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Save $$$ by tandem skydiving with 8 friends or more! Take your friends, family, workmates or team to new heights and tandem skydive directly over the white sandy beaches of the Fraser Coast. Celebrate for any reason, recharge the mind, reboot a career, gain empowerment – it will put everything into perspective. It's simply a life-changing experience! #skydivewithfriends and let Skydive Australia show you what bonding really looks like.
- Tandem skydive from up to 15,000ft above Fraser Island, Rainbow Beach, and the Great Sandy Strait.
- 3 month membership of the Australian Parachute Federation.
- Personalised certificate of achievement, loyalty rewards card and bumper sticker.
Australia's MOST SPECTACULAR VIEWS
Australia's LOWEST PRICES GUARANTEED
Australia's HIGHEST TANDEM SKYDIVES
Australia's BEST BEACH LANDINGS
Part of SKYDIVE AUSTRALIA
Additional information
|Fraser Island
Before you jump, HERE ARE SOME USEFUL TIPS -> remember to smile on your way down
What TO WEAR
Wear loose, casual clothing and sneakers as footwear. We provide customised jump pants to put on over your clothes, and in winter we provide fleeces and gloves. If you need anything, just ask. We're all about keeping you safe and comfy!
The NIGHT BEFORE
Get a good night's sleep before your big jump, the epic adrenalin rush can be exhausting! You must not have consumed any drugs or alcohol in the eight hours preceding your skydive, and you cannot scuba dive 24 hours before skydiving.
Jump RESTRICTIONS
You must be 12 years of age or older to skydive. There is no maximum age limit, however reasonable fitness is required. If you are over 110 kg, you will be subject to tandem master assessment. Surcharges apply to participants 95 kg and over.
On THE DAY
Skydiving is a weather dependent activity, so arrive with no time constraints. Keep your mobile on – we'll call you on the day if conditions are unfavourable. You can call us on 1300 663 634, otherwise assume your jump is going ahead.
Tour Reviews
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SiteGround Web Hosting Review
About SiteGround
SiteGround is a popular web hosting company that has been around since 2004. The host offers standard shared hosting and managed WordPress hosting. Specialist WooCommerce hosting is also supported for e-commerce websites. Higher-end, scalable cloud hosting is available for more demanding web hosting projects.
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SiteGround General Info & Hosting Overview
AVG. UPTIME (180 Days):
PING SPEED (Fremont, US):
47 ms
SUPPORT (Live Chat/Phone/Knowledgebase):
10,000 Visits/Month
Free via a WordPress plugin otherwise paid (unless on a higher paid tier)
30-day (14 days for cloud hosting plans)
Other Web Hosting Companies
Advantages of SiteGround:
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4. Variety of languages – This company offers its services in several languages and as such, appeals to a wide international audience. Thanks to this additional capability, it has around 2 million customers throughout the world. SiteGround also has 4 data centers for customers who need location-based services:
- Iowa, USA
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- Sydney, AU
- Singapore, Singapore
Pros & Cons of Using SiteGround Hosting
SiteGround is a popular web hosting provider, widely known for its ease of use and 99.99% uptime guarantee which ensures sites stay online and available for business. Our in-house testing confirms the network does regularly achieve this uptime.
They deliver impressive performance at an affordable price. Even the cheapest plans come with free migration, free SSL, free Cloudflare CDN, and one-click install apps. A free website builder is available and allows inexperienced users to set up a website the quick and easy way. All SiteGround servers use fast SSD hard disk drives for improved website loading times.
However, like many web hosts, the pricing could be more transparent. Renewal costs are often much higher than the introductory price. There is no free domain name offer available. Several competitor services offer a free domain name for the first year. There is only 10GB of web space on the cheapest plan and a bandwidth limit of 10k visitors per month. Some providers offer a greater amount of storage and unlimited bandwidth on their basic plans.
Customer support at SiteGround is available 24/7 via live chat, e-mail, and telephone. The support is generally responsive, but there are a few negative feedback reviews (as is the case with most web hosts). Overall, customer service is average to above average for the price point.
In summary, SiteGround offers good value hosting plans with decent website loading speeds. The provider consistently achieves 99.99% server uptime. The host is especially recommended for users of WordPress. SiteGround's managed WordPress hosting is reliable, feature-rich, and competitively priced. Therefore, if you are looking for accommodation for your website that is fast, secure, and also has great technical support to help you with any problem, SiteGround is an excellent option.*
* Information correct at the time of publishing
Disclosure of earnings: we use affiliate links in all of the hosting services that appear on this page. This means we earn a commission if you purchase hosting services through the links and ads without any extra cost to you. This commission helps us cover the costs of the running the site. Thank you for your support! Read more

subset: commoncrawl


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My article that was published in the Fort Wayne Journal Gazette
This year, Passover begins at sunset on April 22 and concludes at sunset on April 30. Passover, one of the most sacred and celebrated of Jewish holidays, is celebrated by utilizing special foods and a dinner (Seder) prepared and shared with family and friends. The Seder (which means order) is the service, conducted at home, that tells the story of Moses and the Israelites' lives under Egyptian rule and their departure from slavery into freedom in Israel.
There are very specific dietary laws governing what can and can't be eaten during Passover. Simply put, you are forbidden to eat anything that contains barley, wheat, rye, oats and spelt, except for matzo and matzo meal products, which are all made under the strict supervision of a rabbi and/or kosher-certifying organization.
For the Seder meal, there is a special plate that is used as part of the service/meal and it's, not very surprisingly, called the Seder plate. On it you'll find six items, each correlating to a specific part of the exodus story that is told over the course of the evening. The six items are:
Roasted egg: A symbol of sacrifices made in biblical times. It is also a symbol of spring.
Lamb shank bone: Represents the Paschal lamb offered as the Passover sacrifice in biblical times.
Charoses: Apple or other fruits, nuts, and spices mixed together with wine or grape juice symbolizing the mortar used by Hebrew slaves to build pyramids.
Karpas/parsley: To be dipped into salt water during the Seder. The salt water serves as a reminder of the tears shed during Egyptian slavery.
Maror/bitter herbs (usually horseradish): Represents the bitterness of slavery.
Chazeret/lettuce: A second bitter herb, used in what most call the Hillel sandwich, it consists of matzah, a piece of bitter herbs and charoses.
While every family has its own food traditions passed from generation to generation some are written in stone (forgive the pun) while others are more flexible. In my home, the meal wouldn't be complete without serving my mother's recipe for chicken soup and matzo balls, my Aunt Maureen's hot fruit compote and my grandmother's sponge cake. While these foods are sacrosanct, I do tend to mix it up a bit when it comes to Passover desserts.
The following recipes are so good they can be used year-round as well as during the week of Passover.
Pesach Pie Crust, Two Ways
2-1/4 cups finely ground nuts or nut flour
6 tablespoons margarine for sweet or olive oil for savory
1/4 cup brown for sweet or white sugar for savory
Sweet add: 1/2 teaspoon of ginger powder, cinnamon, cocoa, lemon zest or vanilla
Savory add: 1/4 teaspoon pepper and salt; 1/2 teaspoon dill or basil, garlic powder or oregano
Preheat oven to 350 degrees. In a bowl, combine the ingredients for the sweet or savory crust. Mix to combine. Put the crust mixture into a 9-inch pie pan. Press the nut mixture into the bottom and up the sides of the pan. Push the top edge to make it even. Using a fork, poke the bottom of the pan 4 or 5 times. Bake for no more than 15 to 17 minutes. Do not overcook; the nuts can burn very quickly. Remove and cool completely before filling
I fill the sweet pie crust with sliced fresh berries and heat apricot jam to glaze it. I also make a lemon curd and chocolate mousse or Pesach Ice Cream to fill them
For the savory crust, I use roasted vegetables and have topped them with Parmesan. I've also scrambled eggs and salami or sautéed mushrooms and filled the shell with mixture.
Apple Apricot Souffle/Kugel
4 large apples, Granny Smith or any tart apple, peeled and diced small
1/2 cup brown sugar
1/2 cup orange juice
12 to 14 Passover cookies, crumbled small
8 eggs
1 teaspoon salt
2 teaspoons cinnamon
1-1/2 cups sugar
1/2 cup butter or margarine, melted
1 cup golden raisins
1 cup dried apricots, chopped
4 tablespoons butter or margarine, cut into small pieces, for topping
1/2 to 2/3 cup chopped pecans or walnuts (optional)
Cinnamon sugar mix (optional)
Preheat the oven to 350 degrees. Grease a 9-by-13 pan and set it aside. In a bowl combine the apples with the brown sugar and 1/4 cup orange juice. Mix to combine and set aside. In another bowl combine 1/2 cup of warm water and 1/4 cup orange juice. Add the cookie crumbs and let them soak until soft for 3 to 4 minutes.
In another bowl, combine the eggs, salt, sugar and cinnamon. Whisk to combine then add the melted butter, raisins, and apricots. Mix to combine.
Drain the liquid from the softened cookies (just squish it out with your hands) and add the cookie mix to the egg mixture. Add the apples to the egg mixture and combine. Pour the mixture into the prepared pan. And sprinkle the nuts and cinnamon sugar over the top, if using. Dot the small pieces of butter or margarine over the top.
Cover with foil and bake for 20 minutes. Remove the foil and bake an additional 40 minutes. Bake the kugel for 35 to 45 minutes. Remove from the oven and let set for at least 10 minutes before serving. You can also make this recipe up to 2 days ahead of time and reheat. Serves 10.
– Adapted from Epicurious.com
Chocolate-Dipped Figs
For the best looking dipped figs, pinch them back to their original tear drop shape before dipping.
1-1/4 cups semisweet or milk chocolate chips, melted in the microwave
2/3 cup chopped almonds, toasted or chopped pistachios
24 dried figs
Place the chopped nuts in a bowl and set them aside. Place the chips in a microwave bowl. Microwave for 20 seconds and check to see if all the chips have melted. Stir until smooth. Hold the stem of the fig and dip the fig halfway into the melted chocolate and then dip the fig into the chopped nuts, making sure to coat it evenly up the sides. Place the dipped fig onto a cookie sheet lined with parchment paper. (You can microwave if the chocolate becomes too hard). Let the figs set up in a cool place (not the refrigerator) for at least an hour before serving. Best served at room temperature.
Date Nut Torte
1/4 cup orange juice (heated in the microwave for 30 seconds)
1-1/2 cups pitted, chopped dates
4 large eggs, separated
1-1/2 cups chopped walnuts, toasted
3/4 cup sugar, divided
1 cup almond flour
1 tablespoon orange zest
1/2 teaspoon cinnamon
1/4 teaspoon salt
Powdered sugar, optional
Preheat oven to 350 degrees. Generously grease a 9-inch round cake pan and then lightly dust with matzo meal. Place the dates into the hot orange juice. Let cool for 15 minutes. Whisk in egg yolks; set the mixture aside
In the bowl of a food processor combine the walnuts and a 1/4 cup sugar and pulse until finely ground. Add the matzo meal, zest, cinnamon, and salt and pulse to combine.
In a bowl of an electric mixer beat the egg whites until they form soft peaks. Add the remaining sugar and beat until you have stiff peaks. By hand, fold the yolk mixture in the white mixture one third at a time. Then, by hand, fold the nut mixture into the egg mixture. Spoon the batter into the prepared pan. Bake 35 to 40 minutes. Cool in the pan for at least 30 minutes before taking the cake out of the pan. You can dust the top powdered sugar if you like. Serves 8.


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Fossil Hunting Tour in Folly Beach, SC
Anyone can find fossils if you know where to look…which is where we come in! Depart our dock and cruise by boat 9.5 miles through the marshland out to the uninhabited beach front on Morris Island. Once you arrive, a naturalist will lead you on a multiple-mile beach hike to a remote location where you are likely to find prehistoric fossils from millions of years ago. Your guide will discuss fossils in general, why fossils are found in this area, and what type of fossils you can expect to find on Morris Island. You will be shown the best places to find a variety of giant shark teeth from species like megalodon, mako, great white, and tiger shark. You may also have the opportunity to find an assortment of vertebrate fossils from marine mammals, sea turtles, marine fish and Ice Age megafaunas like tapir, sloth, llama, bison, horse, saber-toothed cats, mammoth, and mastodon. The guide will identify your fossil finds as you make them and help sort them for your personal collection.
4 Hours
Carolina Skiff or Sea Hunt Bay Boat
The dock at our location on Bowens Island, SC.
4 person minimum for the trip to go out.
Participants will need to be able to walk 1-3 hours/multiple miles on the beach.
Bring a book bag to carry personal belongings such as drinks & snacks. A zip lock bag for fossils and shells is also recommended.
Water, sunscreen, hats, sunglasses, shoes that can get sandy and a camera to document your finds.


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King and Queen
- Artist:
- Henry Moore (English, 1898-1986)
- Date:
- 1952-53
- Medium:
- Bronze, Edition of 5 + 2
- Dimensions:
- 64-1/2 x 56 x 35 in. (163.8 x 142.2 x 88.9 cm)
- Credit Line:
- Norton Simon Art Foundation
- Accession Number:
- Copyright:
- © The Henry Moore Foundation. All Rights Reserved, DACS 2018 / www.henry-moore.org Reproduction, including downloading of Moore works is prohibited by copyright laws and international conventions without the express written permission of Artists Rights Society (ARS), New York
Henry Moore is widely considered to be the greatest sculptor of the twentieth century. He entered art school at the end of his service in World War I, and was keenly sensitive to the influence of modern and ancient sculptural traditions, especially the figures of Pre-Columbian Mexico. His mature style emerged during the 1930s while he was a young member of the Surrealist circle in England. In the years following World War II he gained an international reputation with his monumental outdoor figurative works. Although not massive in scale, King and Queen nonetheless conveys an effortless monumentality, and typifies Moore's preference for highly simplified biomorphic shapes. His two barefoot figures rest on a bench for a throne, their noble forms free of all extraneous detail save their crowns.
Image reproduction permission may be granted for scholarly or arts related commercial use. All image requests, regardless of their intended purpose, should be submitted via email. Requests can also be made by fax or mail.
Images may be protected by copyright and other intellectual property rights. Additional permission may be required.
Approved requests for the reproduction of an image will receive a contract detailing all fees and conditions of use of the image. Upon receipt of both the signed contract and full payment, the Office of Rights and Reproductions will provide the image. A complimentary copy of the published material must be provided to the Norton Simon Museum.
Please fill out our Online Reproduction Request Form.
|[email protected]
|(626) 449-6840 x 3300
|(626) 796-4978


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|Smith, Jeffrey
Submitted to: Soil Science Society of America Journal
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: 1/5/1995
Publication Date: N/A
Citation: N/A
Interpretive Summary: From our previous studies we saw that the spatial interaction of nutrients, plants and microorganisms were important in describing ecosystem functioning in the shrub-steppe. From this we developed a geostatistical procedure which combined the effects of all measured variables on the ecosystem. Thus we could determine the importance of a resource and it's spatial relationship to other resources. This new technique will be of value in assessing landscape level processes.
Technical Abstract: Geostatistics are often calculated for a single variable at a time, even though many natural phenomena are a function of several parameters. The objective of this work was to demonstrate a nonparametric approach for assessing the spatial characteristics of multiple-parameter phenomena. Specifically, we analyzed the spatial characteristics of resource islands in the soil under Artemisia tridentata (Nutt), a dominant shrub in the intermountain western United States. For our example, we defined resource islands as a function of six soil variables representing pools of soil resources, populations of microorganisms, and soil microbial physiological parameters. By collectively evaluating the indicator transformations of these individual variables, we created a new data set, termed a multiple-variable indicator transform or MVIT. Alternate MVITs were obtained by varying the selection criteria. Each MVIT was analyzed with variography, to characterize spatial continuity, and with indicator kriging, to predict the combined probability of their occurrence at unsampled locations in the landscape. Simple graphical analysis and variography demonstrated spatial dependence for all individual soil variables. Analysis also showed that ensembles of variables were not randomly distributed, but rather were correlated systematically within the landscape. Maps derived from ordinary kriging of MVITs suggested that the combined probabilities for encountering zones of above-median resources were greatest near A. tridentata. As the selection criteria for defining a resource island became more stringent, the area of the resource island decreased.


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Criminal law comes into play for matters relating to criminal charges or investigations for a crime carried out in Singapore.
Obtain expert legal counsel on divorce in Singapore, child custody and asset division and maintenance.
This includes drafting legal documents to more pressing issues like disputes with businesses.
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If you're unsure of the Casino Control Act, our lawyers with immense experience will be able to aid you in your legal woes.
Gain advice and understand the steps required to ensure a successful child adoption application in Singapore in the Family Division of the State Courts.
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We'll help you understand the jargon around insurances and assist in obtaining insurance payouts or any other issues that may arise with the insurance.
Besides drafting Tenancy Agreements, our team will aid in resolving any disputes that may arise between landlords and tenants — for both commercial and residential properties in Singapore.


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- Home
- Health Topics
- Other Drugs
- Needle Syringe Program ("The Exchange")
Needle Syringe Program ("The Exchange")
The Needle Syringe Program ("The Exchange") is part of the harm reduction services provided by the Haldimand-Norfolk Health Unit (HNHU). All services are free and confidential.
What is the purpose of a needle syringe program?
Needle syringe programs help to reduce the spread of HIV and other blood-borne illnesses, such as Hepatitis B and Hepatitis C among intravenous drugs and steroid injection users by providing clean needles and drug-using supplies.
How do needle syringe programs make a difference in our community?
- Needle syringe programs help by reducing many risk related practices of injection drug users such as reusing and sharing needles.
- The program is also important because it reduces the unsafe disposal of needles in the community (e.g. playgrounds, washrooms) and reduces the spread of blood-borne infections.
"The Exchange" is a service offered by the HNHU. This program helps to reduce the spread of HIV and other blood-borne illnesses by providing the following items and services free and confidentially:
- Free needles (short or long lengths)
- Alcohol swabs, cookers, filters, sterile water, tourniquets and vitamin C packets
- Sharps containers to safely store used needles
- Used sharps disposal (used needles from "The Exchange" can be brought back to the HNHU for safe disposal)
- Naloxone training and kits (opioid overdose medication)
- HIV and other sexually transmitted infection (STI) testing
- Condoms and personal lubricant
- Hepatitis A and B vaccinations
- Information on safer drug-using practices
- HIV/AIDS and Hepatitis education
- Counselling and treatment referrals
Exchange locations
- Haldimand-Norfolk Health Unit
12 Gilbertson Drive, Simcoe
Monday to Friday 8:30-4:30 pm
(519) 426-6170
- Water Street Clinic
25 Water Street, Simcoe
*Open 7 days per week. Call for current hours 519-426-1333
- Hope Pharmacy/Water Street Medical Centre
80 Norfolk Street South, Simcoe
*Open 7 days per week. Call for current hours 519-428-4676
- Delhi Pharmasave
Available at the pharmacy counter
221 Main Street, Delhi
*Open 7 days per week. Call for current hours (519) 582-1530
- Port Rowan Pharmasave
Available at the pharmacy counter
1024 Bay Street, Port Rowan
*Open Monday to Saturday. Call for current hours (519) 586-3983
- Waterford Pharmacy and Health Food
Available at pharmacy counter
29 Alice Street, Waterford
*Open Monday to Saturday. Call for current hours (519) 443-0123
- Caledonia Health Unit
282 Argyle Street South, Caledonia
Monday to Friday 8:30-4:30 pm
(905) 318-6623
- The Caledonia Clinic
53 Argyle Street North, Caledonia
Contact for hours 905-765-5885
- Dunnville Health Unit
117 Forest Street East, Dunnville
Monday-Friday 8:30-4:30 pm
(905) 318-6623
If you have any questions about this program and its services, please call the HNHU at 519-426-6170 or 905-318-6623.
Sharps (needles)
For more information about finding sharps (needles) and sharps disposal, click here.


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- Definition
- Symptoms & Signs
- Causes
- Diagnosis
- Treatment
- If It's Untreated
- Prevention
- More Info
Facts you should know about separation anxiety disorder
- Infants show stranger anxiety by crying when someone unfamiliar approaches.
- Separation anxiety as a normal life stage first develops at about 7 months of age, once object permanence has been established. It is at its strongest at 10-18 months of age and usually subsides by 3 years of age.
- Separation anxiety disorder is a normal stage of development that usually begins in childhood and is characterized by worrying out of proportion to the situation of temporarily leaving home or otherwise separating from loved ones.
- Approximately 4%-5% of children and adolescents suffer from separation anxiety disorder.
- Examples of separation anxiety disorder symptoms include school or work refusal or school or work phobia, resistance to going to bed at night, and physical complaints in reaction to actual or anticipated separation from primary caretakers.
- Professionals trained and experienced in assessing mental health in children will likely interview the afflicted individual and that person's parents or other loved ones separately and ask about symptoms of anxiety, screen for other mental-health conditions, and recommend that the anxiety sufferer receive a full medical evaluation.
- Separation anxiety disorder is likely caused by the combination of genetic and environmental vulnerabilities. Risk factors include low socioeconomic status, family histories of anxiety, and mothers who were stressed during pregnancy.
- A majority of children with separation anxiety disorder have school refusal as a symptom. Up to 80% of children who refuse school qualify for a diagnosis of separation anxiety disorder.
- Counseling is usually considered the best treatment method compared to medications. Types of counseling used to treat separation anxiety disorder include behavioral, cognitive, and individual psychotherapies, as well as parent counseling and guiding teachers on how to help the person with the disorder.
- SSRIs like fluvoxamine are considered the safest and most effective medications to treat separation anxiety disorder, followed by tricyclic antidepressants (TCAs), with benzodiazepines as a last resort.
- People with separation anxiety disorder are at higher risk for developing other mental-health problems, particularly anxiety disorders.
- Educating parents on ways to help their child cope with anxiety may be helpful in preventing the development of separation anxiety disorder.
What is separation anxiety disorder?
To understand separation anxiety disorder, it is important to first recognize the normal difficulty that infants and toddlers have with strangers and in separating from parents and caretakers. Infants show stranger anxiety by crying when someone unfamiliar to them approaches. This normal stage of development is connected with the baby learning to distinguish his or her parents or other familiar caretakers from people they don't know. Stranger anxiety usually starts at about 8 months of age and ends by the time the child is 2 years old, according to the American Academy of Pediatrics.
Separation anxiety as a normal life stage first develops at about 7 months of age, once a baby understands that his or her caregivers do not disappear when out of sight (object permanence). That leads to the baby developing a true attachment to those adults. Normal separation anxiety is most commonly at its strongest at 10-18 months of age and gradually subsides, usually by the time the child is 3 years old. Normal separation anxiety may result in parents having trouble with their babies at bedtime or other times of separation, in that the child becomes anxious, cries, or clings to the caretaker.
In addition to the child's temperament, factors that contribute to how quickly or successfully he or she moves past separation anxiety by preschool age include how well the parent and child reunite, the skills the child and adult have at coping with the separation, and how well the adult responds to the infant's separation issues. For example, children of anxious parents tend to be anxious children.
Separation anxiety disorder is a mental health disorder that usually begins in childhood and is characterized by worrying that is out of proportion to the situation of temporarily leaving home or otherwise separating from loved ones. Approximately 4%-5% of children and adolescents suffer from separation anxiety disorder.
QUESTIONSee Answer
What are separation anxiety disorder symptoms and signs?
Symptoms of separation anxiety disorder may include
- repeated excessive anxiety about something bad happening to loved ones or losing them;
- heightened concern about either getting lost or being kidnapped;
- repeated hesitancy or refusal to go to day care or school or to be alone or without loved ones or other adults who are important to the anxious child;
- persistent reluctance or refusal to go to sleep at night without being physically close to adult loved ones;
- repeated nightmares about being separated from the people who are important to the sufferer;
- recurrent physical complaints, such as headaches or stomachaches, when separation either occurs or is expected.
Examples of behavioral symptoms that children may exhibit to express the anxiety, hesitancy, reluctance, or refusal of events that separate them from loved ones include crying, having tantrums, whining, or begging. Examples of physical symptoms that separation anxiety disorder sufferers may have include stomach upset, headaches, and diarrhea. To qualify for the diagnosis of separation anxiety disorder, a minimum of three of the above symptoms must persist for at least a month in children and adolescents and at least six months in adults, and cause significant stress or problems with school, social relationships, or some other area of the sufferer's life. Also, the disorder is not considered to be present if symptoms only take place when the person is suffering from certain other mental-health problems, such as schizophrenia or from a specific kind of developmental disability called pervasive developmental disorder. School refusal, also called school phobia, may be a symptom of separation anxiety disorder, but it can also occur as a symptom of other anxiety disorders and is not a diagnosis by itself.
Social phobia, also an anxiety disorder, differs from separation anxiety disorder in that social phobia is characterized by severe fear of most, if not all, social situations, not just events that result in separating from primary caregivers. This illness affects about 1% of children and adolescents and up to 5% of adults.
Individuals with social phobia may be children, teenagers, or adults, and the anxiety may interfere with the person's ability to function. Children with this problem may have difficulty with a number of ordinary activities, such as playing with their peers, talking in class, or speaking to adults.
What are causes and risk factors for separation anxiety disorder?
Separation anxiety disorder (as with most mental-health conditions) is likely caused by the combination of genetic and environmental vulnerabilities rather than by any one thing.
In addition to being more common in children with family histories of anxiety, children whose mothers were stressed during pregnancy with them tend to be more at risk for developing this disorder.
A majority of children with separation anxiety disorder have school refusal as a symptom and up to 80% of children who refuse school qualify for the diagnosis of separation anxiety disorder. Approximately 50%-75% of children who suffer from this disorder come from homes of low socioeconomic status.
How do medical professionals diagnose separation anxiety disorder?
Health-care professionals who have training and experience understanding symptoms of children and adolescents are usually the most qualified to assess separation anxiety disorder. The assessment most often involves a pediatrician and child psychologist, child psychiatrist, or other mental-health professional interviewing both the child and his or her parent(s) when assessing separation anxiety disorder. Those interviews often take place separately to allow everyone to speak freely. This is particularly important given how differently children and their parents may see the situation and how difficult it can be for children to hear their problems discussed. In addition to asking about specific symptoms of anxiety, the professional will likely explore whether the child has symptoms of any other mental-health issues and will recommend that the child receive a full physical examination and lab work to ensure that there is no medical reason for the issues the child is experiencing.
SLIDESHOWSee Slideshow
What is the treatment for separation anxiety disorder?
Counseling, rather than medication, is the treatment of choice for separation anxiety disorder that is mild in severity. For children who either have not improved with counseling alone, suffer from more severe symptoms, have other emotional problems in addition to separation disorder, treatment should consist of a combination of approaches. Psychotherapy, medication, and parent counseling are three interventions that have been found to be effective for the treatment of separation anxiety disorder, particularly in combination.
Behavioral modification therapy is an intervention that directly addresses the behavioral symptoms of separation anxiety disorder. This intervention tends to be more effective and less burdensome to the child if behaviors are addressed positively rather than negatively. The child is not usually punished for continuing to suffer from symptoms but rewarded for small victories over symptoms. For example, instead of withholding dessert from a preschooler who refuses to go into her room for bedtime, give hugs and praise for the child when she can go near her room at first, followed by being able to go in and stay for five minutes, increasing the length of time she needs to be in her room before being praised. Even if she needs significant parental support at first (for example, sitting in the room with her on the parent's lap, then next to her, then just outside the room after she becomes comfortable with each step), this approach allows the child to feel a sense of success at every step and build on it rather than experiencing a sense of failure, which tends to lower the child's likelihood of being able to overcome her anxiety. The implementation of behavioral therapy generally involves the practitioner providing parenting tips to the child's caregivers, regular meetings with the child, and may include guidance to teachers on how to help alleviate the child's anxiety.
Cognitive therapy is used to help children learn how they think and increase their ability to solve problems and focus on the positive things that are going on, even in the midst of their anxiety. By learning to focus on more positive thoughts and feelings, children may become more open to learning strategies to deal with anxiety, such as playing games, coloring, watching television, or listening to music. Although formal relaxation techniques such as imagining themselves in a relaxing situation may be considered more appropriate interventions for older children, adolescents, and adults, even toddlers can be taught simple relaxation techniques, such as imitating their parents, taking deep breaths, or slowly counting to 10 as ways of calming themselves.
If psychotherapy is unsuccessful or if the children's symptoms are so severe that they are nearly incapacitating, medication is considered a viable option. However, there are no medications specifically approved by the U.S. Food and Drug Administration (FDA) to treat separation anxiety disorder. Selective serotonin reuptake inhibitors (SSRIs) such as fluvoxamine (Luvox) have been found to be an effective treatment for separation anxiety disorder.
SSRIs are medications that increase the amount of the neurochemical serotonin in the brain. These medications work by selectively inhibiting (blocking) serotonin reuptake in the brain. This block occurs at the synapse, the place where brain cells (neurons) are connected to each other. Serotonin is one of the chemicals in the brain that carries messages across these connections (synapses) from one neuron to another.
The SSRIs work by keeping serotonin present in high concentrations in the synapses. These drugs do this by preventing the reuptake of serotonin back into the sending nerve cell. The reuptake of serotonin is responsible for turning off the production of new serotonin. Therefore, the serotonin message keeps on coming through. It is thought that this, in turn, helps arouse (activate) cells that have been deactivated by anxiety, thereby relieving a child's anxiety symptoms.
SSRIs have fewer side effects than the tricyclic antidepressants (TCAs). These medications do not tend to cause orthostatic hypotension (a sudden drop in blood pressure when sitting up or standing) or heart rhythm disturbances, like the TCAs. Therefore, SSRIs are often the first-line medication treatment for separation anxiety disorder. Examples of SSRIs include
- fluoxetine (Prozac),
- fluvoxamine (Luvox),
- paroxetine (Paxil),
- sertraline (Zoloft),
- citalopram (Celexa),
- escitalopram (Lexapro),
- vortioxetine (Brintellix).
SSRIs are generally well tolerated, and side effects are usually mild. The most common side effects are nausea, diarrhea, agitation, insomnia, and headache. Side effects generally go away within the first month of SSRI use. Some patients experience tremors with SSRIs. The serotonin syndrome (also called serotonergic [caused by serotonin] syndrome) is a serious neurologic condition associated with the use of SSRIs, characterized by high fevers, seizures, and heart rhythm disturbances. There has also been heightened concern that children and adolescents are at increased risk of having the rare reaction of feeling acutely (suddenly and significantly) more anxious or newly depressed, even to the point of wanting, planning, attempting or in extremely rare cases, completing suicide or homicide. Serotonin syndrome, as well as acute worsening of emotional symptoms, is very rare.
All people are unique biochemically so the occurrence of side effects or the lack of a satisfactory result with one SSRI does not mean another medication in this group will not be beneficial. However, if someone in the patient's family had a positive response to a particular drug, that drug may be preferable to try first. Medications that are sometimes considered in treating separation anxiety disorder when SSRIs either don't work or are poorly tolerated include tricyclic antidepressants (TCAs) and benzodiazepines. These medications were developed in the 1950s and 1960s to treat depression. TCAs work mainly by increasing the level of norepinephrine in the brain synapses, although they also may affect serotonin levels. Examples of tricyclic antidepressants include
- amitriptyline (Elavil),
- desipramine (Norpramin),
- nortriptyline (Aventyl, Pamelor),
- imipramine (Tofranil).
TCAs are generally safe and well tolerated when properly prescribed and administered. Overdose of TCAs can cause life-threatening heart rhythm disturbances. Rarely, this can occur even if an overdose is not taken. Some TCAs can also have anticholinergic side effects, which are due to the blocking of the activity of the nerves that are responsible for control of the heart rate, gut motion, visual focus, and saliva production. Thus, some TCAs can produce dry mouth, blurred vision, constipation, and dizziness upon standing. The dizziness results from low blood pressure. TCAs should also be avoided in patients with seizure disorders or a history of strokes.
Benzodiazepines tend to be the least-prescribed group of medications to children suffering from separation anxiety disorder. This group of medications is thought to work by increasing the activity of calming chemicals in the brain. Benzodiazepines include clonazepam (Klonopin), lorazepam (Ativan), and alprazolam (Xanax). Unfortunately, there is a possible risk of the child becoming dependent on benzodiazepines. These medications tend to only be used as a last resort, when the child has had unsuccessful trials of the other two classes of medications or suffers from incapacitating symptoms of anxiety.
What happens if separation anxiety disorder is left untreated?
Potential complications of separation anxiety disorder include depression and anxiety problems as adults, as well as personality disorders, in which anxiety is a major symptom. Adults with separation anxiety disorder have a guarded prognosis due to their being at risk of being quite emotionally disabled.
Is it possible to prevent separation anxiety disorder?
Research indicates that educating parents on ways to help their child cope with anxiety may be helpful in the prevention of separation anxiety disorder. Specifically, helping parents guide their child through experiences that cause anxiety, as well as developing healthy ways to cope with such experiences, seems to decrease the likelihood of developing any anxiety disorder, including separation anxiety disorder.
Where can I find more information on separation anxiety disorder?
American Academy of Child and Adolescent Psychiatry
3615 Wisconsin Avenue NW
Washington, DC 20016
Phone: 202-966-7300
Fax: 202-966-2891
American Academy of Pediatrics
141 Northwest Point Boulevard
Elk Grove Village, IL 60007-1098
Phone: 847-434-4000
Fax: 847-434-8000
Email: [email protected]
Anxiety Disorders Association of America (ADAA)
8730 Georgia Avenue, Suite 600
Silver Spring, MD 20910
Phone: 240-485-1001
Fax: 240-485-1035
Email: [email protected]
National Institute of Mental Health (NIMH), Public Information & Communication Branch
6001 Executive Boulevard, Room 8184, MSC 9663
Bethesda, MD 20892-9663
Phone: 301-443-4513
Toll Free: 1-866-615-6464
TTY Toll Free: 1-866-415-8051
Fax: 301-443-4279
Email: [email protected]
Healthy Resources
Featured Centers
Health Solutions From Our Sponsors
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American Academy of Child and Adolescent Psychiatry. "Practice Parameter for the Assessment and Treatment of Children and Adolescents With Anxiety Disorders." Journal of the American Academy of Child and Adolescent Psychiatry 46.2 (2007): 267-283.
American Academy of Pediatrics. "Separation Anxiety Disorder: Planning Treatment." Pediatrics in Review 21 (2000): 248.
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, D.C.: American Psychiatric Association, 2000.
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Washington, D.C.: American Psychiatric Association, 2013.
den Boer, J.A. "Social Phobia: Epidemiology, Recognition and Treatment." British Medical Journal 315 (1997): 796-800.
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Treatment Revision. American Psychiatric Association: Washington, D.C., 2000.
Foley, D.L., D.B. Goldston, E.J. Costello, and A. Angold. "Proximal Psychiatric Risk Factors for Suicidality in Youth." Archives of General Psychiatry 63 (2006): 1017-1024.
Foley, D., M. Rutter, A. Pickles, A. Angold, M. Hermine, J. Silberg, and L. Eaves. "Informant Disagreement for Separation Anxiety Disorder." Journal of the American Academy of Child and Adolescent Psychiatry 43.4 Apr. 2004: 452-460.
Fremont, W.P. "School Refusal in Children and Adolescents." American Family Physician Oct. 15, 2003.
Lewinsohn, P.M., J.M. Holm-Denoma, J.W. Small, J.R. Seeley, and T.E. Joiner. "Separation Anxiety Disorder in Childhood as a Risk Factor for Future Mental Illness." Journal of the American Academy of Child and Adolescent Psychiatry 47.5 May 2008: 548-555.
Masi, G., M. Mucci, and S. Millepiedi. "Separation Anxiety Disorder in Children and Adolescents: Epidemiology, Diagnosis and Management." CNS Drugs 15.2 (2001): 93-104.
National Institute of Mental Health. "Behavioral Therapy Effectively Treats Children With Social Phobia." Dec. 17, 2007.
Osone, A., and S. Takahashi. "Possible Link Between Childhood Separation Anxiety and Adulthood Personality Disorder in Patients With Anxiety Disorders in Japan." Journal of Clinical Psychiatry 67.9 Sept. 2006: 1451-1457.
Physicians' Desk Reference Staff. Physicians' Desk Reference, 62 ed. Blackwell Publishing: Oxford, United Kingdom, 2008.
Rapee, R.M., S. Kennedy, M. Ingram, et al. "Is prevention of and early intervention for anxiety disorders possible?" Journal of Consultation Clinical Psychology 73 (2005): 488-497.
Silove, D.M., C.L. Marnane, R. Wagner, et al. "The prevalence and correlates of adult separation anxiety disorder in an anxiety clinic." BMC Psychiatry 10 (2010): 21.
Talge, N.M., C. Neal, and V. Glover. "Antenatal Maternal Stress and Long-Term Effects on Child Neurodevelopment: How and Why?" Journal of Child Psychology and Psychiatry 48.3-4 Mar. 7, 2007: 245-261.
van der Linden, G.J., D.J. Stein, and A.J. van Balkom. "The Efficacy of the Selective Serotonin Reuptake Inhibitors for Social Anxiety Disorder (Social Phobia): A Meta-Analysis of Randomized Controlled Trials." International Clinical Psychopharmacology 15.2 Aug. 2000: S15-S23.
Walkup, J.T., M.J. Labellarte, M.A. Riddle, D.S. Pine, L. Greenhill, R. Klein, et al. "Fluvoxamine for the Treatment of Anxiety Disorders in Children and Adolescents." New England Journal of Medicine 344.17 Apr. 26, 2001: 1279-1285.


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dbl O is a dance club that focus on providing a premium and affordable clubbing experience in Singapore since 2000. It is now trying to reach out to a more creative audience and a wider young and trendy audience. Since May 2008, dbl O has organised many in-house campaigns, competitions and performances focusing only on art, music, fashion and dance.
Address: 222 Queen Street, Singapore 188550
Phone: +65 6735 2008


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Try this Head & Scalp self massage for a little relaxation, headache relief – or if you just enjoy ASMR!
Author: Shelli Spiritwalker
Anxiety & Stress Relief Meditation
Today we have a little guided meditation for anxiety and stress relief with some excellent breathing exercises!
Neck Stretch Exercises
Check out these neck exercises for pain, tension & stress relief!
Today we have a little guided meditation for anxiety and stress relief with some excellent breathing exercises!
Exercises for Foot Pain & Flat Feet
If you've got foot pain, problems with flat feet, or bunions – this is a really easy fix!
Yoga For Back Pain – Back, Sciatica Pain, & Flexibility Stretches
Here's a 30 Minute Yoga flow for with stretches for Back pain, Sciatica Pain, & Flexibility!
Yoga to Open Hips
This is an excellent yoga routine for back & hip pain relief that really opens up the hips!
Full Body Yoga for Beginners
For those of you that are just starting yoga, or are just concerned about doing too many stretches because of all the tension in your body – try these safe full body yoga stretches for back, leg pain, and sciatic relief!
10 minute Yoga Routine for Back Pain
This great 10 minute Yoga Routine is a fast and easy way to prevent and relieve back pain!
Stretches for Upper Neck & Back Pain
Some great stretche for upper neck & back pain. You will need a pair of dumbbells for this one, so get a set and let's get started!
Yoga stretches for Sciatica & Lower Back Pain
Here's a few simple & quick yoga poses that are great for relieving lower back pain & Sciatica relief.


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My parents went into the MTC this week in preparation for their mission to Kenya. In a way I feel like I am sending them on their mission. But why should this be? I am not funding their mission. And we have not lived in the same time zone for more than a decade. Sure we talk on the phone every few weeks, and send a few emails, but we can still do that after they leave. So why do I feel the way I do?
It may be that I have a sense of empathy for what they are about to do. My heart goes with them. Oh, how I wish I could observe them in action! Pictures and emails will be great, but not like the real thing. What an exciting time!
The retired geography professor and the local librarian, the long time stake presidency and bishopric member and the multi-term relief society president and young women's leader, the former peace corps workers returning to the same area after 45 years. A compelling call. The perfect call for the people, the perfect people for the call.
Have a good mission mom and dad.


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About us
What is the Social Science Centre?
The Social Science Centre offers opportunities to engage in a co-operative experience of higher education. Run as a not-for-profit co-operative, the SSC is organised on the basis of democratic, non-hierarchical principles, with all members having equal involvement in the life and work of the SSC. We study themes that draw on the core subjects in social science: sociology, politics and philosophy, as well as psychology, economics, journalism and photography. The Centre organises study and research at all levels including undergraduate, Masters and Doctorates in Philosophy.
Why is the SSC 'co-operative'?
The co-operative principles that guide the organisation of the SSC also extend to the ways in which we design and run our courses. All classes are participative and collaborative in order to ground inquiry in the experiences and knowledges of the participants. Student-scholars and teacher-scholars have opportunities to design courses together, and those new to teaching and independent learning are offered generous support from others. All members are able to work with academics and other experienced researchers on research projects, and to publish their own writings through the SSC. One key guiding principle of the Centre is that 'teachers' and 'students' have much to learn from each other.
We continually draw inspiration from the experiences of our members. We also learn much from exploring other forms of alternative education which recognise the importance of co-producing knowledge. These include the Transition Town movement and its focus on re-localisation; the networks of Social Centres across the UK and elsewhere, which demonstrate the value and possibility of autonomous life; and many past and present projects in popular, adult and community education.
Read our constitution.
Why was the SSC created?
The SSC was born in 2010, out of a desire to preserve public space for social science education and research after the Conservative–Liberal Government withdrew funding for the teaching of social sciences and other forms of knowledge deemed 'non-essential' in English universities. Members of the SSC, some of whom also work in universities and colleges, object to his decision. We are also concerned that the promises of the university are being impoverished by a system of higher education that is increasingly oriented towards satisfying the perceived needs of business and industry, and that embraces the short-termist, highly competitive, profit-driven motives of the capitalist market.
We believe that higher learning oriented towards intellectual values of critical thinking, experimentation, sharing, peer review, co-operation, collaboration, openness, debate and constructive disagreement point towards a better future for us all. We are working to create alternative spaces of higher education whose purpose, societal value and existence do not depend on the decisions of the powerful.
How is the SSC funded?
The SSC is entirely self-funded and operates on the basis of its members' contributions. All members of SSC are asked to pay an annual subscription, which is based on the level of their salary (usually one hour's wage of a monthly net salary). There is no subscription fee for anyone who is unemployed or who has a low income. The SSC also accepts monies and other forms of 'payment in kind' from donors who share the SSC's ethics and values. No one is paid for their work with the Centre. The Centre's members donate their time and expertise freely and do not receive any monetary payment; all monies received are reinvested into the Centre's work.
View our financial documents.
What is it like to be a student-scholar in the SSC?
The Centre is especially designed for people of any age who do not wish to take on the burden of student tuition currently imposed by the government, but do wish to undertake a higher level of education. All student-scholars will be part-time, with most study taking place in the evenings and at weekends. While a full-time univeristy degree normally takes three years, it is envisaged that students of the Centre might take up to six years to earn an undergraduate-level certificate, up to four years for the equivalent of a Masters and up to eight years for the equivalent of a PhD.
Student-scholars will undertake a higher level of education, but will not leave the Centre with a university degree. We do not award degrees or other government recognised further or higher education awards. We will make awards of our own and each student-scholar will receive a certificate in higher education, with an extensive written transcript detailing their academic and intellectual accomplishments. This portfolio of work created during the course of their studies with the SSC may be useful for demonstrating these accomplishments to potential employers and/or universities and colleges, where it may in some cases be accepted as evidence of Accreditation of Prior Learning (APL).
Why should I teach at the Centre?
The SSC offers opportunities to practice progressive teaching practices in a culture of mutual support between student-scholars and teacher-scholars. Those who join wishing to teach will also be creating educational experience for students who are unwilling to take on high levels of debt, making social science education more widely available. You will be part of an exciting project in higher education and a valued member of the co-operative, with the possibility to contribute to its direction. As a scholar, you will also be able to help strengthen the research culture of the SSC and the places in which it works.
All members of the SSC are part of a unique project in higher education. We think that our work in co-operative higher learning has the potential to transform the way in which higher education is imagined, designed and undertaken, and invite all who are interested in being part of this project to get in touch.
Where is the SSC located?
The SSC will make use of the most up to date educational technologies, but this is not an online or web-based provision. It is important that the Centre works in real places at the heart of its local community. We work in a variety of public spaces across the city, including the Mansions of the Future, Pathways Centre, the Collection and Usher Gallery, and Revival. While we are located in Lincoln and oriented towards work in the social sciences, we hope and expect that similar projects of small scale, self-funded higher education will be created for different subject areas and in different locations nationally and internationally. These multi-various Centres can provide a supportive and co-operative network to further advance such sustainable and resilient forms of higher education.


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Burlington High School
Career and Technical Education
USD 244 uses a slogan of "Creating 21st Century Learners and Earners." Part of this commitment is shown through the development of the many Career and Technical Education Pathways at Burlington High School. All students have the benefit of participating the the vocational program at BHS through the required courses, embedded courses, and elective course offerings.
Currently, Burlington High School has 8 Career Pathway programs in various career areas:
|Teaching and Training
|Biomedical Technology
|Power, Structural, & Technical Systems
|Arts and AV Technology
|Web & Digital Communication
|Family and Community Services
|Production Technology
|Engineering and Applied Math


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Believe it or not, your musing about 'XML Events talk about qNames, but namespaces don't give us the necessary relationships between names' dislodged this old rumination from my work-in-progress heap. The fact is that no, namespaces don't capture the relationships; and yes, we need them. The relationships come from a graph comprising names and assertions. Namespaces are by the strongest available agreements that are widely shared, indefinite as to the pertinent assertions. We need to be able to apport assertions with the names. And it has to be a definite graph for a reliable capture or sharable definition of the relationship. More below. ** identifying acceptors; a.k.a. "duality is convenient" A problem is evidenced in that we don't have an adequate theory for how URI-references bearing a #fragment part relate to pure URIs without a #fragment part, as regards what they refer to. But that statement of the problem is not the definition of the solution space. The principal missed opportunity here is in not distinguishing and encapsulating the "that described by" indirect reference to an abstract concept (open acceptable-set) through a documented description of the concept (de_facto accept-pattern). This as_acceptor reference-mode distinguisher is a [required? optimal?] primitive in putting instances and acceptors in a common frame of reference. Format specifications, along with a class of similar schemata (utterances defining a pattern class by composite expressions employing a pattern calculus), are document instances that are applicable as document-instance acceptors. [The class acceptable by schemas includes open spaces and not just compact documents, but that nicety is not essential to the point, here.] It is helpful to distinguish the mode of application in the reference, as_instance or as_acceptor, or we can't get started. Larry Masinter articulated this relationship reasonably clearly in his Internet Draft on dated URIs by way of the 'tdb' variant. http://www.ietf.org/internet-drafts/draft-masinter-dated-uri-00.txt http://lists.w3.org/Archives/Public/uri/2001Aug/0034.html The dual reference, invocation of a document as an acceptor, is primitive and has no dependency on the datedness or undatedness of the reference; it should be implemented in a standalone fashion that is mix and match with dating. But this is the semantics that I, at least, was anticipating when I let the 'role' parameter in XLink go through as a URI-reference. Not URI, URI-reference. Check the syntax. That those wishing to define relationship acceptors could do so by isolating the particular referend in an IDentified entity inside an XML, SGML or HTML document, and use that dedicated section-reference by #fragment-bearing URI-reference as the referend in XLink.role designation. The sense of 'role' in X-Link is to apport an assertion or climate of assertions. For 'apport' read 'import as applicable.' The point is that the machinable description of an abstract notion is in general a complex utterance. To identify one relationship type one refers to a small scope within a _larger_ utterance; the smallness of the small reference is to gain uniqueness, to isolate one relationship from a meta-relation relating mulitiple notions; and the large reference to incorporate a definite collection of meta-relationships capturing inter_alia the indicated meaning of the thing designated in the small reference. The content of a dictionary is not in the symbols, but in the binding to the expansions. No abstract notion is defined in isolation. It is defined by a definitive collection of relationships to other notions. To set up the context within which the definition can be compactly articulated, there is a lot of other utterance that must be placed in the context of the specific clause that defines the individual notion to which one wishes to refer. So reference to an 'abstract notion' -- an acceptable-set creating an equivalence class of concretions of this abstraction -- is properly in fried-egg form. There are two nested horizons. To make the references one must indicate both the context capturing all dependencies of the definitive utterance (white of fried egg in image), and the scope of the definitive utterance as isolated within that context (yolk of egg in image). A #fragment-bearing URI-reference is well suited to this task if the author of the schema or specification to be referenced is warned in advance of the patterned referend that they need to export from their document for purposes of precision in reference. A naked atomic infoPoint such as the pts: URI proposal in incapable of capturing an abstract notion. It imposes no constraint on what utterances about that abstract node are included in the portable collection of knowledge that is to be applied elsewhere. An abstract notion can be usefully defined by a prescribed collection of associations with other notions. Each distinct subgraph of a relative-assertion graph such as RDF space which contains some given abstract node (URI) is a different abstract notion. The URI itself does not capture this variation, or identify any of them. A reference to a nominative point (name) in the context of a defined [connected, connected to the name in question] graph of names and assertions constitutes a shareable abstract notion. A nominative point without freezing this climate of assertions does not. It is an instant invitation to the classical 'semantic' confusion of different speakers using the same sign to indicate different senses. Boolean logic has taken us too far in computation today for us to think that we can do without the duality that it presents. Count me on the antidisestablishmentarian side as regards duality in the logical structure of computation and the semanticization of the Web. Al Note: "duality in convenient ": here in the etymological sense. Framing relationship category definition in a dual-space pattern leads us to suitable outcomes. cf. French: _convenable_, IIRC. -- old message [kidnapped off EARL discussion on ER list.] At 05:54 PM 2001-04-25 +0100, Sean wrote: > >How about "Resource"... they put that in RDF, and it seems to mean >absolutely nothing as far as I can tell [1] :-) [...] > >[1] There are many arguements on RDF IG about the nature of >resources... > AG:: There is a Mexican standoff here that is preventing progress. Tim describes resources are one class with one characteristic: they have a URI. Any Web resource that makes an external reference is supposed to do so by URI in a way that accepts any URI, any Web resource. All resources have persistent, atomic, identities and all reference is articulable as applications of the index space formed by these identities. The fact is that not all things worth referring to have a persistent identity. Example: search URLs. And not all external references can tolerate an arbitrary 'resource' at the other end. Example: normative references, i.e. links to something that the current object is supposed to conform to, like a schema. Attempts to make progress have not been very successful, as in the wars over 'role' in X-Link and the flamewar that was precipitated over "use of relative URIs in namespace names." Tim talked at the All Groups Meeting about "Web services" in terms of the sequence of messages sent. This is not really the fundamental point. A "service-oriented architecture" is about publishing descriptions of potential transactions [UDDI <<http://www.uddi.org/>http://www.uddi.org/>]. A service offering is a pool, of transaction potential, with some constraint information as to the nature of the transactions that could potentially be transacted through accessing this 'service.' A "Topic Map" characterizes a topic by extension, by indexing a collection of related instances. A service offering says nothing about extension, about the identities of the resulting transactions. It does provide characterization by intension, by constraints on the type and metric properties of transactions resulting from the potential associated with the service offering. All Web resources belong to this class of service offerings. URIs are discriminants which help you narrow what or which service you would access if you use this URI as a key in a service request of some sort. Demand for service prefers to be vague about 'which' service is sought and more specific about 'what' service is sought. The service seeker does not wish to narrow the description of the service sought to the point of eliminating all competition among service offerors. URLs reflect this mix of abstraction as to what and which service is addressed. Ambiguity is an intrinsic part of the scenario. We need to recognize that one needs to be able to refer categorically to a service sought without a persistent identity attached. Only once a delivery-of-service transaction has been booked with a specific supplier is there a persistent identity for the reservation. This theme is developed further in <http://trace.wisc.edu/docs/ud4grid/#_Toc495220392>http://trace.wisc.edu/do cs/ud4grid/#_Toc495220392 AlReceived on Saturday, 8 December 2001 12:40:38 UTC
This archive was generated by hypermail 2.4.0 : Friday, 17 January 2020 22:31:39 UTC


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Civil War Spotlight: Decatur Bronson & Black Union Soldiers
Our leading man in A Civil War Christmas, portrayed by the very talented Manuel Garay, is a symbolic character the playwright named Decatur Bronson. His name is a combination of two war heroes who fought bravely for the Union: James H. Bronson (1838-1884) and Decatur Dorsey (1836-1891), but his story is emblematic of the many black union soldiers who courageously and sacrificially fought and died in what many considered to be the white man's war.
The real-life Dorsey and Bronson were both recipients of the U.S. military's highest decoration, the Medal of Honor, respectively for their courage and heroism in The Battle of Crater and The Battle of Chafin's Farm. They were both born into slavery, and upon obtaining their freedom, instead of relishing in it, chose instead enlist to in the Army. Our character references The Battle of Fort Pillow (also named The Massacre at Fort Pillow), at which neither of the historical characters fought. Fort Pillow, however, was an important conflict in the African-American story. It is considered by many historians to be the most racially charged battle of the war, and the few black soldiers who escaped with their lives remember it as a massacre– with none of their surrendering black comrades being spared. A congressional committee later determined that over 300 black Americans were slain that day.
Our character carries with him the burden of that day, along with all the injustices he has lived in his lifetime. His beloved wife Rose (play by the lovely and haunting Essence Brown) was kidnapped off their own front porch and in Bronson's words, "every Confederate I kill is a bridge to reach her." His motto– mirroring the slaughter at Fort Pillow– is TAKE NO PRISONERS, and he is determined to kill every Confederate he encounters.
His vow, along with his anger and obsession, carry him viciously through the war until one day when he meets a young wannabe Confederate boy with barely any peach fuzz on his face. Raz's (played by Daniel Frometa) youthful innocence and desperate poverty reminds Bronson a little too much of himself, despite his race and politics. The two share a powerful moment that will be sure not to leave a dry eye in the house.
A Civil War Christmas by Paula Vogel runs Dec 14, 15, & 16 at First Baptist Church of Downey at 7pm. 8348 E. Third St., Downey, Ca 90240. Tickets are free. Visit www.fbcdowney.org or www.downeyarts.org or call (562) 923-1261.