence, and any deliberate revelation of magic is punishable. These laws were created by the International Statute of Wizarding Secrecy and are enforced by the International Confederation of Wizards and the Ministry of Magic.
The Ministry does not answer to any part of the Muggle government, but its head is obliged to inform the Prime Minister of events that could cause Muggle notice, such as escaped criminals or the importation of highly dangerous magical creatures. Other exceptions to this secrecy include the Muggle relatives of wizards.
Great BritainEdit
In terms of the wizarding world, Great Britain appears to include all of the British Isles, including England, Wales, Scotland, and all of Ireland. The authority of the British Ministry of Magic (and its educational system, Hogwarts) extend to all of those territories; however, they each appear to have separate Quidditch associations, much like the separate athletic associations within the United Kingdom in the Muggle world. Though wizards live all over the world in various places, there are some wizard villages where there are many wizards in one location, or where no Muggles live at all. The only all-wizard village in Great Britain is Hogsmeade. There are also some villages, such as Godric's Hollow, Ottery St. Catchpole, and others, that are inhabited by Muggles as well as a concealed community of witches and wizards.
In Britain, central wizarding institutions like the Ministry of Magic, St. Mungo's Hospital, and the commercial district surrounding Diagon Alley are in London. However, most magical folk appear to use magical means to travel there for work, treatment, or shopping, while actually residing in other parts of Britain. Particularly high concentrations of wizards and witches seem to live in the West Country and the Highlands of Scotland. This may be so because both areas are considered remote and relatively sparsely populated by Muggle standards, allowing for easier adherence to the Statute of Secrecy.
Other CountriesEdit
A number of other countries are mentioned as wizarding nations in the Harry Potter canon.
The world map of the wizarding world differs from that of the Muggle world. Like wizarding Great Britain, whose borders include all of the British Isles including Ireland, not all wizarding countries correspond directly to the borders of contemporary Muggle nations. Flanders, and Transylvania, for example, exist as independent countries in the wizarding world, but not in the Muggle world. Additionally, some wizardings countries with Muggle equivalents, like Luxembourg and Liechtenstein, have outsized influence in wizarding sports and politics, suggesting their physical size in the wizarding world may be larger than their Muggle equivalent, or else that they have a disproportionately high number of wizards and witches per capita.
Wizarding nations do all appear to have their own Ministries of Magic, and there is an international governing body that coordinates between them all, the International Confederation of Wizards, with such governing bodies as the International Magical Office of Law, which oversees international wizarding law, and the International Confederation of Wizards' Quidditch Committee, which governs Quidditch.
The main economic entity in Britain is Gringotts Wizarding Bank, which is run by goblins and features an intense magical security system which includes a subterranean maze, magical barriers and protective spells, and dragons. There are hundreds of thousands of vaults, each with a unique key.
Wizarding currency has three types of coins and no decimal system. The coins are Galleons, Sickles and Knuts.
Conversion rates:
- 17 Sickles to a Galleon
- 29 Knuts to a Sickle
- 493 Knuts to a Galleon
We also know from the rear cover of Quidditch Through the Ages that around 164 knuts was equivalent to one Muggle £GBP in 2001. It is unknown if separate wizarding countries and their respective Ministries use alternative monetary systems.
The goblins of Gringotts Wizarding Bank have devised a way to exchange wizarding currency for Muggle currency and vice versa, to allow wizards to use either, as needed. It is unclear how, exactly, this process works, but it is likely to be a common one because Muggle-borns pay for Hogwarts school supplies in wizarding currency every year.
The biggest employer in the Wizarding World appears to be the Ministry of Magic. It is not clear how this works from an economics standpoint, since there does not appear to be a system of taxation -- and even if there was, there does not appear to be sufficient economic activity in the Wizarding World to pay for the thousands of ministry employees through taxes.
Just like in the Muggle world, wizards and witches can be rich or poor, employed or unemployed. Wealth appears to usually be the result of inheritance rather than business acumen or magical ability, suggesting a strong class system.
While Muggle medicine first attempts to stimulate the body's own healing and defence systems, magic can simply impose well-being or create healing from a source other than the body's own system. Potions, spells and magical bandages are administered by trained Healers. Pepperup Potion relieves the symptoms of colds and flu and Cheering Charms provide a rudimentary mood stimulation. Where home remedies and ordinary wizard skills fail, St Mungo's Hospital for Magical Maladies and Injuries employs Healers who attend to everything from fixing conventional ailments to long-term care for victims of severe neurological damage.
The society of the wizarding world is centred around two facts: that the members can use magic due to inborn capabilities to do otherwise impossible things, and that it is not possible for Muggle society to coexist peaceably alongside wizarding society and therefore it is kept secret.
Internal relationsEdit
- "You'll soon find out some wizarding families are much better than others, Potter. You don't want to go making friends with the wrong sort."
- —Draco Malfoy to Harry Potter in their first year at Hogwarts[src]
The most obvious example of wizard prejudice is what ranges from a longstanding disdain to genocidal hatred for Muggles, Muggle-borns, Squibs, and half-blood wizards. Older wizarding families and wizarding society elite lord blood purity over others. The practise of pure-blood intermarriage left many with mental illness caused by incest.
Wizards appear magically capable until advanced old age, there seems less prejudice toward the old. Young wizards and witches, on the other hand, are often not respected till of legal age.
Werewolves, perfectly normal human beings the majority of their lives and terrifying monsters for a small fraction of it, are so hated and despised that to reveal their affliction is to end all possibility of future employment. Some werewolves, such as Fenrir Greyback, infamously used their lycanthropy to take revenge on society, however most suffer in secrecy due to fear of becoming cast out from society.
Giants, normally solitary creatures given to territorial aggression, were rendered nearly extinct by the refusal of wizards to allow them near habitable land. This forced their kind to cluster together in desolate rocky lands, leading to in-fighting and further deaths. Giants are so feared by wizards that gentle and intelligent half-giants such as Rubeus Hagrid are made to feel ashamed of their heritage and suffer the same prejudice that Muggle-borns and half-bloods do.
House-elves willingly and joyfully do whatever tasks their wizard masters ask of them, have thus been ruthlessly exploited for centuries as a slave-class. The fact that they seem to like being enslaved has made wizards send their house-elves on life-threatening errands at all corners of the globe. The casting-out of a house-elf from a family is the deepest and most traumatic punishment imaginable for them. This most often leads the house-elf to harm itself in grief to the point of death.
Goblins, while they appear to have at least a grudging co-existence with the wizard world, have nonetheless experienced much discrimination from wizards, and many have led significant uprisings against them in the past.
Muggle relationsEdit
Most things of magical nature are hidden from Muggles. However to wizards, the Muggle world is also very mysterious. Wizards tend to blunder attempts to disguise themselves as Muggles when they venture into Muggle society (for example, wearing clothing meant for the opposite sex). Muggle technology, such as the telephone or revolver, are foreign and obscure to wizards. Muggle Studies is offered at Hogwarts School of Witchcraft and Wizardry, but the subject is considered a waste of time to some. The only known muggle without wizards in his/her family that knows of the wizarding world is the Prime Minister.
Wizards practice all manner of faiths and religions. Christmas and Easter are celebrated communally, though the celebrations mainly cover the non-religious portions of the holidays. Witches and wizards can be members of any faith, and there is no mention of specifically wizarding religions.
An untrained wizard child may perform random bursts of magic intuitively when distressed or excited. Honing and controlling this into a usable skill takes years of education. In Britain, there is no official primary school, however parents may home-school their children or send them to Muggle schools until they are of age to move on to formal wizarding education, at Hogwarts School of Witchcraft and Wizardry, for example, the age of entry is eleven years on or before 1 September.
In Britain, the ability to use magic is automatic grounds for admittance to wizarding school. There is a magical quill that writes down the name of those that are born with magical capabilities. Eleven years after a child's name is entered into the book, a letter is sent to the child's home to explain that they have been accepted into Hogwarts. The homes of Muggle-born wizards receive an envoy to explain the situation.
Hogwarts School of Witchcraft and Wizardry, located in Scotland, provides education to students in Britain. Students may enroll at age eleven and undertake seven years of training in a wide variety of subjects. When education is complete, graduates are considered mature and capable members of the wizarding society. Some subsequent professions, such as Auror, require additional education and training.
Wizarding Examinations AuthorityEdit
The Wizarding Examinations Authority examines students in their fifth and seventh years at Hogwarts who sit O.W.L. and N.E.W.T. exams. The head, Griselda Marchbanks, is a very elderly witch who examined a school-aged Albus Dumbledore in his seventh year. Since Dumbledore was 115 in 1997 and Griselda must have been educated fully, she is likely at least a full year older than Dumbledore (although this is an estimated minimum, it's likely she is even older).
Foreign schoolsEdit
- Beauxbatons Academy of Magic, located in southern France.
- Brazilian Wizarding School
- Durmstrang Institute, located somewhere in northern Europe.
- Salem Witches Institute, located in New England, America.
- Wizarding Academy of Dramatic Arts
- Mahoutokoro, located in Japan
Hogwarts is one of the three largest wizarding schools in Europe, along with Durmstrang Institute and Beauxbatons Academy of Magic. Of these, only Durmstrang seems to take on students from countries other than the one where it is located; Hogwarts only serves British students, and Beauxbatons appears to only take on students from France. As other, larger European countries -- like Germany, Italy, and Spain -- do not have wizarding schools that appear on the list of largest schools, some countries may have smaller, regional wizarding schools, rather than national ones, like Britain and France.
Transport and communicationEdit
As witches and wizards live in any and all areas of the known world, wizard modes of transport and communication must cover distances in a variety of ways.
Apparition allows an individual to vanish and appear at another place almost instantly. The act of Apparating creates a noise ranging from a small pop to a loud crack. It is difficult technique to master and becomes increasingly unreliable over long distances. It requires complete concentration on the destination, determination and focus upon the desired location, and deliberation and certainty of reaching the goal. Only of-age wizards who qualify for licences may legally Apparate. Hogwarts School of Witchcraft and Wizardry offers Apparition classes to students ages seventeen and older. Side-Along Apparition allows those with licences to bring minors along with them. Poor focus may result in Splinching, which causes body parts to be separated and left behind. The process of Apparation is said to feel like being "forced through a very tight rubber tube".
Floo NetworkEdit
Floo powder is a green powder that is thrown into a lit fireplace and allows for a portal to connect to another fireplace at a desired location. The system is operated and overseen by the Floo Network, which is based at the Ministry of Magic. A fireplace must be connected to the Floo Network for one to travel to it, and fireplaces can be connected temporarily, in the case of travelling to Muggle homes.
Wizards use broomsticks to travel long distances, or for sport, particularly in the game Quidditch. The Cushioning Charm invented by Elliot Smethwyck provides comfort. Some modern broomsticks include the Comet, Cleansweep, Nimbus, and Firebolt. A range of flying creatures are also available for transport, such as Thestrals and Hippogriffs.
The most common means of communication is owls, which cooperate with wizards to convey packages, messages and letters. In some circumstances, the owl will request payment or food in exchange for services. In circumstances that a wizard or witch owns a separate animal that can be used instead. Albus Dumbledore, for example, had a phoenix named Fawkes that acted as an owl, although much more loyal.
Portkeys are objects that allow for travel across extreme distances or to places that have been charmed against detection. Portkeys may send unsuspecting people anywhere, and so they require Ministry authorisation to use and operate. They are disguised as ordinary trash, such as a crushed aluminium can or a dirty, discarded sock, so Muggles will ignore them. Portkeys can be set to activate either at a prearranged time, or as soon as the person comes in contact with them.
- All-wizarding radio stations exist, though it is not clear if the radios that receive the frequency are magical or Muggle in nature, it is unlikely electricity is used due to its known disruption due to magic.
- The Knight Bus takes stranded wizards to anywhere in the United Kingdom.
- Hogwarts students are transported to and from the school on the Hogwarts Express, a train that departs from a magically hidden rail platform in London.
- The Durmstrang students travel on a ship. Even though it appears from a whirlpool in the Hogwarts lake, there is still rowing involved. The ship probably acts like a boat on water but with anti-water spells of some sort to prevent water entering the boat.
- The Beauxbatons students travel in a carriage drawn by great horses with wings.
- Flying carpets are a primary form of wizarding transport in Asia, and are designated as contraband in Britain.
- Very rarely, a centaur will allow a human to ride on its back. This is the most solemn of events, offered only to highly honoured riders.
- Photographs and portraits in the wizarding world are usually enchanted so that they move, with photographs acting as brief, looping recordings of an event or person, while portraits possess a form of enchanted intelligence that allows them to communicate with humans and each other, to move locations of their own accord under certain circumstances, and to pass along messages and advice reflecting the personality and knowledge of the original subject.
Behind the scenesEdit
- A Brazilian Wizarding School is mentioned in Harry Potter and the Goblet of Fire, but the name is never given. Bill Weasley once had a pen-friend at this school, however it ended because Bill was unable to go on an exchange trip there, due to his family's financial problems. To add insult to injury, the pen-friend sent Bill a cursed hat, which made his ears shrivel up.
- There is some confusion regarding the population of the wizarding world. The year Harry Potter entered Hogwarts School of Witchcraft and Wizardry, there were forty students that started school. This seems to indicate a very low birth rate, or a very low number of witches and wizards in Great Britain and Ireland, or a combination of both. Also, J. K. Rowling has stated that she imagines the wizarding population of the U.K. to be around 3,000. This estimate, although seemingly small, is understandable; a larger population would be far harder to hide from Muggles. However, she also stated that the number of students attending Hogwarts was around 1,000, which seems inconsistent with the 3,000 population estimate. Harry once observed in one Quidditch match that three-quarters of the stadium was supporting Gryffindor, while the Slytherin supporters numbered around 200. There are a large number of government departments, and Harry Potter observes hundreds of witches and wizards in the Ministry of Magic's Atrium alone. This would appear to be too large for such a small population. The Quidditch World Cup stadium could hold 100,000 and was built by a Ministry task force of five hundred. It seems very unlikely that a sixth of the entire country worked for a full year on one single project, though it is possible that the Ministry could have hired out from other countries. If one were to extrapolate from Rowling's statement that 1,000 students were at Hogwarts at a given time, however, a more sensible number seems to suggest itself: Given that 1,000 students spread over 7 years would make a class size each year of about 143 students, that nearly every young wizard and witch in Britain appears to attend Hogwarts, and that wizards and witches seem to live around 100 years if they don't die by unnatural causes, 1,000 Hogwarts students would put the total wizarding population in Britain at 12,000 to 15,000 -- a number that would support almost all details known about the Wizarding World.
- According to W.O.M.B.A.T., the age at which magic may be performed legally may change from country to country.
- According to Remus Lupin, there are no princes in the wizarding world or possibly any royalty for that matter.
- According to J.K. Rowling, the wizarding and Muggle worlds will never rejoin. [1]
- Even though it is shown that the wizarding world is far behind in technology and modern items, in the Goblet of Fire film, Rita Skeeter is seen using a Muggle pen and notepad.
- Harry Potter and the Philosopher's Stone (First appearance)
- Harry Potter and the Philosopher's Stone (film)
- Harry Potter and the Philosopher's Stone (video game)
- Harry Potter and the Chamber of Secrets
- Harry Potter and the Chamber of Secrets (film)
- Harry Potter and the Chamber of Secrets (video game)
- Harry Potter and the Prisoner of Azkaban
- Harry Potter and the Prisoner of Azkaban (film)
- Harry Potter and the Prisoner of Azkaban (video game)
- Harry Potter and the Goblet of Fire
- Harry Potter and the Goblet of Fire (film)
- Harry Potter and the Goblet of Fire (video game)
- Harry Potter and the Order of the Phoenix
- Harry Potter and the Order of the Phoenix (film)
- Harry Potter and the Order of the Phoenix (video game)
- Harry Potter and the Half-Blood Prince
- Harry Potter and the Half-Blood Prince (film)
- Harry Potter and the Half-Blood Prince (video game)
- Harry Potter and the Deathly Hallows
- Harry Potter and the Deathly Hallows: Part 1
- Harry Potter and the Deathly Hallows: Part 1 (video game)
- Harry Potter and the Deathly Hallows: Part 2
- Harry Potter and the Deathly Hallows: Part 2 (video game)
- Quidditch Through the Ages
- Fantastic Beasts and Where to Find Them
- The Tales of Beedle the Bard
- LEGO Harry Potter: Building the Magical World
- LEGO Harry Potter: Characters of the Magical World
- The Queen's Handbag
- Harry Potter: Quidditch World Cup
- LEGO Harry Potter: Years 1-4
- LEGO Harry Potter: Years 5-7
- LEGO Creator: Harry Potter
- The Wizarding World of Harry Potter
- Harry Potter and the Forbidden Journey
- Harry Potter and the Deathly Hallows: Motorbike Escape
- Harry Potter LEGO Sets


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Roasted banana cupcakes and creamy, fluffy whipped vanilla buttercream topped with strawberry, chocolate, or pineapple sauce and a cherry.
I wanted to make some Valentine's Day cupcakes but I wasn't really feeling the traditional Valentine's Day decorations with the red and white hearts and little cupids and arrows. So these cupcakes still have red, white, and chocolate but they also have so much more.
I had some very very ripe bananas sitting on my counter that I had to use asap or they would be destined for the trash. I also have a boyfriend who loves banana splits, in fact he is some sort of banana split purist....
Me: Yah, banana split cupcakes would be tasty! With chocolate sauce on them!
Boyfriend: ...and the two other sauces.
Me: Other sauces??
Boyfriend: Banana splits have chocolate, strawberry and pineapple sauce on them
Me: Where am I supposed to get pineapple sauce?
After googling banana splits I found that they do usually have those three sauces, and that you can find pineapple preserves that work pretty well as a pineapple sauce.
I used Martha Stewart's recipe for roasted banana cupcakes and I cut the recipe in half. It's one of those recipes that's awkward to cut in half because things like eggs, and 3/4 cups don't translate gracefully. However, I have made it in half batches before using the amounts in the recipe at the end of this post with much success. It makes about 7 large cupcakes which is the perfect amount because you can each have two and then give a few away. No stale cupcakes sitting around begging you to eat them.
These cupcakes turn out light and moist, there's no danger of them turning into banana muffins (not that there is anything wrong with a good banana muffin).
While the cakes were cooling I printed and cut out some cupcake wrappers that I bought online. They look so cute and its really easy to do! You can buy them here, and the seller just emails you a file that has the image inside it and you save it to your computer and can print off cupcake wrappers whenever you want. It's online shopping but you don't have to wait for anything to come in the mail.
mmm instant gratification.
Plus these ones only cost me $3.00 for the file. which is a lot cheaper than getting the pre-printed ones.
I topped the cupcakes with vanilla buttercream icing. To make the icing really light and fluffy I add the icing sugar just few tablespoons at a time and after it has mixed in I beat it at high speed for about 15 seconds before I add more. It whips a lot of air into the icing and gives it a great light, creamy texture.
When the cupcakes are all wrapped in pretty cupcake papers and iced then its time for the fun part: the banana split toppings! I have some store bought strawberry sauce (but if you wanted to go all-out gourmet you could make your own strawberry sauce), chocolate ganache, pineapple-mango preserves, chopped peanuts, and cocktail cherries.
If you wanted, you could just ice the cupcakes and set out the toppings and let everyone decorate their own.
The strawberry was my favorite....
But the chocolate one was the cutest...
.. and the pineapple one.... well, that one was there for authenticity. It was good, but definitely ranked third for me.
1.5 very ripe bananas
1 cup flour
1/4 tsp baking powder
1/4 tsp baking soda
pinch of salt
1/4 cup butter (half a stick)
6 tbsp sugar
1 egg (yolk and white separated)
1 egg white (so that is two egg whites total)
1/4 cup sour cream
1/2 tsp vanilla
Banana split toppings : strawberry sauce, chocolate sauce, pineapple sauce, peanuts or anything you like on your banana split
1. Heat oven to 400 and place bananas inside (still in their skin) Roast for 5-6 minutes on each side. The skins will darken. This really makes the banana flavor stand out in the cake. Take out of oven and cut open, set aside to cool. Preheat the oven to 350
2. Sift together the flour, baking powder and soda, and salt
3. In a separate bowl cream butter and sugar until fluffy. Beat in egg yolk till well combined. Beat in roasted banana till just combined
4. Mix in 1/3 of the flour mixture, then half of the sour cream, then flour, then the rest of the cream, then the rest of the flour. Mix until just combined. Set aside
5. In a separate bowl beat the egg whites to still peaks. Gently fold into the batter 1/3 at a time.
6. Separate the batter between 7 cupcake papers and bake at 350 for 20 minutes. Let cool before decorating.
Light and Creamy Vanilla Buttercream
1 cup unsalted butter at room temperature
2 cups powdered sugar
1 1/2 tsp vanilla
1. Beat the butter in a mixer until pale. Turn the mixer to low and add 1/4 cup of the powdered sugar
2. Once the sugar has been mixed in turn the mixer to high speed and whip for 15 seconds
3. Repeat with the rest of the sugar adding it 1/ cup at a high and whipping it on high after it has been mixed in.


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In Brief
We need new strategies for agriculture that emphasize efficient nutrient use in order to lower production costs and minimize negative environmental effects. The trouble is, the best soils on the best landscapes are already being farmed. Much of the future expansion of agriculture will be onto marginal lands where the risk of irreversible degradation under annual grain production is high. As these areas become degraded, expensive chemical, energy, and equipment inputs will become less effective and much less affordable.
The sooner successful alternatives are available, the more land we can save from degradation. Our vision is predicated on the need to end the ecological damage to agricultural land associated with grain production—damage such as soil erosion, poisoning by pesticides, and biodiversity loss. The most cost-effective way to do this and stay fed is to perennialize the landscape.
At The Land Institute, we've spent the past 30 years devoted to developing herbaceous perennial grains to be grown in mixed species polycultures. The result is crops with deep root structures that can survive the winter and stay in the soil year after year. This not only reduces the need to crop, turn, and plant seeds each year—the largest energy input in agriculture—it also keeps carbon in the ground, reduces harmful runoff by eliminating tilling, and prevents biodiversity loss by restoring prairie systems.
Our first farmer-ready crops will be available on a limited scale in a decade, but we believe it's time the government came up with a plan to start our transition toward a sustainable agricultural future. That's why we advocate using the U.S. Department of Agriculture's current five-year plans as mileposts in a 50-Year Farm Bill. We do not seek USDA funding from this bill for The Land Institute or any other particular organization.
The transition of agriculture from an extractive to a renewable economy in the foreseeable future can now be realistically imagined. Our proposal is ambitious, but it is necessary and possible. We have little doubt that we can make the agricultural transition fast enough to stay ahead of the adjustments imposed upon us by climate change and the end of the fossil-fuel era. If we humans can keep ourselves fed without destroying the planet in the process, we'll have a chance to solve our other problems.
Key Concepts
Current U.S. agricultural production is renowned for its ability to feed the nation and alleviate food shortages in other parts of the world. However, that production comes with significant and increasing threats to biodiversity and ecosystem function.
Those threats—such as soil and wind erosion, nutrient depletion, salinization and toxic buildup in soils, water depletion, and harmful runoff—stem primarily from the production of annual grains, including rice, wheat, and corn.
Perennial plants can solve many of the problems perpetuated by annual grains while maintaining agricultural production, but more research is required.
American agriculture is guided by five-year farm bills and heavily entrenched subsidies. A 50-Year Farm Bill based on the transition to perennial agriculture would move the U.S. to sustainable agricultural production.
Perennial agriculture could be a model for parts of the world with more serious agricultural production problems than those in the U.S.
The Trouble with Agriculture
Across the farmlands of the U.S. and the world, climate change overshadows an ecological and cultural crisis of unequaled scale: soil erosion, loss of wild biodiversity, poisoned land and water, salinization, expanding dead zones, and the demise of rural communities. The Millennium Ecosystem Assessment (MEA) concludes that agriculture is the "largest threat to biodiversity and ecosystem function of any single human activity."1 Up to 40 percent of global croplands are experiencing soil erosion, reduced fertility, or overgrazing.2 It is likely that agricultural acreage worldwide will expand over the next two to three decades, especially as the human population increases to eight to 10 billion people. The same thing that drives climate change helps drive the agricultural crisis—cheap fossil fuel.
In the U.S., commodity subsidies that focus on bushels per acre, an industrial model that much of the world wants to imitate, continue to drive this increasingly unsustainable agricultural economy. Over the past century, the number of farms in the U.S. has declined as the average farm size has increased. At the same time, the number of commodities per farm—such as corn, wheat, barley, soybeans, alfalfa, tobacco, potatoes, pigs, and chickens—has decreased from an average of five to just one product.3 American agriculture is guided by five-year farm bills and heavily entrenched subsidies. Export policy is the driver designed to offset our nation's balance of payments deficit, which includes the purchase of foreign oil.
We need a long-term, conserving vision to counteract these trends. Five-year farm bills should be mileposts in a 50-year journey to end degradation of our agricultural capital. Where do we begin? The United States is a big country, and the ecological mosaic is daunting. There are the soils of the upper Midwest, deep and rich in nutrients from the Pleistocene's scouring ice and watered by the moisture favorably blown from the Gulf of Mexico. What have we done with this land? Soil erosion, nitrogen fertilizer, and pesticides have seriously degraded this gift of good land, the best contiguous stretch in the world. In California, rich valleys and reliable snow pack in a Mediterranean environment lessen the problem of soil erosion. But there is spraying, salinization, accumulation of toxins in the delta, and loss of farmland to sprawl.
One could continue the inventory, but the point is that each region has its own problems and opportunities. We must acknowledge that all successful corrections will be local. And that plays to an often-overlooked point: The decline of fossil fuels will require a higher eyes-to-acre ratio, which means more farmers on the land. Cultural and ecological adaptation become one subject.
Looking broadly, the USDA and the secretary of agriculture should see that our first order of business should be to prevent our soils from eroding and declining in quality—they are the source of most of the nutrients that feed us. If our soils are protected, the water falling on them can be protected and properly used on its trip to the atmosphere, ocean, or aquifer. The United States has about 400 million acres of cropland, with around 36 million acres placed in the Conservation Reserve Program.4,5 The secretary of agriculture must look at the aggregate use of these croplands. At any one time, 80 percent of that land grows annual crops. The other 20 percent is in perennials, such as pastures or hay, although, to be clear, sometimes in a rotation with annuals such as corn or sorghum.
Such an overview quickly draws one's attention to the core of what might be called "the problem of agriculture": essentially all of the high-yield crops that feed humanity—including rice, wheat, corn, soybeans, and peanuts—are annuals. With cropping of annuals, alive just part of the year and weakly rooted even then, comes more loss of precious soil, nutrients, and water.
Summary of the possible. Protecting our soils with perennials.
A. 2010: Hay or grazing operations will continue as they exist. Preparations for subsidy changes begin.
B. 2015: Subsidies become incentive to substitute perennial grass in rotations for feed grain in meat, egg, and milk production.
C. 2020: The first perennial wheat, Kernza™, will be farmer-ready for limited acreage.
D. 2030: Educate farmers and consumers about new perennial grain crops.
E. 2045: New perennial grain varieties will be ready for expanded geographical range. Also potential for grazing and hay.
F. 2055: High-value annual crops are mainly grown on the least erodible fields as short rotations between perennial crops.
But the problem of agriculture is about more than the annual condition. It is also about growing crops in vast, unnatural monocultures. This makes harvest easy, but there is only one kind of root architecture in any given field; the living roots are not there year-round, and therefore, manage nutrients and water poorly. Waste of both is the rule.
The trouble with agriculture is not a recent development. Soil erosion and soil salting brought down civilizations long before the industrial and chemical era. Why the crisis now? Simply, a surge in human population—which has doubled from about 3.3 billion in 1965 to almost 7 billion now—with land lost to sprawl and the remainder used far more intensively, and the accumulation of large dead zones in our oceans.
What is the alternative? Prudence requires one to first look to nature, the ultimate source of our food and production, no matter how independent we feel we have become. If we look at essentially all of the natural land ecosystems within the ecosphere, from alpine meadows to rainforests, we see that mixtures of perennial plants rule.6 Annuals are opportunists that sprout, reproduce, throw seeds, and die. Perennials hold on for the long haul, protect the soil, and manage nutrients and water to a fine degree. In this regard perennials are superior to annuals, whether in polyculture or monoculture. The Land Institute's long-standing mission has been to perennialize several major crops, such as wheat, sorghum, and sunflower, and domesticate a few wild perennial species to produce food like their annual analogs. The goal is to grow them in various mixtures according to what the landscape requires. With the pre-agricultural ecosystem as the standard, the institute is attempting to bring as many processes of the wild to the farm as possible, below as well as above the surface.
A 50-Year Vision
Five-year farm bills address:
A 50-Year Farm Bill would be a program using these bills as mileposts, adding larger, more sustainable goals to existing programs:
Because these perennial crops will not begin to be ready for the farmer on any appreciable scale for another quarter-century, we must make do by perennializing the landscape in other ways. A first step should be to increase the number of pastures and have fewer livestock in the feedlot by phasing out subsidies for production-oriented grain commodities, that industry's lifeblood. Saving the soil and allowing water to improve is more important than having too much meat or corn sugar.
What about California and elsewhere across the mosaic, where soil erosion is less serious? First, perennials are superior for managing nutrients and water.7 Second, species mixtures can form barriers to outbreaks of insects and epidemics of disease. So nature's example can be referred to no matter where the landscape. This will start what Wendell Berry calls a "conversation with nature," which begins with three questions: What was here? What will nature require of us here? And what will nature help us do here?
To address these issues, the following proposal for a 50-Year Farm Bill is offered for action.
A 50-Year Plan for Change
Current USDA planning uses five-year plans that are really just instruments for protecting our current failing system. They address exports—designed to offset the nation's deficit, including the purchase of foreign oil—commodity subsidies that focus on bushels per acre, subsidies, food programs, and some soil measures. We suggest using the five-year increments to build a radically different type of agriculture: a 50-year vision of perennial, low-impact agriculture.
In the short run, this plan will encourage farmers to increase the use of perennial grasses and legumes in crop rotations. This will help protect our soils and reduce the need for fertilizer, while preparing farms for the use of perennial grains.
Pastures and perennial forage crops are already available in permanent stands and rotations. We propose incentives that would maintain the present perennial acres and increase their presence in rotations. When perennial grains become available, they will require no financial subsidy, since they will represent a compelling alternative.
As more of our acreage switches to perennial agriculture, and with the 50 years of concerted investment in research, education, and incentives envisaged in the plan, we can expect to see perennial crops increase from 20 to 80 percent of the land.
American agriculture is widely used as a model for the rest of the world. Although a U.S. perennial program would not solve all agricultural problems, it could be helpful around the world: Some perennialized grains could be planted elsewhere. Many techniques developed to perennialize U.S. agriculture could be applied to native plants in other countries. American expertise could be exported much as it is today, to help with the sustainability problems of agriculture elsewhere. In other words, the same American approach to improving agriculture that led to the first worldwide Green Revolution could lead to a sustainable green revolution.
At the Heart of the Plan
We recognize that breeding perenniality into a broad spectrum of grain crops will take time. Even so, prototypes have thrived for several years in Kansas.8 As their yields increase, they will replace their annual relatives—one prototype in as few as 10 years. Initially, these crops will be released on a limited scale, and researchers will work with farmers on agronomic problems, such as seeding density and planting time, as they arise.
Wheat has been hybridized with several different perennial species to produce viable, fertile offspring. We have produced thousands of such plants. Many rounds of crossing, testing, and selection will be necessary before perennial wheat varieties are available for use on the farm. Kernza™ is our trademark name for Intermediate Wheatgrass, Thinopyrum intermedium, a perennial relative of wheat. Using parental strains from the USDA and other sources, we have established genetically diverse populations. In 2009, we harvested 30 acres and planted an additional 126. The overall nutritional quality is superior to that of annual wheat.
Grain Sorghum is a drought-hardy feed grain in North America and a staple human food crop in Asia and Africa, where it provides reliable harvests in places where hunger is always a threat. It can be hybridized with the perennial species Sorghum halepense. We have produced large plant populations from hundreds of such hybrids and have selected perennial strains with seed size and grain yields up to 50 percent of those of annual grain sorghum.
Illinois Bundleflower, Desmanthus illinoiensis, is a native prairie legume that fixes atmospheric nitrogen and produces abundant protein-rich seed. It is one of our strongest candidates for domestication as a crop. We have assembled a large collection of seed from a wide geographical area and have a breeding program. We see this plant as a partial substitute for the soybean.
Sunflower is another annual crop that we have hybridized with perennial species in its genus, including Helianthus maximiliani, H. rigidus, and H. tuberosus (commonly known as Jerusalem Artichoke). Breeding work has turned out strongly perennial plants. Genetic stabilization will improve their seed production.
Upland fields of annual rice are highly vulnerable to erosion, yet millions of people in Asia depend on them. In the 1990s, the International Rice Research Institute achieved significant progress toward breeding a perennial upland rice using crosses between the annual Oryza sativa and two wild perennial species, Oryza rufipogon and O. longistaminata.9 The project was terminated in 2001, but the breeding and genetic populations were transferred to the Yunnan Academy of Agricultural Sciences in southwestern China, where work has been continued with funding support from The Land Institute. The focus is now on the more difficult work with the distantly related O. longistaminata, which, when crossed with rice, produces plants with underground stems called rhizomes.10 In recent breakthroughs, a small number of perennial plants with good seed production have been produced.
Corn and soybeans are two species that, more than any other crop, we need to perennialize. Corn is a top carbohydrate producer, typically grown on more than 70 million acres annually.4 Until soybean acreage increased, corn caused the greatest amount of soil erosion in the United States. It will be a challenge to perennialize this crop, but serious consideration is being given to doing so by exploring two main paths. 1) We could obtain genes from a few distant relatives of corn that are in the genus Tripsicum. All are perennial and at least one is winter hardy. 2.) The other, more likely route would be to cross with two much closer perennial relatives of corn. Unfortunately, both species, Zea perennis and Z. diploperennis, are tropical and not winter hardy. Further research is clearly necessary before we can replace traditional corn.
Several Australian species of the soybean genus Glycine are perennial; they are difficult to breed with soybean but are potential targets for direct domestication, without crossing with soybean. Our exploration of perennializing soybeans has been very limited. For now, we are working to make Illinois Bundleflower a satisfying substitute.
To mimic a natural ecosystem will require some degree of crop diversity, and there is potential for many more perennial grains, including rosinseed, Eastern Gamagrass, chickpea, millet, flax, and a range of native plants. We have elected not to wait until perennial grain crops are fully developed to gain experience with the ecological context in which they will grow. At The Land Institute we have established long-term ecological plots of close analogs in which to compare methods of perennial crop management. Our perennial-grain prototypes, including Kernza™ and bundleflower, allow us to initiate long-term ecological and production research in these plots. For other crops we are forced to use analogs, but eventually, true perennial grain mixtures will replace them. Additionally, ongoing studies of natural ecosystems, such as tallgrass prairie, provide insight into the functioning of natural plant communities. The prairie is now, and will always be, a valued teacher.
Who Will Pay?
We propose that, over an eight-year period, federal funding would sponsor 80 plant breeders and geneticists who would develop perennial grain, legume, and oilseed crops, and 30 agricultural and ecological scientists who would develop the necessary agronomic systems. They would work on six to eight major crop species at diverse locations. Budgeting $400,000 per scientist per year for salaries and research costs would add less than $50 million annually. This is less than 10 percent of the amount that the public and private sectors have been spending on plant breeding research in recent years.
Implementation will depend on endorsement by the secretary of agriculture, the president, Congress, nonprofit organizations, corporations, and citizens. The Land Institute will offer free germplasm and more than three decades of experience with perennials to the project.
Essentially all of nature's ecosystems feature perennial plants growing in species mixtures, systems that build soil. Agriculture reversed that process nearly everywhere by substituting annual monocultures. As a result, ecosystem services—including soil fertility—have been degraded. Most land available for new production is of marginal quality that declines quickly. The resulting biodiversity loss gets deserved attention, soil erosion less.
Perennialization of the 70 percent of cropland now growing grains has the potential to extend the productive life of our soils from the current tens or hundreds of years to thousands or tens of thousands. New perennial crops, like their wild relatives, seem certain to be more resilient to climate change. Without a doubt, they will increase sequestration of carbon. They will reduce the land runoff that is creating coastal dead zones and affecting fisheries and maintain the quality of scarce surface and ground water. American food security will improve. It won't be easy to overturn 45 years of American policy and centuries of turning to annuals. There are entrenched interests that can slow change—just look at the recent battle over healthcare in the U.S. Congress—but the social stability and ecological sustainability resulting from secure perennial food supplies make the fight worthwhile. A 50-Year Farm Bill will buy time to confront the intersecting issues of climate, population, water, and biodiversity.
This paper was written with indispensable assistance from Land Institute scientists Stan Cox, Lee DeHaan, David Van Tassell, Jerry Glover, and Cindy Cox. Wendell Berry, Joan Jackson, Fred Kirschenmann, and Ken Warren provided editorial help. Joe Roman, Jack Fairweather, Tess Croner, James Dewar, Arjun Heimsath, and B. B. Mishra gave valuable reviews and assistance.


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The Twilight star reveals he began penning the show years ago and although he is keeping specific details about the play under wraps, he admits he has high hopes of conquering the theatre world.
He tells MTV.com, "I think maybe in the next year, I'd like to direct it. Probably in London, but I'm not sure yet."
Pattinson also suggests he decided to write his own production after struggling to find a suitable stage project to take on.
He adds, "I'm really, really starting to want to (act on the stage) again, but I find it really difficult to find the right thing."


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Terry Collins to lead Amazins
By Blake Arlington, bisons.com
The New York Mets today announced that they have hired Buffalo Baseball Hall of Famer TERRY COLLINS to be their new field manager.
Collins, 61, managed the Bisons form 1989-1991 and was 246-186 during his time with the club. The .569 winning percentage is the 8th highest in the 125-year history of the Buffalo Bisons. Collins won 80 games in each of his three years on the bench and took the Herd to the American Association playoffs in 1991.
LISTEN: Ben Wagner on Collins adding to Buffalo bond
In 1992, Collins was inducted into the Buffalo Baseball Hall of Fame.
Collins is now the fifth current major league manager with direct ties to the Buffalo Bisons. San Diego Padres manager Bud Black was the Bisons pitching coach in 1998 while Seattle Mariners manager Eric Wedge led the Bisons to a 178-108 record in two years on the bench in Buffalo, 2001-2002. Newly hired Toronto Blue Jays manager John Farrell was 20-21 with a 5.02ERA in three seasons pitching for the Herd, 1987 and 1995-1996. Chicago Cubs manager Mike Quade played 63 games with the Double-A Buffalo Bisons during the 1981 season.
Collins, 61, joined the Mets in 2010 as the Minor League Field Coordinator, overseeing all on-field aspects of the Mets Minor League Spring Training, mini-camps and the Fall Instructional League.
Collins spent six years as a major-league manager, leading the Anaheim Angels and Houston Astros to winning records and second-place finishes in his five full seasons. He managed the Angels from 1997-1999 and the Astros from 1994-1996, compiling an overall record of 444-434 (.506).
"Terry's a lifelong baseball man who comes with the entire package – leadership, preparation, emotional commitment, and the drive to win," said Mets General Manager Sandy Alderson. "We believe Terry's knowledge of our players, energy, intelligence, intensity, and direct approach will make an immediate, positive impact both in the clubhouse and on the field."
"I want to win and there is no doubt in my mind we have the talent to win," said Collins. "I know from working firsthand with our prospects that this organization is filled with potential for the future. It's my job to help transform this team into the winner that our fans deserve, and I'm excited to get started."
Collins also served as manager the Orix Buffaloes in Japan's Nippon Professional Baseball league from 2007-2008 and guided Team China in the 2009 World Baseball Classic to its first tournament victory.
Collins managed 11 years in the minors from 1981-1991, including capturing the Pacific Coast League championship in 1987 with the Albuquerque Dukes. The former shortstop played 10 seasons in the minors with the Dodgers from 1974-1978, 1980, 1984 and Pirates from 1971-1973. Collins, a native of Midland, Mich., graduated from Eastern Michigan University in 1971 and was twice named to the NAIA Collegiate World Series All-Tournament team in 1968 and 1970.
PHOTO: Collins poses with long-time friends, Bob & Mindy Rich, at Citi Field. (Bruce Adler)


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Easy Weight Loss Fat Burner Secret Recipe
1 Tablespoon of Vinegar, daily by mouth.
Eat normally in moderation, other foods.
So now you know why there is such a thing as French Dressing!
If you are not so keen on eating salads, then at least have the Tablespoon of vinegar daily.


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Ryan Gosling and George Clooney Pictures at Ides of March LA
Ryan and George Make a Handsome Duo at Ides of March Premiere — With Stacy Keibler Along As Well!
Ryan and George Make a Handsome Duo at Ides of March Premiere — With Stacy Keibler Along As Well!
Ryan Gosling and George Clooney shared a hug and a laugh on the red carpet at Tuesday evening's LA premiere of The Ides of March. The dapper twosome were joined by their costars in the movie Evan Rachel Wood, a Marios Schwab-clad Marisa Tomei, and Max Minghella, who had girlfriend Kate Mara along as his date. George Clooney also brought a special someone along to the screening — Stacy Keibler. Stacy and George made their public debut at TIFF where he was promoting both The Ides of March and The Descendants. Ryan Gosling, meanwhile, has been on a charm offensive making the interview rounds for both the political drama and his recently released and well-reviewed indie film Drive. Still, Ryan didn't bring his real life-leading lady Eva Mendes along as his premiere date. Ryan and Eva did go on a romantic walk last week, though most of his days are spent reigniting his onscreen chemistry with Emma Stone filming The Gangster Squad.


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Every week we feature a set of comics created exclusively for WDD.
The content revolves around web design, blogging and funny situations that we encounter in our daily lives as designers.
These great cartoons are created by Jerry King, an award-winning cartoonist who's one of the most published, prolific and versatile cartoonists in the world today.
So for a few moments, take a break from your daily routine, have a laugh and enjoy these funny cartoons.
Feel free to leave your comments and suggestions below as well as any related stories of your own…
My name is U-r-l
The first flash
Bad but consistent
Can you relate to these situations? Please share your funny stories and comments below…


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Green Island Reef Cruise
Green Island is surrounded by white sandy beaches, tropical lush rainforest and Australia's Great Barrier Reef and what better way to get there and experience this that with the Green Island Reef Cruise
Choose to snorkel, dive, or see the spectacular reefs on a glass bottom boat tour. Or, simply laze on the white sandy beach.
Green Island offers an array of activities to suit all abilities and is ideal for non-swimmers.
Relax On a Tropical Island
Stroll through magical rainforest, laze on white coral sand beaches, swim, dive or snorkel …
There are a wide range of optional activities to experience on Green Island. Scuba dive, join a snorkel excursion, and even walk underwater with Seawalker helmet diving.
- Return air-conditioned fast catamaran cruise
- Half Day or up to 7 hours on Green Island
- Tea and coffee served until departure from Cairns
- Self Guided Eco Walk
- Choice of Glass Bottom Boat coral viewing tour OR use of Snorkelling Equipment*
- Use of island swimming pool exclusive for Great Adventures guests
- Use of day visitor facilities.
*To include both snorkelling equipment and glass bottom boat tour plus beach bag, choose the Island Upgrade on the booking page.
Choose your own Time
You can choose your preferred departure times from Cairns and Green Island!
Travel time to Green Island Day Tour is approx. 45 minutes
Cairns To Green Island
Departs 8:30 10:30 13:00
Arrival 9.20 11:20 13:50
Green Island to Cairns
Departs 12:00 14:00 16:30
Arrival 12:50 15:20 17:20
Optional Extras
- Lunch from several different casual outlets or Emerald's Restaurant.
- Scuba Diving
- Helmet Diving
- Flotation Vests & Lycra Suits
- Scenic Helicopter Tour
- Coach Transfers from Cairns Business Area or Northern Beaches
What to Bring
- Towel, hat, sunscreen, swimwear & sunglasses
- Cash for snacks, drinks, souvenirs or underwater cameras
- Credit card for purchases
- You can bring along a picnic lunch or purchase something from one of the many food outlets or spoil yourself in the restaurant
Important Information for Scuba Diving & Seawalker
We have a passion to show you Australia's Great Barrier Reef so please make sure you understand the scuba diving laws.
Queensland, Australia has some of the strictest scuba diving rules in the world but also the safest scuba diving record. We are regulated by the Queensland Government Code of Practice and comply with all rules including medical as is the law.
To avoid disappointment on your day of travel we strongly recommend that all of our passengers complete our dive medical questionnaire prior to booking as some medical conditions, age and / or medications may prevent you from scuba diving.
It is always our mission to provide our passengers with the very best Great Barrier Reef experience.
We are very happy to help you with any questions you may have. Please Contact our office on 07 4037 2700 or email us
Or alternatively, you may like to consult your own Doctor for a Dive Medical using the Australian Standard Forms 'AS.4005.1
Flying after Scuba DivingFor a single no decompression scuba dive, you should not fly or go to altitude for at least 18 hours after a scuba dive. For multiple dives you should not fly for 24 hours after your last dive. If Skydiving or Hot Air Ballooning you must wait 24 hours after your dive. We recommend waiting a minimum 24 hours whenever possible
If an Island Cruise is not what you are looking for try our Outer Great Barrier Reef tour with REEF EXPERIENCE


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Provides direct and indirect patient care in the office/clinic setting. Provides care that reflects initiative, flexibility and responsibility indicative of professional expectation with a minimum of supervision. Determines priorities of care based on physical and psychosocial needs, as well as factors influencing patient flow through the system. Communicates with office/clinic physicians about changes in patient's status, symptomatology and results of diagnostic studies. Is able to respond quickly and accurately to changes in condition or response to treatment.
DUTIES AND RESPONSIBILITIES: Provides direct patient care, evaluates outcomes, consults with other specialists as required and adjusts nursing care processes as indicated to ensure optimal patient care.
Ability to perform a head-to-toe assessment on all patients and reassessments as per policy. This includes pediatric, adolescent and geriatric patients and the general patient population.
Ability to assess and reassess pain and pain management techniques utilized. Educates the patient and family regarding pain management.
Demonstrates knowledge of cardiac monitoring identifies dysrhythmias Demonstrates knowledge of respiratory monitoring, identifies oxygen needs.
Assists the physician(s) with office procedures; maintains medical and surgical asepsis.
Maintains medical equipment; disinfects and sterilizes instruments.
Answers telephone calls in a professional manner; refers patient problems to office/clinic physician; schedules patient appointments.
Maintains accurate and continued nursing documentation including patient histories, conditions, treatments, responses and assessment of changes.
Treats patients and their families with respect and dignity. Identifies and addresses psychosocial, cultural, ethnic and religious/spiritual needs of patients and family. Functions as liaison between administration, patients, physicians and other healthcare providers.
Demonstrates knowledge of the principles of growth and development over the life span and the skills necessary to provide age appropriate care to the patients served. Able to interpret data about the patient's status in order to identify each patient's age specific needs and provide care needed by the patient group.
Interacts professionally with patient and family and involves patient and family in the formation of the plan of care.
Formulates a teaching plan based on identified learning needs and evaluates effectiveness of learning; includes family in teaching, as appropriate.
Maintains current knowledge of medications and their correct administration based on age of the patient and his/her clinical condition.
Demonstrates knowledge of lab requirements, requisitions.
Maintains established office/clinic policies and procedures, objectives, performance improvement program, safety, environmental and infection control standards.
Plans and provides nursing care in accordance with physician orders.
Maintains a safe, comfortable and therapeutic environment for patients and families in accordance with office/clinic standards.
Ensures an adequate stock of supplies and proper functioning of equipment.
Assists in cost containment through appropriate ordering and conserving of supplies and equipment.
Cooperates with other personnel to achieve office/clinic objectives, maintains good employee relations.
Demonstrates knowledge of healthcare plans, procedural costs.
Demonstrates the ability to assist physicians with procedures in the office/clinic.
Supervises nursing staff when appropriate; orients new staff.
Enhances professional growth and development through participation in educational programs, current literature, in-service meetings and workshops; shows responsibility for own professional practice and ongoing education.
Demonstrates an ability to be flexible, organized and function under stressful situations.
Demonstrates awareness of current state, federal and local laws governing the delivery of care.
Performs other related duties as assigned or requested.
Demonstrates the ability to deal with pressure to meet deadlines, to be accurate, and to handle constantly changing situations.
Demonstrates the ability to deal with a variety of people, deal with stressful situations, and handle conflict.
Current RN license within the state of practice.
Current BLS Certification. ACLS preferred
Meditech and PAC experience preferred
American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR)
330 N. Wabash Avenue | Suite 2000 | Chicago, IL 60611
Phone: 312/321-5146 | Fax: 312/673-6924 | Email: email@example.com
Contact AACVPR | Find a Reseller | Worldwide Sites | Legal Policies & Agreements | Site Map
Copyright © 2014 American Association of Cardiovascular and Pulmonary Rehabilitation


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Extracts of the geranium plant Pelargonium sidoides inactivate human immunodeficiency virus type 1 (HIV-1) and prevent the virus from invading human cells. In the current issue of PLOS ONE, scientists from the Helmholtz Zentrum München report that these extracts represent a potential new class of anti-HIV-1 agents for the treatment of AIDS.
Scientists from the Helmholtz Zentrum München demonstrate that root extracts of the medicinal plant Pelargonium sidoides (PS) contain compounds that attack HIV-1 particles and prevent virus replication. A team spearheaded by Dr. Markus Helfer and Prof. Dr. Ruth Brack-Werner from the Institute of Virology and Prof. Dr. Philippe Schmitt-Kopplin from the Analytical BioGeoChemistry research unit (BGC) performed a detailed investigation of the effects of PS extracts on HIV-1 infection of cultured cells. They demonstrated that PS extracts protect blood and immune cells from infection by HIV-1, the most widespread type of HIV. PS extracts block attachment of virus particles to host cells and thus effectively prevent the virus from invading cells. Chemical analyses revealed that the antiviral effect of the PS extracts is mediated by polyphenols. Polyphenol mixtures isolated from PS extracts retain high anti-HIV-1 activity but are even less toxic for cells than the crude extract.
Safety of PS-extracts has been established in several clinical trials. In Germany PS extracts are licensed as a herbal medicine and used to reduce symptoms of acute bronchitis. Research group leader Brack-Werner says, "PS-extracts are a very promising lead for the development of the first scientifically validated phytomedicine against HIV-1. PS extracts attack HIV-1 with a mode-of-action that is different from all anti-HIV-1 drugs in clinical use. Therefore a PS-based phytomedicine may be a valuable supplement for established anti-HIV therapies. Furthermore, PS extracts are attractive candidates for increasing anti-HIV-1 therapy options in resource-limited settings, since they are easy to produce and do not require refrigeration. The results of our study and the proven safety of PS extracts encourages their testing in HIV-1 infected individuals as next step."
According to the World Health Organisation (WHO), more than 35 million people in the world are infected with HIV, the majority with HIV-1. Without treatment, HIV destroys the immune system and causes the acquired immunodeficiency syndrome (AIDS), which is a life-threatening disease. HIV/AIDS is one of the 10 leading causes of death worldwide.
The goal of research at the Helmholtz Zentrum München is to develop new approaches to diagnosing, treating and preventing common diseases. In the interest of translational research, the acquired knowledge is to be applied to humans as quickly as possible in order to provide concrete benefits for society.


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|Version 69 (modified by 3 weeks ago) (diff),
netlabs.org EPM Distribution (NEPMD)
- 1. Features
- 2. Changes
- 3. Installation, update and prerequisites
- 4. Downloads
- 5. Source code
- 6. Status of the current repository
- 7. Help and information
netlabs.org EPM Distribution (NEPMD)
NEPMD is an add-on for EPM, the Enhanced Editor of OS/2. NEPMD
- adds the EPM loader to start EPM in a special environment
- adds a library DLL
- replaces all of the original macro files.
The installation copies the EPM loader to a path, which comes before the original EPM path in the PATH statement. That makes it replace the original EPM for the WPS and CMD, without physically replacing it.
The advantages of NEPMD over EPM are:
- easier usage
- better configuration
- more features
- many fixes.
1. Features
It comes with countless features and bug fixes for both programmers and standard users, e.g.:
- user-friendly default configuration
- improved keyword highlighting
- configurable color schemes and info bars
- new menu, toolbar and additional keyset
- mode-dependent configuration including syntax expansion with coding styles and expression matching
- many new formatting options
- improved command shell features
- easier configuration to avoid macro recompilation
- advanced amount of configuration items.
The utility of EPM was greatly improved.
2. Changes
See the Changes page.
3. Installation, update and prerequisites
EPM 6.03b should be installed by your OS/2 or eComStation installation program. As an (not recommended) alternative, you can also install the EPM package for Warp 3 users.
WarpIN should be installed, preferably the latest version.
Any newer version can be installed over an already installed one without uninstallation.
4. Downloads
Latest version
Version 1.21 (2020-03-16):
- ftp://ftp.netlabs.org/pub/nepmd/nepmd121_eng.wpi
- https://hobbes.nmsu.edu/download/pub/os2/apps/editors/epm/nepmd121_eng.wpi
- ftp://hobbes.nmsu.edu/pub/os2/apps/editors/epm/nepmd121_eng.wpi
It can be considered as a beta version of 2.00. The only reason, why it's not named 2.00, is that it lacks updated documentation.
Spell-check dictionaries
Since version 1.19, manual download of dictionary files is not required. It's easier to use the menu and the dialogs for that.
To download and install dictionaries, execute Format -> Spell check -> Configure dictionaries... Press Edit..., followed by Download... Then select a language. wget is required for that.
The rest of this section describes where to get dictionary files for testing from.
These Netscape dictionaries work with EPM and oslexam.dll:
Other dictionaries either don't find a word or make EPM crash.
With older NEPMD versions, download dictionaries and unzip them to myepm\spellchk. Then open the Configure dictionaries... dialog to add a language.
Original, outdated links for Netscape dictionaries:
- http://service.boulder.ibm.com/asd-bin/doc/en_us/nsdicts/f-server.htm
- http://ftp.leo.org/historic/comp/os/os2/boulder/netscape/nsdicts/
Link for XyWrite dictionaries:
With oslexam.dll, IBM Works and most Netscape dictionaries work. Most XyWrite dictionaries don't work.
Outdated versions
Version 1.20 (2019-03-21):
Version 1.19 (2018-10-19):
Version 1.18 (2018-02-20):
Version 1.00 (2002-11-05):
Future releases
NEPMD has changed extremely, compared to the first release version 1.00.
Updated documentation is needed to find how to take advantage of the many new features. Some are self-explaining (e.g. by the menu items), but some are not. Therefore the version 2.00 is planned to ship with a usable set of documentation files.
For people who like to try out new features without any existing documentation, the versions from 1.18 on were released.
The version 2.00 beta will be released when everything except a recent documentation is included. This will include also a major change of the macro filenames, where macro code is placed and how files are assigned to WarpIN packages.
EPM package for Warp 3 users
This WarpIN package was assembled from the EPMBBS files. The latest available version is older than EPM 6.03b of Warp 4.
- ftp://ftp.netlabs.org/pub/nepmd/nepmd_oldbins.wpi
- http://hobbes.nmsu.edu/download/pub/os2/apps/editors/epm/nepmd_oldbins.wpi
- ftp://hobbes.nmsu.edu/pub/os2/apps/editors/epm/nepmd_oldbins.wpi
To install it, copy it to the directory of the main WPI file before starting the installation.
Symmetric Multiprocessing
To avoid crashes during scrolling on SMP systems, the EPM.EXE executable needs to be marked as single-processor type. That executable is usually located in \OS2\APPS. Other executables, distributed by NEPMD, are not affected.
Starting with version 1.22, the NEPMD does that on installation. For other cases, it's possible to download this CMD file and execute it manually.
5. Source code
Browse files
Trac browser:
Current revision:
Any other revision, here r3165:
Get all files
Check out the trunk. That suffices in most cases:
md nepmd cd nepmd svn checkout http://svn.netlabs.org/repos/nepmd/trunk
This creates the trunk directory inside the previously existing nepmd directory.
If you really want to check out the entire archive (trunk, tags and branches):
svn checkout http://svn.netlabs.org/repos/nepmd
This creates the nepmd directory inside a previously existing directory.
If you have write access for the nepmd repository, execute:
svn checkout http://svn.netlabs.org/repos/nepmd --username <netlabs.org_user> --password <netlabs.org_password>
After once logged in, the hidden .svn directory is created with the database. The next time, you just execute:
cd nepmd svn update
Branches and tags
In the past it was avoided to create branches. Additionally, with the change from CVS to SVN, it doesn't make much sense to create tags copied from the trunk anymore. A special version can always be checked out by adding the
-r <rev_num> option.
|Revision number
|Version number
|Build date time (local)
|2020-03-16 08:30:00
|2019-03-21 08:30:00
|2018-10-19 21:30:00
|2018-02-20 21:00:00
6. Status of the current repository
The trunk contains the most recent files. It should always be kept compilable and installable. In the past, the trunk version was always of much more value than any outdated version.
The NEPMD help files are outdated. The same applies to the EPM help, where much of its content refers to the old 16-bit version for EPM 5.
Adding recent help files to NEPMD is planned, but will take much time.
National language support
The current version of the NEPMD is not prepared for translation. Output strings are not separated from source code, so it makes no sense to translate it now.
7. Help and information
Bug tracker
You're welcome to post your bugs on the bug tracker.
Before posting bugs, you must log in with your netlabs.org account. If you do not have a login id, you can request one at http://www.netlabs.org/en/site/member/member.xml.
The decision was made to use trac's bug tracker instead of xTracker. If you want to receive email notifications when your bugs were changed, first login and then ensure that your email address on your account's Preferences page was added.
Newsgroups and mailing lists
For questions, you could use the user newsgroup on:
- news.gmane.org.netlabs.nepmd.user
If you compile NEPMD yourself, you could use the developer newsgroup on:
- news.gmane.org.netlabs.nepmd.devel
For more infos about the lists and for the newsgroup or mailing list interfaces, see here:
The NEPMD list names are nepmd-user and nepmd-dev.
Presentations and review
- Warpstock Europe 2002, Arnhem
- Warpstock Europe 2006, Cologne
- Warpstock Europe 2008, Dusseldorf
- Douglas Clark's review about NEPMD 1.00
Attachments (5)
nepmd-listtags.png (40.6 KB) - added by 9 years ago.
NEPMD screenshot with List tags window
- nepmd-icon.png (5.3 KB) - added by 9 months ago.
- nepmd-selectdownloaddict.png (18.9 KB) - added by 9 months ago.
- warpin.png (1.8 KB) - added by 9 months ago.
- os2-warp-3-logo.png (14.6 KB) - added by 9 months ago.
Download all attachments as: .zip


text:
MANCHESTER — Public Service of New Hampshire is keeping a wary eye on the weather forecast and preparing for possible power outages as a strong Nor'easter storm is expected to arrive this evening and bring snowfall, gusty winds, and freezing rain across New Hampshire.
MANCHESTER — Public Service of New Hampshire is keeping a wary eye on the weather forecast and preparing for possible power outages as a strong Nor'easter storm is expected to arrive this evening and bring snowfall, gusty winds, and freezing rain across New Hampshire.
The latest forecast is calling for 8-16 inches of snow across the state with freezing rain and sleet mixing in near the Seacoast. In addition to the snow and sleet, winds are expected to pick up overnight and gust up to 40 mph in some areas. If the forecast holds, these conditions could cause serious damage and result in power outages across the state.
PSNH is closely monitoring the situation. The company is pre-staging line and tree crews in its area work centers across the state and will open its Emergency Operations Center in order to respond to whatever damage the storm causes. In addition to PSNH line crews, some additional contractor line and tree crews have been secured and the company is working to obtain additional sources. A recent merger with Boston-based NSTAR now provides PSNH and other Northeast Utilities electric utility subsidiaries with direct access to additional line workers who, when available, can assist in a restoration effort here.
Be prepared: While electric utilities like PSNH work around-the-clock to restore service when power outages occur, it is also important that families and individuals consider how they will respond. "Our crews and support staff are prepared and ready to respond if outages do occur," noted Terry Large, PSNH Director - Customer Operations. "It is vital that families and individuals also be prepared." Large recommended that customers with emergency generators obtain fresh fuel, or other useful supplies. A list of preparedness tips and reminders is posted at www.psnh.com and at www.nh.gov/readynh/.
Generator safety: Back-up/emergency generators can be very useful around your home or business. But, it's critical to your safety and the safety of others, including PSNH electrical crews, that they be installed and operated properly. Guidelines are posted on the Safety section of our website.
Staying informed: During major power restoration efforts, PSNH uses a variety of communication tools to keep the public informed. Customers can follow PSNH on twitter @psnh or on Facebook for real time updates. PSNH also uses a news blog, www.psnhnews.com, to post press releases, outage updates, and other important storm related information. Customers can also access PSNH's outage map to see up to date outage information about their community.
Community liaisons: During major power restoration efforts, PSNH deploys a network of community liaisons to interact with local officials in every impacted community. With the recent holiday and the potential for some municipal staff to be unavailable, PSNH reminds communities of the need to designate a single emergency management contact to work with our community liaisons.


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text:
I love a good documentary film, especially one about art, so I was happy to receive Bob Hansen's recommendation of Tim's Vermeer. It is an eighty-minute film about one man's quest for art featuring Tim Jenison, an inventor, video equipment specialist, and entrepreneur who is fascinated with the paintings of Johannes Vermeer. Known as "the painter of light," Vermeer was a Dutch painter of the seventeenth century, best known for his portraits, interior genre scenes, and inclusion of detail. For more information on the life and work of Vermeer, see the website Essential Vermeer.
The film is narrated by Penn Jillette and directed by Teller, of the famous team of magicians Penn and Teller. Penn and Teller were also a part of the team that produced the film, and themes of documentation and magic pervade it. Other major themes include the nexus of art and technology, photography and illusion in art history, digital technology and technological imaging in art, and seeing through photographic reproduction versus human seeing. These themes relate to two of my BLS courses, BLS 345, Photography: Contexts and Illusions and BLS 346, The Art of Life. Discussions of art history and the media and techniques of artmaking in the film are also relevant to my Art 100 course. Tim's exposé of Vermeer may be interpreted as challenging the notions of artistic talent and exposing the myth of so-called "genius" painting. Yet, in the process, Tim discovers a newfound awe of Vermeer's resources and artistic focus.
Tim is most interested in Vermeer's possible use of early camera technology and reflective devices. Inspired by Vermeer's Camera (2001), a book by Philip Stedman, professor at University College of London, Jenison crosses continents and narratives of art history in pursuit of the truth behind Vermeer's oil painting The Music Lesson (1662-1664), and eventually attempts to recreate it. Tim says in the film that he feels a kinship with Vermeer as an inventor and musician. He also explains why he decided to focus on The Music Lesson, stating that it is "so complete and self-contained," compared with all other Vermeer paintings, and he declares it "a scientific experiment waiting to happen." Through his research and art project, Tim aims to offer an "alternative narrative of Vermeer."
While experimenting with various reflective devices, Tim paints his first portrait from the reflection of a photograph of his father in law. He is modest about his painted product and says emphatically that painting it was a decidedly object experience, rather than a subjective, or personal one. Tim then zooms in on studying image-making and methods of illusion specific to the seventeenth century, which includes optical machines and—most prominently—the camera obscura, an ancestor of early 19th-century photography.
Tim then compares the painted details of The Music Lesson to optical effects of photography, concluding that Vermeer depicted photographic seeing, rather than human sight. He states that the appearance of "absolute brightness" in the painting is proof that Vermeer painted from photograph, because such light is not visible to the naked eye.
To prove his hypothesis, Tim first visits Delft, Holland, where he learns to speak Dutch, to grind pigments, and to mix oil paint. He also studies the light, furniture, and interior architecture. Finally, he hires artists to make exact replicas of the pottery found in the composition of The Music Lesson. Tim discusses a list of craftsmen and engineers he would need to serve as "experts" in building a life-size model of the scene, saying that he can attempt to complete all the work with a computer.
Tim proves that he is a quintessential "Renaissance Man" (although Vermeer was post-Renaissance historically); to be photographed by a self-built camera, Tim constructs a replica of the scene of The Music Lesson in a San Antonio warehouse from wood, concrete, metal, and glass. Tim's set is complete with furniture, woodwork, stained-glass windows, and musical instruments. Experimentation leads Tim to discover a system of lenses and mirrors (including a shaving mirror) which, joined with visual color-matching tricks, allow him to build a surprisingly accurate, three-dimensional reproduction of The Music Lesson. Tim also shows his musical skills as he plays on the violin that will serve as his model in the composition.
Earlier in the film, as Tim and Philip Stedman each tried their hands at copying portraits, the music and tempo of the shots slowed down, but they build up again as Tim builds the room and begins to paint the image from it. More dynamic camera work and background music set the stage for many scenes of Tim painting, in which he used his daughter and her friends as live models. This pace is held up for 8 minutes. Time is marked by images of the calendar dates in the lower corner of the screen, as if torn from a desktop calendar. Everything slows down significantly after forty days. At about fifty days, Tim makes a discovery; he finds curves in the painting where there should be straight lines. He explains that Vermeer's so-called mistake in angles of perspective was a result of viewing and painting a photographic image.
Following this discovery, time further drags as Tim experiences the physical pain of his actions and seated position, while the viewer watches him paint details such as violin strings, minute decorations on the piano, and the individual threads on a draping, patterned tablecloth. Somewhere in this period, a threat of carbon monoxide poisoning arises in the studio. I must admit, I do not remember why. I may have zoned out. After eighty to ninety days, Tim becomes "repulsed" while painting a royal blue chair with bronze lion heads on the back and correcting his mistakes with a cotton swab. All in all in the film, there are approximately thirteen minutes of footage of Tim painstakingly painting. It feels longer.
In the final scenes, Tim shows Stedman and David Hockney his painting. Hockney, with whom Tim has met previously in the film, is another artist interested in these reflected forms and technologies (see David Hockney's website here).
Stedman and Hockney discuss Tim's painting and determine that it is better than Vermeer's. In the last shot, the humble Tim claims Vermeer was an inspiring inventor and artist.
The film chronicles important discoveries and historical revisions, but I wasn't sure if the information alone carried the film. I was just so fascinated by Tim Jenison. He stole the show. He was obviously very smart and skillful, yet also witty, eccentric, and obsessive. It takes one hundred and twenty days for him to paint a replica of a famous Vermeer painting, and the whole project, captured on film, took over five years (2008-2013). For this entire time, Tim's life seems utterly driven by art and photography.


text:
UNIVERSITY OF WISCONSIN River Falls
All professional education content courses leading to certification shall include teaching and assessment of the Wisconsin Content Standards in the content area.
In this column, list the Wisconsin Content Standards that are included in this course. The Standards for each content area are found in the Wisconsin Content Standards document.
In this column, indicate the nature of the performance assessments used in this course to evaluate student proficiency in each standard.
The structures within the discipline, the historical roots and evolving nature of mathematics, and the interaction between technology and the discipline.
Paper pencil test items and computer projects.
Facilitating the building of student conceptual and procedural understanding.
Student responses in class.
Helping all students build understanding of the discipline including:
. Confidence in their abilities to utilize mathematical knowledge.
. Awareness of the usefulness of mathematics.
. The economic implications of fine mathematical preparation.
Classroom discussion, quiz items, test items
Exploring, conjecturing, examining and testing all aspects of problem solving.
Homework assignments.
Formulating and posing worthwhile mathematical tasks, solving problems using several strategies, evaluating results, generalizing solutions, using problem solving approaches effectively, and applying mathematical modeling to real-world situations.
Homework assignments, computer projects, classroom discussion.
Making convincing mathematical arguments, framing mathematical questions and conjectures, formulating counter-examples, constructing and evaluating arguments, and using intuitive, informal exploration and formal proof.
Homework exercises and paper pencil test items.
Expressing ideas orally, in writing, and visually-, using mathematical language, notation, and symbolism; translating mathematical ideas between and among contexts.
Classroom discussion, computer projects.
Connecting the concepts and procedures of mathematics, drawing connections between mathematical strands, between mathematics and other disciplines, and with daily life.
Reports on readings relating statistics to a variety of fields.
Selecting appropriate representations to facilitate mathematical problem solving and translating between and among representations to explicate problem-solving situations.
Paper pencil test items and computer projects.
Mathematical processes including:
. Problem solving.
. Communication.
. Reasoning and formal and informal argument.
. Mathematical connections.
. Representations.
. Technology.
Classroom discussions, computer projects, homework exercises
Number operations and relationships from both abstract and concrete perspectives identifying real world applications, and representing and connecting mathematical concepts and procedures including:
. Number sense.
. Set theory.
. Number and operation.
. Composition and decomposition of numbers, including place value, primes, factors, multiples, inverses, and the extension of these concepts throughout mathematics.
. Number systems through the real numbers, their properties and relations.
. Computational procedures.
. Proportional reasoning.
. Number theory.
Paper and pencil exercises on probability.
Mathematical concepts and procedures, and the connections among them for teaching upper level number operations and relationships including:
. Advanced counting procedures, including union and intersection of sets, and parenthetical operations.
. Algebraic and transcendental numbers.
. The complex number system, including polar coordinates.
. Approximation techniques as a basis for numerical integration, fractals, and numerical-based proofs.
. Situations in which numerical arguments presented in a variety of classroom and real-world situations (e.g., political, economic, scientific, social) can be created and critically evaluated.
. Opportunities in which acceptable limits of error can be assessed (e.g., evaluating strategies, testing the reasonableness of results, and using technology to carry out computations).
Assignments using real world data. Data gathering in the classroom. Paper pencil items on quizzes and exams.
Geometry and measurement from both abstract and concrete perspectives and to identify real world applications, and mathematical concepts, procedures and connections among them including:
. Formal and informal argument.
. Names, properties, and relationships of two- and three-dimensional shapes.
. Spatial sense.
. Spatial reasoning and the use of geometric models to represent, visualize, and solve problems.
. Transformations and the ways in which rotation, reflection, and translation of shapes can illustrate concepts, properties, and relationships.
. Coordinate geometry systems including relations between coordinate and synthetic geometry, and generalizing geometric principles from a two-dimensional system to a three-dimensional system.
. Concepts of measurement, including measurable attributes, standard and non-standard units, precision and accuracy, and use of appropriate tools.
. The structure of systems of measurement, including the development and use of measurement systems and the relationships among different systems. Measurement including length, area, volume, size of angles, weight and mass, time, temperature, and money.
. Measuring, estimating, and using measurement to describe and compare geometric phenomena.
. Indirect measurement and its uses, including developing formulas and procedures for determining measure to solve problems.
Test items dealing with levels and types of measurement in statistics.
Mathematical concepts, procedures, and the connections among them for teaching upper level geometry and measurement including:
. Systems of geometry, including Euclidean, non-Euclidean, coordinate, transformational, and projective geometry.
. Transformations, coordinates, and vectors and their use in problem solving. Three-dimensional geometry and its generalization to other dimensions. Topology, including topological properties and transformations.
. Opportunities to present convincing arguments by means of demonstration, informal proof, counter-examples, or other logical means to show the truth of statements and/or generalizations.
Statistics and probability from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections between them including:
. Use of data to explore real-world issues.
. The process of investigation including formulation of a problem, designing a data collection plan, and collecting, recording, and organizing data.
. Data representation through graphs, tables, and summary statistics to describe data distributions, central tendency, and variance.
. Analysis and interpretation of data.
. Randomness, sampling, and inference.
. Probability as a way to describe chances or risk in simple and compound events.
. Outcome prediction based on experimentation or theoretical probabilities.
Paper pencil test items, classroom discussion, computer projects. Classroom demonstrations.
Mathematical concepts, procedures, and the connections among them for teaching upper level statistics and probability including:
. Use of the random variable in the generation and interpretation of probability distributions.
. Descriptive and inferential statistics, measures of disbursement, including validity and reliability, and correlation.
. Probability theory and its link to inferential statistics.
. Discrete and continuous probability distributions as bases for inference.
. Situations in which students can analyze, evaluate, and critique the methods and conclusions of statistical experiments reported in journals, magazines, news media, advertising, etc.
Paper and pencil items, computer projects, homework.
Functions, algebra, and basic concepts underlying calculus from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections among them including:
. Patterns.
. Functions as used to describe relations and to model real world situations.
. Representations of situations that involve variable quantities with expressions, equations and inequalities and that include algebraic and geometric relationships.
. Multiple representations of relations, the strengths and limitations of each representation, and conversion from one representation to another.
. Attributes of polynomial, rational, trigonometric, algebraic, and exponential functions.
. Operations on expressions and solution of equations, systems of equations and inequalities using concrete, informal, and formal methods.
. Underlying concepts of calculus, including rate of change, limits, and approximations for irregular areas.
Mathematical concepts, procedures, and the connections among them for teaching upper level functions, algebra, and concepts of calculus including:
. Concepts of calculus, including limits (epsilon-delta) and tangents, derivatives, integrals, and sequences and series.
. Modeling to solve problems.
. Calculus techniques including finding limits, derivatives, integrals, and using special rules.
. Calculus applications including modeling, optimization, velocity and acceleration, area, volume, and center of mass.
. Numerical and approximation techniques including Simpson's rule, trapezoidal rule, Newton's Approximation, and linearization.
. Multivariate calculus.
. Differential equations.
Discrete processes from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections among them including:
. Counting techniques.
. Representation and analysis of discrete mathematics problems using sequences, graph theory, arrays, and networks.
. Iteration and recursion.
Paper pencil test items, classroom discussion, Homework.
Mathematical concepts, procedures, and the connections among them for teaching upper level discrete mathematics including:
. Topics, including symbolic logic, induction, linear programming, and finite graphs.
. Matrices as a mathematical system, and matrices and matrix operations as tools for recording information and for solving problems.
. Developing and analyzing algorithms.


text:
Please read description carefully.
Do not base your order on the picture presented.
Description of the Brownmed Arm Board 8\" x 2 1/8\"
I.V. armboards are designed with closed cell foam for durability, comfort and to prevent absorption of moisture.
Nonlatex and malleable to contour easily.
Use to stabilize I.V.'s, especially in neonatal unit.
White soft live foam
_p__p__p_Recommended for use in medical offices._/p__/p__/p_
Recommended for use in medical offices.
New prescription, Old prescription and Medical licenses accepted. We do not bill insurance, invoices supplied as needed.
Medex SKU: BMI-SP10417-25