Read on for my full review of the Layla mattress, that includes everything you will need to know about the mattress.
– Firm Side: A 1″ layer of the exact same 3-pound copper-infused memory foam in the soft side. Sleeping on this side will put you in near-direct contact with the layer beneath.
When in use, the Layla should last for at least six to eight years, which makes the Layla mattress even with other premium quality memory foam mattress models. And the Layla being a flippable mattress, it's definitely worth the price. Layla also recommends turning your mattress from foot to head each time you replace your bedding or at least once every month to be able to prevent unevenness or creating dents.
The Layla does an amazing job at keeping movement transfer low, this is because it is generally composed of memory foam. Motion transfer isolation is an extremely crucial element to consider especially if you have a sleep partner. The Layla isolates motion to a significant extent. Whether you go with the firm or plush side, you won't be bothered when the person beside you moves around. To tell the truth, Layla mattresses have amazing reasonable sinking and contouring without losing comfort.
First, I'll cover the soft side of the Layla; Because of the 3 inch comfort layer, this side of the mattress allows a lot of sinkage. Which means you'll more likely feel like you're sinking in the bed as opposed to floating on top of it. Plus, if you're a bit heavier, the softer side of the mattress might not be able to give as much support and might make you feel too stuck in the mattress without ample mobility to move around.
Next up, the firm end of the Layla mattress, which actually sinks just perfect. You will certainly get the "laying on top" feeling and will have the ability to easily change positions in bed. This is perfect for combo sleepers who move around in the middle of the night changing positions (back, side and/or tummy sleepers).
The Layla makes use of both convoluted foam and copper-treated memory foam that can potentially have some cooling properties. But because of the higher quality of foams used and the fact that it uses memory foam, it can trap a bit of heat but no more than your typical memory foam mattress. Furthermore, the cover utilizes a ThermoGel cooling agent to reduce heat build up so you could say goodbye to randomly sweating in the middle of the night. I certainly think it's worth the price.
Edge support is a frequent problem with memory foam beds. The Layla mattress, having dual sides is about average for a foam bed, surprisingly consistent on each side. But obviously, you should expect a reasonable amount of collapse when sitting on the softer side. A lot have noted feeling safe while laying on the edge so that you will see and feel that you're adequately supported both sitting and lying on the edge of the mattress.
This is a true foam mattress constructed for impact absorbency. Like majority of memory foam models, the Layla is not that bouncy, and might not be responsive enough for some couples, especially on the firm side. The plush side has a deep cushioning effect as well. On the bright side, this particular foam has a fairly fast reaction time. For that reason, you won't struggle from a trapped feeling when going about.
Each Layla Mattress is made to order and takes two to three business days to construct and package. Once shipped, transit times should take from two to five business days depending on your location. All shipments come from Phoenix, AZ in theUnited States.
Delivery Fee: Layla ships to the lower 48 states free of charge. Delivery to Alaska and Hawaii is $125 per mattress. Shipping to Canada is $200 per mattress, inclusive of all fees and duties.
– All deliveries are coordinated through FedEx. Mattresses take two to three business days to assemble, and after it is sent usually requires two to five business days to reach their destination.
Because the Layla is a bed-in-a-box mattress it means it will arrive compressed and shipped straight to you. You probably want to start by removing the rolled up mattress from its box. Then, preferably with another person's help, position the roll on your bed.
Cautiously remove the first layers of plastic until the still-compressed mattress can be laid flat. Then, remove the final layer of plastic and the Layla should expand. Simply clear away the excess plastic and let your mattress breathe and fully expand.
– The sleep trial starts on the date of purchase. There's a mandatory two-week break-in period. Buyers can't return their mattress for a full refund until they have tried the mattress out for at least 2 weeks.
– Mattress purchasers in the lower 48 states are entitled to a complete merchandise refund with no extra fees if they return their mattress within 120 days. Customers in Alaska, Hawaii, and Canada will receive a product refund, but their extra shipping fees are non-refundable.
– Since Layla does not restock mattresses, customers do not have to physically return their mattress to Layla's HQ. In these cases, the company asks owners to donate their mattress to a local charity.
– Layla will, at the business' sole option, repair or replace any mattress that's found to be faulty for as long as the original purchasers have the mattress. This warranty is entirely non-prorated.
– Layla Sleep may opt to replace or repair individual components with flaws (like the cover), rather than replacing the entire mattress.
– This warranty is only offered to original purchasers who bought their mattress from Layla or a licensed retailer. Those who buy or acquire their mattress from the original buyer or a non-authorized merchant will not qualify for warranty coverage.
If you're convinced that the Layla is the perfect mattress for you, the dimensions and pricing info for the mattress can be found below. But please be aware that these figures reflect standard pricing, excluding my special promo. Click here in order to receive my promo discount and get $100 off your mattress now.
The Layla mattress is the perfect mattress for you if you want to feel like you're sleeping "in" instead of "on" your mattress since Layla gives you the memory foam texture you love and enjoy. Additionally it is great for you if you need a soft mattress for your sensitive pressure points which will need to be lightly cushioned against; Especially your hips, shoulders and lower back. The Layla is a great choice for those who sleep on their back, of all weight categories, and performs very well for those who sleep on their side. However, I suggest the firm side of the Layla to heavier people, because it is going to give them enough support required and it should feel great. I, personally, love that you get the freedom to pick between 2 firmness options. Layla is also ideal when you sleep with a partner and require a mattress with good motion isolation. This should reduce the motion you feel on the surface.
The Layla features a double-sided, all-foam a different feel simply by turning the bed over. This feature lets you try 2 distinct comfort levels and choose the one that suits you best without the problem of returns. A lot would find this advantage great since it saves you effort, energy, time and money.
The Layla's comfort layers utilize memory foam for significant pressure relief and based on our research, we also discovered the mattress to sleep really cool. The copper-infused memory foam sleeps cooler than most memory foam mattresses, so with this mattress' versatility, we think it is an excellent offering at a reasonable price.


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COA holds that Cadillac's mayor cannot independently and finally fire a civil service commissioner under MCL 38.504
Constitutional Law, Government, Statutory Interpretation
In Mayor of Cadillac v. Blackburn, No. 312803, the Michigan Court of Appeals held that: (1) circuit courts have original jurisdiction over disputed mayoral removals of civil services commissioners; and (2) the circuit court's involvement in the process does not run afoul of the separation of powers in Michigan's Constitution.
The mayor of Cadillac, Michigan sought to fire a civil service commissioner. The commissioner had apparently served on the mayor's opponent's political campaign. Under MCL 38.503, civil service commissioners are prohibited from taking "any active part in the management of any political campaign." Under MCL 38.504, the mayor "shall at any time remove any commissioner for incompetency, dereliction of duty, malfeasance in officer, or any other good cause . . . ." The commissioner has ten days to respond his removal. If he fails to respond within ten days, he is deemed removed. If he timely responds, then the mayor has ten days to file a petition in circuit court, which will then hear the case.
The mayor fired the commissioner, who then timely responded. The mayor filed his petition with the circuit court, which held that it had original jurisdiction and that the mayor bore the burden of proof by a preponderance of the evidence as to "good cause" to fire the commissioner. The mayor immediately appealed the imposition of this standard.
First, the mayor argued that the circuit court erroneously interpreted MCL 38.504 in way that is inconsistent with judicial review of administrative decisions under the Michigan Constitution, Article 6, Section 28. The Court of Appeals held that this was not a case of judicial review. Instead, the circuit court has original jurisdiction over these matters under a plain reading of MCL 38.504. The firing is not final until the circuit court rules, so there is no "review" involved. The circuit court, therefore, did not contradict the Michigan Constitution. Furthermore, the Court of Appeals held that the mayor, as the proponent of the facts justifying the commissioner's removal, bore the burden of proof by a preponderance of the evidence.
Next, the mayor argued that the circuit court's involvement in his firing decisions violated the separation of powers under the Michigan Constitution, Article 3, Section 2. The Court of Appeals stated that MCL 38.504 "in no way impinges the city executive's decision to seek removal of [a commissioner]." The mayor is free, in the first instance, to decide what constitutes "good cause." The circuit court is merely required to "perform a quintessential judicial function of deciding an existing case or controversy pending before it." Furthermore, the Court of appeals held that Article 3, Section 2 of the Michigan Constitution only applies to the state government, not to local governments. The mayor's constitutional challenge to MCL 38.504, therefore, failed.

redpajama_set_name: RedPajamaCommonCrawl


Founded in 1966, Medical Center Pharmacy is the oldest Independently owned community pharmacy in Fairbanks, Ak. Centrally located on Airport Way, in the same building as Image Optical and Urgent Care (US Health Works). The year 2016 celebrates 50 years of continuous service to the Fairbanks community. It has had 3 owners in it's history James Murphy, Jerome Jackson, and current owners Gerald KW (Jerry) and Nancy Brown. Jerry grew up in Fairbanks, and we have raised a family in the community.
"Jerry & Nancy are always willing to assist however they can. Always pleasant with a smile on their faces. I look forward to visiting with them whenever I go in."
We proudly offer adherence packaging to make taking medication more convenient. Contact us today for more information.
Seek the personal care you deserve. Visit our pharmacy for private medical consultations.
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John Darwall (1731–1789) was an English clergyman and hymnodist.

Born in the village of Haughton in Staffordshire, Darwall was educated at Manchester Grammar School and at Brasenose College, Oxford (which he entered at the age of 14), graduating in 1756. He then became curate and later vicar of St Matthew's Parish in Walsall. In 1766 he married Mary Whateley (1738–1825), his second wife, a published poet who ran a printing press and also wrote hymns. He died on 18 December 1789 at Walsall in the West Midlands. He was buried at the Bath Street Burial Grounds.

He is probably best known for his setting of Psalm 148, known as DARWALL'S 148th, which is most often sung to the words "Rejoice the Lord is King" (from Charles Wesley's Moral and Sacred Poems of 1744) and to "Ye holy angels bright" (from Richard Baxter's Poetical Fragments of 1681). It was first sung at the inauguration of a new organ in 1773.

Darwall also wrote many tunes for the New Version of Nahum Tate and Nicholas Brady, as well as poetry published in The Gentleman's Magazine.

Son

Darwall's son, also John, was vicar in 1796 and Lecturer of St John's Chapel, Deritend, Birmingham.

References

External links

 Biography at the Cyber Hymnal

1731 births
1789 deaths
People from the Borough of Stafford
Alumni of Brasenose College, Oxford
English hymnwriters
18th-century English poets
18th-century English Anglican priests
18th-century English writers
18th-century English male writers
English composers

redpajama_set_name: RedPajamaWikipedia


Do Short Term Loans Have Fees?
Home » Short Term Loans » Do Short Term Loans Have Fees?
Short-term loans are loans with repayment periods of between three months and two years. Many lenders will advertise a 'strict policy against hidden fees', but it's always best to know what to look out for in case they occur.
"Standard charges" are what you pay back as a result of taking out a loan. These include the loan amount and interest incurred. The standard charges you pay depend on how much you borrow and how long you borrow for.
Typically, if you meet all of your repayments on time and comply with the terms of your loan, this is all you have to pay back. Most lenders will charge you additional sums if you are late with a payment or they have to write to you.
Can fees vary through the loan?
Total combined interest and fees will never exceed the principle (the amount you borrowed) of the loan.
So, the answer is the fees can not vary through the loan – they must adhere to the FCA guidelines and be made clear in your loan agreement.
A CPA is a recurring payment which a lender will often ask you to set up when you're signing your loan agreement (either online or on traditional paper).
A CPA allows a lender to take what you owe them directly from your bank account. This is unlike a direct debit – a direct debit requires your prior permission to withdraw money from your account and how much that withdrawal will be for.
Described like that, CPAs can seem risky. However, the FCA strictly governs how lenders can use them.
If you're worried that a CPA will leave you without money for essentials or mortgage payments, don't hesitate to get in touch with your lender. All lenders want two things – a) to make sure they get their money back and b) to make the experience as comfortable for you as possible meaning they're normally very flexible.
Missing a payment – including with short-term loans – will often incur a penalty fee. The FCA capped this type of fee at £15 after they took over regulation of the short-term loan market. The FCA wanted to stop some of the practices they disliked before they took over and one of those practices was spiralling charges for late payments.
Please rest assured that today, should you incur a missed payment fee with a short-term lender, it will never exceed £15. Some lenders charge no late fees at all.
A transmission fee is a charge you pay when a lender offers you a deal – basically, it's like an extra charge for borrowing money. They are normally charged if a loan you take out is for around 20 days or less and the transmission fee is levied to cover the cost of processing a transaction quickly.
The FCA has implemented rules surrounding this that makes them far less common nowadays but it's always wise to check.
This is sometimes referred to as an 'administration fee' and pays for the processes involved in setting up the loan. This does not cover transmission or processing of money but instead will be charged by a lender for the work in presenting you with a loan agreement to sign.
If you find yourself in a position when it's necessary to push back the date of your final payment, you may be charged to do so. This extension fee could possibly be added to your total loan amount.
Usually, you have to ask for an extension. Even if your repayments may have to be completely up to date, you'll have to contact your lender to talk about an extension.
Extensions are recorded on your credit file and these may have a negative effect. It's best to try and avoid extensions if you can.
Late payment interest is charged by most lenders on your short-term loan if you're making a repayment. Normally, the interest rate charged under the late payment interest part of your contract will be exactly the same as the interest rate you agreed to take the loan out at.
Moneypod – Worried about brokers' fees?
As a broker, we receive a 'thank-you' payment from the lender we refer you to. Using our service is free to you as the borrower. However, other brokers and lenders will have their own charges and fees in place.
Other brokers may charge a fee for using their service – sometimes up to 10% of the loan value. At Moneypod, our priority is finding you a lender that best matches your needs and not taking money from you when you need it the most.
With this in mind, if someone contacts you demanding you buy products to prove your ability to pay for a loan, you may be a victim of fraud. Moneypod recommends reading our fraud protection guidance article or calling ActionFraud on 0300 123 2040 if you are certain you are a victim of fraud.


The quick answer to this question is yes. Replacing your inefficient incandescent bulbs with LED bulbs will provide you with energy savings, as well as the ability to change the aesthetic of your lighting fixtures because of their versatility.
LED (light emitting diodes) bulbs and fixtures have been on the market for over 20 years, introduced as an energy saving lighting alternative, with a high price tag. Over time, more information has become available about LED bulbs and fixtures, making it an easier decision for consumers to take the leap. Most recently, LED bulbs have become better and cheaper, especially when the length of service is taken into account.
LEDs will soon be the primary type of household lighting, providing efficiency, variety and longevity for its users. LEDs will more rapidly integrate electronically to household intelligence devices like Alexa, Smart Home and Technology Systems, and other Wi-Fi enabled devices.
LEDs are more rapidly replacing incandescent light bulbs, CFLs (compact fluorescent lamps) and halogen because of their efficiency and flexibility. LED bulbs come in a variety of color temperatures, brightness and shapes and can change the way your lighting fixtures and lamps appear, just by changing your bulbs to your favorite LED styles.
We are used to choosing bulbs based on wattage, but LEDs are not measured that way. LEDs are measured by Lumens and Kelvins. For the ease of consumers, the packaging of LED bulbs includes the comparable incandescent wattage. When you have a lighting fixture rated for 60 watts per socket, you can increase the lumens of the LED bulb. A 60 watt incandescent bulb is about a 7 watt LED bulb. Therefore you can use a higher wattage LED bulb, which can provide more light from your fixture, should you desire.
When shopping for LEDs, there are a few things to consider: lumens, color temperature, the direction of light, does the bulb need to be dimmable, and will the bulb be used for indoor or outdoor use.
Lumens are measured by the amount of light given off by one candle. The more lumens of the LED bulb or fixture, the brighter the light will be. Color temperature is measured in Kelvins with a range typically of 2200k to 6500k. The lower the Kelvins the more yellow the light will be. The higher the Kelvins the more blue the light will be. Direction of light is important because most LEDs are designed to emit light in only one direction, unless designed otherwise. It is important to take this into consideration when selecting an LED bulb for your fixture.
Not all LEDs are dimmable, so it is important when selecting a LED bulb to consider if you would like to dim it. You will also need to make sure that the dimmer switch is made for LED use. Not all dimmer switches will work with your new LED fixture or replacement bulbs. Lastly, if you are installing a new LED fixture or replacing bulbs on an existing outdoor fixture, you should make sure they are able to be used in damp or wet locations.
LED bulbs and fixtures need sufficient air flow when in operation. Do not use LED bulbs for an appliance light, like over an oven or dryer and do not use them in an airtight fixture, like over a bath or shower.
The advantages of LED fixtures and bulbs are clear. They provide higher efficiency, have a longer life expectancy, are shock resistant, provide a high quality of lighting, and can produce a wide range of color temperatures from yellowish to white to blueish. There are only a few disadvantages to LEDs, which are; their output decreases over time, their output is directional and they are more expensive than other types of bulbs. It is clear that the advantages outweigh the disadvantages.
LEDs can be used almost anywhere, and can easily replace any incandescent bulb, PAR and MR reflectors (used in track lighting), decorative bulbs, under cabinet lighting and more. More and more, LEDs are being used for exterior home lighting because of their efficiency, versatility and ability to interface with smart home systems.
When you think LED, most consumers imagine modern and sleek designs. However in today's lighting market, LED has been integrated with all types of lighting styles, from traditional to transitional, and have even been incorporated into crystal designs. LED fixtures can be used for bathroom vanity fixtures, kitchen pendant lighting, in ceiling fans and even grand entry foyer lighting.
When you are changing your lighting fixture in its entirety, consider purchasing an LED fixture, for the most energy savings. The US Department of Energy has estimated that increased adoption of LEDs over the next 15 years would decrease electricity demands from lighting by 62%, prevent 258 million metric tons of carbon emissions and eliminate the need for 133 new power plants.
Once you have replaced your light bulbs or lighting fixtures with LEDs, you can sit back and relax. Chances are your bulbs will not need replacing for about 15 years. Many lighting manufacturers provide extended warrantees on LED fixtures because of their reliability and endurance. An LED lighting fixture is a good investment in the environment and your home energy costs.
Joshua Marshal, President & CEO – WeGotLites, Inc.


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To ensure that all members of society have the opportunity to understand the role of science, biology, and technology as they relate to neuroscience and drug abuse and addiction research, the National Institute on Drug Abuse funded new grants through its Science Education Drug Abuse Partnership Award from 1992-2013. The purpose of the SEDAPA program was to fund the development and evaluation of innovative programs and materials for enhancing knowledge and understanding of neuroscience and the biology of drug abuse and addiction among K-12 students, the general public, health care practitioners, and other groups. NIDA funded programs that range from improving science and drug abuse knowledge among high school students in local community to the development of broad media outlets, such as radio stations and websites.
A brief description of some of the projects that NIDA has funded is listed below.
Elementary School Teachers and Children
Analysis of Differing Drug Abuse Education Technologies
Product Developed: a seven-episode series of media tools designed to teach about the science of drug abuse developed in several different formats; a comprehensive teacher's manual that describes how the multimedia programs can be used to extend and enhance standard curriculum instruction
Target Audience: third and fourth grade students
Goal: The Doubles, a seven-episode series of media tools was designed to teach third- and fourth-grade students about the science of drug addiction. The program's curriculum was delivered via either a set of DVDs, interactive CD-ROM, workbooks, or an Internet site to determine the most effective way of teaching about drug abuse. After completion of the grant, Dr. Epstein collaborated with educators to produce a comprehensive teacher's manual that describes how the multimedia programs can be used to extend and enhance standard curriculum instruction.
The Doubles: The Doubles: A Case Study on Developing a Technology-Based Substance Abuse Education Curriculum. Epstein, J., et al., (2004) Evaluation Review, 28(6), 539-563.
The Doubles: Evaluation of a Substance Abuse Education Curriculum for Elementary School Students, Epstein, J., et al., (2007) Child and Adolescent Substance Abuse, 16(4), 1-22.
Contact: Joel Epstein, Ph.D.
Missouri Institute of Mental Health
joel.epstein@mimh.edu
Comparing Two Multimedia Science of Addiction Courses
Product Developed: moderator's guides and interactive computer program for science of addiction education curriculum
Target Audience: fourth, fifth, and sixth grade students from African American churches
Goal: This grant evaluated the effectiveness of presenting educational materials via traditional instructional techniques versus embedding the curriculum into a narrative story line. Program staff worked closely with substance abuse researchers, curriculum development experts, and members of the clergy to produce scripts that are educationally sound, scientifically accurate, and suitable for presentation within a faith setting. Analysis indicated that children from both experimental groups demonstrated immediate gains, but those who viewed the didactic format retained their knowledge over an eight-month follow-up period.
Churches throughout Missouri have enthusiastically implemented the program. In addition, Dr. Epstein has partnered with Committed Caring Faith Communities to facilitate dissemination. The group has been responsible for disseminating the program across the nation.
Space Scouts: A Collaboration Between University Researchers and African American Churches, Epstein, J., et al., (2007) Journal of Ethnicity in Substance Abuse, 6(1), 31-43.
A Longitudinal Comparison of Two Versions of an Interactive Multimedia Substance Abuse Education Program, Epstein, et al., (2009) Journal of Child and Adolescent Substance Abuse, (Vol. 18, Issue 3, PP. 302-321).
Gender Differences in Response to Interactive Substance Abuse Education Programs
Product Developed: Science-based lessons on drug abuse and addiction in a video-game and a socially collaborative format
Target Audience: fourth and fifth grade students
Goal: This project sought to determine whether girls and boys respond differently to different formats in educational materials. A science of addiction education program was developed for fourth and fifth grade students using two different formats, a competitive video-game format and a socially collaborative format. The project tested the efficacy of these two formats with boys and girls and found that girls demonstrated significant learning with both formats whereas boys learned with the video-game format only.
National Kids Judge! Neuroscience Fairs Partnership
Product Developed: Kids Judge! Neuroscience Fairs
Target Audience: elementary school children - grades 3-6; teachers - grades 3-6
Goal: Kids Judge! Neuroscience Fairs (KJ! Fairs) were "reverse" science fairs where university faculty, postdocs, research staff, graduate and undergraduate students created neuroscience exhibits that were judged by elementary school children (grades 3-6). Each exhibit taught basic neuroscience concepts to the children in a fun 3D manner that allowed the children to explore and sometimes even climb on the exhibit.
Alignment with Standards: National Science Education Standards
Contact: Deborah Colbern, Ph.D.
BEEMNET
colbern@beemnet.com
Middle School Teachers and Children
Addiction: Hijacking the Brain
Product Developed: a) educational opportunities for middle and high school students through Brain Power, a traveling van, b) speakers bureau for classrooms and community groups and c) a "Neuroscience of Addiction" curriculum for teachers, d) lectures for the general public; e) workshops for professionals in drug enforcement
Target Audience: middle and high school students and teachers; general public; professionals in drug enforcement
Goal: This multifaceted project sought to disseminate research based science information to a broad audience. The Brain Power program was delivered to schools in Washington and neighboring states where it reached over 30,000 students and 4,000 adults. The program consisted of 12 lessons and a materials kit which used engaging and fun educational materials and settings, to stimulate lessons on basic neuroscience and the biology of addiction. Additionally a detailed curriculum, "Brain Power: It's all in Your Head," was developed for middle school teachers and students. The curriculum contains engaging lessons on a variety of neuroscience topics, including drug abuse.
This grant also organized 140 volunteer professionals who traveled to schools and community groups to give seminars on a variety of brain and drug abuse research topics. The speakers all included the importance of animals for biomedical research in their talks. Countless numbers of students and adults have been reached through this program. WABR also held Amazing Animal Research Student Contests in which students submitted essays and posters detailing the importance of animal research.
Contact: Susanna Cunningham, Ph.D.
susannac@u.washington.edu
Cool Science Careers – Experience Science Firsthand
Product Developed: a website offering interactive, free online games in which students assume authentic tasks and learn facts related to careers in science.
Target Audience: middle school students
Goal: In Cool Science Careers, adolescents can experience what it's like to be a scientist. The website currently offers interactive games related to epidemiology, neuropsychology, toxicology, neurobiology, and neuroradiology. For example, players analyze results of MRIs, perform an animal experiment, replicate a memory test, conduct a case-control study, and evaluate the results of GC/MS analysis.
If students are unsure about which career to choose, they can take a career interest survey, which will match them with one of the careers on the website. The activities are accompanied by interviews with real scientists, information about educational requirements, and examples of related jobs, including those that do not require a M.D. or Ph.D. Plus, students can find answers to common questions about careers in science and ask their own questions.
Alignment with Standards: National Science Education Standards; Benchmarks for Science Literacy ; Technological Innovation and Learning Theory.
Website: http://coolsciencecareers.rice.edu/
Contact: Leslie Miller, Ph.D.
lmm@rice.edu
Critical Appraisal to Improve Neuroscience Education (CAINE)
Product Developed: new educational materials for middle school students; teacher training programs
Goal: This project was developed to train teachers and develop a unique approach for teaching minority middle school students about the science of drug abuse and addiction. The project developed new educational materials that adapted concepts from critical appraisal of the literature to translate research reports into forms that middle school students may evaluate. Using tools created by scientist-educator teams, students appraise plain language versions of research articles and compare them to accompanying media reports to ascertain accuracy of science reporting. Novice science teachers from minority school districts received training in the curriculum as well as in the neurobiology of drug abuse. Students who participate in the program learned more about science, math, health, and the methods used to conduct research.
Contact: Michael Lichtenstein, M.D.
University of Texas Health Science Center, San Antonio
lichtenstei@uthscsa.edu
CSI: Forensic Web Adventures to Teach about Prescription Drug Abuse
Product Developed: Two online science education games as part of the award winning CSI: WEB ADVENTURES series that teach about prescription drug abuse
Target Audience: Middle school students and the general public
Goal: Two interactive online games were added to the highly successful CSI: Web Adventures: The Experience. These games were designed to teach about prescription drug abuse in the context of a crime scene investigation. In order to solve a case, players need to perform lab analyses (e.g., gas chromatography/mass spectrometry, ELISA, spectrophotometry) and conduct research about the nature and consequences of prescription drug abuse, including addiction, alteration of brain functions, and the risk of dying from an overdose.
Alignment with Standards: National Science Education Standards; Benchmarks for Science Literacy; Healthy People 2010 and 2020; Technological Innovation and Learning Theory.
Awards: The existing CSI: THE EXPERIENCE website was the Winner of the 2009 Interactive Media Association Outstanding Achievement Award for Teens
Website: http://forensics.rice.edu/
Drug Abuse and Addiction: A Multimedia Approach
Product Developed: inquiry based curriculum materials and video
Target Audience: middle school students and the adults in their lives, including parents or guardians, teachers, school counselors, school health professionals and other school personnel
Goal: This grant developed inquiry based curriculum materials about the science of drug addiction, including a multimedia component, a web component and print materials specific for each target audience. The combination of web, print and multimedia approaches provides a coherent program focused on major drug abuse related concepts. Print materials for parents and guardians have been translated into Spanish. This project produced outstanding materials similar to the Office of Science Education/NIDA project developed for high school, "The Brain: Understanding Neurobiology Through the Study of Addiction", also developed by Dr. Westbrook.
Availability: The materials can be obtained at https://bscs.org/resources/educator-resource-center/drug-abuse-addiction-and-the-adolescent-brain
Contact: Anne Westbrook, Ph.D.
Biological Sciences Curriculum Study
awestbrook@bscs.org
Drug Scene Investigators
Product Developed: an educational game for middle school students about the biology of drugs of abuse
Target Audience: middle school students and their teachers
Goal: This project sought to educate middle school students about the biology of drug abuse through the use of a problem-solving game in which the students carry out research in a simulated real-life situation. The game involves a multidisciplinary approach that is designed to make materials comprehensible to a diverse group of learners.
Website: http://play.dsihome.org/
Contact: Rees Midgley, M.D.
inDepthLearning
RMidgley@indepthlearning.org
Girls in Drug Abuse Science
Product Developed: a multiyear program for reaching Appalachian girls and increasing their scientific knowledge and confidence
Target Audience: middle school girls and their teachers and parents
Goal: This grant provided young Appalachian girls with an innovative multiyear program aimed at increasing their scientific knowledge and confidence to counter the under representation of rural girls who chose science and drug abuse research careers and to improve the knowledge of drug abuse research among rural girls. Girls in the program participated in Project Summer Institutes, Saturday Sessions, and scientific as well as community mentoring opportunities. The project also targeted middle school math and science teachers with professional development courses which focused on engaging girls in drug abuse research and science. In addition, the project included parental involvement through a series of workshops. This project also developed and disseminated a model curriculum to enhance teaching of science and drug abuse in rural areas, and a guide "Promoting Gender Equity in the Classroom" to enhance science education in rural areas.
Contact: Carl Leukefeld, Ph.D.
cleukef@uky.edu
Planarians and the Pharmacology of Addiction: an in Vivo Model for Grades 6-12 Education
Product Developed: a series of lessons that use the living planarian flatworm to teach science concepts using the biology of drug abuse
Target Audience: Students and Teachers in Grades 6-12
Goal: This program was developed to provide an inquiry-based educational program for use in the classroom that provides lessons on the neurobiology and behavioral effects of commonly abused drugs (e.g. alcohol, nicotine) and caffeine, as well as natural rewards such as table sugar. Planarians make an ideal subject for these lessons because they not only have a simple brain, but they also produce the same chemicals that contribute to addiction in humans. In addition, they are cheap, easy to use, and amenable to employing hands-on inquiry-based lesson plans that enable students to quantify actual human-like responses to drugs of abuse. These lessons allow students to simulate the roles of scientists by creating and testing their own hypotheses to study the science that underlies drug addiction.
Availability: https://medicine.temple.edu/sites/medicine/files/files/seadap_lesson_plans.pdf (PDF, 1MB)
Contact: Scott Rawls, Ph.D.
Scott.rawls@temple.edu
Reconstructors – Travel into the future and reconstruct the science of substance abuse
Product Developed: An award winning web site, The Reconstructors, that offers three independent science education games and supporting curriculum materials
Goal: The Reconstructors series provides an entertaining, student -friendly means of educating adolescents about the biological and social impact of drugs of abuse. In each of the thematic games, players are presented with a problem to solve. Within the game, they gather scientific evidence, collect and interpret data, conduct laboratory experiments, and consult with experts. They learn how classes of drugs affect the body, especially the nervous system, leading players to understand the reasons for avoiding drugs of abuse.
Each of thematic games consists of three to five consecutive episodes.
In Uncommon Scents, students investigate a chemical accident and learn about the health effects of exposure to toxic chemicals. By learning about the accidental impact of toxic vapors, the player then discovers the serious consequences of intentional use of inhalants.
In Nothing To Rave About, students are asked to uncover why there has been a dramatic increase in the number of teens admitted to the emergency room after partying at a local dance club. During their investigation, they learn how ecstasy and other club drugs act on the nervous system.
In A Plaguing Problem, students "reconstruct" lost knowledge about pain relieving drugs such as opiates. They learn about concepts such as neurotransmission, the neurobiology and history underlying drug addiction, and pain management.
Alignment with Standards: National Science Education Standards; Benchmarks for Science Literacy ; Healthy People 2010 and 2020; Technological Innovation and Learning Theory.
Availability: Freely available at http://reconstructors.rice.edu
Translation: Two of the games (Nothing to Rave About and A Plaguing Problem) have Spanish versions.
Received an "A" review from Education World, an internet resource guide for educators.
The Exploratorium named The Reconstructors one of their Ten Cool Sites for February 2001.
Was named Hot Site of the Week at the Pacific Bell Knowledge Network.
Received the Talking Hands Award for web sites appropriate for teaching hearing impaired children.
The Science Teachers Association of Texas has recognized The Reconstructors Series as "Best of CAST 2003" (Conference for the Advancement of Science Teaching) in the July 2004 issue of the Texas Science Education Monthly.
Was selected as a Digital Dozen site, which recognizes it as an exemplary web site for educators as chosen by the Eisenhower National Clearing (ENC).
Was awarded the Ed-Media 2004 Outstanding Poster Award for "Using Web-based Multimedia Narrative and Simulations to Teach Drugs of Abuse."
Web Page of the Month by Neuroscience for Kids Newsletter.
An Online, Interactive Approach to Teaching Neuroscience to Adolescents, Miller, LM, et al., (2006) Cell Biology Education, Vol 5 p. 137-143.
Using Web-Based Multimedia Narrative and Simulations to Teach about Drugs of Abuse, Miller, LM, et al., (2004) Conference Proceeding of ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia, and Telecommunications, Lugano Switzerland, Vol 2004, Issue, 1, pp. 3959-3961. (Recipient of the Ed-Media 2004 Outstanding Poster Award).
Using Narrative to Teach Neuroscience Concepts to Middle School Students Through a Web-Based Adventure Story, Miller, LM, et al., Proceeding of SITE 2002 Conference, Nashville Tennessee, March 18-23, 2002.
Teaching Neuroscience Through Web Adventures: Adolescents Reconstruct the History and Science of Opioids, Miller, L.M., et al., (2002) The Neuroscientist1(8):16-21.
Flash Forward to Problem-based Science, Miller, L.M., et al., (2002) Science Scope 25(3):154-157.
Middle School Students and Technology: Habits and Preferences, Miller, L.M., (2001) TechEdge, Journal of Texas Association of Computer Educators 20(1):125-140.
Middle School Students' Technology Practices and Preferences: Re-Examining Gender Differences. Journal of Educational Multimedia and Hypermedia, 10(2), 125-140, 2001.
SPARC2000+: Science Fair Drug Abuse Science Literacy
Product Developed: Minority middle and high school students and their teachers will receive training in how to conduct science fairs.
Target Audience: minority middle and high school students
Goal: This project used science fairs to improve science literacy and minority participation in science. To enable science teachers and adult mentors to get more students at middle and high school levels involved in science fairs, the project offered training in research methods, technical assistance regarding science fairs, and other resources to science teachers in grades 6-12 in New Jersey. Each summer teachers participated in a 5-week workshop to learn how to use research to study the effects of drugs and the nature of drug abuse and addiction. They also learned how to promote inquiry-based learning in their students and how to engage them in the process of doing science by producing interesting, novel projects for science fairs. Students had the opportunity to present their projects in elementary school, libraries, community centers, science expos, and at research luncheons. An on-line version is being developed.
Presentations: Long-term Outcome of a Science Enrichment Intervention: Evaluation of SPARC in Camden, NJ, USA. Presented at the Southern African Association for Research on Mathematics and Science Education, January, 2000.'
Contact: J. Bill Whitlow, Jr., Ph.D.
bwhitlow@camden.rutgers.edu
High School Teachers and Children
Addiction Research and Investigation for Science Educators (ARISE)
Product Developed: a one week summer program followed by a year-long program in which science teachers learned science, and pedagogical skills and developed laboratory-based lessons in neuroscience structured to reach English Learners
Goal: This project targeted teachers of English language learners in grades 7-12 to assist them in improving science achievement. English learners are students who report a primary language other than English and who have been determined to lack the clearly defined English language skills necessary to succeed in regular instruction programs. The number of English learners in the US has increased dramatically between 1970 (8.5% English Learners) and 2004 (18.5% English Learners). In California, 33% of children ages 5-17 speak Spanish as their primary language and another 8% speak languages other than English. This program targeted science teachers who lacked pedagogical strategies and materials that would assist them in teaching science to English learners. It used drug abuse and addiction as an interest approach to improve the ability of teachers to implement research-based strategies that enable English Learners to master science content. It did this through a summer training program followed by a year-long program for teachers in which they not only learned the science, but also developed lab-based lessons specifically targeted for English Learners. In addition, the teachers were partnered with researchers as they progressed through the program. This program provided culturally appropriate materials and pedagogical approaches for teaching English Learners who speak Spanish, Vietnamese, Hmong, Punjabi and Khmer.
Alignment with Standards: California and National Science Education Standards
Contact: Adela de la Torre, Ph.D.
adelatorre@ucdavis.edu
Changing Brains Through Inquiry, NOT Drugs (stimulus funding)
Product Developed: a model inquiry-based neuroscience education program on the biological basis of drug abuse
Goal: This program developed, implemented, evaluated, and disseminated a model inquiry-based neuroscience education program on the biological basis of drug abuse. It resulted in the implementation of in-depth, inquiry-based curriculum materials and teacher training programs, supported by an online mentoring network, which promotes enhanced understanding and application of neuroscience and the biology of drug abuse into the secondary science curriculum. The program was based on a previous project, BrainU (Brain Science on the Move) which was developed for 5-8th grade science teachers. This highly successful program was expanded and transitioned into a permanent formal training program for secondary science educators to provide accurate neuroscience and drug abuse information to teachers and their students. The project also conducted a study of the effectiveness and impact of very short vs long professional development experiences and the efficacy of web-based vs personal follow-up support.
2011 Distinguished Teaching Award in Postbaccalaureate, Professional and Graduate Education for the University of Minnesota – Awarded to Janet Dubinsky, Ph.D. for the development of BrainU funded through SEDAPA and SEPA grants.
Contact: Janet Dubinsky, Ph.D.
dubin001@umn.edu
Drugs, Drug Targets and You: Exploring the Molecular Mechanisms of Drug Abuse with Physical Models
Product Developed: Unique visual and tactile instructional tools and interactive computer-based visualization tools for teaching the molecular aspects of drug action and the science of addiction
Target Audience: High School Students and Teachers
Goal: This project developed instructional materials, including a mixture of hands-on-tactile models of proteins and cells/synapses and interactive computer-based activities that complement and extend the learning from the hands-on activities for high school students. Several kits were developed: a Synapse Construction Kit, a Phospholipid and Membrane Transport Kit, and a Neuron Kit. A week-long professional development experience for teachers was held as part of the project during the summers of 2014, 2015, and 2016. The course provided not only information on the curriculum materials, but also background knowledge on neurobiology that was relevant to the courses taught by the teachers.
Contact: Timothy Herman, Ph.D.
herman@msoe.edu
http://cbm.msoe.edu/teacherWorkshops/ddty.php
Drugs: Integrating High School Biology and Chemistry
Product Developed: a series of curriculum modules on drug abuse, including a set of learning objectives, an inquiry-directed student handout, a teacher's guide, a glossary, a resource list and student hands-on activities and assessment strategies.
Target Audience: high school students and their teachers
Goal: These materials are designed to help high school students integrate what they have learned in biology and chemistry using pharmacology, particularly the pharmacology of abused drug. They also include related subjects, such as public policy, psychology and social sciences.
Availability: The materials are available in paper format.
Papers and Presentations:
Integration of Pharmacology Topics in High School Biology and Chemistry Classes Improves Performance, Schwartz-Bloom R. & Halpin, M. (2003). Journal of Research in Science Teaching, 40, No. 9, 922-938.
The Pharmacology Education Partnership: Improving high school biology and chemistry, Schwartz-Bloom & Halpin (2004). Proceedings of the Conference on K-12 Outreach from University Science Departments.
Science Education: A Neuroscientists View of Translational Medicine, Schwartz-Bloom, RD (2005). Journal of Neuroscience 25:5667-5669. Online at: http://www.jneurosci.org/content/25/24/5667.full.pdf+html
Pharmacology Topics Help High School Students Learn Basic Principles of Biology and Chemistry, Halpin, MJ., et al. (2005) The Science Teacher 72:48-51.
Pharmacology in the High School Classroom, Kwiek, NC, et al. (2007). Science: 317:1871-1872. Online at: http://www.rise.duke.edu/download/Kwiek%20et%20al_Science_1.pdf (PDF, 877KB)
Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn. Schwartz-Bloom, et al., (2011) Journal of Chemical Education (in press).
Contact: The Pharmacology Education Partnership
Rochelle Schwartz-Bloom, Ph.D.
schwa001@duke.edu
Exploring Drug Abuse Through the Science of Epidemiology
Product Developed: a curriculum that is exploring drug abuse issues relevant to high school students through the science of epidemiology
Goal: This grant developed a curriculum focused on teaching drug abuse within the context of epidemiology while engaging the high school students in complex questions. Teachers have recognized the value of epidemiology for empowering students to make more informed health decisions, increasing students' media literacy and their understanding of public health messages, increasing students' understanding of the basis for determining risk, improving students' mathematical and scientific literacy, and expanding students' understanding of scientific methods and developing their critical thinking skills. These coupled with the need to teach drug abuse education, opens the possibility for a new innovative curriculum that teaches drug abuse in a unique fashion.
Availability: The curriculum is available on the web.
Website: http://www.montclair.edu/drugepi/
Contact: Mark Kaelin, Ph.D.
kaelinm@mail.montclair.edu
Genetics of Addiction Program
Product Developed: The New Science of Addiction: Genetics and the Brain web based curriculum supplement for enhancing teacher and student understanding of the neurobiology and genetics of addiction
Goal: This web site is designed for use in courses such as Biology or Anatomy and Physiology, with the goal of improving knowledge about genetics and its role in addiction. In developing these materials, Dr. Stark used a novel approach to web-based educational materials, Exploragraphic Web Design, a web program that optimally utilizes the Internet as a learning environment and provides multiple levels of information, facilitating differentiated learning.
Availability: http://learn.genetics.utah.edu/
http://teach.genetics.utah.edu/ - The New Science of Addiction – teacher materials
Science/AAAS: Science Prize for Online Resources in Education for the Learn.Genetics and Teach.Genetics websites (January 2010)
Stark, LA and Pompei K (2010) Making genetics easy to understand. Science, 327:538-539
Contact: Louisa Stark, Ph.D.
lstark@genetics.utah.edu
ONE-DA – Online Neuroscience Education about Drug Addiction
Product Developed: a comprehensive sustainable university level online biology course that focuses on the biology of addiction and drug abuse for high school students; professional development for high school teachers on addiction biology
Goal: This project developed a comprehensive online Biology100-Biology of Addiction course for third and fourth year high school students that is taught at a college-level. The course teaches biology concepts that the students need to learn using drug addiction as the main topic. It incorporates state of the art technology and instructional practices by promoting school districts' capacity for high quality online teaching and learning – an educational need that has been expressed by many school districts that want to align with young people's interest in online environments. Teachers and students are connected with University of Washington faculty and current research in the neurobiology of addiction. The course is disseminated through the University of Washington in the High School program which for over 26 years has successfully brought college level courses to high schools throughout Washington State.
Problem-Based Learning for Drug Abuse and Addiction Education (stimulus funding)
Product Developed: an innovative curriculum on drug abuse and addiction for high school biology courses
Goal: This project developed a curriculum on the biology of drug abuse and addiction and a professional development training model for effectively disseminating the curriculum and promoting its adoption by teachers. The curriculum is problem-based with related instructional resources to model how research-based instructional strategies can be applied to teaching the biology of drug abuse and addiction. The curriculum includes biology topics that the students must learn incorporated into a drug abuse topic. It includes laboratory activities and computer-based resources that can easily be incorporated into a district's existing high school science curriculum. The curriculum modules align with New York State's Math, Science and Technology Learning Standards and with the National Science Education Standards.
Contact: Dina Markowitz, Ph.D.
dina_markowitz@urmc.rochester.edu
Science Education in Health Ed Class: Tobacco and Addiction
Product Developed: A science education-based module on tobacco products and nicotine addiction for the high school health education courses designed to increase science literacy and help students make healthy decisions
Goal: This project sought to increase science literacy of adolescents on the topic of tobacco use and nicotine, provide students with tools to resist the creative marketing of alternative tobacco products, and help students make appropriate decisions about (not) smoking or using other tobacco products that carry implied claims of being "safer" than regular cigarettes. A science education-based module on tobacco products and nicotine addiction was developed for use in hgh school health education classes. In addition professional development was provided to health education teachers to help them serve as learning facilitators of the science education module.
Contact: Rochelle Schwartz-Bloom, Ph.D.
Starnet - Research Experiences for Students and Teachers (Authentic Research for High School Students)
Product Developed: authentic scientific research program for high school biology teachers and their students
Target Audience: high school biology students
Goal: This grant involved students in authentic research by having them sequence a portion of a gene involved in nicotine metabolism. In addition, teachers received one week of professional development to prepare them to lead students in learning about the biology of drug abuse and how DNA sequencing contributes to our understanding of it.
Contact: Deborah Nickerson, Ph.D.
debnick@u.washington.edu
Visualizing Addiction: Neuroscience Imaging for Secondary Science Education
Product Developed: a CD-ROM, Teacher Pack, Student Pack, and poster, entitled Visualizing Addiction, for high school and college classrooms
Target Audiences: high school and college students and teachers
Goal: These materials use authentic image analysis tools, analysis of real neuroimaging research on addiction, and discovery-based learning to teach about the neurobiology of addiction. They feature eight lessons, interactive tutorials, and supplemental resources and contain lesson overviews, answer keys, test items, and discussion questions.
Contact: Steven Moore, Ph.D.
Center for Imaging Processing in Education
stevem@cipe.com
Young Women in Science (Female Drug Abuse Science Curriculum)
Product Developed: a program designed to attract Appalachian young women into drug abuse research scientific careers
Target Audience: high school and their teachers
Goal: This grant designed a program to increase scientific, technological and interpersonal skills of Appalachian high school females in areas of drug abuse research in order to enhance their awareness of, interest in, and likelihood of entering scientific careers in areas of drug abuse research. Over the course of the grant, 50 high school young women participated in the program, which was a comprehensive three year program designed to provide learning opportunities through a variety of educational activities. Students participated in seminars and educational activities focused on the physiological aspects of wellness and the physiological implications of drug abuse, an intensive summer program, bi-monthly Saturday sessions in their local communities, and field trips. Each student was paired with a University/Scientific and Community mentor. Evaluation of the program indicated the participants increased their knowledge and self-confidence in science. Furthermore, nearly all participants went on to college, far above the average for young women in Appalachian areas of the country.
Adults and Children
Changing Your Mind: Drugs and the Brain
Product Developed: a museum exhibit and play for the Boston Museum of Science
Target Audience: the general public
Goal: To enhance the public's understanding of the neurobiology of drug abuse the museum exhibit, "Changing Your Mind: Drugs and the Brain" was developed in the early 1990's. It opened at the Boston Museum of Science November 29, 1994. Since then, it has traveled on a national tour before returning to the museum where it was on display for many years. The exhibit was visited by thousands of people across the nation and has had an immeasurable impact on the public's understanding of drug abuse and the brain.
Contact: Bertha Madras, Ph.D.
Neuroscience Education Through Local Television News
Product Developed: ten yearly news stories on topics about the brain and drug addiction for broadcast on local TV news stations
Goal: This grant developed ten yearly news stories on science topics about the brain and drug addiction for broadcast on local TV stations across America. It also developed in-depth Web materials to go with the news stores. The availability of broadcast-quality video-on-demand through the Internet is allowed Dr. Kutner to distribute neuroscience education materials not only to local television stations but also to news-oriented websites at no additional expense.
This grant is also sought to improve the coverage of neuroscience by training journalists through online courses. The courses provided background information related to the news stories being produced through the grant. The journalists who took the courses had little or no scientific background since most science stories for local TV and radio stations and newspapers are covered by non-specialist reporters. The National Press Foundation was a partner in these efforts.
Contact: Lawrence Kutner, Ph.D.
lkutner@hms.harvard.edu
Others - Journalists, Legislators, etc.
Addiction and the Brain
Product Developed: The University of Washington School of Nursing, School of Medicine, Department of Pharmacology, College of Education, and Educational Outreach collaborated to produce a three quarter, nine credit distance learning certificate program, Addiction and the Brain.
Target Audience: teachers, school counselors and nurses, educators in the prison system, lawmakers, and members of the judiciary
Goal: The program is designed to provide an interactive learning environment which prepares participants to apply the knowledge they gain about the neurobiology of addiction directly to their work environment. The online courses teach neuroscience concepts necessary to understand the brain's reward system; increase participants' knowledge of the neurobiological mechanism of addiction; and increase participants' ability to implement neuroscience-based resources and curricula about addiction in their areas of practice.
Availability: The program has been institutionalized at the University of Washington School of Nursing and The University of Washington Education Outreach.
Addiction Studies Program for Journalists & State Legislators
Product Developed: Addiction Studies Institute for Journalists - national workshops on topics related to drug abuse designed specifically for journalists; Addiction Studies Institute for Legislators - national workshops on topics related to drug abuse designed especially for state legislators
Target Audience: print, broadcast and electronic media journalists; state legislators
Goal: These grants sought to educate journalists to attain the highest standards of scientific accuracy in reporting about drug abuse and to provide state legislators with the knowledge necessary to make well thought out decisions about substance abuse and its treatment.
Partners: National Families in Action
Contact: David Friedman, Ph.D.
dfriedmn@wfubmc.edu
College and Medical Students
NIDA Enters College: Infusing the Science of Addiction into University Curricula
Product Developed: a neuroscience and biology of drug abuse and addiction curriculum that can be easily infused into existing undergraduate college courses in addiction counseling, criminal justice, nursing and social work
Target Audience: college students and their instructors
Goal: : This grant developed a three-hour science of addiction curriculum that can be infused into addiction counseling, criminal justice, nursing and social work courses and creating a study design that will examine the impact of curriculum infusion and instructor fidelity on student knowledge and attitude, and instructor and student satisfaction.
Contact: Nancy Roget
nroget@casat.org
Substance Abuse Education for Medical Students
Product Developed: internet tutorial about drug abuse and addiction for use by medical students throughout the country
Target Audience: medical school students and faculty
Goal: This project constructed a unique state of the art internet-based education program on substance abuse for medical students in the US. Tutorials covering the neurobiology, pathogenesis, epidemiology, diagnosis, clinical course, psychology and treatment of substance abuse for each of the 4 years of medical school were constructed. Each tutorial utilizes text, tables, figures, animations, movies, a popup glossary and links for additional reading. A central feature of each tutorial is the use of interactive animations and questions that produce immediate feedback to the student regarding their performance.
Contact: George Heninger, M.D.
George.heninger@yale.educ


The amount of items being shipped these days is enormous. Companies, especially online stores are currently a hit and this gives business to shipping companies. Online shopping became the trend for its convenience. Not everyone have the luxury of time to go to the mall and shop for hours. So people resort to online buying. One of the dilemmas you can come across when buying online is the shipping fee, not everyone gives free shipping on their items, simply because shipping costs a lot. Some items can range to 10 up to 20 dollars depending on the weight. Companies of course can get better rates but still will not give you free shipping on your order. Sometimes, if you buy items for a certain amount, you can get your items sent to you for free, but what if you are only planning to buy one item and do not have the budget to purchase more? This is a common problem people normally encounter.
As mentioned before, not all companies provide free shipping. If you are lucky or have enough patience, sometimes your favorite online store gives free shipping when you purchase from them today or for a certain period of time. But then, this promotions only comes once in a few weeks or even months.
Another problem is when a company offers free shipping, it will probably take 5 business days for it to arrive, and the expedite shipping can cost even more than the product you bought, so you will have to just order the item with the slowest possible time frame. Beverly Diamonds is a great company that offers free shipping via expedite delivery. It also offered Free Return. You can check out their shipping policy on their website, and see that not only expedite shipping but the packages are insured whenever they ship. You need to take a look at their amazing products and prices. So if you want to save money in shipping fees and would like to purchase diamonds for a cheap price with the option of free returns, visit Beverly Diamonds at www.beverlydiamonds.com.


I have just been informed by NBA Secretary Huw Jones that Llanwern B.C. have folded due to lack of members. Our home NBA game planned for this Wednesday 24th April has been cancelled. Llanwern have dropped out of all leagues for 2019 season....very sad for NBA and MBA.
Caerleon Bowls Club was formed in 1951 and is based in the historic Roman Fortress Village of Caerleon, near Newport in South Wales.
The club run four mens teams with two Saturday teams competing in the Monmouthshire Bowls Association and Gwent Bowls Leagues respectively, as well as a Tuesdays Over 60's league side and a Wednesday evening side that play in the Newport Bowls league.
We are a friendly, social club who are always welcoming to new members or anyone who has always fancied having a go at this sport.
Dispite a disappointing overall season the men did win the Newport Terry Youngston Cup.
Caerleon Ladies Bowls Club also run a team from the same venue and would welcome any ladies interested in boosting their numbers.


text:
Bei der Lockheed Martin X-44 handelt es sich um zwei verschiedene Flugprojekte, die, abgesehen vom Hersteller, nichts miteinander zu tun haben.

Die X-44 "MANTA" (Multi-Axis No-Tail Aircraft/Mehrachsen-Leitwerkloses Flugzeug) sollte die Möglichkeit testen, ein in allen Achsen voll manövrierbares Flugzeug zu bauen, das ohne Höhen- und Seitenleitwerk auskommt. Richtungsänderungen sollten nur durch reine 3D-Schubvektorsteuerung durchgeführt werden. Das Flugzeug sollte aus der F-22 durch Verlängern der Tragflächen und Entfernen des Leitwerks entwickelt werden. Das Projekt, das von der NASA und der U.S. Air Force geleitet wurde, kam jedoch nie über die Entwurfsphase hinaus und wurde im Jahr 2000 eingestellt.

Bei der X-44A handelt es sich dagegen um einen unbemannten Technologiedemonstrator für die Entwicklung eines UCAV. Die 9 m breite Drohne mit modularen Tragflächen absolvierte einige Testflüge im Jahr 2001. Die X-44A von Lockheed Martin, dessen Existenz erst 2018 bekannt gegeben wurde, war ein Konkurrenzentwurf zur Boeing X-45 und Northrop Grumman X-47 und ist technisch zwischen der RQ-3 Dark Star und P-175 Polecat einzuordnen.

Einzelnachweise

Experimentalflugzeug
Lockheed Martin
44


text:
Musical Movies
The Wizard of Speed and Time (1989)
A Hollywood filmmaker (Mike Jittlov) makes a short for an evil film studio. Unbeknownest to him, the producer has placed a bet of $25,000 that he won't come up with…
Genre: Biography, Comedy, Musical, Sci-Fi
Maine Pyar Kiya (1989)
After Suman's father leaves her in the care of another family while he travels abroad, she falls in love with Prem. However, in order to for them to marry, Prem…
Genre: Drama, Family, Musical, Romance
Chandni (1989)
Fate leaves Chandni shattered as her love Rohit disappears from her life. She meets Lalit and they befriend each other until Rohit knocks on her door.
Genre: Drama, Musical, Romance
Babar: The Movie (1989)
Children's book authors Jean and Laurent de Brunhoff's most beloved elephant comes to the big screen in this animated family tale. Elephant monarch King Babar tells the tale, that unfolds…
Country: Canada, France
Genre: Adventure, Animation, Family, Fantasy, Musical
Heidi, the star of the "Meet The Feebles Variety Hour" discovers her lover Bletch, The Walrus, is cheating on her. And with all the world waiting for the show, the…
Genre: Animation, Comedy, Music, Musical
All Dogs Go to Heaven (1989)
When a casino owning dog named Charlie is murdered by his rival Carface, he finds himself in Heaven basically by default since all dogs go to heaven. However, since he…
Genre: Animation, Comedy, Drama, Family, Fantasy, Musical
This colorful adventure tells the story of an impetuous mermaid princess named Ariel who falls in love with the very human Prince Eric and puts everything on the line for…
Genre: Animation, Family, Fantasy, Musical, Romance
Polly: Comin' Home! (1990)
Broadway style songs are used to tell this interesting story of an ingenious orphan who gets involved in matchmaking and striving for inter-racial understanding in 1956 Alabama.
Rockula (1990)
A young vampire cannot lose his virginity because of a curse imposed upon him centuries ago.
Genre: Comedy, Horror, Musical
Rapunzel (1990)
A Hallmark adaptation of Rapunzel.
Genre: Animation, Family, Musical
Happily Ever After (1990)
The Wicked Queen is dead but her brother, Lord Maliss, seeks for revenge. Using the Magic Mirror to locate Snow White and the Prince, he transforms into a dragon and…
Genre: Animation, Family, Fantasy, Musical
Cry-Baby (1990)
A prim and proper schoolgirl goes against her grandmother's wishes when she dates a motorcycle-riding juvenile delinquent.
Jetsons: The Movie (1990)
George Jetson is forced to uproot his family when Mr. Spacely promotes him to take charge of a new factory on a distant planet.
Country: USA, Taiwan, Philippines, China
Genre: Animation, Comedy, Family, Musical, Sci-Fi
An American Tail: Fievel Goes West (1991)
Some time after the Mousekewitz's have settled in America, they find that they are still having problems with the threat of cats. That makes them eager to try another home…
Country: USA, UK
Genre: Adventure, Animation, Family, Musical, Western
Follow the adventures of Belle, a bright young woman who finds herself in the castle of a prince who's been turned into a mysterious beast. With the help of the…
Newsies (1992)
A week in the life of the exploited, child newspaper sellers in turn-of-the-century New York. When their publisher, Joseph Pulitzer, tries to squeeze a little more profit out of their…
Genre: Drama, Family, History, Musical
Tom and Jerry: The Movie (1992)
The popular cartoon cat and mouse are thrown into a feature film. The story has the twosome trying to help an orphan girl who is being berated and exploited by…
Genre: Animation, Comedy, Family, Musical
Princess Jasmine grows tired of being forced to remain in the palace, so she sneaks out into the marketplace, in disguise, where she meets street-urchin Aladdin. The couple falls in…
Genre: Adventure, Animation, Comedy, Family, Fantasy, Musical, Romance
Robin Hood: Men in Tights (1993)
Robin Hood comes home after fighting in the Crusades to learn that the noble King Richard is in exile and that the despotic King John now rules England, with the…
Genre: Adventure, Comedy, Musical, Romance
Tired of scaring humans every October 31 with the same old bag of tricks, Jack Skellington, the spindly king of Halloween Town, kidnaps Santa Claus and plans to deliver shrunken…
A Troll in Central Park (1994)
A friendly troll with a magic green thumb grows one flower too many for the queen, whose laws require all trolls to be mean ugly and scare humans whenever possible….
Country: Ireland, USA
Genre: Adventure, Animation, Comedy, Family, Fantasy, Musical
The Swan Princess (1994)
The beautiful princess Odette is transformed into a swan by an evil sorcerer's spell. Held captive at an enchanted lake, she befriends Jean-Bob the frog, Speed the turtle and Puffin…
Genre: Animation, Comedy, Family, Fantasy, Musical, Romance
Thumbelina (1994)
The tiny girl meets a fairy prince who saves her from the creatures of the woods.
Country: Ireland, USA, Canada, UK, Denmark, Spain, Poland, Hungary
The Land Before Time: The Great Valley Adventure (1994)
In search of some adventure in their safe and peaceful valley, the five dinosaur friends make a hideaway. From there, they spot two thieves in action, stealing an egg from…
Genre: Adventure, Animation, Family, Musical
A young lion prince is cast out of his pride by his cruel uncle, who claims he killed his father. While the uncle rules with an iron paw, the prince…
Genre: Adventure, Animation, Drama, Family, Musical
Pocahontas (1995)
Pocahontas, daughter of a Native American tribe chief, falls in love with an English soldier as colonists invade 17th century Virginia.
Genre: Adventure, Animation, Drama, Family, Musical, Romance
Everyone Says I Love You (1996)
A New York girl sets her father up with a beautiful woman in a shaky marriage while her half sister gets engaged.
Genre: Comedy, Musical, Romance
Kazaam (1996)
When Max fools a gang of local toughs, he finds himself in big trouble. Fleeing from the thugs, Max runs into an old warehouse and bumps into a boom box….
Genre: Comedy, Family, Fantasy, Musical
The Land Before Time IV: Journey Through the Mists (1996)
Littlefoot and the gang meet a shy newcomer, Ali, but the pleasantries stop there. There's a dire environmental theme to this third sequel in the series, in which the world's…
Joe's Apartment (1996)
A nice guy has just moved to New York and discovers that he must share his run-down apartment with a couple thousand singing, dancing cockroaches.
Genre: Comedy, Fantasy, Musical, Sci-Fi
The Adventures of Pinocchio (1996)
One of puppet-maker Geppetto's creations comes magically to life. This puppet, Pinocchio, has one major desire and that is to become a real boy someday. In order to accomplish this…
Country: Czech Republic, UK, France, Germany, USA
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text:
Q: Difference between steps and num_epochs I don't understand the need of using steps and num_epochs in any kind of ML code.
Some programs include both variables simultaneously.
Can anyone help me out?

A: From what I know and understand,
During the training phase of a Machine Learning (ML) model, your goal is usually to minimise a cost function. In supervised learning, you feed data to your model and compare the output with the labels. Then, you take a 'step' toward the minimum of the cost function. That is, you compute some form of gradient and adjust your model's weights accordingly.
Now, this process can be done in different ways. For example, when it comes to Gradient Descent, you can do Batch Gradient Descent, Stochastic Gradient Descent, or Mini-Batch Gradient Descent. When doing Batch Gradient Descent, you will feed all the examples, compute the gradient, and then take a step, repeating this process step times. However, in Stochastic Gradient Descent, you will only feed one example, compute the gradient, take a step, repeat the process step times and then start again 'n_epochs' times (shuffling the data before each epoch).
So step refers to the number of steps you take and n_epoch refers the number of times you go over your data. Some algorithms will go over the data (or part of it) many times and this is why you will need two variables: step and n_epochs.

A: Let's say you got a data of size 1000, num_epoch is 10 and step is 200. At each epoch, the program is going to process each steps.
Thus epoch 1 -> 200..400..600..800..1000, epoch 2 -> 200..400..600..800..1000 and so on for each epoch.

redpajama_set_name: RedPajamaStackExchange


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text:
Home / CLASSICAL MUSIC / Trio / SMETANA / SUK / NOVAK: Piano Trios
SMETANA / SUK / NOVAK: Piano Trios
Bedrich Smetana (1824-1884): Piano Trio in G minor, Op. 15
Josef Suk (1874-1935): Piano Trio in C minor, Op. 2 .Elegie
Vitezslav Novak (1870-1949): Trio quasi una ballata in D minor, Op. 27
By early 1848 the Habsburg Empire was under threat from within. In March Vienna saw a rising of students and the municipal militia, with the flight of Mettemich to England. There were disturbances elsewhere in Habsburg territories and in October the court was compelled to leave Vienna, to take refuge at Olmütz (Olomouc). In June the revolt had spread to Prague, to be suppressed by the foreign minister, Prince Windischgrätz, but by December the new prime minister, Felix Prince Schwarzenberg, had brought about the abdication of the Emperor Ferdinand I, a ruler who appeared ineffective in these circumstances, and the accession to the throne of the Emperor's eighteen-year-old nephew as Franz Josef I. The reaction was at first one of hope and expectation in Prague, but these hopes were soon to be disappointed. The struggle for cultural and linguistic equality within the Empire continued, bringing successes and reverses, as the century went on, to find its end only in 1918, with the establishment of the Republic of Czechoslovakia, including within its boundaries considerable Slovak, German, Magyar, Ukrainian and Polish minorities. Bohemia itself had long provided practical musicians for the rest of Europe, but, in the developing mood of nationalism of the mid-nineteenth century, there was a growing consciousness among Czechs of a new, indigenous cultural identity, drawing inspiration from the Czech language and from folk-music and national traditions. In music Bedfich Smetana is the first figure of
major importance in Ibis Czech cultural flowering. Born at Litomysl in north-eastern Bohemia in 1824, he was the eleventh child and the first son to survive infancy of a brewer who bad profited from the thirst of Napoleon's troops and later became brewer to Count Waldstein, whose castle towered over the town. Smetana showed early promise as a pianist and violinist and w rote his first compositions at the age of nine. He was able to acquire something of his musical skill from his father, an enthusiastic amateur violinist. On the latter's retirement in 1835, Smetana was sent to school in Jihlava (Iglau), but it was not until 1838 that he persuaded his father to allow him to continue his general education in Prague, where he was able to give particular attention to music. A year later he was sent to undergo a period of more restricted and rigorous education under the supervision of his uncle at Pizeil (Pilsen). Here, as in Prague, he found a social outlet for his skills as a musician, playing for dances and social gatherings and meeting once again the daughter of earlier family friends, Katerina Kolarova, who in 1849 was to become his first wife. In 1843 he left school and moved to Prague, determined to make a living as a musician and supporting himself by employment as piano teacher to the family of Count Thun.
The disturbances of 1848 found Smetana eager to join those pressing for reform. He opened a musical school and was employed now as teacher and pianist to the former Emperor, Ferdinand I, who had moved to Prague after his abdication. The years after his marriage brought various difficulties and disappointments, with the death of three of his four children and the illness of his wife. Finally, in 1856, he sought a solution for money troubles by moving to Gothenburg, where he opened a music school and became closely involved with the musical life of the city. Five years later he returned to Prague, while retaining some association with Sweden.
It was after his return to Prague that Smetana set about composing music for the theatre, writing his first opera and eventually assuming the position of principal conductor at the Czech Provisional Theatre in 1866, the year of his second opera, The Bartered Bride. The years that followed were not without difficulties, as opposition to his tenure at the Theatre grew. In 1874 he was forced, through increasing deafness, to take leave of absence. In spite of this disability and the ringing in the ears concomitant with tinnitus he continued to compose, completing, over the remaining years of his life, the composition for which he remains best known, the cycle of symphonic poems Má Vlast (My Country). These final years, until his death in an asylum in 1884, were darkened by the progress of illness, occasioned, it may be assumed, by the effects of youthful excess.
Smetana's Piano Trio in G minor, Opus 15, was written in 1855 in memory of his first child, Bediska, who had died in September that year, at the age of four, a year after the death of her younger sister. A fourth daughter, born in 1855, died early in the following year, but the third of his children, Zofie, lived to provide her father with shelter in his later years. His wife was, in 1855, found to have tuberculosis and died in 1859. Smetana remarried and fathered two more daughters, but was in later life estranged from his second wife. The Piano Trio was written at a time of some difficulty .It was first performed in Prague in the year of its composition by Smetana with the violinist Otto Königslöw and Julius Goltermann, professor of cello at the Conservatory.
The Trio opens with the violin a1one, playing on the G string the principa1 theme, in which the others then join. The descending initia1 contour of the melody reflects the tragic mood, which is lightened when it reaches the B flat major second subject, introduced by the cello. This material is to return slightly varied in recapitulation after a development that finds room for a contrapuntal treatment of the main theme. The stark atmosphere of tragedy is reinforced in the final coda. The second movement reflects the sequences of the principal subject of the preceding movement in its first G minor theme. This materia1 returns in part only, framing two contrasting passages. The first of these, marked Andante, after the Allegro, ma non agitato of the opening section, is expressed in terms of tender delicacy. The framing materia1 returns, modulating to G minor once more before the appearance of a second contrasting passage, marked Maestoso and moving from E flat major to C minor, with its solemn dotted chords, recalling an episode in Schnmann, a recurrent presence here. The last movement has its principal theme from Smetana's Piano Sonata in G minor of 1846. The rapid cross- rhythm of the subject is followed by a gently lyrical cello theme, taking its start from the opening of the principal theme, which now returns, replaced once more by the tender elegy of the cello. This turns into a funeral march, Grave, quasi marcia, soon to be overtaken by the urgency of the principal subject, now in G major.
The other two composers whose works are here included represent a later generation, both of them strongly influenced by Dvorak. Josef Suk, a composer and violinist, was the latter's favourite pupil and later his son-in-law. Suk was born in 1874 and at the age of eleven entered the Prague Conservatory , studying the violin with the djrector Antonin Bennewitz and theory with Josef Foerster. His chamber-music teacher was Hanus Wihan, for whom Dvorak wrote his famous Cello Concerto and who trained the distinguished Czech Quartet in which Suk played second violin until his retirement in 1933 and the consequent disbandment of the quartet. After his graduation in 1891 he became a pupil of Dvornk and in 1898 married the latter's daughter Otilie. He taught composition at the Conservatory and exercised a strong influence over a whole generation of Czech composers. His Piano Trio in C mi
Composers Smetana, Bedrich
Suk, Josef
Novak, Vitezslav
Smetana, Bedrich
Orchestras Trio, Joachim
Trio, Joachim
Producers Craker, Chris
Craker, Chris
Trio quasi una ballata in D minor, Op. 27
1 I. Moderato asssai
2 II. Allegro, ma non agitato
3 III. Finale: Presto
4 I. Allegro
5 II. Andante
6 III. Vivace
7 Elegie, Op. 23 (Under the Impression of Zeyer's Vy
8 Andante tragico - Allegro burlesco quazi scherzo -
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TCHAIKOVSKY: Variations on a Rococo Theme / BRUCH: Kol Nidrei / BLOCH: Schelomo 8550519 12/01/1999 £11.99
TCHAIKOVSKY: Suites Nos. 1 and 2 8550644 12/01/1999 £11.99
THALBERG: Piano Concerto in F Minor / Souvenirs de Beethoven
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BALAKIREV: Symphony No. 2 / Russia
DVORAK: Piano Trio in F Minor / Piano Trio in E Minor, 'Dumky'
ELGAR: String Quartet in E Major / Piano Quintet in A Minor