How ‘ya gonna keep ‘em down on the farm -After they’ve seen Paree

Change is abroad across the land, as often destructive as constructive. No one is immune. The financial crisis is perhaps the most obvious wave of change, but as the title of this paper (and also the title of a song popular in America between World I and World War II1) suggests, the most pervasive, seductive, and subversive changes are fueled by the view of the wider world provided by the internet with its blogs and social networks. How ‘ya gonna keep‘em satisfied with a second-class life (or worse) after they have seen the luxuries and freedoms of the wider world? Knowledge is power, and frightening amounts of people-power can be marshaled via the internet. Tyrants fall and royal families quake in the face of so much focused intentionality. But even as freedoms are recovered, what are all the unemployed to do with that freedom, especially in those countries in which the average age is between late teens and early twenties – kids, really, with no prospects of the good life? Add to this the coming shortage of food, drinking water, and fuel and the resulting upward spiral of costs for life’s necessities, further imposing hardship on new members of ‘the internet generation.’ Social and political catastrophes are to be expected. What can the countries in ‘Europe’s southern neighborhood’ do to respond, to be proactive in the face of massive and predictable changes?predictable problems, proactive response, cross-border collaboration, food, fuel riots

Sex-instruction as the core of a high school biology course

Not Available.Walter H. WoodrowNot ListedNot ListedMaster of ArtsDepartment Not ListedCunningham Memorial library, Terre Haute, Indiana State University.isua-thesis-1931-woodrowMastersTitle from document title page. Document formatted into pages: contains 104p. : ill. Includes appendix and bibliography

Welcome to the Sunken Place

People of Color entering into the field of Student Affairs continue to face discrimination, racism, systematic oppression and microaggressions. The authors in this article aim to 1. highlight personal experiences, 2. relay some approaches that have paved way for folks within their positions to educate others who hold the power to make conscious decisions and changes for student affairs professionals, specifically People of Color. The article also references scenes from the movie, Get Out (Blum & Peele, 2017) which portrays Chris, a Black man, who is the protagonist and relate to the exploitation and isolation of many People of Color in the field today

A New Type of Photoelectric Colorimeter

A photoelectric colorimeter has been constructed which is capable of detecting small changes in the color of meat. With this apparatus it was possible to measure the variation in the color of meat as a function of the time of exposure to the air. The effects of temperature upon the color variation were also measured; and some data has been obtained showing the relation between the color and the grade of the meat

The Structures of Four Complexes of 2,2,6,6-Tetramethyl-3,5- -heptanedione Containing One, Four, Four and Nine Cu(II) Ions

The structures of bis-(2,2,6,6-tetramethyl-3,5-heptanedionato) Cu(II) 1, di-fts-methoxy-di-μ-methoxy-tetrakis [ (2,2,6,6-tetramethy 1 ~ -3,5-heptanedionato)Cu(II)] 2, μ4-oxa-bispyrazolatotetrakis[(2,2,6,6- -tetramethyl-3,6-heptanedionato)Cu(II)] 3, and hexa-μ3-hydroxy- -μ6-(hydrogendioxo-0,0\u27)-nonakis[(2,2,6,6-tetramethyl-3,5-heptanedionctto) Cu(II)] 4 were determined by X-ray diffraction techniques. Compound 1 is a planar molecule with weak packing interactions and high thermal motion due to the interactions between the bulky t-butyl groups. The observed density is only 1.14 Mgm-s. Compound 2 is a step tetramer concenptually derived from squareplanardimers in which the axial site of one Cu(II) ion in each dimer is occupied by a bridging oxygen from an adjacent dimer. Compound 3 has four Cu(II) ions tetrahedrally coordinated to a central oxygen atom. Compound 4 has six Cu(II) ions occupying the corners of a trigonal prism and three lying above the rectangular faces. Six hydroxyl ions each coordinate three Cu(II) ions, one from each end of the prism and one from the face. In the center is an (0-H ... Of3 unit which trigonally binds the Cu(II) ions on each end of the prism. The bulky t-butyl groups in the four complexes effectively isolate the central Cu(II) ions from any intermolecular interactions

The Structures of Four Complexes of 2,2,6,6-Tetramethyl-3,5- -heptanedione Containing One, Four, Four and Nine Cu(II) Ions

The structures of bis-(2,2,6,6-tetramethyl-3,5-heptanedionato) Cu(II) 1, di-fts-methoxy-di-μ-methoxy-tetrakis [ (2,2,6,6-tetramethy 1 ~ -3,5-heptanedionato)Cu(II)] 2, μ4-oxa-bispyrazolatotetrakis[(2,2,6,6- -tetramethyl-3,6-heptanedionato)Cu(II)] 3, and hexa-μ3-hydroxy- -μ6-(hydrogendioxo-0,0\u27)-nonakis[(2,2,6,6-tetramethyl-3,5-heptanedionctto) Cu(II)] 4 were determined by X-ray diffraction techniques. Compound 1 is a planar molecule with weak packing interactions and high thermal motion due to the interactions between the bulky t-butyl groups. The observed density is only 1.14 Mgm-s. Compound 2 is a step tetramer concenptually derived from squareplanardimers in which the axial site of one Cu(II) ion in each dimer is occupied by a bridging oxygen from an adjacent dimer. Compound 3 has four Cu(II) ions tetrahedrally coordinated to a central oxygen atom. Compound 4 has six Cu(II) ions occupying the corners of a trigonal prism and three lying above the rectangular faces. Six hydroxyl ions each coordinate three Cu(II) ions, one from each end of the prism and one from the face. In the center is an (0-H ... Of3 unit which trigonally binds the Cu(II) ions on each end of the prism. The bulky t-butyl groups in the four complexes effectively isolate the central Cu(II) ions from any intermolecular interactions

Nitrogen supply and cyanide concentration influence the enrichment of nitrogen from cyanide in wheat (Triticum aestivum L.) and sorghum (Sorghum bicolor L.)

Cyanide assimilation by the beta-cyanoalanine pathway produces asparagine, aspartate and ammonium, allowing cyanide to serve as alternate or supplemental source of nitrogen. Experiments with wheat and sorghum examined the enrichment of (15)N from cyanide as a function of external cyanide concentration in the presence or absence of nitrate and/or ammonium. Cyanogenic nitrogen became enriched in plant tissues following exposure to (15)N-cyanide concentrations from 5 to 200 microm, but when exposure occurred in the absence of nitrate and ammonium, (15)N enrichment increased significantly in sorghum shoots at solution cyanide concentrations of \u3e or =50 microm and in wheat roots at 200 microm cyanide. In an experiment with sorghum using (13)C(15)N, there was also a significant difference in the tissue (13)C:(15)N ratio, suggestive of differential metabolism and transport of carbon and nitrogen under nitrogen-free conditions. A reciprocal (15)N labelling study using KC(15)N and (15)NH(4)(+) and wheat demonstrated an interaction between cyanide and ammonium in roots in which increasing solution ammonium concentrations decreased the enrichment from 100 microm cyanide. In contrast, with increasing solution cyanide concentrations there was an increase in the enrichment from ammonium. The results suggest increased transport and assimilation of cyanide in response to decreased nitrogen supply and perhaps to ammonium supply

Digital storytelling and Co-creative Media: The role of community arts and media in propagating and coordinating population-wide creative practice

How is creative expression and communication extended among whole populations? What is the social and cultural value of this activity? What roles do formal agencies, community-based organisations and content producer networks play? Specifically, how do participatory media and arts projects and networks contribute to building this capacity in the contemporary communications environment

'I would rather die': reasons given by 16-year-olds for not continuing their study of mathematics

Improving participation rates in specialist mathematics after the subject ceases to be compulsory at age 16 is part of government policy in England. This article provides independent and recent support for earlier findings concerning reasons for non- participation, based on free response and closed items in a questionnaire with a sample of over 1500 students in 17 schools, close to the moment of choice. The analysis supports findings that perceived difficulty and lack of confidence are important reasons for students not continuing with mathematics, and that perceived dislike and boredom, and lack of relevance, are also factors. There is a close relationship between reasons for non-participation and predicted grade, and a weaker relation to gender. An analysis of the effects of schools, demonstrates that enjoyment is the main factor differentiating schools with high and low participation indices. Building on discussion of these findings, ways of improving participation are briefly suggested