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As a testament to the seriousness with which both parents and young girls respond to the opportunity for an education in northern Burkina Faso, a full 100% of primary school girls supported by the Lambs for School Project succeeded in their first trimester exams this school year. As indicated in earlier updates, girls supported by this project have consistently outperformed their classmates at all levels.
We are re-naming the Education for 900 Rural Girls in Burkina Faso Project the Lambs for School Project, reflecting the locally conceived and very successful strategy for engaging parents in the support of their daughters' education. This strategy was and is to provide 6-year old village girls with the basic necessities that allow them to enter village primary school plus a lamb (at a total cost of $90). The girls and their parents raise the lambs and sell them each year in order to buy school materials for the following year and a new lamb, this for the following 12 years of primary, middle and secondary school. This project is the key which enables young village girls to enter school and get an education instead of being married off at an early age with no education and without their consent.
In a region where culture has not been very supportive of the education of girls in the past, and where extreme poverty means that parents are unable to pay the basic cost of sending their daughters to school, both village chiefs and parents are asking in ever increasing numbers for help in enrolling their daughters in primary school.
This year, in collaboration with two generous partners, we were able to send 13 Lambs for School village girls who graduated from secondary school to training in primary school teaching, nursing, midwifery and one to the university to study law.
Given the phenomenal educational success of these girls and the great demand for increasing girls' educational opportunity expressed by many villages in the region, NEEED (the local NGO that runs this project) is asking us to increase the number of girls we support next year from 300 to 400. The girls and their parents will do the rest: the girls will continue to work hard and succeed in school; and the parents will raise and sell their daughters' lambs to support their educational needs, and encourage their daughters to do their very best in school.
These girls, like Ouedraogo Abibata (see photo) are counting on all of us, their partners, to give them a chance at an education.
"There is no tool for development more effective than the education of girls". Kofi Annon, former U.N. Secretary General
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- K Doghramji, M M Mitler, R B Sangal, C Shapiro, S Taylor, J Walsleben +8 others
- Electroencephalography and clinical…
- 1997
The maintenance of wakefulness test (MWT) is a daytime polysomnographic procedure which quantifies wake tendency by measuring the ability to remain awake during soporific circumstances. We present normative data based on 64 healthy subjects (27 males and 37 females) who adhered to uniform MWT procedural conditions including polysomnographic montage,… (More)
Cloud-based offerings such as Infrastructure-as-a-service (IaaS), Platform-as-a-Service (PaaS), and Software-as-a-Service (SaaS), are being delivered by various vendors at highly competitive prices to encourage a paradigm shift to utility computing. To optimize the operational costs of managing an IBM Cloud-based PaaS offering, a two-pronged approach has… (More)
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Due to increased competition in the IT Services business, improving quality, reducing costs and shortening schedules has become extremely important. A key strategy being adopted for achieving these goals is the use of an asset-based approach to service delivery, where standard reusable components developed by domain experts are minimally modified for each… (More)
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text: Home Gallery Video Apple PR Lady Apple: PR Lady Published on Nov 16, 2007 Editor's Pick Rate this Ad You must be registered to rate the ad. Please Login or Register Now About CreditsDateNov 16, 2007Agency:TBWA/Media Arts LabClient:AppleChief Creative Officer:Lee ClowExecutive Creative Directors:Duncan MilnerExecutive Creative Director:Eric GrunbaumAssisant Creative Director:Chuck MonnAssistant Creative Director:Jason SperlingArt Director:Chuck MonnCopywriter:Alicia DotterAgency Producer:Cheryl ChildersAgency Producer:Hank ZakroffAgency Producer:Perrin RauschDirector:Phil MorrisonProduction Company:Epoch FilmsDirector of Photography:Peter DonahueEditorial Company:Mad River PostEditor:Val ThrasherPost Company:Company 3 TagsNorth America computers/software Latest Creativity News on Ad Age See the Spot: Kiddie Academy Uses Historical Icons to Inspire Imagination The 10 Best Branded Content Partnerships of 2016 'Rejected' No More: Burger King, Pepsi Team Up in Argentina Related work Apple: Romeo and Juliet Apple: Accessibility - Sady In-house Apple: iPhone - Balloons TBWA/Media Arts Lab Want to see your work in our gallery? Submit now


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Author Affiliation: Department of Surgery, University of Michigan School of Medicine, Ann Arbor.
Ingraham et al1 explored the relationship, or lack thereof, among outcomes for elective general surgery, emergency general surgery, and trauma at the hospital level. The acute care surgery model is an initiative to combine the specialty of trauma with the field of emergency general surgery. In reality, emergency general surgery care is extremely vast in how it is delivered, with thousands of hospitals engaged in treating patients throughout the country. However, in the United States, the trauma system is sustained by only 325 to 350 American College of Surgeons–verified trauma centers. I suspect that enactment of rigorous quality improvement at many trauma centers, beyond the arena of trauma patients, is likely still in its infancy. Hence, a potential reason for the negative findings of this study.
Hemmila MR. "A Culture of Safety" or "The Pursuit of Excellence"? Comment on "Comparison of Hospital Performance in Trauma vs Emergency and ElectiveGeneral Surgery". Arch Surg. 2012;147(7):598-599. doi:10.1001/archsurg.2012.103
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For each fiscal year, AAU prepares an overview of the Administration's proposed budget when it is released in early February, including analyses of the proposed budgets for specific research and education agencies. AAU follows the progress of the congressional budget resolution.The materials on this page are for Fiscal Year 2012 (FY12). Materials from other fiscal years can be accessed from links provided.
AAU Statement on the President's FY2012 Budget
FY12 Budget Letters
Status of AAU FY12 Funding Priorities
View more articles about this topic in our archives
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Policy Issues | AAU Publications | Members Services | Sitemap | RSS Feeds | Contact | All Content © AAU 2016


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Hotfrog Canada provides information regarding A B C Rive-Nord Inc in Labelle QC. A B C Rive-Nord Inc is located at 11301 Rte du Curé Labelle, Labelle QC J0T 1H0 and provides home improvement services. Contact them on (819) 686-1213.
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Economic Takeaways of Retail Sales, Consumer Sentiment in U.S.by and
Retail purchases rose less than forecast as fuel receipts fell
University of Michigan sentiment gauge at four-month high
What you need to know about Friday's U.S. economic data:
- Rose 0.1 percent, compared with 0.3 percent survey median, and September revised lower to unchanged
- Core sales, the categories used to calculate GDP, climbed 0.2 percent versus expectations for a 0.4 percent gain
- Reflecting falling prices, gasoline sales dropped for a fourth straight month
The Takeaway: Americans continue to pocket their savings at the gas pump, leading some economists to tweak their fourth-quarter GDP forecasts a bit lower. The fuel discount also showed up in other categories of consumer purchases, including general merchandise stores such as Costco Wholesale Corp. that also sell gas. Subdued October prices for food, reflected in Friday's wholesale price report, further dragged on grocers' receipts. While retail sales are a barometer of demand for merchandise, data releases later this month that include services will give a better picture of household purchases. Offsetting some of the worries about demand is a pickup in consumer sentiment, which is buoying the spending outlook heading into the critical holiday season.
- Rose to 93.1, exceeding the median estimate of 91.5
- Six-month expectations gauge highest since June, present conditions index strongest in three months
- Long-term inflation expectations -- five to 10 years -- held at 2.5 percent, matching lowest in data to 1979
The Takeaway: Consumers' spirits climbed in November, lifted by cheap borrowing costs and price discounts that may help boost spending as the holiday-shopping season approaches. While low inflation may be complicating Federal Reserve plans to raise interest rates, it's helping Americans stretch their paychecks further and resulted in the best real-income expectations since January 2007. Consumers also reported feeling cheerier about the job outlook, stock prices and the global economy this month, which could portend a step up in economic activity.
- Rose 0.3 percent, most in three months and exceeded median forecast of no change
- Retail inventories swelled 0.8 percent from a month earlier
- Total inventory/sales ratio climbed to 1.38 months, highest since June 2009
The Takeaway: The gain indicates stockpiles were less of a drag on third-quarter growth than the government's first print. Economists at Barclays estimate the inventory correction shaved 0.7 percentage point off GDP during the period, half of the 1.4 points Commerce initially reported. While that's favorable for the quarter gone by, it also indicates production will be slow to pick up. Retailers in particular have quite a bit of work to do in terms of ridding shelves and warehouses of unsold goods -- the I/S ratio reached 1.48 months, the highest since May 2009. Elevated retail inventory means Americans can probably expect better deals and discounts during the holidays.


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Pasadena has 133,936 residents. It is located in Los Angeles county.
Legal Assistant schools in Pasadena charged students an average tuition of $20,368.00 if they were California residents, and $21,119.00 if they were non-residents, during the 2009 - 2010 school year.
The average cost of books and supplies for legal assistant schools in Pasadena is $2,200.00. Students living on campus at legal assistant schools in Pasadena paid an average of $10,872.00 for room and board during the 2009 - 2010 school year. Students living at home incurred costs of $4,987.00. There are two legal assistant colleges in Pasadena from which students can pick the one that best suits their needs. 52 students were reported to have graduated from legal assistant programs in Pasadena in the 2008 - 2009 school year.


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| View Exclusive AAUP Compensation Survey Data |
Humanities professors shouldn't give away their nonwork time without compensation, and they shouldn't feel guilty about charging for their time, writes Nate Kreuter.
Academic life can be insular and claustrophobic, and when I want to escape into a world unlike the one I know too well, I read mainstream journalism about academe.
Gone are the demands of e-mails to settle small administrative issues or to reschedule student conferences, the asbestos abatement in the office next door, the lesson planning, the thrilling moments of seeing students learn. Instead, in journalism about academia, shadowy cabals rule every gesture, and an Orwellian darkness encroaches. Of course, like any enormous incorporation of people with differing goals, academe has its cliques, its pettiness, its paranoia and its very real problems.
Yet journalism has little interest in day-to-day university life or in the complexity of dynamic, systemic problems. Plus, when any aspect of university life appears in the news, a necessary but forgotten asterisk is often absent: colleges and universities can be very different from one another, with seeming trends much more limited than they appear. As an undergraduate, I attended a commuter college with one dorm and one fraternity; as a graduate student, I attended the flagship campus of a Midwestern state university, then an urban campus considered by a surprisingly high number of students as their university of last resort, despite the high quality of education they received. Now I teach at an Ivy League university, with cultural norms both similar to and different from those of my undergraduate and graduate experiences. The most prominent similarity, in my experience, is the expense and challenge of parking.
I recently escaped into the wild fantasy of Jonathan Chait's essay "Not a Very P.C. Thing to Say," in which he attempts to diagnose and critique language-use rules among leftists and liberals. His summary, from a follow-up post: "The story describes a set of social norms and protocols within communities of the left that make meaningful disagreement impossible on issues related to race and gender. I decided to reclaim the widely misused term political correctness rather than invent my own." Much in his essay is wrong, starting with his understanding of political correctness.
Is Political Correctness Real?
Chait writes that he "reclaims" political correctness, but what he reclaims is unclear. He summarizes the history of P.C. thus: "After political correctness burst onto the academic scene in the late '80s and early '90s, it went into a long remission. Now it has returned." Chait's capsule history isn't so much an elision as a fiction. There aren't any straightforward, uncontested histories of political correctness as a term, used inside and outside academe, nor of it going into "remission." At any given moment, it has seemed much more like Supreme Court Justice Potter Stewart's definition of obscenity: "I know it when I see it."
In Chait's essay, political correctness is whatever he needs it to be; he knows it when he sees it. Most often it's a widespread "academic movement," organized by "pro-P.C. activists," but elsewhere it "is a style of politics" and even a zombie, having died: "The most probable cause of death of the first political-correctness movement," he begins one section, "was the 1992 presidential election." Remarkably, Chait never cites or quotes anyone acting in the name of political correctness, nor does he demarcate the parameters. He writes, "In a short period of time, the P.C. movement has assumed a towering presence in the psychic space of politically active people in general and the left in particular." Towering presence, psychic space: Chait has hyperbolized what may have begun as an inside joke, transforming it into an internal psychic repression.
Yet for a movement so broad, it's oddly shadowy. In telling the story of University of Michigan student Omar Mahmood, whose apartment was vandalized after he wrote a satire of offense taking on campus, Chait writes, "Mahmood was widely seen as the perpetrator rather than the victim." The passive voice gives away the game: Who saw Mahmood as perpetrator, and how does Chait know that view was widespread? Track passive voice and the pronouns that float unmoored from actors, and you may start to see Chait's essay as conspiracy theory. Chait compounds the sense of conspiracy with an Orwell allusion standard to overheated-but-undercooked op-eds: "The subsequent vandalism of [Mahmood's] apartment served to confirm his status as thought-criminal." "Served to confirm" to whom?
When Evidence Isn't
How does Chait demonstrate the re-emergence of what he sees as thought policing? If we accept his evidence at face value, it seems compelling. But his anecdotes simply don't demonstrate what he intends them to do. Sift his evidence, and you end up with almost nothing.
For example, look at how he treats the protests against talks by Bill Maher and Ayaan Hirsi Ali: "You may remember when 6,000 people at the University of California-Berkeley signed a petition last year to stop a commencement address by Bill Maher, who has criticized Islam (along with nearly all the other major world religions). ...[O]thers at Brandeis blocked Ayaan Hirsi Ali, a women's-rights champion who is also a staunch critic of Islam...."
Chait euphemizes how both Maher and Ali have spoken of Islam. Maher doesn't simply degrade Islam as he does other religions, he explicitly denounces the entirety of the religion as brutal. And context matters: Maher was invited as a commencement speaker; for Muslim students in the audience, the invitation to Maher suggests that critical thinking -- the kind Maher studiously avoids in his comments on Islam -- is unimportant. Ali's situation was similar; she was being awarded an honorary degree that was rescinded when people drew attention to her 2007 comment that the entirety of Islam should be defeated, as well as her comments that Islam is a "destructive, nihilistic cult of death" and that there is no moderate Islam. Somehow, "staunch critic" doesn't do justice to her actual language.
These comments are offensive, but not just to Muslims: they are offensive to anyone who values critical thinking, one of the explicit central values of universities. Had Maher and Ali been invited by groups independent of the university administration, the criticism would have been less notable and vocal. And, as Chait's essay doesn't mention, Maher still spoke at commencement with broad support on campus, and Ali was invited to speak at Brandeis.
Chait's other omissions and elisions reveal how paltry his evidence is. He writes, "Stanford recently canceled a performance of Bloody Bloody Andrew Jackson after protests by Native American students." According to Chait's summary, the university itself -- presumably represented by higher-ups in the administration -- prevented the performance. But that's not even remotely true; after long talks with Native American groups on campus, the groups producing Bloody Bloody Andrew Jackson decided to cancel the show. What happened next, in the parlance of clickbait headlines, will astound you: the groups who canceled the show put together a new show called Does This Offend You?, in which they performed controversial songs from Bloody Bloody Andrew Jackson and other musicals. And they did so with enthusiastic support from the Stanford American Indian Organization, the group that originally brought forward their concerns with the original show. Either Chait omitted the aftermath because it wasn't convenient to his narrative, or he ignored it. As he's phrased it, his argument is cherry-picking and misleading.
Elsewhere, he distorts contexts and terminology, treating university debates as cutesy oddities. He writes, "UCLA students staged a sit-in to protest microaggressions such as when a professor corrected a student's decision to spell the word indigenous with an uppercase I -- one example of many 'perceived grammatical choices that in actuality reflect ideologies.'" His summary is both true and fundamentally misleading. Whether you agree or not that the lowercase i was an insult -- for what it's worth, I do agree -- to treat it outside of its context amounts to a falsehood. At the time of the sit-in, UCLA was dealing with serious charges of systemic denigration of faculty of color; students of color were responding to what they saw as similar mistreatment -- condescension and hostility from students and faculty. And, contra Chait's claim of repression and silencing, the students were asking to be heard. Acknowledging that complexity, though, runs counter to his thesis.
He doesn't just minimize context in the sit-in anecdote; Chait has little respect for trigger warnings or the growing concern over microaggressions, mainly because he doesn't seem to understand them. He introduces trigger warnings by writing, "At a growing number of campuses, professors now attach 'trigger warnings' to texts that may upset students." One of Chait's readers unfamiliar with academia might assume that trigger warnings are becoming more broadly accepted, but that simply isn't the case; facing criticism of a broad policy recommending, not requiring, greater use of trigger warnings, Oberlin College tabled the proposal. And many inside and outside academia have brought more attention to trigger warnings not by endorsing them but by debating their usefulness; the official position of the American Association of University Professors, for example, is that trigger warnings are a "threat" to academic freedom. But Chait doesn't tell his readers that.
Worse still, Chait doesn't seem to know what trigger warnings are. He writes, "Trigger warnings aren't much help in actually overcoming trauma -- an analysis by the Institute of Medicine has found that the best approach is controlled exposure to it, and experts say avoidance can reinforce suffering." I don't use or support trigger warnings, but at least I know what they are. Take, for example, historian Angus Johnston's trigger warning:
Course Content Note
At times this semester we will be discussing historical events that may be disturbing, even traumatizing, to some students. If you ever feel the need to step outside during one of these discussions, either for a short time or for the rest of the class session, you may always do so without academic penalty. (You will, however, be responsible for any material you miss. If you do leave the room for a significant time, please make arrangements to get notes from another student or see me individually.)
If you ever wish to discuss your personal reactions to this material, either with the class or with me afterwards, I welcome such discussion as an appropriate part of our coursework.
That warning describes not avoidance, but "controlled exposure." Also, a search of the Institute of Medicine's Web site turned up no discussion of or position on trigger warnings in classrooms, and their analyses of how to handle trauma concern clinical standards and settings, not those of the classroom.
Chait's cursory treatment of microaggressions is similarly inaccurate. (Trigger warning: bad generalization ahead.) He writes, "There is a campaign to eradicate 'microaggressions,' or small social slights that might cause searing trauma." Though there is debate about what microaggressions are and how much impact they have, to call them "small social slights" erases the context. African-American students are still underrepresented at many colleges and universities, and students of color report feeling racially isolated and even misled by university recruiting materials, an isolation exacerbated by microaggressions that highlight it. That isolation isn't simply the same isolation that all students feel on moving to a new place; some research suggests that microaggressions can impact academic performance negatively.
The diminishing of microaggressions to "small social slights" is deeply ironic, given Chait's tendency to use hyperbolic cliché; in addition to examples I've already noted (the ivory towering presence), his version of political correctness "has bludgeoned" even its supporters. Chait wrote for the student newspaper while at the University of Michigan in the early 1990s. In a campus controversy about a display by videographer Carol Jacobsen, Chait "was attacked for writing an article for the campus paper defending the exhibit." The nature of the passive-voice attack is unclear. Did people disagree with the argument? Did they criticize Chait himself? Was his apartment door vandalized as Omar Mahmood's was? Given the common use of "attack" to describe any verbal disagreement (paging George Lakoff), I'm inclined to assume until further notice, in Chait's case, that "attacked" is hyperbolic.
Position, Culture and Subculture
I'm familiar with right-wing denunciations of academe, so much so that I tend to ignore them. The weather is the weather. But when a self-described liberal adopts a right-wing critique but treats his as distinct, I take notice. Position matters. "I am white and male, a fact that is certainly worth bearing in mind," Chait writes. I quote that here because it's also true of me: I am white and male, which is worth bearing in mind. Also, I've been a student or teacher in universities every year except one since 1996. I mention that because it's just as meaningful, which is to say meaningless, as one of Chait's anecdotes:
Indeed, one professor at a prestigious university told me that, just in the last few years, she has noticed a dramatic upsurge in her students' sensitivity toward even the mildest social or ideological slights; she and her fellow faculty members are terrified of facing accusations of triggering trauma -- or, more consequentially, violating her school's new sexual-harassment policy -- merely by carrying out the traditional academic work of intellectual exploration. "This is an environment of fear, believe it or not," she told me by way of explaining her request for anonymity. It reminds her of the previous outbreak of political correctness -- "Every other day I say to my friends, 'How did we get back to 1991?' "
I don't want to diminish the anonymous professor's feelings, but it's appalling that Chait treats that interview as evidence. I'm also at a prestigious university, though I'm a lecturer unprotected by the tenure track. Maybe I'm attending the wrong meetings and missing out on fearful powwows, but the fear she describes isn't something I've come across.
And it's not that I'm ideologically or behaviorally pure: I've misspoken and said ignorant things and probably will in the future. When called on those things, I've rethought my position, and I've apologized. In each case, I've learned something. Maybe that anonymous professor's anecdote is entirely accurate in describing how she feels, but it's also possible that she's not noticing a new upsurge but is more attentive to an old trend. Ultimately, what she says is nothing more than an unverifiable, context-free anecdote.
Just one counterexample to the culture Chait creates for his readers: in a first-year writing seminar, I taught Denis Johnson's remarkable novella Train Dreams. Set in the early 20th century, the story begins with a group of white laborers attempting to throw an Asian laborer from a bridge for allegedly stealing from company stores. The third-person narration, which borrows the main character's diction and syntax, repeatedly refers to the Asian laborer as a "Chinaman." During in-class discussions, the students used the word "Chinaman" as they spoke. They didn't recognize it as a slur, nor were they discussing it as a particular use of language. Notably, when I drew attention to their use (too late, I confess, even though Walter Sobchak from The Big Lebowski echoed in my head: "Dude, 'Chinaman' is not the preferred nomenclature"), the Chinese-American and international students from China said they hadn't known it was a slur. I apologized for my slow response, but the students seemed to think it didn't matter.
I don't tell that story because I think students are oblivious to language use or that language use isn't at times angrily contested on campuses; obviously, language use is often contested. But to describe arguments about language use as a movement that's created an overwhelming culture of fear falls apart when you examine the evidence and Chait's approach against context.
Back to positionality: we should always be mindful of that. My position -- as a white male, as a lecturer, as a colleague -- matters, not because the university is the bastion of a movement of political correctness, but because all cultures and subcultures have social norms and restrictions on speech and ideas, norms and restrictions that often vary depending on race and gender, as well as one's position within a given institution. Plus, institutions have histories we have to attend to and, in some cases, rectify. Every publication Chait has ever worked for, every organization he's ever been part of, formal or informal, has restricted acceptable discourse; over time, those restrictions have changed. What Chait sees as an "outbreak" of political correctness (P.C. was, earlier, in "remission," so there's that illness metaphor again; paging Susan Sontag) is actually one among many long, ongoing debates about how we can and should use language. Some of these debates occur inside the university; but they also occur well beyond the university, and daily, and always have.
Ultimately, Chait's distorted portrait of the university isn't meaningless or separate from his depiction of liberalism and the left; it's important to his distortion of American history, one that's widespread. To close his essay, he writes, "The historical record of American liberalism, which has extended social freedoms to blacks, Jews, gays and women, is glorious. And that glory rests in its confidence in the ultimate power of reason, not coercion, to triumph." In his invocation of glory and "the ultimate power of reason," the prose purples. To be honest, I wish I agreed that reason triumphed. But if Chait thinks the historical record of liberalism is one in which reason stands champion, I'd advise him to do some reading. Maybe he should return to school.
Charles Green teaches writing as a lecturer at Cornell University.
Chanon Adsanatham explains what a graduate student can learn from serving on a search committee for a faculty opening.
As of this week, Intellectual Affairs has been running for 10 years, which is nearly as long as Inside Higher Ed itself has been around. My title when it all began was Essayist at Large, as in fact it still is: I can't imagine a nicer euphemism for being, in effect, a perpetual student -- and somehow making a job of it to boot.
Few publications would offer such a position to a writer; fewer still, if any, would give a columnist such a long tether for such a long time. Inside Higher Ed's exact launch date is not clear. The beta version went live during the Modern Languages Association's annual conference at the very end of 2004, which the founding editors covered as it happened. But a placeholder page (the gamma version?) was online even before that. In any event, Intellectual Affairs made its debut on Feb. 1, 2005 -- a short time after IHE hit the ground running as a fully functioning (if, for a time, woefully understaffed) news organization, reporting on academe and publishing throughout the workweek.
As it happens, the column premiered almost exactly 19 years after my first article for the late, lamented magazine Lingua Franca. Being so alert to the passing of anniversaries is undoubtedly a tic of consciousness, but in this case it underscores something that's informed the column from the start: an effort to carry forward into the digital era as much of the tradition of the journalism of ideas and haute vulgarization as possible. The models I had in mind included the sort of review-essay that Francis Jeffrey fostered in The Edinburgh Review in the early 19th century, the more casual and sprightly genres of the feuilleton and the causerie, and the mode of confessional criticism practiced by Seymour Krim, one of this column's patron saints.
While the rise of e-publishing may be irresistible, it seems that reports of the death of the traditional book are somewhat exaggerated. But the shape of the public-intellectual sphere has been forever changed by the past decade. It may amuse younger people to know that in 2005 the idea that scholars would blog was controversial. Just try to stop them, I remember thinking. (For a taste of what went on, search "Ivan Tribble.") Both digital boosterism and neo-Luddism have always struck me as dead ends. Each evades the task of paying attention to the world and checking how well one's stock of ideas and attitudes holds up in the flux of experience.
Writing in the preface to the American edition of his essay collection Travels in Hyperreality, Umberto Eco said something that left a huge impression on me and set the course leading to this column: "I believe that an intellectual should use newspapers the way private diaries and personal letters were once used. At white heat, in the rush of an emotion, stimulated by an event, you write your reflections, hoping that someone will read them, and then [you] forget about them." It would seem that I took this even more to heart than I realized: by the time something is published, I don't want to spend another minute thinking about it. Sharp-eyed readers will occasionally point out a blunder or, more often, a garbled passage. (There is a very efficient gremlin who occasionally removes something important from a sentence, such as its verb, or the word "not.") Repairs are made, but otherwise my habit after filing a column and responding to edits is to go to work immediately on the next piece without looking back.
But here's a selection of columns that seem to have held up reasonably well, assembled with the help of friends with better memories than mine.
A handful of pieces elicited discussion far beyond the ivory tower, such as the early one on the 19th-century American novelist Emma Dunham Kelley-Hawkins, considering how and when her work had ever been called back from its richly deserved neglect. Another column from that period was among the very first articles about Harry Frankfurt's essay "On Bullshit" when Princeton University issued it as a hardback booklet. The review had little or nothing to do with On Bullshit's subsequent best-seller status, but it was surely the only mass-media response taking into account the secondary literature. A column on the postpublication peer review of Robert Service's biography of Leon Trotsky seems to have made its way around the world and, if memory serves, into French translation. But the most notorious column, it seems, expressed my dismay at the as-told-to autobiography of Cornel West, a good man undone by mere celebrity.
The closest runner-up would probably be the piece discussing a publisher's effort to whitewash the abundant and well-documented scholarly transgressions of Michael Bellesiles. While distasteful to write, doing so was a basic obligation of intellectual hygiene. Much more agreeable was writing the profile of George Scialabba, an important cultural critic who now has the wider audience he deserves. It's also been gratifying to be able to alert readers (academic and otherwise) to university-press books shortly after they've appeared, such as a French historian's memoir on working in the archives, or a fascinating monograph on Santa Muerte, "the skeleton saint," who hears the prayers of spurned lovers, gangsters and entrepreneurs. And likewise to share the news that a fellow C. L. R. James scholar had discovered the long-lost script for a play about Toussaint Louverture in which Paul Robeson played the lead. And the column's readers heard about The New Inquiry (here and here, for example) a year or two before The New York Times got to it.
Publication of Zizek's Jokes by MIT Press provided the opportunity to confess my secret shame at having dubbed the Slovenian thinker "the Elvis of cultural theory" -- an endlessly repeated phrase that will surely outlive me, despite it being, on the whole, fairly idiotic. Among the earlier Intellectual Affairs columns was a literature review on the field of Oprah studies, followed in due course by an interview with the organizer of the first academic conference on a reality TV show called Jersey Shore. More interesting and rewarding was a book that established how career criminals signal their competence to each other (despite the lack of an established credentialization process) and applied its findings to the world of incompetent-but-powerful senior faculty in Italian universities. The column explored such 21st-century questions as the sociology of trolling and the value of a comprehensive and professionally curated archive of Twitter.
The troubling developments at Miskatonic University were a challenge to report on, and I still regret covering part one of the Atlas Shrugged movie trilogy, which gave the expression "train wreck" a whole new meaning. Reviewers have said that the budget and quality declined sharply with each new installment. I find that impossible to imagine but am glad to take their word for it.
The humanities and social sciences have received more attention in the column than mathematics or the natural sciences, and by an enormous margin. I regret this, and have made it a point at least to try, particularly with mathematics (see this and that). A few pieces have taken up topics such as the geology of the (literal) underworld, the world of subatomic particles and advances in cryptozoology.
Finally: I've written a number of commentaries and tributes following the deaths of various people, including the historian Philip Rieff and pomo prophet Jean Baudrillard. Thanks to the Google, I see that references to each of them have turned up in later years, including a description of J. B. as being, "in his day, [a] major brand-name cash cow in the world of academic publishing," which still seems apt. So does the obit that says, "Lou Reed's lyrics were quite unwholesome, like a Baudelaire sonnet," especially given Reed's place as a student of the poet Delmore Schwartz. A couple of the tributes were hard to write because the subjects were friends. Over the first few years of the column, I always kept in mind that the novelist and critic John Leonard was out there in the audience reading it. He said as much, which was inspiring and intimidating at the same time, and I miss him.
By contrast, the suicide of Aaron Swartz -- who, when we met, didn't look old enough to shave -- still seems difficult to believe. Yesterday I saw his photo while going through the spring catalog for The New Press, which is bringing out The Boy Who Could Change the World: The Writings of Aaron Swartz in May. A worthy effort, but it's hard to feel anything but numb at the prospect of the posthumous collected works of an author who died at 26.
Ben Goldacre writes something in the preface to I Think You'll Find It's a Bit More Complicated Than That which left me slightly dreading today's column: "Reading your own work from 10 years ago is a bit like being tied down, with your eyelids glued open, and forced to watch ten-foot videos of yourself saying stupid things with bad hair." Indeed! It's been a week of careful, strategic combing, that's for sure. It has been an interesting decade -- and while the work seems never to get easier, in a sense the effort is its own reward. (I wouldn't want the editors to take that too literally, because I'm counting on the paycheck.) And as the guy in a medieval shtetl is supposed to have said about his job keeping watch for the Messiah so he could blow a horn to tell everyone else: "Well, at least it's steady work."
As Victor E. Ferrall Jr. offered a valediction for the liberal arts here, declaring them "over the brink," colleagues at the recent Association of American Colleges and Universities conference in Washington, D.C., were abuzz designing its future: #libedunbound.
During a session entitled "Liberal Education Unbound: The Life of Signature Student Work in the Emerging Digital Learning Environment," Rebecca Frost Davis of St. Edward's University asked audience members to live tweet their reflections to the hashtag #libedunbound, to illustrate the productive potential of this networked back channel. The tweets posted during the session (including my own) were less than inspirational, perhaps because they were penned (thumbed?) on demand, in response to an assigned topic, "Where and from whom do you as a professional learn outside of the formal classroom or conference session?"
But the hashtag itself was inspired, as became evident during a later session, "The Future of Liberal Education in the New Learning Ecosystem," led by Randy Bass of Georgetown University. Bass invited the panelists -- José Antonio Bowen, president of Goucher College; Gardner Campbell, vice provost for learning innovation and student success at Virginia Commonwealth University; and J. Elizabeth Clark, professor of English at LaGuardia Community College -- to move away from technology-driven questions about the future of higher education and instead pose a true design challenge: How would we reimagine and reconstruct the future (of) #libedunbound? As the speakers took on a series of probing questions about the possibilities as well as the threats "the new learning ecosystem" might represent, audience members' -- and the panelists'! -- live tweets were projected onto a large screen. In this way, the panel's official channel ran alongside its unofficial back channel.
The panel's oral channel focused on a new vision of learning that will transform our conception of the liberal arts and higher education alike. Panelists spoke, for example, not just about students as content creators but about professors as "cognitive coaches." They hypothesized that the role of faculty members might become to make their learning -- as process, not as an achieved state of being -- visible to students and to one another. How will we fulfill our responsibility to prepare students to "live fully in their time"? Are we preparing our graduate students to teach the future generations of networked learners?
As the panelists considered the conceptual parameters of the new learning ecosystem, the digital back-channel chatter -- a word that I find particularly suitable, as it captures the unscripted and unedited murmur of live tweeting -- both deepened and challenged the panel's official argument.
Some tweets obliquely echoed the panelists, while others amounted to philosophical challenges and engaged fellow tweeters in a parallel conversation. One tweet asked, for example, if "it is possible to think deeply on [T]witter" (@noreen_o), while another (my own) mused that the concept of depth may have to shift in a networked environment. Particularly amusing was the banter about an imaginary gadget that a panelist described as the "academic [F]itbit," which might provide future students and professors with a feedback loop on vital cognitive data. But even that jest quickly turned into a serious query: What questions would we ask about our learning and how would we measure it? How will we teach our students to read and monitor their own data?
We were, I admit, in a glorious echo chamber of like-minded liberal education enthusiasts, caught up in one of those electric moments of communal inquiry. We needed no convincing of the value of liberal education and we have not given up on its future. Ferrall is no doubt correct that we cherish liberal education because it helps students become "critical thinkers, able and eager to distinguish opinions from facts and prejudices from truths, alert to the lessons of history and unwilling blindly to accept unsupported claims and assertions." But what the hundreds of tweets to #libedunbound also demonstrated is that we may benefit from the exercise of thinking about the future of liberal education away from the historically accurate but no longer productive dichotomy that juxtaposes it with vocational training.
In the knowledge economy, critical thinking and what we typically call skills are much more closely bound and more difficult to disentangle than they were at the inception of the liberal arts centuries ago or even in the relatively recent course of their 200-year history in U.S. higher education. As Gardner Campbell observed from the panel table, the new learning ecosystem offers innovative symbolic possibilities that liberal education has yet to explore. Our conception of the liberal arts will evolve with the learning ecosystem that it inhabits.
That is the key point Ferrall missed: liberal education has never been static. An argument that presents it as such has already given up on its key component: learning as a never finished process, always renewed and always contextual. #Libedunbound may be one way to capture this idea: the chatter to this hashtag indeed emphasized active liberal learners of the future over and above the nominalized form of liberal "education."
Any valediction for the liberal arts should, like John Donne's, at the very least "forbid[] mourning": our historical moment can certainly be read as a "breach" of the venerable tradition, but it must equally be read as presenting an opportunity for its "expansion." As Nicola Pitchford of Dominican University of California observed in a tweet from the session, "Instructional technology is for augmentation of what we do, not automation." Any tradition worth preserving must live and breathe with the times, and we are responsible for its augmentation in the future.
"Valete artes liberales." Not yet. And hearty welcome to #libedunbound.
Eva Badowska is interim dean of the Graduate School of Arts and Sciences at Fordham University.
If you've done well with the search committee, your next stop on a campus visit may be the dean's office. Melissa Dennihy prepares you.
Web site links the work of a prominent writer on gender, race and class with a 1990s sitcom.
Kerry Ann Rockquemore offers advice on what to do when you have received negative reviews of your work.
Liberal Arts at the Brink was published three years ago. In it, I reported that student demand for liberal arts courses and majors -- the humanities, social sciences, and physical sciences -- was rapidly declining and being replaced by demand for vocational, directly career related courses and majors. Liberal Arts at the Brink focused on liberal arts colleges, but the student-demand shift was also occurring at universities with both liberal arts and professional programs. As the book's title suggested, I thought the future of liberal arts education was bleak, but not hopeless. Now, I believe I was too optimistic.
* * * * *
The reasons 18-year-olds went to college used to be simple; it was what one did after finishing high school, what everyone in their class was doing, and besides, it would be fun. Students trusted their colleges in much the same way they trusted their doctors. The colleges told them that courses in the humanities, social sciences, and physical sciences were good for them, so they took them. The colleges -- at least, liberal arts colleges -- said they needed to choose a liberal arts major, so they did.
After World War II, following the arrival of returning veterans with GI Bill money, the doors to colleges and universities swung open for students previously excluded or restricted by quotas. Between 1955 and 1970, the number of undergraduates tripled, from 2.4 to 7.5 million. Many of the new students had a purposeful, focused reason for attending college -- to be trained for a career that would open up a better life than their parents had known. Majoring in a liberal arts subject did not make sense. Indeed, even taking liberal arts courses seemed a waste of time and money. Student demand for liberal arts began to decline and colleges and universities began adding more directly career-related courses and majors to their curriculums. A sea change in U.S. higher education was underway.
At first, many liberal arts colleges offered vocational courses grudgingly. Most of them, however, soon overcame their reluctance. Lacking large endowments, they were, in the words of Yale University's financial guru, David Swensen, "forced to respond to the wishes and needs of the current student body to attract a sufficient number of students to maintain current operations."
The facts that college students are graduating with greater and greater debt, and that many debt-ridden graduates are unable to find employment providing enough income to pay off their debt, accelerated the declining demand for liberal arts education. With the cost of attending college soaring, the question "is it worth it?" became even more central to deciding what kind of education to pursue.
As reported in Liberal Arts at the Brink, between 1987 and 2008, the percentage of graduates from the top 225 private liberal arts colleges with vocational -- not liberal arts -- majors tripled, from less than 10 percent to almost 30 percent. By 2008, at 51 of those colleges less than half of all graduates were liberal arts majors. A 2007 survey showed that 92 percent of college-bound high school seniors felt preparing for a career was very important, while only 8 percent believed the availability of liberal arts education was essential in choosing a college.
In 2012, the year after Liberal Arts at the Brink was published, U.S. News and World Report's annual Best Colleges guide reported that colleges and universities were "responding to workplace demand" by creating new undergraduate majors in fields where the demand for workers had spiked, and featured nine "hot" new majors, all of which were vocational, including computer game design, health informatics, homeland security, new media, and cyber security. The next year, the Best Colleges guide added forensic science, business analytics, petroleum engineering, and robotics to its list of "hot majors that can lead to a great job."
Today, liberal arts colleges are using their websites to proclaim that the education they offer will get their graduates better jobs and careers. Here are a few typical examples:
There is scarcely a liberal arts college whose promotional materials fail to claim "95 percent of our graduates will be employed or in graduate or professional school within one year of graduation" (although precisely what the employment is likely to be is not specified).
Claims that liberal arts majors provide direct preparation for careers have become an integral part of the promotional materials of even the most distinguished institutions. Here, for example, is how the University of Chicago now describes some of its undergraduate liberal arts major offerings:
As the pool of potential liberal arts students has shrunk, competition to attract them has intensified. The wealthiest colleges and universities are intent on capturing the most desirable students (highest grades, highest ACT/SAT scores, most-wanted extracurricular activities, etc.). While less well-endowed institutions are fighting simply to enroll enough students to fill their classes, the strategies they pursue -- to the extent they can afford them -- are the same as those employed by their wealthier competitors.
One strategy is to lure students with fancier facilities. Even though lavish dorms, extensive sports and recreation spaces, and elaborate internet and electronic facilities may be well calculated to appeal to 18-year-olds, success with this strategy has proved problematic. If College A builds a luxurious new student center, its competitors are likely to respond by building their own, canceling out the competitive advantage College A sought to achieve. Colleges and universities often feel compelled to make substantial expenditures (and incur substantial debt) on new facilities they cannot afford -- not to achieve a competitive advantage, but rather to avoid falling behind.
Competition among liberal arts colleges is fiercest in financial aid discounting (the percentage off sticker price that students pay). Average discount rates of 50 percent or more are now commonplace. Most colleges seek to replace some of the tuition revenues lost through discounting by attempting to admit more students, exacerbating the adverse financial impact on the colleges of the shrinking pool of potential applicants. The tragedy of the commons is at work.
The net result of the competition to attract students is (1) to increase colleges' operating costs and decrease their operating revenues, neither of which any but the few colleges with huge endowments can afford, and (2) to do nothing to address the core problem that gave rise to the competition, the fact that fewer and fewer high school seniors want a liberal arts education.
Even if liberal arts colleges were not engaged in self-destructing competition, the deck would still be stacked against them. Powerful national voices aggressively champion vocational education and barely mention, or deride, the liberal arts, voices such as Georgetown University's Center on Education and the Workforce, directed by Anthony Carnevale ("if higher education fails to focus on occupational training, it will damage the nation's economic future ..., something we cannot afford"); President Obama's secretary of education, Arne Duncan ("the challenge of producing the best educated, most competitive workforce in the world is not just a question of national pride; it is an economic imperative"); and President Obama ("folks ... need higher education ... to make sure ... [they] are ready for a career, ready to meet the challenges of the 21st-century economy").
America's public high schools are also turning to career preparation and away from their historic liberal arts curriculums -- Latin, the English poets, American and English history, a modern foreign language, mathematics, and science -- curriculums, Jacques Barzun said, that were once "the envy of industrialized nations." Now, in National Center for Education President Marc Tucker's words, high school liberal arts courses seem "more and more of a self-indulgent luxury." President Obama has announced plans to make major changes in "the American high school experience" to make it "more relevant" by strengthening "career and technical education programs."
In Liberal Arts at the Brink, I sought to make the case for liberal arts education and will not repeat it here. Suffice it to note that, for more than 200 years, the liberal arts have provided the platform from which U.S. students developed reasoning and analytic skills that led them to become critical thinkers, able and eager to distinguish opinions from facts and prejudices from truths, alert to the lessons of history and unwilling blindly to accept unsupported claims and assertions.
Of course a trained, skilled workforce is in the public interest. But the welfare of our nation (indeed, of the world) is ever more dependent on thoughtful citizens who can hold leaders accountable. This is what democracy by and for the people requires. And, as former U.S. Supreme Court Justice David Souter said in a recent speech, "It is in the national interest for our STEM scientists to have backgrounds in the humanities and social sciences before they get out of college. They need those habits on the mind."
The facts I have recited are well known in academe. When I wrote Liberal Arts at the Brink, I hoped educational leaders would come forward and join together to lead a campaign to restore the demand for liberal arts by educating all Americans about its extraordinary value. In particular, I hoped the leaders of liberal arts colleges, the institutions most directly impacted by the declining demand for the liberal arts, would set aside counterproductive competition and take the lead in such a cooperative undertaking before it was too late. None of this has happened.
One can speculate about the reasons for liberal arts college leaders' inaction. Perhaps they are unwilling to publicly admit that fewer and fewer students want the kind of education their institutions offer. They may also fear appearing disingenuous championing the liberal arts at the same time their colleges are replacing liberal arts courses and majors with vocational training. College presidents, in particular, scramble so hard to raise money they may lack the time or the energy to pause and reflect. One fact, however, stands out. The overarching commitment of all college leaders is to maintain the viability of their institutions. If this requires abandoning liberal arts, so be it.
If liberal arts college leaders are unable or unwilling to undertake an organized campaign to educate all Americans -- not just high school seniors and their parents but also the high school counselors; business leaders; friends and neighbors; local, state, and national government officials; and countless others who now urge students to study something directly connected to getting a job and not waste their time on the liberal arts -- it seems highly likely no one will. There no longer is reason to believe the decline of liberal arts education will be stayed or reversed.
Liberal arts are over the brink. Some liberal arts colleges will fail or be forced to sell out to for-profit institutions; some already have. Many will quietly morph into vocational trainers. A handful of the wealthiest colleges, probably fewer than 50, educating less than one-half of 1 percent of U.S. college students, may survive. They will, however, no longer play a central role in educating Americans. Rather, they will become elite boutiques, romantic remnants of the past, like British roadsters and vinyl phonograph records.
Valete, artes liberales.
Victor E. Ferrall Jr. is president emeritus of Beloit College and author of Liberal Arts at the Brink (Harvard University Press).
Ellen Mayock goes through the steps.
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A modern plant manufacturing high quality products and reduces delivery time
Our operations are organized in a one hundred thousand square metre space, plus two industrial buildings giving us a total of nine thousand square metres to work on. We are fully equipped for the storage of raw materials outdoors.
Production capacity: 14.000 pallets per day
Sacchi Pallets is spread on an area of 100.000 sqm with outdoor and covered areas. Four productive lines and two modern heat treatment kilns guarantee a steady productive flow. A network of transporters delivers throughout Italy within twentyfour hours.
Our quality
is certified
Quality has always been the distinctive aspect of Sacchi Pallets' production and the reports from our Customers regarding the degree of satisfaction testify to this.
Sacchi Pallets and Amref together for the 6th year
Thursday December 29th, 2016
Again this year the Company cooperated with Amref Health Africa, East Africa's main NPO. With such enthusiasm Sacchi Pallets has contributed to build a Dam in Kitui Department in Kenya. This will allow local community to have access to sanitaion.
Friday September 9th, 2016
Golden medal winner at CHEP European Supplier Award 2016
Monday June 6th, 2016


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Dermatologic Conditions in Sports Medicine Peter J. Carek, MD, MS Associate Professor Department of Family Medicine MUSC
Dematology of Athletes Climatic injuries Immunologic conditions Infections Acne Traumatic injuries Skin Cancers
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Urticaria (hives or wheals) Common and distinctive reaction pattern Clinical aspects hive or wheal is an erythematous or white non pitting edematous plaque haphazard distribution Etiology food and food additives Drugs infections inhalants internal disease physical stimuli immunologic or uncertain contact urticaria pregnancy
Urticaria (hives or wheals) Treatment Antihistamines Doxepin (tricyclic antidepressant) epinephrine oral corticosteroids
Sunburn Light-induced skin changes depend on intensity and duration of exposure and genetic factors clinical aspects Sunburn reaction occurs in stages with sufficient exposure, immediate erythema, which fades and then reappears edema and blisters desquamation
Sunburn Prevention avoid sun exposure between 11 am and 3 pm start with short exposures of 15-20 minutes wear protective clothing and a hat use sunscreens with high SPF number Treatment cool wet compresses topical anesthetics aspirin or oral corticosteroids
(www.meddean.luc.edu/.../dermatology/ melton/poisivy1.jpg)
Allergic Dermatitis Rhus group of plants poison oak, poison ivy, poison sumac Clinical aspects hypersensitivity reaction to urushiol in plant oleoresin papulovesicular, often in linear formation, and extremely pruritic physical contact with plant is not necessary other allergens include various chemicals, clothing, cosmetics, laundry detergents, food, jewelry
Allergic Dermatitis Treatment prevention topical or systemic corticosteroids antipruritic medication cool compresses
Atopic Dermatitis Otherwise harmless substances on skins surface may interact with immune globulin E and produce itching Clinical aspects an itch that rashes erythema and lichenification, typically in flexures of antecubital and popliteal fossae, eyelids, neck, and wrists often personal or family history of allergic disorders, including hay fever and asthma may be associated with stress, physical irritants, dietary factors
Atopic Dermatitis Treatment bathe briefly in cool water using soap substitute, such as Cetaphil and colloidal oatmeal wet dressings using aluminum acetate solution (Burows solution) topical corticosteroids
(www.spapex.org/spapex/ impetigobulloso.jpg)
Impetigo Common, contagious, superficial skin infection Clinical presentations bullous vesicular Treatment local systemic
(abateacne.com/Boils-files/ follicul.jpg )
Folliculitis Inflammation of hair follicle caused by infection, chemical irritation, or physical injury Painless or tender pustule Treatment
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Cellulitis Infection of dermis and subcutaneous tissue (Streptococcal) Clinical manifestations expanding, red, swollen, tender to painful plaque with indefinite border may be associated with systemic symptoms and lymphangitis Treatment
Erysipelas Acute, inflammatory, superficial skin infection caused most frequently by group A streptococci Clinical manifestations prodromal symptoms red, tender, firm spots which increase in size, forming a tense, red, hot uniformly elevated shining patch with irregular outline and sharply defined, raised border Treatment
(www.medsch.wisc.edu/path703/slide/ lectslides/infect3.jpg)
Furuncles (boils) Acute infection of a hair follicle Deep. tender, firm nodule fluctuant in a few days no systemic systems carbuncles are aggregates of infected follicles Treatment warm compresses incision and drainage antibiotics
(www.aafp.org/afp/20020515/ 2095_f4.jpg)
Dermatophyte fungal infections (Tinea corporis gladiatorum) Types Tinea pedis Tinea cruris Tinea corporis Tinea manum Tinea capitis Tinea barbae Tinea versicolor Treatment topical preparations systemic agents
(www.acponline.org/graphics/bioterro/ herpes_simplex.jpg )
Herpes simplex (Herpes gladiatorum) Virus infection type 1 type 2 Clinical manifestations spread by respiratory droplets, direct contact, or virus containing fluid prodromal symptoms followed by vesicular formation occur from 3 to 7 or more days after contact recurrent infection Treatment
cybermed.ucsd.edu/derm1/Warts/ wart_plantar_sing.gif
Warts Benign epidermal neoplasms caused by at least sit distinct papilloma viruses Types common warts plantar warts
(www.nlm.nih.gov/.../ency/images/ ency/fullsize/1380.jpg)
Molluscum contagiosum Virus infection of skin Discrete, 2 to 5 mm, slightly umbilicated, flesh colored, dome shaped papules Treatment curettage cryosurgery Tretinoin salicylic acid and lactic acid paint (Duofilm) cantharidin
(www.aap.org/new/photos/30.jpg )
Varicella (chickenpox) Highly contagious viral infection transmitted by airborne droplets or vesicular fluid Papule vesicle crust Treatment
(a248.e.akamai.net/.../pubs/ mmanual/plates/p162_2.gif )
Herpes zoster Cutaneous viral infection involving skin of single dermatome Reactivation of varicella virus Pain, itching, burning with formation of red, swollen plaques and vesicles Treatment
(www.nlm.nih.gov/.../ency/images/ ency/fullsize/2355.jpg )
Acne (Acne mechanica) Overview affects approximately 17 million person in US peak incidence: 16-17 yrs in females and 17-18 in males clinical manifestations basic forms noninflammatory papulopustular nodular face, neck, back, chest, shoulders factors involved in development hyperkeratosis of follicular epithelium and ensuing retention hyperkeratosis hypertrophy of sebaceous gland and overproduction of sebum proliferation of normal flora inflammation secondary to bacterial products
Acne (Acne mechanica) Overview affects approximately 17 million person in US peak incidence: 16-17 yrs in females and 17-18 in males clinical manifestations basic forms noninflammatory papulopustular nodular commonly found on face, neck, back, chest, shoulders factors involved in development of acne hyperkeratosis of follicular epithelium and ensuing retention hyperkeratosis hypertrophy of sebaceous gland and overproduction of sebum proliferation of normal flora inflammation secondary to bacterial products
Friction blister Caused by repetitive sheer stress from excessive rubbing that results in split in mid to lower palpighian layer of epidermis or through lamina lucida at dermoepidermal junction Risk factors hot, humid environment Treatment
Tennis toe (also jogging, skiing, hiking, climbing) Painful subungual hemorrhage (usually first or second toe) Treatment rest soaking of foot drainage if needed
Joggers nipples Painful, fissured, eroded nipples that occasionally bleed Constant irritation and friction from hard fabrics against unprotected nipple and areola Symptomatic care Preventive measures soft fiber shirts adhesive bandages application of petroleum jelly
Striae destensae Caused by rupture of elastic fibers into reticular dermis, probably as result of corticosteroid effect on elastic tissue Anterior shoulders, lower back, thighs Treatment OTC products tretinoin cream
Green hair Copper uptake by hair shaft Treatment Copper-chelating shampoos (Ultraswim, Metalex) Hydrogen peroxide soaks (3 hrs)
Golfers nails Splinter hemorrhages or linear dark streaks of fingernails that occur in golfers who grip club too tightly 2003 NCAA Golf Champions
Mogul skiers palm Hypothenar ecchymoses on volar aspect of palm resulting from repetitive planting of ski poles
Pulling boat hands Subcutaneous vascular injuries combined with epidermal blister formation resulting from mechanical injury in combination with cold exposure
Hooking thumb Abrasions, hematomas, bullae, denudation, calluses, and subungual hematomas on distal third of thumb caused by hooking (gripping) the bar
Swimmers shoulders Erythematous plaque on shoulder resulting from irritation from unshaven face during freestyle swimming
Runners rump Small ecchymoses on superior portion of gluteal cleft in long distance runners resulting from constant friction
Rowers rump Frictional form of lichen simplex chronicus resulting from rowing while sitting on unpadded seat
Jazz ballet bottom Natal cleft abscess in young women in absence of pilonidal cyst associated with local trauma from ballet exercise
Ping pong patches Erythematous macules caused by high- velocity impact of ball on forearms and dorsal aspect of hands
Skin Cancers Precancerous lesion actinic keratosis atypical moles Cancerous lesions basal cell carcinoma squamous cell carcinoma malignant melanoma
Skin Cancers Factors associated with increase risk of malignant melanoma light or freckled complexion light hair with blue, green or gray eyes inability to tan sun sensitivity history of severe sunburn before age 20 outdoor occupation or extended outdoor recreation multiple nevi atypical moles large congenital nevus xeroderma pigmentosum family or personal history of melanoma history of nonmelanoma skin cancer or precancerous lesion
Malignant Melanoma Mnemonic for clinical features of malignant melanoma A = asymmetry B = border irregularity C = color variation D = diameter > 6mm E = elevation above skin surface
Malignant Melanoma Changes in any of following characteristics are considered danger signs of malignant melanoma Color Size Shape Elevation Surface Surrounding skin Sensation Consistency
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Bosch Mum52120gb Food Mixer - White & Charcoal, White
Save 17%. Was £180, Guide price: £150
Last updated on 28th Jul 2013
Tags: food processors
Bosch Mum52120gb Food Mixer - White & Charcoal, White
The Bosch MUM52120GB Food Mixer delivers innovative technology and a host of cooking features to bring you a great cooking convenience. Convenient cooking The robust Bosch food mixer has a powerful 700 Watt motor for churning your foods and even mixing the toughest of dough's. There are 4 speed settings to you can mix your foods to your liking. There is a 3.9 litre bowl capacity so you can mix up all your ingredients with no trouble.
The easy-to-use food mixer also comes with a continuous shredder and blender attachment and an accessory bag. The stylish Bosch MUM52120GB Food Mixer delivers a quick and consistent performance so it always achieves great mixing results. Performance Power 700 W Speed levels 4 Capacity 3.9 l Dishwasher suitable accessory Yes Other Characteristics Accessories included Stainless steel bowl, blender attachment, stainless steel dough hook, stainless steel beater, stainless steel whisking attachment, continuous shredder incl.
3 discs (reversible slicing disc, reversible shredding disc, grating disc medium-fine), transparent lid with filler hole, styline extra: accessory bag Size 282 x 280 x 271 mm (H x W x D) Weight 6.73 kg
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