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One of the interesting effects of ballistic missile defence is how it has affected relations between states. The decades of tension between Moscow and Washington over strategic defence are well known. Now US ballistic missile defences (BMD) are driving Ch But missile defences can also strengthen relations between countries. For example, it has become an important dimension of the revitalised Japan-US security alliance. BMD has discouraged Japan from developing its own nuclear deterrent, and induced Tokyo to broaden its defence collaboration with other countries by relaxing its arms export rules. The same pattern may arise in the Middle East, where Iran’s neighbours are pondering whether missile defences can obviate their need to acquire nuclear weapons if Iran does. In other cases, the BMD issue has had diverse effects. South Korea, for example, has sought to benefit from US technologies without alarming China by joining the Pentagon’s wider regional efforts. The US finds itself at the heart of the politics of missile defence. Its leading role in developing and deploying BMD technologies and its network of alliances both empower and oblige the US to defend much of the world from missile attack. These same alignments also provide ties the Pentagon needs to construct a global network of BMD sensors and facilities. For this reason, Washington has lobbied friends and allies to cooperate with US regional BMD initiatives. US officials have persuaded most allied governments that missile defences complement nuclear deterrence by causing potential aggressors to doubt that any attack could succeed, as well as providing a hedge should deterrence fail. More than 30 countries already have, or are acquiring, short- and medium-range missiles able to deliver conventional payloads at great speed and distance. Some are trying to develop longer-range missiles armed with various weapons of mass destruction (nuclear, chemical, and biological). The 2010 Ballistic Missile Defence Review (BMDR) predicts that missile threats to the US and its allies will grow as antagonistic states increase the size and capabilities of their ballistic missiles. Under both the George W Bush and Obama administrations, the US has employed a variety of tools to address these threats. US officials have engaged in bilateral and multilateral diplomacy in an effort to persuade North Korea and Iran to end their nuclear weapons programmes. They have also repeatedly warning these countries against developing, testing, or using these capabilities. Additionally, the US has provided security assistance to help US allies enhance their own defence capabilities. The Pentagon deploys large numbers of US troops in each region, with an impressive range of conventional and unconventional capabilities. The US has offered many countries diverse security guarantees, including pledges to potentially employ US nuclear capabilities to protect them. Finally, the US has been constructing missile defence architectures globally to counter Iranian and North Korean missile threats. Indeed, during the past decade, the US has made considerable progress in addressing these missile threats through augmenting US and allied missile defences. In Europe, Asia and the Middle East, the US has been working to establish the foundation for a regional missile defence system made up of US forward-deployed BMD systems combined with those of US allies. The US has been pursuing BMD cooperation with various countries in Europe (bilaterally and through Nato), the Asia-Pacific (Japan, Australia and South Korea), and the Middle East (Israel and Gulf Cooperation Council members). These allies can host forward-based BMD sensors and missile interceptors, share the costs of building and maintaining the BMD architecture, and network their data with other actors to provide a superior operational picture. In each region, the administration has been pursuing a phased, adaptive approach that adjusts US BDM policies in a flexible manner as the missile threats evolve. In Europe, for instance, the Obama administration has worked more closely with Nato as well as individual Nato countries such as Romania and Turkey to develop its European Phased Adaptive Approach (EPAA). The EPAA has redirected US BMD efforts closer toward Iran to address that country’s limited-range missiles. As Iran’s missile capabilities improve, the EPAA will deploy increasingly more advanced SM-3 interceptors that can protect more Nato territory. Japan is one of the US’s closest BMD partners. Japan is the only other country besides the US that has the capacity to intercept ballistic missiles well above the upper atmosphere, confirmed by several sea-based intercept tests. Together with the US Missile Defence Agency, Japan is helping develop the next-generation SM Block 2A system that will enable defence of larger areas and against more sophisticated threats. The US and Japan recently agreed to construct a new early warning radar in southern Japan to augment the already functioning X-band radar in northern Japan, at the Shariki base. The two countries are particularly concerned about North Korea’s potential development of a long-range missile and China’s development of anti-ship missiles. South Korea is an ally of the US and Washington has helped to develop its BMD capabilities. Seoul has acquired Aegis ships and Patriot batteries and has expressed interest in land- and sea-based missile defence systems, early warning radars and a command and control system. Historical tensions between Japan and South Korea have kept them from cooperating effectively on missile defence or many other security issues. Seoul has also declined to share its BMD assets with other countries through a networked regional BMD architecture for fear of antagonising China, which fears that the US is using missile defence as a means to encircle China with revitalised US bilateral alliances in Asia. Australia has been one of the US’s first BMD partners since the July 2004 signing of a BMD framework memorandum of understanding. The US and Australia share BMD data and participate in multilateral missile defence war games. US officials are reviewing the possibility of establishing a third X-Band radar in the Philippines, where it could help track ballistic missiles launched from North Korea or parts of China. The Philippines’ territorial disputes with China over the South China Sea have encouraged the Philippines to seek to strengthen its security ties with the US. In the Middle East, Washington has attempted to counter ballistic missile threats in the region through regional alliances, for example the GCC, bilateral arrangements with individual Middle-Eastern governments, and through unilateral measures to protect its armed forces and interests. The United Arab Emirates is purchasing missiles from the US, while other GCC-states have already deployed Patriot batteries and are considering buying other anti-ballistic missile systems. Israel also continues to work closely with the US on BMD matters; it has Patriot missile systems, hosts advanced US BMD radars,and is working jointly with the US to develop its own advanced BMD interceptors. Richard Weitz is director of the Centre for Political-Military Analysis and a senior fellow at the Hudson Institute.

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The human rights-based approach to social protection requires states to ensure that social protection programmes are designed, implemented and monitored taking into account the differences in the experiences of men and women. The impacts of social protection programmes are not gender neutral. As such, States must ensure that programmes address women’s specific needs throughout the different phases of their lives, from childhood to old age. The programmes should factor in women’s care role as well as the differences in access to services and productive work between men and women. Numerous international and regional legal instruments oblige States parties to ensure that men and women enjoy all their rights on an equal basis. The most important of these instruments is the UN Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), which seeks substantive equality and requires states to transform unequal power relations between women and men and ensure that all human beings can develop and make choices without the limitations set by stereotypes, rigid gender roles and prejudices (Article 5). Under CEDAW, States parties are required by law to take all appropriate measures to modify or abolish domestic policies, regulations, customs and practices that discriminate against women (Article 2). With regards to the right to social security specifically, Recommendation No. 202, para 3d) underlines gender-equality as a corner stone to the establishment and maintenance of national social protection systems. To assess the differences in the experiences of men and women as beneficiaries of social protection programmes, States should undertake a comprehensive and disaggregated gender analysis (Recommendation No. 202, para 21). The eligibility criteria used in social protection programmes should be gender sensitive and should consider not only the household income, but also the intra-household distribution of resources that may disadvantage women, in particular girls and older women. Monitoring and evaluation mechanisms should also incorporate gender-disaggregated indicators to assess and improve programmes’ ability to take women’s voices into account (Recommendation No. 202, para 21). Many programmes around the world select women as the principal beneficiaries on the assumption that this enhances women’s decision-making power within the household and improves the nutrition, health and education levels of children. However, when this is done without taking due account of differentiated gender impacts, it can in fact negatively impact women’s rights. These concerns are magnified where programmes involving conditionalities make women responsible for fulfilling those conditions, such as sending children to school or bringing children for regular health check-ups. Conditionalities are generally problematic, but especially so when the services such as schools or health clinics needed to fulfil programme requirements are not adequate or accessible. The burden on women is exacerbated when satisfactory support services, such as child-care, transport and sanitation facilities, are not provided. For example, women may have to travel long distances to collect benefits. Programmes that require women to obtain their husband’s consent to seek health care for children, use a mainstream language or deal with male bureaucrats may further discourage women from accessing the programmes. Lack of childcare services adds to the problem as it may discourage women from travelling or compel them to pass childcare responsibilities on to girls in the household, proving detrimental to the girls’ education. One way in which social protection programmes do not consider the different experiences of women is the frequent failure to value unpaid care work, a task that has been socially constructed as women’s responsibility. Care imposes demands on women’s time that restrict their ability to seek education, health care (including reproductive care), undertake paid work or enjoy any free time. Therefore, social protection programmes need to ensure that measures introduced with the aim of promoting gender equality do not have the unintended consequence of reinforcing gendered divisions of labour. Acknowledging that confronting socially constructed gender roles needs protracted effort, there are nevertheless a number of strategies that governments can adopt to better recognize, reduce and redistribute care, such as gender-sensitive public services and infrastructure, which would help to lessen the burden on women. Programmes should ensure that all impediments to women’s and girls’ ability to access labour markets, engage in capacity-building measures and enjoy leisure are overcome. For this, social protection programmes should take into account the double burden that unpaid care work and the responsibilities imposed by conditionalities place on women. In addition, they must be mindful of the heterogeneity of women’s experiences and consider the intersectionality of gender, race and class, among other identity markers. Examples of gender-sensitive programme designs include providing childcare facilities in public works programmes or employment guarantee schemes, keeping work hours flexible to accommodate time for domestic responsibilities, and establishing sex quotas in governance structures of social protection programmes to increase women’s participation. A comprehensive, publicly funded social pension scheme for women is another example which would take into consideration the higher life expectancy of women, the variability in labour force participation between genders, the burden of unpaid care work, and the ability of women in different age groups to contribute to the pension scheme. Additionally such a scheme can compensate for women’s lack of access to contributory pension schemes as well as their low income and savings levels during their working lives. In every stage of the programme, women should be given equal opportunities in decision-making processes, ensuring that their participation is not reduced to the symbolic expression of concerns, especially in male-dominated settings. Further, to meet legal human rights obligations, social protection programmes must include accountability mechanisms that are accessible to both men and women. Such mechanisms must pay attention to gendered power differences which may discourage women from voicing their concerns or lodging complaints.

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These Nazi Germany essay questions have been written and compiled by Alpha History authors, for use by teachers and students. They can also be used for short-answer questions and other research or revision tasks. If you would like to contribute a question to this page, please contact Alpha History. 1. Describe the life of Adolf Hitler between 1905 and 1918. How might Hitler’s experiences in this period have shaped his political views and ideas? 2. Identify and discuss five key elements of Nazi ideology. What did the Nazis believe and what were their objectives? 3. Nazism presented as a new ideology but drew heavily on traditional ideas. Identify links between Nazism and German ideas and values of the 19th century. 4. Discuss how Germany’s defeat in World War I contributed to the ideology of nationalist groups like the NSDAP. 5. With reference to primary sources, explain the relationship between the NSDAP and communism. Why were the Nazis so antagonistic towards communist and socialist parties? 6. Compare the organisation, membership and ideology of the NSDAP with another post-war nationalist group, such as the German National People’s Party (DNVP). In what ways were the Nazis different from other nationalists? 7. What were the functions of the NSDAP’s two paramilitary branches: the Sturmabteilung (SA) and the Schutzstaffel (SS). Discuss the organisation, culture and ideology of these groups. 8. Hitler was inspired by fascist ideology and Mussolini’s successful ‘March on Rome’ in 1922. In what ways were German Nazism and Italian fascism both similar and different? 1. The German Workers’ Party (DAP) was one of many small nationalist groups in post-war Germany. What factors led to this group becoming a major political force in Germany? 2. Chart the course of Hitler’s rise in the NSDAP. Was it leadership qualities or political manipulation that allowed Hitler to gain control of the party? 3. What were the objectives of the NSDAP’s Munich putsch? Why did this putsch ultimately fail? 4. How did the NSDAP evolve and change after Hitler’s time in prison in 1924? How and why did the party change its tactics? 5. What impact did the Great Depression have on German society? How did this benefit Adolf Hitler and the NSDAP? 6. Discuss the outcomes of Hitler’s failed bid for the presidency in 1932. 7. Paul von Hindenburg was initially reluctant to appoint Adolf Hitler as chancellor of Germany. With reference to particular people and events, explain what changed his mind. 8. How did Germans respond to Hitler’s appointment as chancellor in January 1933? 1. How did Hitler and the Nazis use the Reichstag fire of February 1933 to consolidate and extend their power over Germany? 2. Investigate how the world press responded to Hitler’s appointment as chancellor, the Reichstag fire and the Enabling Act. 3. With reference to five specific policies or events, explain how the Nazis marginalised or eliminated resistance in 1933 and 1934. 4. Explain the structure and organisation of the Nazi government. Where did real power reside in the Nazi state: with Hitler, with other leaders or elsewhere? 5. How did the Nazis attempt to resolve Germany’s economic woes? Who were the key players in Nazi economic policy? 6. Discuss the relationship between Hitler, the NSDAP and the Reichswehr or German military between 1933 and 1939. What issues or policies parties agree and disagree about? 7. What were the roles of paramilitary groups the Schutzstaffel (SS) and Sturmabteilung (SA) in the Nazi state? 8. Explain why propaganda was a critical part of the Nazi state. Who was responsible for Nazi propaganda and how did they justify it? 1. Discuss how women were viewed by the Nazi regime and incorporated into Nazi society. How did German women respond to Hitler and his program for them? 2. Why did Hitler and the NSDAP place a high priority on children? Explain how children were embraced and incorporated into the Nazi movement. 3. How did work and workplaces change in Germany in the 1930s? Were German workers better or worse off under a Nazi state? 4. Referring to specific examples, explain how propaganda promoted Nazi ideas about society, family and gender. 5. Discuss how the 1936 Berlin Olympic Games was used by the Nazi regime to reinforce and promote their ideas and values. 6. The German Weimar period (1918-1933) was known for its artistic innovation and modern culture. Discuss how art and culture changed under the Nazi government. 7. Investigate the methods used by Nazi security agencies, particularly the Gestapo and the Sicherheitsdienst (SD). How did these bodies minimise and eliminate resistance and opposition? 8. Discuss how eugenics determined or influenced Nazi social policies during the 1930s. Which people or groups were most affected by eugenics-based policies? 9. It is often claimed that Hitler and the Nazis were atheists. Was this really the case? Explain Nazi attitudes toward both God and organised religion and how these attitudes were reflected in Nazi policy. 10. Anti-Semitism underpinned many Nazi actions and policies during the 1930s. Referring to specific laws and policies, explain how the Nazi regime attempted to extract German Jews from positions of influence.

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Nations comprising the Anglosphere share a common historical narrative in which the Magna Carta, the English and American Bills of Rights, and such Common Law principles as trial by jury, presumption of innocence, "a man's home is his castle", and "a man's word is his bond" are taken for granted. Thus persons or communities who happen to communicate or do business in English are not necessarily part of the Anglosphere, unless their cultural values have also been shaped by those values of the historical English-speaking civilization.The last is especially important. While Bennett essentially calls upon an ideal of "Anglosphere Exceptionalism", he does not restrict the "club", so to speak: all nations could enter, so long as their culture, etc. was compatible with those within the 'sphere. The Anglosphere, as a network civilization without a corresponding political form, has necessarily imprecise boundaries. Geographically, the densest nodes of the Anglosphere are found in the United States and the United Kingdom, while Anglophone regions of Canada, Australia, New Zealand, Ireland, and South Africa are powerful and populous outliers. The educated English-speaking populations of the Caribbean, Oceania, Africa and India constitute the Anglosphere's frontiers. . . The Anglospherist school of thought asserts that the English-speaking nations have not only formed a distinct branch of Western civilization for most of history, they are now becoming a distinct civilization in their own right. Western in origin but no longer entirely Western in composition and nature, this civilization is marked by a particularly strong civil society, which is the source of its long record of successful constitutional government and economic prosperity. The Anglosphere's continuous leadership of the Scientific-Technological Revolution from the seventeenth century to the twenty-first century stems from these characteristics and is thus likely to continue for the foreseeable future. Finally, beginning in World War I and continuing into the post-Cold War world, Anglosphere nations have developed mutual cooperative institutions. The Anglosphere potential is to expand these close collaborations into deeper ties in trade, defense, free movement of peoples, and scientific cooperation, all bound together by our common language, culture, and values. Anglosphere theorists promote more and stronger cooperative institutions, not to build some English-speaking superstate on the model of the European Union, or to annex Britain, Canada, or Australia to the United States, but rather to protect the English-speaking nations' common values from external threats and internal fantasies. Thus, Anglospherists call on. . . America to downgrade its hemispherist ambitions, on Britain to rethink its Europeanist illusions, and on Australia to reject its "Asian identity" fallacy. Far from a centralizing federation, the best form of association is what I call a "network commonwealth": a linked series of cooperative institutions, evolved from existing structures like trade agreements, defense alliances, and cooperative programs. Rather than despising the variable geometry principle, it would embrace it, forming coalitions of the willing to respond to emerging situations. Anglosphere institutions would be open and nonexclusive; Britain, America, Canada, Australia, and others would be free to maintain other regional ties as they saw fit. Anglospherism is assuredly not the racialist Anglo-Saxonism dating from the era around 1900, nor the sentimental attachment of the Anglo-American Special Relationship of the decades before and after World War II. Any consideration of the Anglosphere concept should indeed include examination of previous attempts to create institutional frameworks for the English-speaking world. However, any comparison of the ideas and times of such Anglo-Saxonists as Sir Alfred Milner, George E.G. Catlin, Cecil Rhodes and Theodore Roosevelt to those of contemporary Anglospherists must also take into account the considerable increase in understanding of the world that has come to pass over those years. Contemporary Anglospherist thought bears roughly the same relation to past Anglo-Saxonism as current evolutionary thought bears to the simplistic Darwinism of Milner's contemporaries. Bennett has expanded the topic into a book, The Anglosphere Challenge: Why the English-Speaking Nations Will Lead the Way in the Twenty-First Century, which Keith Windshcuttle has reviewed. In his review, Windschuttle takes issue with portions of Bennett's thesis and makes an important qualification to Bennett's "Anglosphere Exceptionalism." Bennett is also wrong to suggest that the notion of “the West” is obsolete. The West was not simply an artifice created in 1946 to counter the USSR. Far from being an imagined community, Western civilization is an ancient historical reality that still exerts a profound cultural influence. While Bennett is right to stress Britain’s tradition of political freedom, he downplays what the heirs of Western civilization have in common. The very way Westerners think about the human condition — through the intellectual disciplines of philosophy and history — derives from ancient Greece. All of modern European culture, including that of the Anglos, is utterly dependent on the Greco-Roman cultural inheritance.Nonetheless, I think Bennett is on to something. Bennett is correct to assert that recent history (the last 200 years or so) has seen the Anglosphere better realize the traditional ideals of "the West," but Windschuttle is correct in his corollary that allows that those other nations (France, Germany)--who also evolved from Greco-Roman culture but have drifted--to "find their way back." This suggests that the prevailing differences between continental Europe and the Anglosphere are unlikely to be so deep as to be immutable. In fact, it is most probable that the bureaucratic centralism to which Europe is now committed will not be permanent. Rather than fulfill the current predictions of their economic and demographic demise, at least some of the nations of Europe are likely to wake up and stage the kind of free-market economic turnaround enjoyed by Britain and the U.S. in the 1980s.

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- Size: 12′ x 18′ - Scale: HO - Minimum Mainline Radius: 24″ - Minimum Aisle Width: 27″ - Designed by Dan Bourque The Western Allegheny Railroad was incorporated in 1902 to serve the coal fields of Butler and Allegheny Counties in western Pennsylvania. The WA was originally operated by the B&LE until 1908 when the WA gained its independence. It was purchased by the Pennsy in 1926 as part of a plan for a new mainline to bypass Pittsburgh, but these plans fell victim to the Great Depression. Because it had no direct connection with the Pennsy, it was operated as an independent branch and interchanged its coal and limestone traffic to the B&LE at Queen Jct, PA. In 1957, the limestone quarry ceased operations, and over the next decade, coal traffic fell as well, and the PRR sold the line to the B&LE in 1967. Traffic picked up with the coal boom of the 1970s, but the WA maintained its independent charachter (it was considered the Western Allegheny Division of the B&LE) and became known for its almost exclusive use of aging B&LE F-units as power on the branch until 1992. It was also unique in having the only tunnel on the modern-day B&LE. The branch was abandoned in the mid ’90s. This layout is designed to capture the key elements and operational essence of the WA as a B&LE branch during the coal boom of the ’70s, but it can easily be modified to reflect the feel and operations of the Pennsy era. Because the WA used 4-axle motive power almost exclusively, a 24″ radius can be used to squeeze more into a modest-sized room. The WA of this era was 19 miles long, so the layout focuses on key scenic and operational vignettes to capture the feel of the line in a compressed manner. The use of a split-level design with a helix connecting the three half-decks gives the feel of separation between the scenes. I did not have track charts when designing this layout, so the track arrangement is based on topo maps and limited photographs. It is possible some of the loaders and tracks are in the wrong orientation, but I believe the plan still captures the feel of the line. The three modeled areas include Queen Jct., Hooker and Kaylor. Queen Jct. was where the WA interchanged with the B&LE, and was the western end of the railroad after 1939. Queen Jct. (lower deck) consists of two small yards. The empty yard sat alongside the double-track B&LE main and was where B&LE freights dropped empty hoppers for the branch. The load yard was on a tight curve at the beginning of the WA and was where the WA crews left loaded hoppers to be picked up by mainline trains. Hooker (middle deck) was about 1/3 of the way up the branch and was home to two loaders with the longest viaduct on the line just to the east. Kaylor (upper deck) was home to a small engine servicing facility and was the beginning and ending point for the mine crews that worked the line. Just to the west of Kaylor was Blacksburg, home to a couple small loaders and the line’s tunnel. To the east of Kaylor was the end of the line and a handful of small loaders. The line had a summit about midway, so loads from Kaylor had to be hauled upgrade before coasting downgrade through Hooker and on to Queen Jct., and the track plan basically reflects this grade. The B&LE main to the north of Queen Jct. is represented by a 3-track visible staging yard. An overpass has been conveniently relocated to mark the transition from the modeled area to staging. Likewise, an overpass on the WA has been moved closer to Queen Jct. to provide a convenient transition through the backdrop to the helix. A 2.5-turn helix gets trains up to the middle deck of Hooker. Rather than use the helix again, trains transitioning between the middle and upper deck climb along the wall behind a low backdrop–it is recommended the sky backdrop be placed behind this climb while a lower backdrop of hills be placed in front for easy access. Because this layout would host multiple trains, DCC is a must. A mid-range DCC system capable of easily MUing during operations and providing sufficient power for 4-6 locomotives simultaneously is recommended. Walk around throttles are a must. Operations on this layout in the B&LE era are more complex than they might first appear. The star of the show is the WA Mine Crew. This train would pick up its engines in Kaylor (the WA rarely ran cabooses) and move railroad north to pull loads from all the loaders east of Kaylor before working back railroad south toward Queen Jct., pulling loads from Blacksburg and Hooker along the way. At Queen Jct., the WA Mine Crew would drop its loads in the small load yard adjacent to the WA main track before picking up a new set of empties from the small yard alongside the B&LE main. The return trip would be the reverse of the first trip with the mine crew dropping empties at the tipples up the branch before tying up the power at Kaylor. Another job would be the B&LE main crews who would leave Greenville staging (crews were based in Greenville, but the hoppers were probably picked up somewhere else along the way–hoppers from the south would be handled out of Butler, but this line is not modeled) and swap their empties for the WA loads at Queen Jct. before returning to staging. The pace of operations could be easily (and prototypically) adjusted to provide anything from about 1 hour for a single operator to probably 3 hours for two operators. A ’60s era scheme would have most of the loaders idled, and traffic could be handled with a single PRR GP7 or B&LE SW8–staging empties at Queen Jct. instead of running a B&LE mainline train would make for a shorter session. A medium operations scheme for the ’70s would have 2-3 B&LE F units working most of the loaders and one B&LE mainline train swapping hoppers at Queen Jct. A more complex operation for two operators would model the B&LE practice of using F units at both ends of the train. This not only helped get loads from Kaylor past the summit (2.5% grade near the tunnel), but the B&LE crews would often split up and work multiple tipples simultaneously. The challenge here would be navigating the hidden trackage with two operators–this is where being able to MU and split consists on-the-fly using DCC might come in handy. At its most complex, the mine crew would have enough traffic to justify two round trips in one day (prototypical) with a corresponding need for more B&LE mainline trains to swap out the hoppers. Things I Like About this Plan: - Lots of running in a small space - Lots of neat operation - Self-contained branch including engine facilities - Enables prototypical operations - Wide variety of operations - Captures scenic features as well as tipples - Staging is easily accessible Things I Don’t Like About this Plan: - Small minimum radius (24″) - Lots of hidden track - Narrower aisles than other plans - Scenes pretty compressed

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Discussion 4: Relate how your views and your original definition of educational technology have changed or not changed from the beginning of this course. In my first discussion for Ed Tech 504 I stated that: Educational technology is the study and/or practice of the use of technology to facilitate learning. Educational technology can refer to the use of various techniques to reach students such as “application of senses, memory, and cognition” (Garrison & Anderson, 2003). These techniques may be administered through a variety of mediums. Educators study the theory behind educational technology in order to “ethic[ally]” apply these teaching techniques and achieve effective results in the classroom (Garrison & Anderson, 2003). Through my research in this class I have greatly expanded my definition of education technology. In the modern classroom, technology has become both a requirement and an important instructional tool. Educational technologies are the tools used to enhance understanding and comprehension of a subject matter. I focused much of my research on constructivism, since it is the methodology that most closely reflects my teaching style. Technology can be the bridge that connects constructivism principles and the modern online student. The constructivist principle that “all knowledge is personal and idiosyncratic” can be achieved with the appropriate structure. Modern online curriculum have the ability to individualize instruction and respond to diversity of learning cultures and motivations. Student-centered learning environments are critical for both constructivism and technology and marrying the two. They allow for the implication and implementation of technology. In an article by Hannafin and Land they assert that “Student-centered learning environments represent significant potential for optimizing the capabilities of both technology and learners” (Hannafin, Land 1997 p.172). To completely represent or define education technology we need to address and analyze our, as educators, approaches to education. In a traditional classroom where the teacher lectures, the ability to fully utilize technology is limited, often to what the students do on their own. But in a student-centered environment, especially an online environment, the opportunities to utilize technology are optimized, if not maximized. As a math teacher, I appreciate quantifying a definition. Originally I referenced an article by Djordje Kadijevich and the ISTE (International Educational Technology Standards for Teachers and Students) there are 23 standards for teachers, divided into six broad categories. The teaching standards are: technology operations and concepts; planning and designing learning environments and experiences; teaching, learning, and curriculum; assessment and evaluation; productivity and professional practice; and social, ethical, legal, and human issues. The standards for students must also be linked to any definition of Educational Technology, these standards have 14 indicators, which are organized into the following six categories: basic operations and concepts; social, ethical, and human issues; technology productivity tools; technology communications tools; technology research tools; and technology problem-solving and decision-making tools( Kadijevich, 2005). Through my extensive research I found these standards too broad to be helpful. What I discovered is that educational technology cannot truly be quantified. Instead, it is better to focus on how to implement technology. Technology is more than the internet and computers. I see now that any definition needs to be fluid. Luppincini stated that the “… goal oriented problem-solving systems approach utilizing tools, techniques, theories, and methods from multiple knowledge domains …” (Luppicini, 2005 p. 107). Instead of quantifying the definition of educational technology, it would be better to align methodology with guiding principles. In order to implement education technology the methodology must be student-centered. Student-centered learning environments allow for the implication and implementation of technology. By adapting and interacting multiple pedagogical models and technology educators can facilitate and optimize learning in the modern era. When used properly, technology can offer a multitude of options for higher-level thinking, creative problem solving, and meaningful learning. D. Randy Garrison and Terry Anderson (2003). E-Learning in the 21st Century: A Framework for Research and Practice E-Learning in the 21st Century: A Framework for Research and Practice. New York, NY: Routledge. Hannafin, M., Land, S.M. The Foundations and Assumptions of Technology-Enhanced Student-Centered Learning Environments, 1997 Kluwer Academic Publishers. Printed in the Netherlands. retrieved from Boise State Library http://download.springer.com/static/pdf/65/art%253A10.1023%252FA%253A1002997414652.pdf?auth66=1361161836_5b151fbc086ad72c0f13a768aee54498&ext=.pdf Kadijevich, D. (2006). Achieving educational technology standards: the relationship between student teacher’s interest and institutional support offered. Journal of Computer Assisted Learning, 22(6), 437-443. Retrieved from http://www.math.uoc.gr/~ictm2/Proceedings/pap196.pdf Luppicini, R. (2005). A systems definition of educational technology in society. Educational Technology & Society, 8 (3), 103-106. Retrieved from http://www.ifets.info/journals/8_3/10.pdf

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The latest news from academia, regulators research labs and other things of interest Posted: Jun 27, 2014 Nanopore technique rapidly decodes long DNA strands (Nanowerk News) A low-cost technology may make it possible to read long sequences of DNA far more quickly than current techniques. The research advances a technology, called nanopore DNA sequencing. If perfected it could someday be used to create handheld devices capable of quickly identifying DNA sequences from tissue samples and the environment, the University of Washington researchers who developed and tested the approach said. “One reason why people are so excited about nanopore DNA sequencing is that the technology could possibly be used to create ‘tricorder’-like devices for detecting pathogens or diagnosing genetic disorders rapidly and on-the-spot,” said Andrew Laszlo, lead author and a graduate student in the laboratory of Jen Gundlach, a UW professor of physics who led the project. Illustration of a nanopore derived from a genetically modified bacterial membrane channel being used to sequence DNA. Most of the current gene sequencing technologies require working with short snippets of DNA, typically 50 to 100 nucleotides long. These must be processed by large sequencers in a laboratory. The cumbersome process can take days to weeks to complete. Nanopore technology takes advantage of the small, tunnel-like structures found in bacterial membranes. In nature, such pores allow bacteria to control the flow of nutrients across their membranes. UW researcher used the nanopore Mycobacterium smegmatis porin A (MspA). This bacterial pore has been genetically altered so that the narrowest part of the channel has a diameter of about a nanometer, or 1 billionth of a meter. This is large enough for a single strand of DNA to pass through. The modified nanopore is then inserted into a membrane separating two salt solutions to create a channel connecting the two solutions. To read a sequence of DNA with this system, a small voltage is applied across the membrane to make the ions of the salt solution flow through the nanopore. The ion flow creates a measurable current. If a strand of DNA is added to the solution on one side of the membrane and then enters a pore, the bulky DNA molecules will impede the flow of the much smaller ion and thereby alter the current. How much the current changes depends on which nucleotides — the individual molecules adenine, guanine, cytosine and thymine that make up the DNA chain — are inside the pore. Detecting changes in current can reveal which nucleotides are passing through the nanopore’s channel at any given instant. Since the technique was first proposed in the 1990s, researchers hoped that nanopore DNA sequencing would offer a cheap, fast alternative to current gene sequencing. But their attempts have been frustrated by several challenges. It is difficult to identify each nucleotide one-by-one as they pass through the nanopore. Instead, researchers have to work with changes in current associated with four nucleotides at a time. In addition, some nucleotides may be missed or read more than once. Consequently, current nanopore sequencing technology yields an imprecise readout of a DNA sequence. The UW researchers describe how they bypassed these problems. The researchers first identified the electronic signatures of all the nucleotide combinations possible with the four nucleotides that make up DNA — a total of 256 combinations in all (4 x 4 x 4 x 4). They then created computer algorithms to match the current changes generated when a segment of DNA passes through the pore with current changes expected from DNA sequences of known genes and genomes stored in a computer database. A match would show that the sequence of the DNA passing through the pore was identical or close to the DNA sequence stored in the database. The whole process would take minutes to a few hours, instead of weeks. To test this approach, the researchers used their nanopore system to read the sequence of bacteriophage Phi X 174, a virus that infects bacteria and that is commonly used to evaluate new genome sequencing technologies. They found that the approach reliably read the bacteriophage’s DNA sequences and could read sequences as long as 4,500 nucleotides. “This is the first time anyone has shown that nanopores can be used to generate interpretable signatures corresponding to very long DNA sequences from real-world genomes,” said co-author Jay Shendure, a UW associate professor of genome sciences whose lab develops applications of genome sequencing technologies. “It’s a major step forward.” Because the technique relies on matching readings to databases of previously sequenced genes and genomes, it cannot yet be used to sequence a newly discovered gene or genome, the researchers said, but with some refinements, they added, it should be possible to improve performance in this area. To accelerate research on this new technology, the scientists are making their methods, data and computer algorithms fully available to all. “Despite the remaining hurdles, our demonstration that a low-cost device can reliably read the sequences of naturally occurring DNA and can interpret DNA segments as long as 4,500 nucleotides in length represents a major advance in nanopore DNA sequencing,” Gundlach said.

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“To date,” writes Norbert Elias in his Essay on Time, “enquiries into the sociology of time are almost non-existent” (38). This deficit, he suggests, is due to a dichotomy of the natural and human worlds, a dichotomy reflected in academic specializations (71). He blames the “conventional tendency to explore ‘nature’ and ‘society’ and, therefore, the physical and sociological problems of ‘time’ as if they were completely independent of each other” (38). Natural and human sciences have different languages, methods, goals, “as if it were an eternal divide in the world itself” (72-3). In fact, this doesn’t match reality, and dichotomies like this “effectively block” enquires into time (73). Social scientists leave time to the physicists or risk venturing into metaphysics. (The situation isn’t as dire today as when Elias wrote his essay. Perhaps it wasn’t all that dire in his own day. Barbara Adam has devoted several books to the sociology of time; see posts here, here, and here. Anthony Giddens has examined modernity’s time; see here.) Elias proposes to overcome the dichotomy of natural and social time. He begins this effort by distinguishing time and timing. The noun “time” seduces us into thinking of time as an object, almost a mode of space. Elias is interested in timing, the coordination of actions and people. What we experience as time has to do with timing. And timing is the human activity of sychronization, dependent on human action. Measurement of time requires three things: people, and at least two continua of change. Time is measured when one continua of change is used as a frame of reference for another continuum. Time is a “conceptual symbol of gradually advancing synthesis, a setting-up of fairly complex relationship between continua of changes of various kinds” (40). Timing involves fixing positions in one sequence by reference to another sequence. The sequences can involve any level of human experience – physical, biological, social, personal, mechanical. Though used by natural scientists, time measurement is an entirely social and human construction. Time in this sense has a coordinating and integrating function. It helps us weave our lives together, so that we intersect at the same places at the same time, so that social events can take place. When we emphasize timing “the sharp conceptual distinction between ‘nature’ and ‘history'” becomes “untenable.” We come to realize that this dichotomy is itself “epoch-specific” (61). These socially constructed periods of time become habitual and we come to see them as natural, as built into the cosmos: “One does not see clearly that a year has a social function and a social reality related to, but distant from, a natural reality; one is apt to perceive it simply as something established by nature” (46). The year comes about because people coordinate the continua of the earth’s revolution around the sun with a continua of events marked by a calendar. Timing depends on an abstraction from different sequences of action. How can a sequence of events in the sky be used to mark events that take place on earth? How can watch, a continuous mechanical sequence, be used to measure another continuous sequence? What do they have in common? He answers, “the very fact that they are continuously changing in a fairly regular sequential order.” This is the “concept of time”: “properties which sequences of continuous changes have in common, regardless of their differences in kind” (60). Time is thus “a frame of reference used by people of a particular group, and finally by humankind, to set up milestones recognized by the group within a continuous sequence of changes, or to compare one phase in such a sequence with phases in another, and in a variety of other ways” (60).Along the way, Elias tackles the Augustinian paradox of the present. The present time is all that we have, and yet the present moment passes before we can grab it. It’s past as soon as we think “present.” Elias thinks that this mistakes the relationship of the present to the past and future. Past, present, and future aren’t distinct entities but aspects of one complex concept (63). The concept of the present is impossible without concept of past. To speak of a “present” requires that a group can “distinguish as the present what they are doing here and now, what they are directly experiencing and feeling, both from what is over and subsists only in memory, and from what they may possibly do, experience or suffer, that is, from the past and the future” (64). Past, present, and future, he argues, aren’t natural phenomenon. They exist in nature only “by virtue of an anthropomorphic identification – that is, figuratively, as when we speaks of the future of the sun.” Nature is “a continuous sequence of changes in the configurations of energy-matter.” Outside the experiential relationship to human beings, “the division of ‘natural’ continua of changes into past, present and future is meaningless” (66). But it’s precisely here that Elias’s effort to overcome the dichotomy of natural and human sciences, natural and human time, breaks down. Events, he argues, “take on the character of the present in conjunction with the experience of a past and a future. In the flow of events there are no segments of this kind. What is past merges seamlessly with the present, as the present does with the future.” Only “in human experience” is the division of past, present, future sensible (67). But what is this seamless flow of events? It appears to be the continuous time of the natural world, which persists in, with, and under the human measuring, ordering, and synchronizing of time. And that appears to be very close to the dichotomy Elias intended to abandon. That the dichotomy remains in place is evident in his evolutionary account of the emergence of human time as a “fifth dimension of the universe.” The arrival of human beings means “universe takes on, in addition to the four dimensions of space and time, a fifth dimension of consciousness, experience, or however one may express it” (67). Here is Elias’s story of time: Late-emerging humans “succeeded in replacing the comparatively irregular movements of sun, moon and other stars as a measure of dating, a means of synchronization, by an increasingly close and regular mesh of human-made timing devices; and then, as will be seen, they themselves became so attuned to the synchronization of their behaviour with clocks and calendars that they have come to experience their consciousness of time as a mysterious component of their own nature, or perhaps reified time as a gift of the gods” (69). But that story depends on the late arrival of human beings, not to mention the absence of God. Suppose, hypothetically, that there was a God who created the world in a week, and created an original man and woman on the sixth day, and informed them of the process of creation. Suppose this God set aside the seventh day, and marked it as a sacred day for human beings as well. If this happened, there would be no “flow of events” prior to segmentation into parts; the week came to the first human beings pre-segmented. No aeons of time preceded the human effort to take dominion of time by timing, by synchronizing sequence A and sequence B. The dichotomy of natural and human time can be healed only when we recognize humans as part of nature, and confess also that nature exists to be humanized.

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(Phys.org) -- A female moth sitting on a goal post could attract a male moth on the other end of a football field. And even if she switched her scent over time, the male could still find her because of a mutation to a single gene in his antenna. A team of researchers led by Montana State University entomologist Kevin Wanner identified that gene after seeing how it adapted to even the slightest change in the chemicals female moths emit to attract males. The scientists explained their findings in the Aug. 13 online edition of the Proceedings of the National Academy of Sciences (PNAS). Understanding the genetics behind moth communication could lead to natural ways to control pests, said Wanner, who has dual assignments in the Department of Plant Sciences and Plant Pathology and MSU Extension. Scientists could someday design new scents that would make it impossible for male moths to find females of the same species. The European corn borer alone is one of the most damaging insect pests of corn throughout the United States and Canada. The losses it causes and the cost to control it is estimated at more than $1 billion each year. In the meantime, the discovery that involved hundreds of moths, an MSU-University of Montana collaboration, and a vital piece of equipment adds to the basic understanding of insect genetics, Wanner said. One area of interest focuses on the genetic barriers that keep moths from mating outside their own species. Scientists have studied communication between male and female moths and butterflies for more than a century. They found the first sex pheromones in moths 50 years ago. But they still know little about the molecular mechanics that make communication so specific to a species, Wanner said. In some cases, different moth species are so much alike that scientists can only tell them apart by their different pheromones. Pheromones are the blends of chemical odors that females emit to attract males of the same species for mating. If the ratio or chemicals themselves change during the evolution of a new species, the male needs to adapt or he won't be able to find the female. How male moths adapt to pheromone changes in females has been a long-standing question. Female moths release just nanograms - a billionth of a gram -- of pheromone from a gland at the tip of their abdomen, Wanner said. He added that this amount is far too small for humans to smell, but male moths within 300 feet of the females can detect it with the sensory cells on their antennae. The journey that led to the PNAS paper began in 2008 when Wanner came to MSU. It continued in 2009 when Jean Allen became a master's degree student in Wanner's laboratory. Allen - who earned her undergraduate degree from New Mexico State University - received her master's degree in December 2010 and is now a research associate in Wanner's lab. She started her thesis work by obtaining live corn borer moths raised in colonies at Cornell University in New York, from collaborator and coauthor Charles Linn Jr., Allen said. She extracted RNA, genetic material from the male moths' antennae, to find the receptor genes that detect the female pheromone. She identified the probable receptor of interest. Wanner then turned to Greg Leary and Michael Kavanaugh in the Center for Structural and Functional Neuroscience at the University of Montana. Since Wanner didn't have an instrument to analyze male moth receptors to see how they responded to a parade of different pheromones, the two tested the receptors with their equipment. They also made a series of mutations that were later confirmed by Allen. After Wanner was able to buy an Opus Xpress instrument, Leary helped trained Allen how to use it. After analyzing several receptors and 47 possibilities for amino acid mutations, the collaborators finally found the one that clearly provided an adaptation to the changing pheromone structure. It was a eureka moment, according to Allen and Wanner. "It was a lot of work," Wanner added. "We had no rational way to know which one it was." He noted that the Opus Xpress instrument was critical for their discovery. Commonly used in pharmacology and medical research to study how different drugs interact with their target receptor, the instrument in this case allowed the researchers to study, in the lab, how the pheromone receptors in the male moth responded to different pheromone chemicals. "Without this instrument, we would not have been able to identify the critical receptor and identify the specific mutation in that receptor that allowed it to adapt to a new pheromone structure," Wanner said. Leary is lead author on the PNAS paper. Co-authors in addition to Allen, Wanner, Kavanaugh and Linn are Peggy Bunger, a research associate in Wanner's lab, Jena Luginbill at UM,and Irene Macallister from the U.S. Army Engineer Research and Development Center in Champaign, Ill. PNAS is the official journal of the U.S. National Academy of Sciences. Published weekly in print and daily online, it is a multidisciplinary journal that spans the biological, physical and social sciences. Explore further: Gene studies lead to kissing cousins

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Difference Between Aunty and Auntie: The principle difference between the phrases Aunty and Auntie are two, the primary one is that Aunty is extra steadily utilized in British English whereas Auntie is extra steadily utilized in American English. The one other one is that Aunty is generally utilized in a extra formal tone whereas Auntie is taken into account a much less formal phrase. Aunty and Auntie Comparison: |Foundation of Distinction||Aunty |Definition||A relative that has not less than 25% of genetic relationship with the particular person.||A genetic connection that’s fairly near the one who can name them their relative.| |Connection||Aunty is taken into account the informal time period for Aunt.||Auntie is taken into account the informal time period for Aunty.| |Utilization||Principally utilized in British English||Principally utilized in American English| |Origin||Within the early 18th century||In 1970’s| Who is Aunty? The time period Aunty may be outlined in two different methods, the primary one being that an aunty is the sister of both your father or mom, it can be referred to as to somebody who’s the spouse of your uncle. The second definition can be that which isn’t associated to anybody. In additional technical phrases it may be outlined as a relative that has not less than 25% of genetic relationship with the particular person they’re a relative with. It must be famous that most people use the identical phrase for his or her grandparent that are then referred to as grand-aunt. The etymology of this phrase provides an attention-grabbing learn as it’s derived from the world ante which is a French phrase, this phrase itself was originated from Latin language phrase amita which implies like a mom. This reveals that the phrase is carefully associated to the household however within the English language, the phrase has considerably modified to a proper approach of calling your relative which isn’t that shut. It’s extra used as properly, particularly in British English. One of the best instance of this phrase can be “I’ve come to drop this letter to your son, Aunty” this gives the look that the particular person is thought to the opposite correctly. The phrase itself has been present for a very long time and has roots properly within the 18th centuries when it was correctly launched within the English language from French. Who is Auntie? It may well then be outlined because the grownup feminine buddy or an unknown one that is in some kind of reference to a younger one. This time period can also be related to ladies who prefer to gossip rather a lot or those who like to speak greater than others in a each day routine. However most necessary factor maybe to learn about it’s that this phrase belongs to the American English and due to this fact may be referred to as a synonym of Aunty within the American language. It may well, due to this fact, be mentioned that this time period can be utilized for somebody you’re keen on or somebody you would not have any kind of affection with, however that may differ in the best way the phrases is uttered. There are various methods of describing the phrase, it’s the much less formal time period and is often related to individuals who do have some kind of emotional resemblance. It additionally has been related to children who prefer to name elders with a different identify and due to this fact it transformed from aunty to auntie although there aren’t any correct proofs for it. For many language functions Auntie is taken into account the casual time period for Aunt and has been utilized in most books which aren’t that carefully related to literature. This phrase is taken into account extra formal and principally used this manner in Language. The time period may be defined in a number of methods with the assistance of examples reminiscent of “Whats up Auntie, appears to be like like you’ve got cooked one thing scrumptious for dinner tonight” It gives the look that the particular person is being stalked by somebody who is aware of them and has some kind of reference to them. Also Read: Difference Between HMO and PPO Key Differences Between Aunty and Auntie: - The phrase Aunty has been used for properly over two centuries whereas the world Auntie has been just lately launched as late as 1970’s. - The time period Aunty is generally utilized in British English whereas the time period Auntie is generally utilized in American English. - In additional technical phrases the phrase Auntie is used for somebody with whom you’ve got a blood relation whereas the time period Aunty is used for somebody who isn’t genetically associated to the opposite particular person. - One of the best instance of Aunty can be “I’ve come to drop this letter to your son, Aunty” whereas the very best instance of the world Auntie can be “Whats up Auntie, appears to be like like you’ve got cooked one thing scrumptious for dinner tonight.” - The phrase Aunty is taken into account the informal time period for Aunt whereas the world Auntie is taken into account the informal time period for Aunty.

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The Dr. Super Sleep Series is written in collaboration with KinderCare. KinderCare believes that early childhood education creates brighter futures. They are the largest provider of early childhood education in the nation and they are passionate about creating a world of learning, joy and adventure for more than 169,000 children every day. For more parenting resources, crafts, learning activities and family fun, visit their blog. It’s the wee hours of the morning and your child is standing at your bedside, tugging at your arm, wide awake and scared: She’s had a nightmare. While witnessing it can tug at your heartstrings, know that it’s also quite typical for children. “Dreams, even disturbing ones, are a part of normal development,” says Dr. Elizabeth Super, a pediatrician and children’s sleep specialist with the Pediatric Sleep Medicine program here at OHSU Doernbecher Children’s Hospital. “Nighttime fears are very common between ages 3 and 6 and often appear as children develop the ability to imagine.” It’s not unusual for little ones to have one or two nightmares per week. The reason may be that children spend more time in REM sleep than adults (25 percent of a total night’s sleep versus 10-15 percent), the stage of sleep when nightmares (and all other dreams) occur. REM is an active sleep state during which our brainwaves are somewhat similar to a waking state. These REM periods get longer as the night progresses, which might explain why 2 a.m. seems to be the witching hour. Have a freaked-out 5-year-old on your hands every few nights? Check out Dr. Super’s sensitive approach: Offer brief comfort. With most children who are developing typically, simple reassurance will likely be enough. If your child wakes up in the middle of the night, help her settle back down with a hug, a glass of water and kind words, and then lead her back to bed. Give the fear a name. Younger children can have a difficult time describing what scared them, so asking your preschooler to explain the nightmare probably won’t help get him settled. Instead, provide reassuring words that describe and help him understand the scary experience: You’re safe; It was a bad dream. It wasn’t real; It was pretend. With time he will be able to use these words to calm himself. Talk about it in the morning. Some children are able to describe bad dreams in the morning. The light of day is a great time to talk, especially if you suspect that the cause for her nightmare might be something in her waking life: scary movies, TV or books; a big transition, like starting a new school year; or a trauma, such as losing a pet. Ask her about what is bothering her – a simple discussion may help alleviate bad dreams. Dream and discard. If your child is still rattled by his dream in the morning, invite him to draw it. Did the monster eat his dog? Help your child imagine another ending to the dream (the barking dog scares the monster away!) and draw it together. Discard the drawing and with it, hopefully, the nightmare. Unlike a nightmare, which wakes a child and leaves her feeling fearful, night terrors happen while children continue to sleep. Children may even scream, cry out or become agitated without waking, and may not remember the incident in the morning. Night terrors are a type of parasomnia, like sleep walking or talking. Unlike dreams, night terrors occur in deep sleep, during a stage called N3 – it’s the type of sleep where you can transfer your child from car seat to crib and she never stirs. Kids spend more time in N3 sleep than adults do, which may make them more likely to have night terrors. Longer stretches of N3 sleep typically happen in the first half of the night, which makes night terrors more likely at 11:30 p.m. “If it offers a little comfort, know that night terrors are often scarier for the parents than they are for the child,” says Dr. Super. Here’s how to handle them: Make sure your child is safe. A sharp cry in the middle of the night will send any parent racing into their child’s room. First things first, check that your sweetie is safely tucked in bed. Decide if it’s a night terror. He may be breathing quickly, tossing and turning, or have a racing heartbeat. If he only briefly rouses and then quickly goes back to sleep, or never seems to wake up at all, then he could be having a night terror. Minimal interaction. Because your child is still asleep, the simple reassurance that helps for nightmares can actually do more to agitate her. That said, you may want to wait out the episode by her side to reassure yourself that all is fine. Review her sleep routine. Night terrors are more common if kids aren’t getting enough sleep, or if they’ve had a shift in their sleep schedule. If you suspect the latter, work on getting your child back to his normal routine, with an emphasis on plenty of quality sleep. Speak to your doctor. If nighttime fears are starting to affect your child’s ability to fall asleep in the first place (he’s too scared of bad dreams to get into bed), if the terrors are persistent, or if you as a parent don’t feel that you are dealing adequately with the problem, speak to your child’s pediatrician. Remember that this too will pass! This is a developmental stage that most children will grow through with your support and simple reassurance. Other posts in the Dr. Super sleep series: What is your baby’s ‘sleep temperament?’ Six strategies to improve your baby’s sleep skills Monsters under the bed: Banishing bedtime fears The real scoop on teething and sleep

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Kids & Social Media! by Elisa All Schmitz 30Seconds Social media has transformed the way people interact with each other, but it can pose some challenges for kids. Most social media sites have age limits for use, from 13 for Facebook and Twitter to 18 for Google+, but with little reinforcement, younger kids can and do bypass them (sometimes with their parents’ help) to set up their own account. Sites designed for 6- to 13-year-olds – like Togetherville and Disney’s Club Penguin – provide a social media experience with a little more supervision. Parents must give permission for kids’ accounts on these sites, which have other safety features like parental control of online friends and moderated comments. Texting, email and instant messaging are other forms of social media. Kids use computers at home or school for social media, but cell phones also play a major role in their online social interaction. Here are some tips on kids and social media, brought to you by our friends at U.S. Cellular. Through social media, kids can strengthen communication skills, learn, be creative and find support from peers with common interests. They also strengthen their technical skills, which isn’t just an advantage but a necessity for this generation. Kids with special needs can benefit from social media, as it provides a way to practice social skills and communication without the pressure of face-to-face interaction. Social media can help kids develop their sense of self and learn empathy as they navigate sites and begin to see what they like and don’t like and how others react to situations around them. But with the freedom of online expression comes the risk of finding themselves in a potentially harmful situation. Aside from the fact that social media can be addictive – taking time away from homework, face-to-face interaction, even sleep – a lack of social and emotional development can lead children into some bad situations. Kids are still learning tone of voice and other social cues, which can be hard to convey and interpret accurately in texts and posts. Their judgment isn’t always sound either, which can lead to poor decisions. Children who reveal personal information like address and phone number on social media sites are targets for sexual predators and scammers looking to hack their parents’ accounts by using the info to crack passwords. Sexting – texting sexually explicit or suggestive messages and pictures – worries some parents, but according to a recent Associated Press survey, only about 1 percent of kids 10 to 17 have actually sent any sexually explicit pictures. One of the biggest concerns is cyber-bullying, which ranges from flaming (online fights using angry or vulgar language) to daily harassment. Bullies text or post gossip or images meant to damage someone’s reputation. They may use another child’s log-in information to pose as that child, posting things that will embarrass her or get her in trouble. They also use social media to exclude, getting peers to snub kids online and in real life. Small incidences that occur in real life can morph into full-blown confrontations online, often aided by the misguided sense of anonymity or detachment kids have when posting or texting. In its extreme, cyber-bullying can even lead to threats of physical harm or suicide. Handling Negative Situations Experts say peer pressure often is a factor in inappropriate social media use with kids. They suggest collecting cell phones at tween and teen get-togethers as a preventive measure, but online risks may not be so easy to avoid, especially on weekends and after school, when kids have more time for unsupervised online access. If your child encounters negative online behavior, don’t ignore it but address the issue right away. Children may be reluctant to talk to you, but signs of trouble include your child not wanting to go to school, hiding his online activities or acting agitated after being online. Save all evidence of inappropriate communications, and tell your child not to retaliate or respond with anger. Set your child’s profile or cell number to block incoming messages from bullies or predators. Contact the bully’s parents if cyber-bullying is the issue, and if you think your child may be in physical danger, call the police. Schools may or may not help with cyber-bullying. School policies on cyber-bullying can be vague, especially for behaviors that occur off school grounds. Schools that do decide to get involved may encounter legal challenges to their authority. Some schools are starting to be more proactive, though, instituting anti-cyber-bullying policies and cyber etiquette education. Setting Limits and Online Etiquette It’s up to parents to decide when their child is ready to participate in social media. In addition to age, things like maturity and responsibility should be factors in this decision, which may mean explaining to your 13-year-old why she can’t have a Facebook profile even if some of her friends do. When you decide your children are ready for social media, make them aware of basic online etiquette. Explain to kids that what they post online is a reflection of themselves and will be out there forever. Teach them to think twice before posting something in anger or of a questionable nature. Limit use of online devices to common rooms of the home, and set time limits (the American Academy of Pediatrics recommends no more than 1 to 2 hours online daily) and nightly curfews for social media. Experts recommend open communication and clear family rules rather than spying on kids with monitoring programs. Talk to your kids daily about their cell phone and online interactions, and keep connected online as well. Make a rule that you and your child become Facebook friends, and check in with their profiles (and their friends’ profiles) often. Get your children’s usernames and passwords and let them know that you will periodically access their social media and cell accounts as a condition of having them. Setting clear rules and limits allows your children to have some independence online without totally giving up your ability to parent.

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“… and in the eyes of the hungry there is a growing wrath. In the souls of the people the grapes of wrath are filling and growing heavy, growing heavy for the vintage.” Welcome to The Classic Circuit’s Steinbeck Tour! (Click on the button to the left to link to other blog posts discussing John Steinbeck’s work.) The book I chose for the tour was the 1939 Steinbeck classic The Grapes of Wrath which chronicles the lives of the Joad family as they are forced out of their home in Oklahoma, travel to California, and try to survive their new circumstances as migrant workers. They head to California with a dream of new land and new chances, but certainly not by choice.The Joads are sharecroppers who have been replaced by more efficient farm machinery because losses from the Depression, drought, crop failure, and foreclosure must be recouped at all costs. When I was a kid, potatoes were the crop of choice in my small town and its surrounding areas. Toward the end of summer, migrant workers would travel up from the south to pick the potatoes. Suddenly, there would be strangers in the grocery store and laundromat. When school started, there would be new faces in our classroom that would be gone again before Halloween. They were a seasonal fixture for many years, but I never really gave these families much thought as a child. While reading The Grapes of Wrath, I began to wonder: where did these people stay while they were here, how much were they paid for their labor, were they made to feel like outcasts, foreigners in their own country? “Okies” like the Joads sure were. The Californian owners purposely brought them to their towns. They passed out handbills back in Oklahoma advertising work knowing that if they could lure hundreds of desperate people to their orchards and fields they could procure the cheapest labor possible. If one man would not work for pennies there would be another hungry man standing behind him, with starving children at camp, who would. They brought them there, but then had the nerve to despise the burden they had created. “They were hungry, and they were fierce. And they had hoped to find a home, and they found only hatred. Okies – the owners hated them because the owners knew they were soft and the Okies strong … and perhaps the owners had heard from their grandfathers how easy it is to steal land from a soft man if you are fierce and hungry and armed. The owners hated them. And in the towns, the storekeepers hated them because they had no money to spend … and the laboring people hated Okies because a hungry man must work, and if he must work he has to work, the wage payer automatically gives him less for his work; and then no one can get more.” California turned out to be a nightmare. The Joads were discouraged, destitute, homeless, hungry, and work was scarce. And yet, where there is a community of survivors, there is hope. There were hundreds, thousands of people in this same situation. Perhaps the formation of unions could be the salvation for these laborers? Even more interesting, what would happen if all the strong matriarchs like Ma Joad were to unite? She was quite a woman! “Keep these two squatting men apart; make them hate, fear suspect each other … the danger is here, for two men are not as lonely and perplexed as one … the two men squatting in the ditch, the little fire … the children listening with their souls to words they do not understand. The night draws down. The baby has a cold. Here, take this blanket. It’s wool. It was my mother’s blanket – take it for the baby … this is the beginning – from I to we.” This novel made me think about many things. There was so much to wrap my head around, but perhaps I was most struck by the notion that despite all our technological advances in the last 70 years, we really haven’t come that far. Big business is still pushing out the little guy. Unemployment is a major issue facing Americans right now. Homes are in foreclosure. The Hoovervillles that the Joad’s encountered in California bear striking resemblance to the tent cities that sprung up in California due to the housing crisis. My one criticism is that the ending was too abrupt. Steinbeck had lured me in. I was invested in this family. Oh Steinbeck, what happens next? You succeeded, the Joads are haunting me. As they should. “I figgered, maybe it’s all men an’ all women we love; maybe that’s the Holy Sperit – the human sperit – the whole shebang. Maybe all men got one big soul ever’body’s a part of.” – Casy, the former preacher “Use ta rip off a prayer an’ all the troubles’d stick to that prayer like flies on fly paper, an’the prayer’d go a-sailin’ off, a-taken them troubles along.” – Casy

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As a young boy, Brandsma did his secondary studies in the town of Megen, at a Franciscan-run minor seminary for boys considering a priestly or religious vocation. Brandsma entered the novitiate of the Carmelite friars in Boxmeer on 17 September 1898, where he took the religious name Titus (in honor of his father) by which he is now known, and professed his first vows in October 1899. Ordained a priest in 1905, Brandsma was knowledgeable in Carmelite mysticism and was awarded a doctorate of philosophy at Rome in 1909. He then taught in various schools in the Netherlands. From 1916 on, he initiated and led a project to translate the works of St. Teresa of Ávila into Dutch. In 1921 Brandsma worked to resolve a controversy concerning Belgian artist Albert Servaes’ depiction of the Stations of the Cross. From this came his series of meditations on each of the 14 stations. One of the founders of the Catholic University of Nijmegen (now Radboud University), Brandsma became a professor of philosophy and the history of mysticism at the school in 1923. He later served as Rector Magnificus. He was noted for his constant availability to everyone, rather than for his scholarly work as a professor. Brandsma also worked as a journalist and was the ecclesiastical adviser to Catholic journalists by 1935. That same year he did a lecture tour of the United States, speaking at various institutions of his Order. Just before this lecture tour, Archbishop De Jong of Utrecht appointed Fr. Titus as spiritual advisor to the staff members of the more than thirty Catholic newspapers in Holland; around the same time, the policies of Adolf Hitler, the new German Chancellor, began to become know in the Netherlands, and were openly criticized by Titus in his teaching and in the press After the invasion of the Netherlands by the Third Reich in May 1940, it was Brandsma’s fight against the spread of Nazi ideology and for educational and press freedom that brought him to the attention of the Nazis. In January 1942 he undertook to deliver by hand a letter from the Conference of Dutch Bishops to the editors of Catholic newspapers in which the bishops ordered them not to print official Nazi documents, as was required under a new law by the German occupiers. He had visited 14 editors before being arrested on the 19th of that month at the Boxmeer monastery. After his arrest in January 1942, Titus was first imprisoned in the Dutch penitentiary in Scheveningen .which had been taken over by the Nazis. In cell #577 of Scheveningen penitentiary, Titus composed a poem on solitude and his experience of the presence of God that became famous in the Netherlands.. …“Never were you, 0 Lord, so near.. .“ This is Titus’ original copy written February 12-13, 1942. On March 20, 1942, Titus and others were brought from prison at Scheveningen to the Dutch concentration camp at Amersfoort. While there, Titus was given this rosary by a fellow prisoner. There are different stories about it, and there seems to have been more than one such rosary. It seems that the maker of this gift to Titus was himself executed later on. His name was Piet (Peter) Holfsloot. After being held prisoner in Scheveningen, Amersfoort, and Cleves, Brandsma was transferred to the Dachau concentration camp, arriving there on 19 June. His health quickly gave way, and he was transferred to the camp hospital. He died on 26 July 1942, from a lethal injection administered by a nurseof the Allgemeine SS, as part of their program of medical experimentation on the prisoners A grave marker at Dachau in the background are the prisoner barracks whereTitus was executed by lethal injection July 26, 1942 and cremated three days later. Below are the death certificates and notification issued after his death. Brandsma is honored as a martyr within the Roman Catholic Church. He was beatified in November 1985 by Pope John Paul II. His feast day is observed within the Carmelite Order on 27 July. In 2005 Brandsma was chosen by the inhabitants of Nijmegen as the greatest citizen to have lived there. A memorial church now stands in the city dedicated to him. Brandsma’s studies on mysticism was the basis for the establishment in 1968 of the Titus Brandsma Institute in Nijmegen, dedicated to the study of spirituality. It is a collaboration between the Dutch Carmelite friars and Radboud University Nijmegen. In his biography of Brandsma, The Man behind the Myth, Dutch journalist Ton Crijnen claims that Brandsma combined some vanity, a short tempered character, extreme energy, political simpleness, true charity, unpretentious piety, thorough decisiveness and great personal courage. His ideas were very much those of his own age and modern as well. He offset contemporary Catholicism’s negative theological opinion about Judaism with a strong disaffection for any kind of Antisemitism in Hitler’s Germany. Brandsma was honoured by the city of Dachau with a street adjoining the former camp, albeit one of the narrowest streets in the town.

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Though Preventable, Cervical Cancer Causes Half Million Cases Per Year By David J. Olson Over 16 years ago, Sally Kwenda survived colon cancer and HIV, and then lost her husband and two children to AIDS-related illnesses. “Just when I thought I was done with the hurt and the pain, I was diagnosed with stage II cervical cancer,” she recalls. “Many of those I have met on this journey have either passed away or are worse off than me. Many of them got their diagnoses when it was too late to change the tide. Yet cancer does not have to be a death sentence. My experience reveals that cancer is curable.” Cervical cancer is the most common cancer among women in Sally’s home country of Kenya as well as in 38 low- and middle-income countries, mainly in sub-Saharan Africa, according to the American Cancer Society (ACS). The reasons for the high rates of cervical cancer in Kenya, according to Deborah Olwal-Modi, executive director of the Kenya Cancer Association, include lack of knowledge and awareness, inadequate facilities for prevention and treatment, economic barriers, and co-morbidity of cervical cancer and HIV/AIDS. For example, almost all women (97 percent) do not know that a virus causes cervical cancer, according to a new study among women in major Kenyan cities. Worldwide, there were an estimated 528,000 new cases and 266,000 deaths from cervical cancer in 2012, with more than 86% of those deaths occurring in less developed countries. Last year in India, it killed almost 70,000 women. And the situation is getting worse: The number of deaths is projected to rise to 443,000 annually by 2030, according to the World Health Organization (WHO). And yet vaccination, early screening and treatment of precancerous lesions can prevent most cases of cervical cancer. In fact, ACS says cervical cancer is one of the most treatable cancers. In the U.S., for example, the cervical cancer death rate has declined by more than 50 percent over the last 30 years. “HPV vaccination given to adolescent girls and inexpensive screening techniques replacing the too expensive, too complicated Pap smear could bring cervical cancer under control within a generation,” said Sally Cowal, senior vice president of global health at ACS. Virtually all cases of cervical cancer are caused by the Human Papillomavirus (HPV) infection through sexual contact, and the optimal time for acquiring infection is shortly after becoming sexually active. That is why the WHO recommends vaccinations for girls aged 9-13 which WHO says is the most cost-effective measure against cervical cancer Yet some parents seem to have a problem taking their young daughters in for a vaccination against HPV to protect them against infections which may seem far in the future and which is transmitted sexually. In the U.S., a 2014 study published by the U.S. Centers for Disease Control and Prevention showed that only 39.7 percent of girls aged 13-17 had received the full three doses of the HPV vaccine, much lower than the 87.6 percent of boys and girls of the same age that received tenanus-diptheria-acellular pertussis vaccinations. In a report launched in conjunction with World Cancer Day on Feb. 4, the WHO said that the early diagnosis of cancer and prompt treatment, especially for breast, cervical and colorectal cancers, would lead to more people surviving the disease and cutting treatment costs. “Not only is the cost of treatment much less in cancer’s early stages, but people can continue to work and support their families if they can access effective treatment in time,” said the report. How much would it cost to implement HPV vaccination in developing countries? Based on a study supported by ACS, Harvard T.H. Chan School of Public Health experts have estimated that approximately 60 million girls in 17 high-burden, low-income countries could be immunized over five years at a cost of approximately $800 million or $13.40 per fully immunized girl. If the U.S. government committed to funding 20% of that, it would equate to about $160 million, or $32 million per year. But current funding is not well aligned with the actual burden of disease in countries where the U.S. governments supports health programs. “While more than a quarter of deaths in priority low- and middle-income countries is from chronic diseases, such as cancer,” says the ACS, “virtually no funding is provided to prevent those deaths.” World Cancer Day was Feb. 4 and the theme was “We can. I can” and explores how everyone can do their part to reduce the global burden of cancer. Certainly Sally Kwenda is playing her part. She is now a Relay for Life “Hero of Hope” (Relay for Life is an annual athletic event to raise funds and awareness for cancer education) with the Kenya Cancer Association and spends her time connecting with other cancer survivors and using the knowledge she has acquired to empower and encourage them. “The best warrior is not the one who always wins the battle but the one who is not afraid to go back to the battlefield. My plea to every single person is: Now is the time to act. It is time to beat this disease. I strongly believe this is possible.” The Lancet has just published a special issue on breast and cervical cancer on Feb. 25, 2017.

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About the author Dr Kairen Cullen is a chartered psychologist who trained as an educational psychologist and achieved a PhD at the Institute of Education, University of London. She has worked independently and in Local Education Authority contexts for over 30 years and has provided applied psychology services to schools and the community in a range of fields including education, health, sport and the media. She was chair of the Division of Educational and Child Psychology, British Psychological Society (BPS) in 2002 and continues to contribute actively to the work of the Society through media and consultation work. She has written for a number of academic and educational publications including the Times Educational Supplement and 5 to 7 and Childcare magazines. Everyone needs to understand children better, and so most people will find the ideas in this book useful. A policy which gives priority to investment in children would give practical recognition to the fact that they are the seed-corn of the future. Their development determines the fabric of tomorrow’s society. You may be wondering: ‘Will this book help me to “psychologize” my child?’ The answer is a definite no. We live in very psychological times. Turn on the television, the internet, the radio, or open a magazine or newspaper, and I guarantee you will read, see or hear something of a psychological nature very quickly. Most people use some amateur psychology, but this is very different to the work of a professional psychologist who, along with many years of study and supervised professional practice, must always try to work with objectivity, neutrality and scientific rigour. Actually, there are many areas of psychological theory that use the idea that we are all psychologists in our own lives, and I will be explaining more about that later. In the following pages there are many activities and exercises to help you get a firm grasp of the ideas presented. Some of them may be fun and safe to try out with your own children, and if this is the case the book will make this clear. One of the major complications of studying and researching children is that it’s not acceptable to do anything that could in any way harm the child’s well-being, and so it’s always important to err on the side of caution. For this reason, many of the activities must be done with an imaginary child. It might help to start reading this book with your imaginary child in mind, and perhaps the one you can create most easily will be the one that was once you! This book will offer some ideas that will help you to understand children better. People are complex and children are perhaps even more so, as they by definition are learning, developing and changing constantly and rapidly. Add to this the fact that each child’s situation and history is unique, and it’s obvious that the better equipped you are to understand, the more likely you are to be able to contribute something useful and to help support the child’s learning and development. Fortunately – or maybe unfortunately, depending on your perspective – there’s no recipe book or manual for helping a child become a healthy, functional and happy adult person, but there are many well-theorized and well-researched ideas that psychology can offer in doing the best job possible-and most are ones you will recognize from everyday life, as the renowned paediatrician Benjamin Spock acknowledges in his book on child development and parenting: ‘You know more than you think you do.’ One word of caution, though: there are certain problematic issues that can arise in a child’s learning, development and/or behaviour, which require the input of appropriately qualified professionals. If the child’s overall development, well-being and/or health is significantly different to that of the majority of other children in their age group, and is causing concern, it’s important to seek advice. The family doctor and/or the child’s teacher are generally good starting points for getting this help. Even the best-equipped and most knowledgeable parents and carers need professional support at times. About the author 1. The reasons behind this book 2. What is a child? 3. What is psychology? 4. Applied psychology practice 7. Cognitivist Theory 8. Information-Processing Theory 11. Theories of child and parent relationship, including Attachment Theory 12. Lifespan Psychology 13. Personal Construct (Kellyian) Theory 14. Pavlov’s Classical Conditioning Theory 15. Skinner’s Instrumental/Operant Conditioning Theory 16. Social Learning Theory 17. Maslow’s Hierarchy of Human Needs 18. Rogerian Theory 19. Adlerian Theory OTHER IMPORTANT THEORIES 20. Social Psychology 21. Ecological Systems Theory APPLICATIONS OF CHILD PSYCHOLOGY 23. Therapeutic work 24. Parenting and caring Size: 1 Mb Free download CHILD PSYCHOLOGY: A Practical Guide by Dr Kairen Culler pdf

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Certain types of foods, including some fruits, vegetables, and drinks can cause serious side effects when mixed with medications. In general, kale, grapefruit juice, and other healthy foods and drinks are good for you. However, mixing them with some medications can cause serious side effects, as mixing them together is a bit like throwing off a Molotov cocktail in your body. In other words, what you take your medications with is just as important as taking them in the first place. According to a research, some foods and drinks can cause loss of medications` healing power. What is worse, they may cause severe, even fatal reactions. Keep reading and check the following list consisting of seven foods that don’t mix well with common drugs. Note that this is only a partial list. Ask your doctor and pharmacist about possible food interactions with any other drugs you use in order to stay on the safe side. In addition, read the warnings that come with prescription medications and the fine print on over-the-counter drugs. Kale shouldn’t be mixed with blood thinners, such as Coumadin. Side Effects: Kale and other greens, including spinach, cabbage, Brussels sprouts, and broccoli are abundant in vitamin K, nutrient that can reduce the drug`s anti-clotting effects. Eating a balanced diet with lots of greens is good for you, but make sure you consult your doctor before starting to drink a daily kale smoothie. 2. Grapefruit Juice Grapefruit juice shouldn’t be used with cholesterol drugs, such as lovastatin ( Mevacor) and atorvastatin ( Lipitor). Side Effects: The consumption of grapefruit juice can increase the level of the drug in your bloodstream as well as to increase the risk of side effects, particularly leg pain. Both grapefruit and grapefruit juice can cause interactions with other drugs, too. Bananas shouldn’t be mixed with ACE inhibitors which are used to treat heart failure or hypertension, such as lisinopril (Zestril, Prinivil), enalapril( Vasotec), and captopril( Capoten). In addition, don’t mix bananas with diuretics used to treat hypertension and to reduce fluid retention, such as triamterene ( Dyrenium). Side Effects: The aforementioned medications can increase the amount of potassium in your body. Too much potassium in the body can cause irregular heartbeat and heart palpitations. In brief, people who are taking these drugs should avoid large amounts of potassium-rich foods, such as bananas, green leafy vegetables, oranges, and salt substitutes like Morton Lite Salt. Walnuts shouldn’t be mixed with thyroid drugs, such as levothyroxine (Levoxyl, Synthroid, Levothroid). Side Effects: Walnuts, cottonseed meal, soybean flour, and foods rich in fiber can interfere with the absorption of those medications. In case you are following a high-fiber diet, you are likely to need a higher dosage. According to the findings of a certain study, these drugs were better absorbed when taken before going to bed in comparison to half an hour before breakfast, the usually recommended time in the instructions. 5. Black Licorice Black licorice shouldn’t be mixed with drugs used to treat heart failure and abnormal heart rhythms, such as Digoxin (Lanoxin). Side Effects: When combined with digoxin, glycyrrhizin, a component of black licorice, may cause irregular heartbeat or even death. Mixing licorice with other drugs makes them less effective, including the birth-control pills, pain relievers, blood thinners, and blood-pressure medications. Be extra cautious if you consume a lot of licorice. However, this is applied only to the real stuff, with the exceptions of licorice-flavored items. In addition, be careful if you take licorice root supplements for heartburn. Never mix salami with drugs used to treat bacterial infections, such as linezolid ( Zyvox) and metronidazole ( Flagyl). Side Effects: Excessive consumption of foods that contain tyramine leads to elevated blood pressure levels. This amino acid is found in foods that are pickled, fermented, smoked, and aged such as dry sausage, processed cheeses, and anchovies. In addition, the list includes chocolate, avocados, bananas, and alcoholic beverages. Milk shouldn’t be mixed with tetracycline antibiotics ( Sumycin). Side Effects: Dairy foods that contain calcium, such as cheese, milk, and yogurt, fortified products, and calcium supplements can interfere with absorption of the drug itself. Generally, this drug should be taken 1-2 hours before or after meals. The warning about avoiding alcohol while taking medications is very important. Alcohol alone makes you light-headed, less coordinated and drowsy, and mixing it with certain drugs intensifies these effects. Moreover, it may cause serious health issues, such as heart problems, internal bleeding, and difficulties in breathing. Finally, alcohol makes certain drugs useless and other even toxic.

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Bat is a nocturnal animal living uniformly in almost all parts of the world except Arctic and Antarctic regions. The population of bats constitute more than one quarter of all mammals. There are more than 1100 species of bats with some of them making few million counts. They live anywhere like caves, forests, abandoned buildings, trees, mountains, deserts and even on sea-sides. They are of less weight and it is the bumblebee bat which is ranked the smallest mammal in the world. Bat Facts : Bat is the only mammal that is capable of flying. Feather like body and less weight makes the bat to fly easily. Bats have exceptionally high sense of hearing. It can hear any small sound even from the distance of 6 miles long. They use the echolocation method for identifying its prey. It emits a sound that reaches the object (prey) and bounce back. A bat can easily make out how far the prey is and how fast it is traveling even from the place in which they are flying. It all takes less than a second for a bat to recognize its prey. Bats feed on tons of insects each day thus helping in pest control. Bats are capable of flying in great heights. Bats can live up to 30 years thus having long lifespan of all mammals. Most of the bat species are carnivorous feeding on insects, frogs and fruits. Only few species of bat involve in sucking blood from animals. Bats have amazing digestive system and can digest almost any type of food in just 20 minutes. Some bats are very small measuring less than 2 cm but there are some species that has large wings spreading over 2 meters. Most of the bats do not have the capacity to make vitamin C from their food which can be due to genetic predisposition. More than half of the species are carnivores feeding on small insects and rodents. As said earlier, they consume thousands of insects each hour thus helps in keeping the environment clean. They are fond of birds, lizards and prey on small mammals like rats. They could spot the insects from far-off places. It is not an overstatement to say that there would be insects – insects everywhere if bats were not there. Their favorite food is mice and insects. One could not see the bat catching an insect and feeding on it, however minute he may watch. It is because the bat rapidly spots the insect from great heights and catches it with its tail membrane quickly and feeds on it within split of second. It can catch thousands of aerial insects in the mid-air with great accuracy and speed. Bats are very smart in sensing the sounds made by frogs inside the water and locate them within seconds. Some of them use echolocation to catch tiny fishes that creates ripples on water. Some bats feed only on fruits and nectar. Only three species of bats stick on to the diet of blood, known as vampire bats. They largely feed on big mammals to suck their blood from wounds or injury. The dung of bat is called guano is largely used as nutrients for soil by farmers. Bat can live in all zones and places of world. It adapts to the surrounding environment by choosing the diet and right climate for its survival. It is considered to be the most widely seen mammal in all continents of the world except for freezing zones and Polar Regions. They select different habitat depending on the season. They hibernate on the roosts found in trees, crevices and man-made holes most of the day and start hunting on the night. There are millions of bats in some of its species and few species are becoming extinct now. Bats have the rare quality of sensing its prey using sounds. It is known as echolocation which is a process in which they emit sound which gets bounced back when it hits an object. Bats can sense the direction and exact location of the object (whether it is animal, bird or insect) and even its size in just fraction of second using this principle. Most of the species live in groups/colonies thus making thousands and millions of bats in caves and dense trees. But some species live alone preferring solitary nature. Bats migrate from one place to another to escape from winter cold and some of them go into torpor (hypothermia) which may last from few hours to few months also. They can travel thousands of kilometers to avoid winter. Bats do not fly in rain since they cannot use echolocation for hunting its prey since the sound of rain will interfere with the sound emitted by them. Apart from echolocation they also make special sound which is connected with their behavior. Bats are self-conscious grooming like a teenager. They clean and lick themselves and also other groups spending hours together for cleaning and grooming. The main enemies of bat are hawks, eagle, large snakes and falcons. Some large spiders are capable of eating bats caught in its web. Most of the bats are nocturnal (active in night) and they are capable of sensing its prey from any distance. These are the smallest mammals capable of flying any distances at great heights. They generally live in colonies in the caves, forests and trees and choose their destination after ascertaining the availability of food. Bats are capable of flying 25 miles per hour and are at par with many birds. Since they are mammals the mothers take care of the young ones until they have learnt to fly and find its food. Most of them are black or brown in color but there are few species in white color. Bats (unlike other mammals) yield only one pup during a year. Gestation (pregnancy term) for bats vary widely according to the size. Small sized bats have gestation period as low as 40 days and some large ones will extend their pregnancy stage till 6 months. Bats are considered to be the slowest of all mammals in the aspect of reproduction. The birth weight of the pup would be up to 25% of the mother’s weight. Females will make arrangement of maternity colonies for taking care and nurturing their young one but males do not generally help the females in raising the pups. Breeding seasons is normally spring or in warm climatic condition. It would first check for abundant food supplies before building the maternity colony and mating. Some female bats will have 2-3 litters in a year however they yield only one pup for a year. It is really difficult for the mother to carry their young ones while flying. The pup will feed on the milk of the mother which has to depend on plenty of insects to prevent starving of the self and young one. The young ones can become fully mature and independent ranging from 6 weeks to 4 months, depending on its size. Females mate with their counterpart only if the conditions are favorable and food is available in plenty. It is very surprising to note that females will not release the sperm to fuse with eggs until the spring comes. Unlike other species fertilization do not take place immediately after mating. All these efforts are taken care of by the female bats for the ultimate survival of its young one without any hazard. Bats are mammals ranging from the smallest size (less than 2 cm) to 180 cm in length. According to their size their weight varies from 2 gm to 1000 gm. They are small black creatures looking similar to that of mice. It can extend its wings while flying. Bats belong to the order of Chiroptera and his forelimbs are modified into webbed wings. It is the only mammal capable of true flight capable of flying any distance. It has an excellent sense of smell which it uses to locate foods and finding roosts. Bats which eat fruits and nectar have increased sense of smell for identifying new variety of plants. It is a myth that bats are blind. They have small blackish brown eyes and have clear eyesight. Their eyes are capable of locating objects clearer in the dark than during the day. They have a pair of strong feet which is used to hang upside down in the roosts. It uses the membrane of its body to make upward and downward movements. Its forelimbs are in the form of wings and there is “lift” like feature between the 4th finger and 5th finger. Images, Pics, Photos and Pictures of Bat : Life Span : Life span of a bat is more than many mammals in the world. A bat can live up to 30-35 years. It is interesting to note that in-spite of its small size it can live such a lengthy period which is impossible for many small mammals. White nose syndrome is a type of fungus that attacks and kills several species of bats deteriorating its population. Bats At a Glance : - Bats are the only mammals capable of flying long distance. - Bats are nocturnal in habit and live in almost all places of the planet. - They account for almost one quarter of the entire mammal population in the world. - They help in pest control by eating thousands of insects every hour. - Bats have the highest life span among mammals living for 30 years.

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President Donald Trump's administration will face its first huge challenge on the budget front when the measure to suspend the limit on the amount of money the federal government is allowed to borrow soon lapses. The measure to suspend the federal debt limit passed by Congress in 2015 expires on Thursday, March 16, prompting calls for lawmakers to approve legislation to raise the statutory limit. The debt limit is the legal amount that the US government is permitted by Congress to borrow for paying the administration's bills such as interest on the national debt, social security costs and salaries to military personnel. As part of a budget deal in 2015, Congress suspended the ceiling for two years, meaning there is currently no set limit. At the time of passing that measure, the US national debt limit stood at $18.1 trillion (17 trillion euros). Over the past two years, however, the nation's debt has risen by an additional $1.8 trillion, according to the Congressional Budget Office. That means Congress will need to reset the limit to about $20 trillion to reflect the current US national debt. To respond to the situation, the US administration and Congress have three possible choices ahead of them: The first involves lawmakers agreeing to a higher debt limit before the suspension measure expires. The second option is for Congress to extend the current suspension. The last alternative requires Treasury Secretary Steven Mnuchin to use "extraordinary measures" to buy time until the fall and hope lawmakers would reach an agreement in the meanwhile. Mnuchin has already declared that he would temporarily suspend the sale of treasury bonds. The last time the US faced a similar situation was in March 2015, under Barack Obama's presidency. At the time, Obama's administration employed "extraordinary measures" to fund government activity and interest payments until legislators relented and agreed to a last-minute lifting of the cap. A role reversal? Strictly speaking, from Thursday onwards, the government should no longer have any money to spend, potentially leading to the closure of national parks and public services. That would throw Trump's project to "make America great again" into disarray. Although the Republicans enjoy majorities in both houses of Congress, it would smack of hypocrisy on their part if they easily waved through a relaxation of the debt limit requirements. That's because they were adamantly opposed to raising the debt limit and put up tough resistance to such measures when Obama was president. Veering off from that tough stance now just because a Republican is in the White House would erode voter trust in the lawmakers. The president, meanwhile, faces another tough task: he has to present a plan to Congress outlining how he intends to keep the public deficit and debt from ballooning. Coming up with a plan that satisfies competing factions even within the Republican Party is a daunting challenge, particularly given Trump's ambitious electoral promises spawning building a wall along the border with Mexico, lowering taxes, spending a trillion dollars on infrastructure projects and dramatically increasing military spending. Some in Congress have signaled their willingness to adjust the debt limit accordingly. "Of course, we will raise the debt limit," said Senate Majority Leader Mitch McConell. But he did not mention any specific time frame by when this could be enacted. The renewed squabbling could have ramifications for the country's monetary policy as well. The US economy currently is in a good shape, reflected in its falling unemployment rate and accelerating inflation. The stock markets have been on an upward trajectory. The positive economic data led to the Fed hiking interest rates by a quarter percentage point on Wednesday. And it also signaled that it would continue to raise rates gradually, with Fed members seeing two more rate increases this year. Hans-Jörg Naumer, a capital market analyst at Allianz Global Investors, says: "The increase in the debt ceiling will eventually come at a time when the US Federal Reserve continues to hold on to its expansive monetary policy. "Both of them will put upward pressure on prices and push Fed chief Janet Yellen to increase rates more rapidly than what the market is currently pricing." Michael Menhart, chief economist at Munich Re, reckons: "A potential, temporary boost to growth and inflation could lead to more interest rate hikes in 2017 than initially expected." That, in turn, is not good news for Donald Trump and his expensive election promises. That's because rising US interest rates also make the dollar stronger. But a dollar that is too strong makes US exports pricier and American firms less competitive. Trump's plans to reduce the US' massive trade deficits with China, Japan and Germany are hard to realize with a strong dollar. The Fed's interest rate decisions will also have consequences for Europe. With every rate raise, the interest rate differential between the US and the eurozone widens as the European Central Bank sticks to its zero-interest-rate policy and gigantic bond-buying program. The outcome would be a weakening of the euro to such an extent that the currency's value could fall below dollar parity. Such a depreciation of the euro area's single currency is likely to be a boon for European exporters as it makes their products more competitive on global markets. It would also boost EU exports to the US and make imported goods, which President Trump so much dislikes, more attractive for Americans.

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Dr Katja M Hallenberg & Dr Maryse Tennant Sustainability is important in all areas of our lives. It has a contribution to make to higher education, our University, our discipline of criminology and criminal justice, but also to us and to our students. Here we discuss why that is, and what we (academics and students alike) have gained from a project that explored the responses of criminology/criminal justice students to the Whole Earth? exhibition. In 2005 the United Nation’s Decade of Education for Sustainable Development (2005-2014) called for universities to “function as places of research and learning for sustainable development” (UNESCO, 2005 for the full implementation scheme). The roots of education for sustainable development (ESD) are in values-driven/adjectival educational and curriculum movements, and it provides a vision of education that “…seeks to balance human and economic well-being with cultural traditions and respect for the earth’s natural resources” (UNESCO, n.d.). Nationally, the importance of ESD is emphasised in the recent HEA/QAA (2014) Guidance which recognises sustainability at its broadest sense, encompassing areas of global citizenship, environmental stewardship, social justice, ethics and wellbeing, as well as futures thinking. It is notable that these are echoed in the NSS/USS questions, linking the issue of sustainability to excellence in teaching and learning. Sustainability is also valued at our University where it has developed through gradual organisational embedding (Scoffham, 2016) and is now firmly established as part of the current Strategic Framework. In the criminology programme at Canterbury Christ Church University we have acted on the growing importance of sustainability within higher education with efforts to embed sustainability within the curriculum. This work has been supported by the University’s Futures Initiative, which acts as “a long-term change programme designed to develop understanding about sustainability in academic life” (see the following resources for more information: The FI principles and approaches, Annual Report, Exploring Sustainability Website, and which also helped to fund the current project. In doing this, we have drawn on some of the obvious links in terms of green criminology but we also highlight the ways that the social, economic and cultural aspects of sustainability fit very comfortably in the discipline’s focus on issues of (in)equality and (in)justice (see Agyeman et al, 2003 on justice and sustainability), particularly through the lens of critical criminology. The concept of climate justice too has become increasingly topical, while research warns us of the various criminogenic changes global warming will contribute to: resource scarcity, migration, undermined state security mechanisms including weakening of criminal justice infrastructure and strengthening of illegal markets (Crank & Jacoby, 2015). The current project was an extra-curricular opportunity offered to criminology and criminal justice students to explore their responses to the Whole Earth? exhibition and to consider the challenges that this raised for criminology as a discipline. The exhibition contains over 60 meters of images and text which highlight the major problems facing humankind and the planet we inhabit, with a focus on solutions and ways to enact positive change. It raises a number of ‘university challenges’ for core disciplines including law and sociology, but there is not a specific challenge for criminology as such. Our project, which is still in progress, involves a number of directed activities, alongside photo and reflection blogging, to encourage students to draw connections between the themes raised by the exhibition and the discipline of criminology. It also aims to refocus the global perspective of the exhibition by enabling students to consider their local context and develop a ‘critical lens’ through which to view the issues of (in)justice and (in)sustainability in their own communities. We tried to embed the principles of ESD into the project and so it is values-driven, collaborative (students as co-authors of any dissemination), authentic (i.e. relating to real-world issues) and locally relevant (UNESCO, 2005; HEA/QAA, 2014). It is hoped that the students will develop an increased awareness of sustainability and justice over the course of the project in ways that will last beyond University as well as facilitating interdisciplinary thinking and developing their critical problem solving skills. The project is now half way through and it has been an encouraging experience for us and the students. Their initial understandings of sustainability were associated with a narrow environmental interpretation but they were keen to explore and understand the links with criminology. There was also motivation to engage with the project in order to increase awareness and to make a difference. Our first activity involved a session introducing the students to sustainability through the notion of four spheres of justice (environmental, social, economic and cultural), before allowing them to engage with the exhibition and then reflect upon their experience. Students’ responses were mixed with about half referring to a negative emotional reaction (one spoke of feeling “Sad, powerless and confused”) while others left the exhibition inspired and encouraged to take action. In reflections afterwards students began to make connections to criminology and their local communities through discussion of environmental crime but also issues such as poverty and hate crime/migration. The second activity involved a direct walk around our city centre in which we visited a community sustainability project, attempted to buy an ‘ethical’ t-shirt using ratings from the Ethical Consumer website, and considered local issues such as food banks and poverty and air pollution. Discussion afterwards in a café/market serving local and sustainable produce began to explore the concept of harm and criminalisation. We discussed our relationship to the global markets which produce the goods we consume and the damage and illegal practices often involved in this, with students maling broad connections between the environment, social justice and responsibility. For our final activity students have requested that we undertake a volunteering activity in the local community, making real their initial aims of both increasing awareness and taking action. The experiential aspects of the project have definitely contributed to students’ understanding of some core criminological concepts which had previously only been introduced to them in abstract ways and we are looking forward to drawing on the activities undertaken in our efforts to embed sustainability within the criminology curriculum at Canterbury Christ Church University. Agyeman, J., Bullard, R. & Evans, (2003). Just Sustainabilities: Development in an unequal world. Cambridge, Mass.: MIT Press. Crank, J.P. & Jacoby, L.S. (2015). Crime, Violence and Global Warming. Abingdon, Oxon: Routledge. HEA/QAA (2014) Subject Benchmark Statement: Criminology. Available online at: http://www.qaa.ac.uk/en/Publications/Documents/SBS-criminology-14.pdf (Accessed 23/11/2015) Scoffham, S. (2016) Grass Roots and Green Shoots: Building ESD Capacity at a UK University. In J.P. Davim & W.L. Wilsho (Eds). Challenges in Higher Education for Sustainability. Switzerland: Springer International Publishing. UNESCO (n.d.) Education for Sustainable Development Information Brief. Available online at http://www.unesco.org/education/tlsf/extras/img/DESDbriefWhatisESD.pdf (Accessed 23/11/2015) UNESCO (2005). United Nations Decade of Education for Sustainable Development (2005-2014): International Implementation Scheme. Paris: UNESCO. Available online at h/ttp://unesdoc.unesco.org/images/0014/001486/148654e.pdf (Accessed 15/01/2016) Dr Katja M Hallenberg & Dr Maryse Tennant, Canterbury Christ Church University

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|Course Title||Anthropological History of Russia (from Prehistory to the Emergence of the Russian State)| |Lecturer||Vladimir Ja. Petrukhin| |Institution||Russian State University for Humanities| The course includes the Prehistory of Russia and the Beginning of the Russian State (IX-XIII centuries) in the context of World and Eurasian History. In the course the main aspects of ethnic history of the peoples of Eurasia sub specie cultural anthropology are observed: from the Indo-European problem to the problems of the Slavonic and Russian ethnogenesis. The making of a common Slavonic consciousness is linked with the contacts (and conflicts) with other peoples (the Goths - nemtsy, Turkic Avars) and civilizations (Rome, Byzantium). Social, economic and ethnic history of the ancient Slavs is connected with the process of agricultural colonization of Central and Eastern Europe. The main stages of ethnic and state development in Ancient Russia and in the feudal (udel) period are considered from the point of view of anthropological understanding of old Russian ("inner") historical sources, as well as foreign ("outer") sources. The problem of the place of Ancient Russia in the system of world civilization is also considered, the relations with Scandinavia, Byzantium, the Turkic (Khazarian, Cuman etc.) and Muslim East and the Latin West are characterized. One of the main problems is the problem of the correspondence of the data of Russian chronicles to historical realities. The legend of the calling-in of the Varangian princes correlates with the Slavonic (Novgorodian) custom of the invitation of princes with their retinue (rus') in the terms of treaty (rjad) about the princely duties and tribute. The State power is based on the network of settlements, where the tribute is redistributed. The central event of the ancient Russian history is the Christianization of Rus'. The historical context of the Chronicle tale about the choice of the faith by Vladimir the Saint - polemics with the Volga-Bulgarian Muslims, German missionaries "from Rome", Jewish Khazars is analyzed. The problem of "double faith" and specificity of the Pagan revivals is considered. 1.Prehistory of Russia and territory of Eurasia. The first population of Eurasia. The problem of ethnic and cultural differentiation. Prehistoric art in Eurasia. The Indo-European problem. The Greek colonies in the Northern Black Sea region and "barbarian" periphery. Scythians and Sarmatians. 4 hours 2. The ancient Slavs and their neighbors . The Migration period and the problems of ethnogenesis of the Slavs. Balto-Slavonic community. The Slavs and the Goths. The Slavs and Byzantium: the "Danubian Motherland" of the Slavs. The Slavs and the Nomads: Conflict and Interaction. Settling and tribal division of the Slavs. Agricultural colonization and the beginning of urban development. 4 hours 3. The Beginning of Russia. The Khazars and the Varangians in the history of Eastern Europe. The Slavs and the Khazarian khaganate. Old-Russian and foreign sources on the origin of Rus'. Rus' and the Varangians. The social meaning of the name Rus' in light of the historical onomastics. 4 hours 4. The Beginning of the Russian State. The legend of the calling-in of the Varangian princes and the historical reality. The first Russian princes and the emergence of the State law. The retinue (druzhina) and the tribute (poljudje). The formation of the network of urban settlements (goroda, pogosty). 4 hours 5. The Baptism of Russia. Christianity and Paganism: necessity for a state religion. The choice of the Faith by prince Vladimir. The Tithe and the emergence of the Church organization. The Formation of the "new Nation": the Old-Russian people. Pagan survivals and the problem of the "double faith". 4 hours 6. Kievan Russia. Jaroslav the Wise: The Building of the State and the Russian Law (Russkaja pravda). Princely interrelations in the Russian State: the sons of Jaroslav and the clan rulership in Russia. Princely intestine wars and meetings. Vladimir Monomakh and the united Old-Russian State. 6 hours 7. Russian princedoms and Lands in the 12th - the beginning of 13th centuries. The feudal (udel) period in Russia, its social and economic preconditions. The Formation of the Vladimir and Suzdal princedom and the princes-autocrats: Jurij Dolgoruky, Andrej Bogoljubskij and Vsevolod Bol' shoje Gnezdo. Chernigov princedom. Smolensk princedom. Galich and Volyn' princedom. "Bojar Republic" in Novgorod and birch bark documents. The emergence of the social hierarchy: bojare and dvorjane. 6 hours 8. Russia, Latin West and Byzantium. The entrance of Russia in the system of the World civilizations. Attitude to the Latins, Antique and Byzantine heritage. Princely culture, Church culture and Folklore in Ancient Russia. 4 hours 9. Russia and the Eurasian problem. Ancient Russia and the Great Steppe in the medieval and modern historiography. The Mongol invasion and the fate of Russian culture. 4 hours

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Shingles and Postherpatic Neuralgia† Rates* by Age, United States *per 1,000 person-years. † Defined as pain for 30 days or longer Almost 1 out of 3 people in the United States will develop shingles during their lifetime. Most people who get shingles will have it only once. However, it is possible to get it a second or even third time. Your risk of getting shingles increases as you age, especially after age 50. The most common complication of shingles is postherpatic neuralgia (PHN), which is severe pain in the areas where the shingles rash occurred. About 1 out of 5 people with shingles will get PHN. The risk of PHN increases with age. Children can get shingles, but it is not common. Approximately 1 to 4% of people who get shingles are hospitalized for complications. Older adults and people with weakened or suppressed immune systems are more likely to be hospitalized. About 30% of people hospitalized for shingles have a weakened or suppressed immune system. Each year, about 96 shingles-related deaths occur in the United States. Almost all the deaths occur in elderly people or those with a weakened or suppressed immune system. Shingles Rates in People Older than 65 Years, United States, 1992–2010 Data Source: http://annals.org/article.aspx?articleid=1784289 Shingles is increasing among adults in the United States. The increase has been gradual over a long period of time. We do not know the reason for this increase. One popular explanation, now thought unlikely, is that the increase in shingles might be related to fewer chickenpox cases in United States children due to widespread vaccination against chickenpox. Some people suggest that chickenpox boosts a person’s immunity to the varicella-zoster virus (VZV) and reduces the risk of VZV reactivating as shingles. Therefore, less children with chickenpox could theoretically lead to an increase in shingles in adults. However, this proposed explanation seems unlikely based on two CDC studies which found that shingles rates: - started increasing before chickenpox vaccine was introduced in the United States, and - did not increase faster after the routine chickenpox vaccination program started. Other countries without routine chickenpox vaccination programs, have observed similar increases in shingles rates. Although not common among children, the rate of shingles in United States children has been declining since the routine varicella vaccination program began. Like the wild-type (natural) virus, the attenuated (weakened) vaccine virus can reactivate and cause shingles. However, children who get the chickenpox vaccine appear to have a much lower risk of shingles than children who were infected with wild-type chickenpox. Vaccinated children are less likely to become infected with wild-type chickenpox virus, which is more likely to reactivate as shingles compared to attenuated vaccine virus. In 2015 31% of adults aged 60 years and older reported receiving the shingles vaccine. This is an increase from the 28% reported the previous year. - Hales CM, Harpaz R, Joesoef MR, Bialek SR (2013). Examination of links between herpes zoster incidence and childhood varicella vaccination.Annals of Internal Medicine. 159(11):739-45. - Weinmann S, Chun C, Schmid DS, Roberts M, Vandermeer M, Riedlinger K, et al. Incidence and clinical characteristics of herpes zoster among children in the varicella vaccine era, 2005–2009.Journal of Infection Diseases. 2013;208(11):1859-68. - Mahamud A, Marin M, Nickell SP, Shoemaker T, Zhang JX, Bialek SR. Herpes zoster-related deaths in the United States: validity of death certificates and mortality rates, 1979-2007. Clin Infect Dis.2012 Oct;55(7):960-6. - Leung J, Harpaz R, Molinari NA, Jumaan A, Zhou F. Herpes zoster incidence among insured persons in the United States, 1993-2006: evaluation of impact of varicella vaccination. Clinical Infectious Diseases. 2011;52(3):332-340. - Jumaan AO, Yu O, Jackson LA, Bohlke K, Galil K, Seward JF. Incidence of herpes zoster, before and after varicella vaccination-associated decreases in the incidence of varicella. Journal of Infectious Diseases. 2005;191:2002-7. - Brisson M, Edmunds WJ, Law B, et al. Epidemiology of varicella zoster virus infection in Canada and the United Kingdom. Epidemiol Infect 2001;127,305–14. - Schmader K. Herpes zoster in older adults. Clin Infect Dis 2001;32:1481–6. - Page last reviewed: October 17, 2017 - Page last updated: October 17, 2017 - Content source:

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Islamic, Christian and Jewish faiths each have their own mystic elements. By Sumayya Ahmad Published: Wednesday, April 21, 2004 Mysticism, which is defined as an immediate consciousness of the transcendent or ultimate reality or God, is a religious phenomenon that has occurred across many faiths, including Islam, Christianity and Judaism. On Monday, the Office of Religious Life put on the program "Mysticism across the Religious Spectrum," featuring three speakers for the three Abrahamic faiths who illuminated the topic in an academic light. The event highlighted the practices of Sufism, or Islamic mysticism, Christian mysticism in Catholic faiths, as well as Kabbalah, or Jewish mysticism. The speakers discussed how these traditions are practiced, their similarities and the experiences that mystics have encountered. Megan Reid, assistant professor of religion, spoke about Sufism. Sufism has been part of mainstream Islam for centuries, and began as a formal tradition in the 13th and 14th centuries, she said. "Sufism is a belief in the return to a God who we were at one point were very close to, but are now separated from," she said. "Sufism has been an interpretive tradition, as response to a scripture. Muslim mystics tend to respond to the Quran (Muslim holy book) predominantly." Sufis would often take phrases from the Quran and interpret them in a variety of ways, Reid said. For example, the line "Everywhere you turn, there is the face of God" has been explained in many ways by Sufi poets and mystics. Sufis believe that spiritual enlightenment is always a product of hard work, she said. Some of the ways in which they practice is contemplation of particular words of phrases of the Quran, fasting and bodily exercises such as spending all night in prayer. "There is a belief of a possibility of extinguishing yourself, and all there is is the consciousness of God," she said. Reid also said that Sufism currently has a massive worldwide following, both abroad and within the United States. In fact, Reid said that the best-selling poet in America is Rumi, one of the most famous Sufi poets who lived in the 13th century. Kabbalah is another mystic tradition that has received a lot of attention in mainstream America. Professor Eitan Fishbane of Hebrew Union College spoke about Kabbalah. "Mysticism in Judiasm is a particular way of looking at the world," he said. "It sees the world as reverberations of the divine presence." Kabbalists believe there is more to what is real than what meets the eye, Fishbane said. The Jewish scripture, the Torah, is at the very core of Jewish mystical tradition. "The Torah and the Hebrew Bible as a whole is a text that was subjected to detailed and unending scrutiny to illuminate various meanings," he said. "To Kabbalists, to encounter the text was to encounter the state of God." Kabbalists practice mysticism in various ways, including meditating on specific letters, closing their eyes and seeing the letter dancing and saying various prayers in order to enter into a divine consciousness, Fishbane said. Many Kabalistic traditions were influenced by Sufism, since many "like-minded" people lived in the same Middle Eastern region during the time Kabbalah was being established, Fishbane said. USC religion professor Sheila Briggs, whose emphasis is history and theology in the West, spoke about Christian mysticism. She said that not all branches of Christianity talk about mystical traditions and it is mostly found within older branches of Christianity, such as Catholicism and Episcopalism. "Mystics in the Christian traditions have two important experiences," she said. "One is the visionary experiences, which can be related to sight or hearing, which is often seen as an awakening and the use of an inward sight. "The other is the contemplative union with God, where the destiny of the soul is to return to its source." Briggs said that Christ tends to be central in the visionary experiences of mystics and is often seen as the link between ordinary human beings and God. Unlike Islamic and Judaic mysticism, Briggs said that Christian mysticism does not respond to a literary interpretation of scriptures. Mystics were always under question for being heretics, she said. "There was a potential conflict between what is the mystics vision of God and what the Church teaches God to be," she said. Briggs said mystics often joined monasteries and also underwent disciplines of the body. Like Sufis, Christian mystics also fasted and performed breathing exercises. It is very noticeable that in Christian traditions, mystics were women who were often of low standing in society, Briggs said. "These were women who had very little access to the positions of authority in the Church," she said. "Some say that someone very unworthy can have this experiences and there is a great emphasis on humiliation. They recognize how lowly they are, but they were still recognized by God."

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Israel is a country filled with ancient sites. One of the more popular ones to visit is the Herodium, the palace of the infamous Herod the Great, now part of a national park just outside Jerusalem. Herod was a lavish builder and created quite the crib between 23-15 BC. The historian Josephus, writing half a century after Herod’s death, says that when the king died in 4 BC, he was laid out on a gold bed in a tomb at the site. Back in 2007, an archaeological team uncovered a tomb at Herodium and proclaimed they had found Herod’s final resting place. Ever since it’s been a popular stop for tourists who wander about the ruins of the palace, baths, and synagogue of the Jewish king who pledged allegiance to the Roman Empire. Now another group of archaeologists say that it’s not the tomb of Herod. They say the 32×32 ft. tomb is too small for a king, especially one famous for his grandiose building projects such as the desert fortress Masada and the rebuilding of the Second Temple. Most royal tombs were larger and included coffins of marble or gold rather than the local limestone found in this structure. Royal tombs also had large courtyards in front of them so people could come pay their respects, something lacking in the Herodium tomb.The researchers suggest it was the tomb of one of Herod’s family. Archaeologists have been quick to discover the tombs of famous people in recent years. The discoveries of the tombs of Caligula and the Apostle Philip have both been disputed. Now it appears that Herod will return to the long list of famous people for whom their final resting place remains a mystery. The remains of the world’s oldest planned city may crumble to dust in twenty years if action isn’t taken, the Telegraph reports. Mohenjodaro, a 5,000 year-old city in Pakistan, is under threat from extreme temperatures and monsoon rains, which leave deposits of salt on the unbaked clay bricks that were used to create its buildings. That salt leeches out any moisture in the bricks and slowly turns them to dust. A crew of workmen is coating the ancient structures with salt-free mud, but there are far too few people on the job and very little money. The Bronze Age city, which is a UNESCO World Heritage Site, was founded around 3,000 BC and shows a remarkable amount of urban planning. There were toilets in every house, separate water systems for drinking and sewage, roads laid out on a grid system, a large communal bath shown in the above photo, and a communal granary. It was the center of the Indus Valley civilization and traded as far away as Mesopotamia, using a set of standardized weights and measures to regulate commerce. UNESCO officials met with Pakistani archaeologists last week to draw up a plan to save the site, which includes burying some of the most threatened structures. It remains to be seen whether Pakistan’s government, strapped for cash and stuck in a grueling war with the Taliban, will foot the bill. I visited Mohenjodaro back in 1994 when Pakistan was safer to visit than it is now and found the place to be enchanting. The layout can be clearly seen and it almost feels like you’re in a living city. It would be a shame if such a landmark of human development disappeared. Engineers in Venice have successfully tested a new flood barrier that they hope will protect the city. The BBC reports that the first four flood barriers of a planned 78 were floated in the entrance of the city’s famous lagoon. Venice suffers annual floods due to unusually high tides that threaten irreplaceable buildings and a destination essential to Italy’s tourism industry. It’s also sinking at a rate of one to two millimeters a year, Discovery Magazine reports. The barrier isn’t complete and has already cost $7 billion. It will take another $800 million and two years more work before it can protect the city. While Italy is suffering badly from the global economic crisis, the government has promised to complete the project by 2016. Archaeologist Dr. Dean Snow of Pennsylvania State University came to this conclusion through studying one of the most enigmatic icons of prehistoric European cave art–hand stencils. In many European caves, there are negative images of hands produced by placing the hand against the cave wall and blowing paint all around it. They range from 12,000 to 40,000 years old, an astonishingly long artistic tradition. Men’s and women’s hands are different, especially in the relative length of the fingers, so Snow examined 32 of these these stencils from caves in Spain and France. He found that 75 percent of the hands were female. It’s long been assumed that most cave art was done by men, since so many of the subjects have to do with hunting, generally a male activity in hunter-gather societies. Of course, what Snow’s data really show is that the majority of hand stencils in the sample are of women, which doesn’t say anything about the rest of the art. It could be that there was a separation in the sexes as to who painted what, or perhaps the majority of prehistoric artists were indeed women. The biggest contributor to the study was the cave of El Castillo in Cantabria, northern Spain, where 16 stencils were measured. This cave is open to the public, so you can take a look at the hands yourself and come to your own conclusions. Gargas and Pech Merle in France were also in the study and open to the public. Hand stencils have been found in areas as far apart as Argentina, Africa, Australia, and Borneo. It would be interesting to see what results Snow’s study would have on these artistic traditions. The UK drug company GlaxoSmithKline is applying for regulatory approval of the world’s first malaria vaccine, the BBC reports. The move comes after tests that the company said were promising. For the past several years, GlaxoSmithKline has conducted tests of its vaccine on almost 15,500 children in seven African countries. The company reports that 18 months after vaccination, there was a 27 percent reduction in malaria cases in infants aged 6-12 weeks and a 46 percent reduction in children aged 5-17 months. Now it’s applying to the European Medicines Agency to start marketing the vaccine. GlaxoSmithKline’s research was supported by the Bill and Melinda Gates Foundation and the company says it will make the vaccine affordable for poorer nations.Ninety percent of the world’s malaria cases are in the poorer regions of sub-Saharan Africa where the vaccine was tested. Globally, malaria kills 800,000 people a year. It’s also a major hazard for adventure travelers. While antimalarial pills are generally effective, they can have serious side effects. A vaccination would go a long way to easing the burden on people who choose to visit the tropics. Approval for the vaccine could come in 2014. Unfortunately, the percentages the company is quoting do not indicate that it will be as effective as many of the vaccines we are used to. Other measures are still needed like the education of the public of the dangers of standing water and the need to use mosquito netting. More innovative methods for fighting the disease like infecting them with bacteria are also being studied. Hopefully GlaxoSmithKline’s vaccine will be just the first generation of a series of improving vaccines that will one day relieve the world of a dangerous disease.

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Cats are independent little creatures that can entertain themselves for hours with empty boxes or curtain tassels. However, they still thrive on the love and attention from humans. If you want to learn about their unique behavior, keeping them as pets and more, you should check out the interesting cat facts for kids and adults below. A cat or kitten is a small feline with soft fur. Their innocent eyes and whisper soft kisses helps to make them quite possibly the most enchanting animals around. In fact, cats and kittens are among the most favorite pets in the world. Did you know that they were kept originally to chase away mice and rats from homes? Indeed, history shows a lot of mysteries surrounding these animals. Cats have gone through all the emotions displayed by humans as they have been persecuted, worshipped, hated and loved over the years. But, despite all of this, a cat remains a human’s best friend. History shows that the African Wildcat had been the first feline to be domesticated around 5000 years ago. They were domesticated because the Egyptian people consumed large quantities of grain and rats were eating their produce. The cats were seen as the only solution to this problem, so everyone in Egypt started to leave out food for cats. Read on to enjoy many other fascinating facts about cats. 50 Funny Cat Facts There are more than 500 million domesticated or housetrained cats worldwide. Cats are considered one of the most popular pets in the world. More people have kittens and cats as pets than dogs and puppies. There are about 40 known breeds of cat in the world. Cats have been associated to humans for almost 10,000 years. The bodies of cats are flexible and their teeth can adapt to hunting smaller animals like rats and mice. Cats sleep for thirteen to fourteen hours daily, which is about 30% on average, to conserve energy. A young cat is called a kitten, a male cat is a tom and a female cat is a queen or molly. When in a group, cats are called a clowder. The heaviest domestic cat recorded weighs 46 pounds, 15.2 ounces (21.297 kilograms). Domestic cats normally weigh about 8 pounds, 13 ounces (4 kilograms) to 11 pounds (5 kilograms). Cats have a commanding sense of smell that is fourteen times stronger than for humans. Cats’ night vision is very powerful, as they can see light at levels which are six times less than what humans need in order to see. A cat is not able to see directly beneath its nose, which is why it seems like they cannot find morsels on the floor. Most of the cats or felines have no eyelashes. A cat can be pregnant for around 58 to 65 days. Domestic cats or kittens love to play fight and chase toys. When kittens play fight they get a chance to learn and practice skills for not only fighting, but hunting. Cats spend a lot of time licking at their coats in order to keep them clean. Every kitten has blue eyes at birth, but the shade normally changes within twelve weeks after. Kittens normally open up their eyes between seven and ten days. They might even open them in two days in some cases. Feral cats are normally seen as pests as well as threats to the native animals. Cats can make about a hundred different sounds. A cat is able to jump 5 times higher than their height. Cats love to eat grass, which helps to aid with their well-being and digestion. The grass also helps to remove fur in their stomach. Cats have a brain that is very similar to humans. Ailurophilia is the term that is used when referring to the love of cats. A cat can take twenty to forty breaths in a minute. Cats are known to walk on their toes, unlike other animals. There are 4 toes on their back paw and 5 toes on their front paw. Cats can step with their two left legs and then both right legs whenever they run or walk. The camel and giraffe are the only other animals that can do this. Cats have the ability to run for as much as thirty miles per hour. The cat’s urine will gleam under black light. Cats use their tail for maintaining balance. Cats are known for falling from high places. They have a ninety percent survival rate for failing from 5 stories. There are two to six kittens in an average cat litter. A cat cannot taste sweet. A cat has more bones in their body than humans. They have 230 bones, while humans have 206. Cats have a heart beat rate of 110 – 140 per minute. Cats have 30 teeth, 10 premolars, 12 incisors, 4 molars and 4 canines. A cat can gauge the mood of humans. A cat often changes moods to match their owners. A cat’s ears, eyes and whisker can tell their mood. The hair on a cat’s body will stand up quite evenly when it’s frightened. Whenever the cat hair stands in a narrow band with the spine and tail, this indicates that it’s ready to attack. Unlike humans and dogs, the cat cannot move its jaws laterally or from side to side. They can only move their jaw upwards and downwards. A cat has what is called a haw, which is a third eye. This eye is only visible if the cat is ill or not feeling well. Cats have excellent hearing that is more sensitive than that of humans and dogs. A cat has twenty four whiskers that it uses to measure distances. Similar to the fingerprint of a human, the cat has a nose pad that is very unique because it has a ridged pattern. A cat has true fur that is both an outer coat and an undercoat. When a cat rolls over on its back or snores this means that they trust you. The tongue of a cat has small hooks and these come in really handy when they want to tear up food. Purring does not always indicate that a cat is happy because they also do it when feeling terrible pain. Cats can be very sneaky and lethal hunters. Their back paws will step almost in the exact position as their front paws when they walk, so this helps to limit visible tracks and keep noise at a minimum. There are five important nutrients that have to be included in your cat’s diet. Those are Vitamins A, D and B1, Calcium and Arginine. That’s why it’s important to use quality and balanced cat food. That doesn’t have to cost you much if you use coupons and discounts issued by manufacturers or pet food stores. Now, let’s take a look at some of the fun facts for certain cats. Calico Cat Fun Facts for Kids Calico is not a cat breed, but their fur has patches of black, orange and white that can be found in any breed. Even though most cats have a certain air of dignity and beauty to them, none compares to the calico when it comes to pure charming prettiness and eye-catching features. Sand Cat Fun Facts for Kids Sand cats, also called Sahara or sand dune cats, are slightly smaller than the pet cats. The paws of a sand cat are covered with thick fur that helps to give them protection in hot sand and prevent burns. This cat is the only kind that lives mainly in desert environments as its native to the unforgiving deserts of Southwest Asia and Africa. Tabby Cat Fun Facts for Kids A tabby cat is not one of the cat breeds and it has a certain type of coat. This cat coat is the most common in the world. The African wildcat has the original tabby coat. In fact, the Asian/African wildcat was the first domestic cat in the world. With this type of coat, the wildcat is able to hide better because it can blend easily into the background colors of trees and grass. Persian Cat Fun Facts for Kids The Persian cats are one of the first breeds in the world and they are rated as the top cat breeds. This has remained so for more than 100 years which is why they are the most popular in the world. If one wants to describe the Persian breed of cats in a few words they could say that they are rounded, stocky and very large with a flat face, many patterns, colors and small ears. One of the reasons why the Persians remained so popular is due to their laid back personality which makes them great companions. They prefer to live in nice friendly places where they feel relaxed and safe as they love to spend time looking and lounging around. Persians are gentle and sweet with pleasant sounding voices. These are just some of the educational and interesting cat facts for kids and adults. A cat can live for around fifteen years if their owner takes good care of them by providing a healthy diet and taking them regularly to see the vet. This means that you should be well prepared to take care of all their needs before getting them as pets.

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What’s going on in your gut has become an increasing area of interest within the health and medical fields and we thought we would share why having a healthy gut is an important aspect of focus at MiracuLoss. The health of your gut has a huge impact on how you feel within your daily life and how the rest of your body functions. Our gut is home to approximately 100,000,000,000 (100 trillion) microorganisms which develop in our first two years of life. A healthy gut contains 10 times more bacteria than all the cells in your entire body and is made up of over 400 known diverse bacterial species. A healthy gut comprises more than 75% of our immune system, provides protection from infection and regulates metabolism (which is critical to healthy weight maintenance). Artificial sweeteners and the huge list of products sweetened with them are marketed to you relentlessly as “healthy foods” or “healthier” than sugar or corn syrup sweetened products. But are they really? There is no link between high cholesterol and heart disease in people over 60, a major study has found. Winter ailments are around in force, so it’s really important to look after our immune health. Bone broth is a good old fashioned nutritional tonic that is making a comeback! There are many proven health benefits of regularly drinking good quality bone broth…and it’s easy and inexpensive to make. Anyone who has read Gut and Psychology Syndrome knows the many benefits of bone broth and how it can improve digestion, allergies, immune health, brain health, and much more. What isn’t as well known is that broth can help reduce cellulite by improving connective tissue, increase hair growth/strength, improve digestive issues and re-mineralise teeth. Whilst stress is a normal part of life, it’s not healthy to live in a constant state of mental, emotional or physical stress. The human body is designed to experience stress and react to it, keeping us alert and ready to avoid danger. But when a person faces continuous challenges without relief or relaxation between events, stress becomes damaging. There is a growing body of evidence that suggest stress is the most serious health problem affecting society today. And it’s not just the major crises in our lives that are the culprit. Our brain interprets ‘constant busyness’ as stress, depleting the body of important nutrients and increasing the production of stress hormones like adrenaline and cortisol. When stress hormones are constantly flooding the body, all our tissues and organs are damaged over time. One of the most common effects of long term stress is unwanted weight gain. When Doug Olds made the decision to lose weight he began a journey that has has been life changing. Swimming was the best choice of exercise as it took the stress off his joints, so Doug became a regular at the pool and had some initial success. But he soon realised that he needed a different approach if he was going to succeed long term. After 12 weeks of weight loss Vicky has lost an amazing 34 kilos! She described the process as surprisingly easy… We posted a story about her weight loss success not so long ago and we are pleased to report that she has lost an additional 11.2 kilos through another round of the Miraculoss programme! Thousands of New Zealanders have high blood sugar levels – and many don’t know it. Maybe you’re often thirsty or need to urinate frequently. Perhaps you have cuts that are slow to heal or you are unusually tired. Or, far more likely you have no symptoms at all. Yet raised blood sugar is very bad news. It speeds up the aging process, leads to type 2 diabetes and increases your risk of heart disease and stroke. An epidemic of diabetes is engulfing the world. Sesame seeds may be tiny, but they have huge health benefits. They were worth their weight in gold during the Middle Ages, and for many good reasons. The more I learn about this precious seed, the more I want to share it with other people. I’m an enthusiastic eater of all sorts of seeds, but sesame seeds in the form of tahini and oil are favorites of mine. Gluten free, dairy free, sugar free treat! Makes 12 Jake Carney, Founder The Alternative Daily Here’s a newsflash I’m sure won’t surprise you… nothing concocted in a laboratory can ever replace the value of what is found in nature! Mother Nature is incredibly generous in the way she provides – offering a bounty of fruits and vegetables rich in vitamins, minerals and nutrients to nourish your body so you can enjoy a long healthy life. One fruit in particular – the coconut – is so abundant in its healing properties it’s referred to as “the tree of life.” And before World War II, people living in island countries, like the Philippines, consumed a diet that consisted mainly of rice, root crops, vegetables and an abundance of the ultra-healing superfood, the coconut. The coconut is a “functional food” rich in vitamins, minerals and fiber – the essential nutritional building blocks for perfect health. For generations, island people considered it “The Cure for All Illness” and consumed the meat, milk and coconut oil daily. Although this diet was high in saturated fat, Western conditions like diabetes, cancer and heart disease were virtually unheard of. Filipinos and islanders were instead rewarded with a lovely youthful complexion, soft wrinkle-free skin, almost no skin cancer – even with excessive exposure to year round sun – and abundant good health. Coconut oil in particular has been shown to protect you from viruses, bacteria, infection, cancer, thyroid, brain and heart problems… plus beautifies your skin – and even burns fat! Coconut oil – a saturated fat – is chock-full of health-promoting properties – and is in no way responsible for high cholesterol, obesity, heart disease and the bad effects you’ve been led to believe. Finally, modern medicine and science are starting to realize this fundamental truth… and it’s been a long time coming. But sadly not before heart disease, cancer, diabetes, obesity and a whole host of other catastrophic diseases have reached epidemic proportions! Just in case you need a little extra pep in your step to make working out a priority, here are five reasons why working out is a must for everyone. Maca, a root that belongs to the radish family, is grown in the mountains of Peru and is sometimes called “Peruvian ginseng”. There are no known side effects of maca but like any other supplement it should not be taken in large amounts. When you first start using maca it’s best to begin by taking smaller amounts and building up; even 1/2 teaspoon is a good place to start. And at the other end, 1 tablespoons (of the powder) is an average daily dose. Rotating a few days on and a few days off is often recommended. Maca is good in smoothies, salads, drinks, cooked foods, and juices. Don’t add it to anything that’s very hot because it will lose all its benefits. Maca is rich in vitamin B vitamins, C, and E. It provides plenty of calcium, zinc, iron, magnesium, phosphorous and amino acids.

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Egyptian Eye – Eye of Ra, Eye of Horus The ancient Egyptian eye is a very important protection symbol that has many myths and legends. It is associated with two powerful sun-gods, the god Ra and the god Horus, whom each have myths that revolve around their eyes. Both the eye of Ra and the eye of Horus have similar functions and symbolize similar things, but with some interesting variations we’ll get into as well. But the Egyptian eye is not limited to these two gods. In fact, many deities are associated with it. The eyes are linked to either the sun or moon, with the left eye usually being the lunar one and the right eye being the solar one. Also, each eye is associated with certain deities. For example, the lunar eye is associated with the god Thoth and the god Horus. Another very interesting thing you’ll notice as you read some of the myths is these divine eyes have a will of their own, sometimes acting independently from that of the god they are a part of. This independence of the eyes is wonderfully illustrated by a few myths, especially those related to the god Ra… Eye of Ra In one version of the creation myth of Heliopolis, the god Ra had only one eye at first. But then Nun, the deity that represents the primordial waters from which the god Ra arose, bestowed Ra a second eye. This made the first eye angry and put Ra in a difficult position. He had to cajole them in order to keep them both happy, dividing their duties. That’s where the division of solar and lunar comes from, with one eye taking on the responsibilities associated with daylight and the other with nighttime. The lunar eye became associated with Tefnut, daughter of Ra. To read more about this myth, check out my page on the goddess Tefnut. The eye of Ra has been associated with many goddesses, and in each case will take on a specific quality. For example in its protective role, which is prone to turn into aggression and destruction, the eye is associated with the goddesses Hathor, Sekhmet, Tefnut and Wadjet. A very interesting myth showcasing this protective-aggressive tendency is told on my page The Eye of Ra and the Destruction of Mankind. You might be wondering why the Egyptian eye is always part of a god, like Ra, but then when acting independently it is associated with a goddess. Some have hypothesized, and I agree with their theories, that the protective-aggressive qualities that keep coming up in these myths are the way the ancient Egyptians viewed the divine feminine, and this perhaps comes from the way they observed female animals becoming very aggressive when they were protecting their young. Lionesses and cats in particular, hence the way the Egyptian eye takes on feline forms in these myths. The Egyptian eye has other qualities and roles. As the solar eye, it is a source of heat, light and fire. The lunar eye is associated with the god Horus, but how it became his is another interesting myth. Eye of Horus In a myth called The Secret Name of Ra, the goddess Isis was envious of the glory and power of the god Ra. As a skilled magic practitioner and powerful goddess in her own right, she devised a plan to have him transfer some of his powers to her by telling her his secret name. The secret name was the most potent and powerful name that a deity or mortal could have, and in order to keep these powers, the name had to remain secret. In fact, the secret name was so important that it made up part of the anatomy of the ancient Egyptian soul. Take a look at my video below to find out more: So Isis waited for the opportunity to trick Ra into giving her his secret name. After aeons of traveling the skies every day, he had grown old and tired, and one day a little bit of his spit dribbled down the corner of his mouth and fell onto the earth. Isis took this spit and mixed it with some earth and molded it into the shape of a cobra, which came to life. Though a god was usually immune to mortal dangers, since this snake was made from his own spit, its poison could penetrate his being and harm him. She hid the cobra on his daily path. When Ra was bitten and the poison made its way through his body, he was in severe pain and cried out for help. None of the other deities could help, but Isis offered to relieve him if he told her his secret name. After negotiating the terms, Ra agreed to give Horus, the son of Isis, his eyes. And so the Eye of Ra became the Eye of Horus, and Ra was saved from the poison. The “Wadjet” Egyptian Eye Of course, this myth was not the exclusive explanation for how the Egyptian eye went from being the Eye of Ra to the Eye of Horus. When Horus was assimilated with Ra, Ra’s second eye, the lunar eye, became the Eye of Horus. This Eye of Horus was became the object of Seth’s hatred for Horus. Seth captured the Eye of Horus during one of their many battles and threw it into the darkness where it broke into pieces. Thoth had seen where the eye had landed and went to look for it. He found the eye broken, but managed to restore it back to its original form. As he did, he also restored the moon back to its full light, as this eye was lunar. This eye came to be known as the wadjet eye. The wadjet can be taken apart into pieces and is also used to represent fractions in ancient Egyptian mathematics. The eyeball is round like the moon, with a teardrop coming from it. In general, the ancient Egyptian eye resembles that of a falcon, which is another symbol for the sun’s travels across the sky, as well as the falcon’s association with the god Horus. A lot of ancient Egyptian jewelry such as pendants, bracelets, earrings and amulets had the wadjet symbol. If you also notice in paintings of ancient Egyptians, their eye make-up resembled the look of the Egyptian eye, with the long line at the outer corner extended to be in line with the eyebrow. I hope you enjoyed this page on the Egyptian Eye. If you did, please share it with anyone else you think might like it. And if you subscribe to my newsletter, you’ll be updated whenever I upload a new page or video. Thanks and take care!

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Approaching the flame fire fighting robot Australia has a considerable amount of petroleum and gas terminals across the country. These terminals support our daily life and pumps energy into our economy. But what if one of these terminals and its tanks go wrong? In a blink of eye they can turn into monsters. The Esso Longford gas explosion was a catastrophic industrial accident which occurred at the Esso natural gas plant at Longford in the Australian state of Victoria’s Gippsland region. On 25 September 1998, an explosion took place at the plant, killing two workers and injuring eight. On 28th January 2004, a blaze started in a 32 meter diameter tank containing about 4,000 cubic meters of ethanol at Port Kembla, on the New South Wales south coast. The explosion blasted the lid off the storage tank containing nearly five million litres of highly flammable ethanol. The fire then burnt out of control for most of the day, threatening storage tanks nearby. During this year’s Fire Australia conference I heard a story from a former NSW fire-crew member. He told me that back in the Nineties, his fire brigade responded to a major petroleum tank explosion in Sydney. On arrival firefighters were confronted by a large flammable liquids storage tank from which flames were leaping 50 metres in the air. Radiant heat had melted and buckled plastic fixtures on cars parked over 50 metres away. His crew had to line up to hold a fire hose and face the flame in a very close range. “I wouldn’t have to put myself into danger if I had your remote controlled fire-fighting robot at that time” stated from the fireman. Australian refineries were built many decades ago and are now outdated, by international standards. During the last three years there were a number of key developments in the use, expansion and ownership of terminal infrastructure. The increasing size and volume of storage tanks is creating new risks and challenges for fire protection and response. It rises the concern in managing hazardous fires and other emergencies where fire fighters cannot safely approach the flames, especially when there is a danger of explosion. We need something that is tough, effective and expandable, and that can save lives by going to places where humans can’t. In a Northern China city, a compact tank sized fire-fighting robot walked towards the burning fuel tanks. Its infrared eyes scanned the blaze to find its heart, and its water canon aimed to the heat core to spray water into the inferno. The robot has three ways of seeing the full environment: High definition camera located on the top that allows the operator to see the big picture, a thermal imaging camera that enables it to detect the heat and see through smoke, and a radar that allows to map out the distance between itself and an object to avoid collision. The robot is called Explosion Proof Extinguishing and Scouting Robot, which weighs 480 kilograms, 1300mm long 820mm wide and 750mm high. It has been designed not to replace the firefighters; but to assist the firefighters to enhance their operating capabilities. It will be useful in many types of incidents where the environment would be very dangerous for humans, such as hazardous materials, radioactivity, or a propane tank that could explode. The robot can shoot water the length of a football field (85m at 1.2Mpa); it can be remotely controlled up to 3 Km in line of site, 500m when there is an obstruction. It has strong crossing and climbing ability and the machine can counter different terrains. It can climb the stairs up to 40 degrees, has a maximum crossing height of 220mm. The robot has certain load capacity, which can pull and load the rescue car into the disaster scene, and rescue stranded persons in time. It can load two persons at level road and one person at a ramp. The machine has been designed for high temperature resistance, and when it comes closer to the heat it will use double water curtain system to cool it down prevent itself from overheating. It is fitted with flame retardant rubber for the external track and even if the external rubber melts down under high temperature, the robot still has the internal metal frame that ensures its stability and walking ability. So as we can see it is perfectly in battling petrol chemical fire. The robot is able to collect sound and image though three cameras that transmit images back to the operator in time. The fire fighter who controls this robot therefore will have a clear picture of what’s going on at the frontline. The firefighting robot is small enough to be able to go through an average sized door and is very effective in dealing with the factory fire and serious domestic and commercial fire environment where firemen may face falling debris or roof. Wei’s Technology is intended to bring this piece of technology to all major cities in Australia and New Zealand, to tackle fires without risking human lives. Keeping fire-crew from the danger of direct exposure to fire is our long-term goal. If the robot successfully come out from a dangerous site, well, that is an excellent achievement. And if it doesn’t I will award it with a medal to honour its contribution to the community. The safety of fire fighters is our highest priority. For every fireman we had ever lost, please remember it’s not just about one person, it is the suffering of the entire family. For more information, go to weistech.com.au - Complex Emergencies – Longford Gas Plant accident and Victorian gas supply crisis, Attorney-General’s Department Disasters Database - Coroner blames Esso for Longford disaster, 15 November 2002, By Liz Gooch, The Age - Monitoring of the Australian petroleum industry December 2013

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Connoisseur of the collective life Founding father: Émile Durkheim, by Boris Mestchersky. photograph: bridgemanart.com BIOGRAPHY:A remarkable study of Émile Durkheim is a fitting tribute to the influential thinker who dedicated himself to sociology Émile Durkheim: A Biography, By Marcel Fournier, translated by David Macey, Polity Press, 838pp, £45 A sociological lens can be trained on just about any social process, action, event or institution. Such versatility, though, can lead to disciplinary fragmentation. One way to provide narrative unity is to locate sociology in terms of its historical antecedents and, in particular, the founding fathers, widely recognised as a triumvirate of dead white European males. The “fathers” include Karl Marx, the revolutionary theorist and critic of capitalism, who provided a searing analysis of social inequality; Max Weber, the bourgeois liberal who chronicled the rationalisation and bureaucratisation of modern life; and Émile Durkheim, an early proponent of “third way” politics who eschewed both revolutionary socialism and laissez-faire liberalism. Durkheim was at heart a moderate and a reformist. He believed that the state should play a central role in the protection of citizens and the moral regulation of society. A lifelong proponent of education as the means towards social emancipation, Durkheim passionately believed in sociology as a powerful instrument of moral education, a necessary counterweight to a world beset by “moral mediocrity, uncertainty and confused anxiety”. The extraordinarily rich seam of social analysis mined by Durkheim was crucial to the discipline’s institutionalisation within the university system in the US and in Europe in the 20th century. Marcel Fournier’s exegesis of Durkheim’s life and work is much more than a biography of a French academic in fin-de-siecle Europe. It offers the reader an intellectual history of ideas, alongside an insight into the process of knowledge production and the craft and method of empirical analysis. The logic of Durkheim’s argumentation is meticulously (and exhaustively) dissected. Fournier’s forensic examination goes further, though, drawing on a wealth of archival documentation, including correspondence, manuscripts and reports, to re-create the energy, excitement and politically charged atmosphere in which academic sociology in France began to take shape. Born in 1858, in Épinal, close to Alsace, Durkheim was the fifth child of a pious Jewish rabbi and his wife, the daughter of a well-off horse trader. Durkheim had a strict Jewish education, as it was his father’s intention that he too should become a rabbi. His early experience of Judaism prompted him to view religion not simply as a set of ideas but also as a cult or set of ritual acts. Religion, Durkheim believed, helped to inculcate a strong feeling of coherence, self-consciousness and unity. Religion, and its collective expression in everyday life, occupied a central place in Durkheim’s work, culminating in the classic study The Elementary Forms of Religious Life (1912). As a student, Durkheim excelled in the elite French school system and went on to take a doctorate at the University of Bordeaux, where he spent the early years of his career. He later moved to Paris to take up a professorship at the Sorbonne. Coming of age in the shadow of France’s defeat in the Franco-Prussian War (1870-71), he was one of a generation of intellectuals who were obsessed with three problems: national recovery, secular emancipation and social and economic organisation. In his doctoral dissertation Durkheim began to address himself to “the social question”. He sought to apply the scientific method to the problems of a weakened and conflict-ridden society, and he saw the merit of promoting political moderation and social integration. Intrigued by the question of how individuals manage their social relations in a society characterised by differentiation and specialisation, Durkheim developed a theory of social solidarity and moral regulation that was published as The Division of Labour in Society (1893). Durkheim believed that sociology should concern itself with social facts, the external and objective nature of social reality that exists beyond the individual. Social facts are “the substratum of collective life”, he observed in his Rules of Sociological Method (1895), an early attempt to outline a modus operandi for the discipline of sociology. Social facts have a specific character and are discernible in systems of religious, moral and juridical belief. For Durkheim, man (sic) is both an individual and a social being. Ways of thinking and acting are not simply the work of the individual but are invested in a moral power above him. Durkheim’s most famous work, Suicide: A Sociological Study, was published in 1897. In it, he sought to explore the most individual and private act possible from a sociological standpoint. Durkheim established empirically that the rate of suicide is a social phenomenon that is typically both stable (over long periods in a given society) and variable (from one society to another). A socially integrated society is a powerful bulwark against suicide. Religion, he found, had a moderating influence on suicide, primarily because it is a force for social cohesion. Domesticity and a feeling of common goals with others have the same protective effect. Durkheim’s keen insights on suicide, a malaise of modernity, remain highly pertinent. A significant figure at the centre of an impressive intellectual circle, Durkheim, with his colleagues, edited the highly regarded L’Anne Sociologique, a showcase for a wide range of sociological studies, between 1898 and 1913. While Durkheim was acknowledged as primus inter pares, there is no doubt that he benefited much from the collegiality of his editorial team. Many of their robust intellectual exchanges are reproduced here. Particular attention is paid to the avuncular relationship between Durkheim and his sometimes irascible nephew Marcel Mauss, disciple, colleague and collaborator, who would later have a formative influence on structural anthropology. Durkheim’s world came crashing down in early 1916 with the confirmation of the death of his beloved son on the eastern front. The resilience that had sustained both his brilliant academic career and his role as a public intellectual deserted him. He was dead less than two years later. Fournier’s remarkable work of scholarship is a fitting tribute to a man who was an innovative and influential thinker, and who dedicated his entire career to advancing the cause of sociology.

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Riding Tips - Preloading Ok All let's see if we can't give a clear explanation of all of the above. Given a straight rate spring: It always takes the same amount of weight/additonal weight to compress the spring a given amount regardless of where the spring is within it's range of travel. The formula for this is: F=kx Where: F=force applied, k=the spring constant in units of force per deflection distance x= spring deflection, in units of distance As an example, lets's say that we have a spring that has a rate k of 10lbs/in. The formula then is: F=kx F=10x Doing our algebra: x=F/10 In this instance, under a load of 10# the spring deflects 1". If we add another 10# of load, the spring now deflects 2". Add ANOTHER 10# and the spring STILL compresses just an addtional 1" for a total of 3inches @30# of force. Hence adjusting preload does not have the ability to move the spring into a stiffer part of it's range, because the spring rate is constant across its entire travel, up to the point that the coils bind. Now lets consider the case where the spring rate is not constant. The equation relating force to deflection remains the same, but rate is no longer a constant k, but rather some function of x, the displacement. Let's call the rate R. we can write this as: R=f(x) - this sez: rate is a function of deflection and F=Rx - this sez: force is equal to a function of dispacement, times dispacement let's say that we have a spring where the RATE R = twice the DISPLACEMENT (X). The rate equation will then be: R=2x substituting this into F=Rx we see that: F=2x(x) if we do our algebra and solve for x, we see that x= sqrt(F/2) (sqrt is shorthand for square root) now let's plug in some numbers and see how much force it takes to make the above spring travel through it's range. If F=8# then: x=sqrt(8/2) x=sqrt(4) x=2 So, The spring traveled 2inches under an 8lb load. if f=18lbs then: x=sqrt(18/2) x=sqrt(9) x=3 So, it took 18lbs to move the spring 3 inches if f=32lbs then: x=sqrt(32/2) x=sqrt(16) x=4 So, it took 32lbs to move the spring 4 inches. let's break this down. 8lbs got you your first 2inches 10lbs more pounds got you the NEXT 1 (8+10=18) 14lbs more pounds got you one more inch for a total of 4 (18+14=32) What this tells us is that in the instance of progressively (not necessarily Progressive-TM) wound springs, preloading either the front or the back results in the movement of the spring into a stiffer portion of it's range. If you already have the spring compressed 2inches then it will take 10lbs (not the original 8 since it's already in use) to get the spring to move just ONE more inch and an addtional inch on top of that will require 14lbs of force. This is why your front end feels stiffer when you turn up the preload. Bear in mind that the R the spring rate function in the example above was arbitrarily chosen for simplicity. The rate function for a progressive spring will be different. Let's define some addtional terms: Ride Height--The height of the front or rear end with NO rider on it. The suspension is TOPPED OUT (as if you were flying the bike--fully extended). Ride height by this definition can not be changed by setting preload. Static Sag--(measured at each end separately)The amount of change between topped out and the bike at it's resting point with NO rider. Race Sag- The difference between TOPPED OUT and suspension position with rider in full gear and in riding position on the bike. It is true that changing the preload will change static sag, unless static sag is zero (like on REALLY light bikes). The spring does, indeed, compress and then the fork extends a little bit in response but the net total of the adjustment (screw in --fork expand) still leaves the screw having gone in further then the fork expanded. Hence you have upped the preload on the spring AND slighty changed your static and race sag, but not the ride height. (read the definition above again). Ride height is changed only by moving the forks in the trees, or by changing rear shock length or linkages, or by changing tire size, or wheel diameter. Hope this helps. Cowritten by Kevin Glick and John Dahl MS BE

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Set::Tiny - Simple sets of strings use Set::Tiny; my $s1 = Set::Tiny->new(qw( a b c )); my $s2 = Set::Tiny->new(qw( b c d )); my $u = $s1->union($s2); my $i = $s1->intersection($s2); my $s = $s1->symmetric_difference($s2); print $u->as_string; # (a b c d) print $i->as_string; # (b c) print $s->as_string; # (a d) print "i is a subset of s1" if $i->is_subset($s1); print "u is a superset of s1" if $u->is_superset($s1); # or using the shorter initializer: use Set::Tiny qw( set ); my $s1 = set(qw( a b c )); my $s2 = set([1, 2, 3]); Set::Tiny is a thin wrapper around regular Perl hashes to perform often needed set operations, such as testing two sets of strings for equality, or checking whether one is contained within the other. Set::Tiny aims to provide a convenient interface to commonly used set operations, which you would usually implement using regular hashes and a couple of for loops (in fact, that's exactly what Set::Tiny does). The price in performance you pay for this convenience when using a full-featured set implementation like Set::Scalar is way too high if you don't actually need the advanced functionality it offers. Run examples/benchmark.pl for a (non-representative) comparison between different If you request it, Set::Tiny can export a function set(), which lets you create a Set::Tiny instance in a more compact form. Unlike the constructor, this function also accepts the set elements as an array reference. If you pass an existing Set::Tiny to the initializer, it creates a clone of the set and returns that. Note that all methods that expect a list of set elements stringify their arguments before inserting them into the set. Class method. Returns a new Set::Tiny object, initialized with the strings in list, or the empty set if list is empty. Returns a new set with the same elements as this one. Inserts the elements in list into the set. Removes the elements in list from the set. Elements that are not members of the set are ignored. For each element in list, if it is already a member of the set, deletes it from the set, else insert it into the set. Removes all elements from the set. Returns a string representation of the set. Returns the (unordered) list of elements. Returns the number of elements. Returns true if all of the elements in list are members of the set. If list is empty, returns true. Returns the string if it is contained in the set. Returns true if the set is the empty set. Returns a new set containing both the elements of this set and set. Returns a new set containing the elements that are present in both this set and set. intersection(), but orders the sets by size before comparing their elements. This results in a small overhead for small, evenly sized sets, but a large speedup when comparing bigger (~ 100 elements) and very unevenly sized sets. Returns a new set containing the elements of this set with the elements of set removed. Returns a new set containing the elements that are present in either this set or set, but not in both. Returns true if this set contains the same elements as set. Returns true if this set has no elements in common with set. Note that the empty set is disjoint to any other set. Returns true if this set has elements in common with set, but both also contain elements that they have not in common with each other. Returns true if this set is a proper subset of set. Returns true if this set is a proper superset of set. Returns true if this set is a subset of set. Returns true if this set is a superset of set. <trendels at cpan.org> Thanks to Adam Kennedy for advice on how to make this module Please report any bugs or feature requests to bug-set-tiny at rt.cpan.org, or through the web interface at http://rt.cpan.org/NoAuth/ReportBug.html?Queue=Set-Tiny. I will be notified, and then you'll automatically be notified of progress on your bug as I make changes. Copyright 2009 Stanis Trendelenburg, all rights reserved. This program is free software; you can redistribute it and/or modify it under the same terms as Perl itself.

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‘True, False, Not Given’ questions requires you to identify if information in a text is true or not. You will be given a number of factual statements and you have to check in the text if they are true or not. This is probably the most difficult question on the reading paper. This post will: - look at example questions - discuss common problems - define ‘True’, ‘False’ and ‘Not Given’ - give you tips and advice - provide you with a strategy to use on exam day In this article when I refer to ‘statements’ I am talking about the questions, not the text in the main reading article. Example True, False, Not Given Question This sample is taken from ielts.org and more sample reading questions can be viewed here. As you can see above, you will be given a number of factual statements and asked to look at the text and decide if the statement is true, false or not given. The biggest problem here is the ‘not given’ option. Most students are not used to answering questions like this and it causes them lots of problems because they are not sure what to look for. They also spend too much time making sure that it is ‘not given’ and this affects the rest of their test. Students also fail to understand exactly what each statement means and therefore cannot identify if it is true or false. Many focus on keywords instead of understanding what the statement as a whole means. Another common mistake is identifying keywords in the statements and then trying to find words that exactly match them in the text. You can do this, but more often the words will be synonyms. Finally, some students fail to understand exactly what true, false and not given actually mean and get confused. Now let’s look at solving these common problems. What do TRUE, FALSE and NOT GIVEN mean? The most important thing to remember is what the words ‘true’, ‘false’ and ‘not given’ actually mean and therefore what IELTS wants you to write. - If the text agrees with or confirms the information in the statement, the answer is TRUE - If the text contradicts or is the opposite to the information in the statement, the answer is FALSE - If there is no information or it is impossible to know, the answer is NOT GIVEN True means that the meaning is the same. It is just similar then it is FALSE. Remember that we are dealing with factual information so there is no room to say it is similar or nearly the same. Lots of students have argued with me during practice and said the statement is true because it ‘kind of’ means the same. There is no ‘kind of’ with these questions, only facts. Very important- Just because an answer is NOT GIVEN does not mean there are no words in the statements that match words in the text. This is something that confuses people, if words match then it must be TRUE or FALSE, right? Not really. This is not a good way to think about these questions because there probably will be matching words for NOT GIVEN answers, they just don’t have enough information to answer the question as a whole. Top 10 Tips - Ignore anything you already know about the topic and don’t make assumptions. Base your answers on the text only. - Identify any words that qualify the statement, for example some, all, mainly, often, always and occasionally. These words are there to test if you have read the whole statement because they can change the meaning. For example, ‘Coca-Cola has always made its drinks in the U.S.A.’ has a different meaning from ‘Coca-Cola has mainly made its drinks in the U.S.A.’ - Be careful when you see verbs that qualify statements, such as suggest, claim, believe and know. For example, ‘The man claimed he was a British citizen,’ and ‘The man is a British citizen’ mean two different things. - There will be at least one of all three answers. If you don’t have at least one ‘true’, ‘false’ or ‘not given’ you have at least one answer wrong. - Don’t skim and scan the text to find the final answer. You will have to read the appropriate part of the text very carefully in order to understand what the author means. - Don’t look for words that exactly match those in the statements. You should also look for synonyms. Remember that you are matching meaning, not words. - If you can’t find the information you are looking for, then it is probably ‘not given’. Don’t waste time looking for something that is not there. - If you have no idea what the answer is put ‘not given’. You probably have no idea because the answer is not there. - Answers are in the same order they appear in the text. Do not waste time going back. Keep on reading. - YES/NO/NOT GIVEN questions are slightly different because they deal with opinion. TRUE/FALSE/NOT GIVEN questions deal with facts. True, False, Not Given Strategy This is my suggested strategy. There are many different strategies and you should use the one you feel comfortable with. You can also adapt this strategy to what suits you. - Always read the instructions carefully and make sure you know if it is a TRUE/FALSE/NOT GIVEN or YES/NO/NOT GIVEN question. - Read all the statements carefully, trying to understand what the whole sentence means rather than simply highlighting keywords. Watch out for qualifying words such as some or always. - Try to think of what synonyms might be in the text. This will help you identify the matching part of the text. - Match the statement with the correct part of the text. - Focus on the statement again and then carefully read the matching part of the text to establish if it is true or false. Remember the meaning should exactly match that of the statement if it is true. - Underline the words that give you the answer, this will help you focus and you can check back later. Again, be careful there are no qualifying words in the text. - If you can’t find the answer, mark it as ‘not given’ and move on to the next question. - If you are really unsure or can’t find the answer, mark it as ‘not given’. Posted by IELTS Advantage on Tuesday, January 17, 2017 I hope you found this article on True, False Not Given IELTS questions useful. If you have any questions please let me know in the comments below or on the Facebook page. The best way to keep up to date with posts like this is to like us on Facebook.

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Hysteroscopy is a procedure to look at the inside of the womb (uterus). Your doctor can look at: - The opening to the womb (cervix) - The inside of the womb - The openings of the fallopian tubes This procedure may be done to diagnose or treat a health problem. Hysteroscopic surgery; Operative hysteroscopy; Uterine endoscopy; Uteroscopy Hysteroscopy gets its name from the tool used to view the womb. This tool is called a hysteroscope. It is a thin, lighted tube. It sends images of the inside of the womb to a video monitor. Before the procedure, you will be given medicine to help you relax and block pain. Sometimes, anesthesia medicine is given to help you fall asleep. - The doctor places the scope through the vagina and cervix, into the womb. - Gas or fluid may be placed into the womb so it expands. This helps the doctor see the area better. - Pictures of the womb can be seen on the video screen. Small tools can be used through the scope to remove abnormal growths or tissue for examination. Certain treatments, such as ablation, can also be done through the scope. Ablation uses heat, cold, or electricity to destroy the lining of the womb. Another treatment that can be done through the scope is called the Essure procedure. This places coils into your fallopian tubes to block them. Hysteroscopy can last 15 minutes to more than 1 hour, depending on what is done. Why the Procedure Is Performed This procedure may be done to: - Treat heavy or irregular periods - Block the fallopian tubes to prevent pregnancy - Diagnose abnormal structure of the womb - Diagnose thickening of the lining of the womb - Find and remove abnormal growths such as polyps or fibroids - Find the cause of repeated miscarriages or to remove tissue after a pregnancy loss - Find uterine or cervical cancer - Remove an intrauterine device (IUD) - Remove scar tissue from the womb - Take a tissue sample (biopsy) from the cervix, womb This list is not all-inclusive. Risks of hysteroscopy include: - Hole (perforation) in the wall of the womb - Scarring of the lining of the womb Damage to the cervix - Need for surgery to repair damage Risks of any pelvic surgery include: - Damage to nearby organs or tissues - Blood clots, which could travel to the lungs and be deadly (rare) Risks of anesthesia include: - Breathing problems - Lung infection Risks of any surgery include: Before the Surgery Your doctor will tell you the results of your procedure. Biopsy results are usually available with 1-2 weeks. Women with heavy periods usually have fewer symptoms when certain treatments are done during hysteroscopy. These include ablation or removal of fibroids or polyps. After the Procedure Your doctor may prescribe medicine to open your cervix. This makes it easier to insert the scope. You need to take this medicine about 8-12 hours before your procedure. Before any surgery: - Always tell your doctor about all the medicines you take. This includes vitamins, herbs, and supplements. - Tell your doctor if you have diabetes, heart disease, kidney disease, or other health problems. - Tell your doctor if you are or could be pregnant. - If you smoke, try to stop. Ask your doctor or nurse for help. Smoking can slow wound healing. In the 2 weeks before your procedure: - You may need to stop taking drugs that make it hard for your blood to clot. These include aspirin, ibuprofen (Advil, Motrin), naproxen (Naprosyn, Aleve), clopidogrel (Plavix), and warfarin (Coumadin). Your doctor or nurse will tell you what you should or should not take. - Ask your doctor or nurse which medicines you can take on the day of your procedure. - Tell your doctor or nurse if you have a cold, flu, fever, herpes outbreak, or other sickness. - You will be told when to arrive at the hospital. Ask if you need to arrange for someone to drive you home. On the day of the procedure: - You may be asked not to drink or eat anything 6-12 hours before your procedure. - Take any approved drugs with a small sip of water. You may go home the same day. Rarely, you may need to stay overnight. - You may have menstrual-like cramps and light vaginal bleeding for 1-2 days. Ask your doctor if you can take over-the-counter pain medication for the cramping. - You may have a watery discharge for up to several weeks. - You can return to normal daily activities within 1-2 days. Do not have sex until your doctor says it is okay.

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The Great Vowel Shift is what divides Middle English (the language of Chaucer) from Modern English, the earliest monuments of which include Shakespeare and the King James Bible. It is possible to understand Shakespeare spoken as he himself would have spoken it: it is done in some performances. It sounds strange, like some unfamiliar rural dialect, but it can be followed. It is impossible to understand spoken Chaucer without some special study. When you study European languages you find the vowels are usually similar: the letter a is "ah" in German, French, Italian, Spanish, Czech, Polish, etc etc. But in English it's "ay" in gate. The letter i is "ee" as in machine in all them, not our usual "eye". And so on with all the other long vowels: the English is often nothing like the continental. The gulf between Chaucer and Shakespeare, and the gulf between English and European vowel spelling, is because of the great shift that happened in the fifteenth and sixteenth centuries, and which affected the entire system of English vowels. It only changed the long vowels. This is why bit and bite have such very different sounds, as do mat and mate. The now-silent -e used to be a separate syllable, and the first one was an open syllable, and pronounced long: bî-te, mâ-te. These long vowels î, â shifted while the short ones stayed much the same. The short vowels (except u in cut, which did its own little shift later) are still quite like the European values they used to have. There were seven long vowels in Middle English. Because the English spellings are misleading because of the shift, here are examples of the seven vowels using French words as well as modern English ones that are roughly the same: si fou see food née eau may owe mère fort there for Now here are examples of Middle English words with these sounds: So mine had the ee vowel of si, see; while meet had the ay vowel of née, may; meat had the air vowel of mère, there; mate had the ah vowel of la, far; moat had the aw vowel of fort, for; moot had the oh vowel of eau, owe; and mouse had the oo vowel of fou, food. Then they all shifted up one. Well, the back vowels shifted up one: moat went from "mawt" to "moht", and moot went up to, um, "muut" with the modern "oo" vowel. The front vowels shifted up two: mate went from "maht" up to "mayt" (which used to be spelt meet, there's a quiz on this after), and meat ("mairt") went up to "miit" as in "machine", catching up with meet ("mayt"), which only had one step up to get to the top. But the vowels already at the highest point in the mouth, the long î, û vowels (û was written ou under French influence) couldn't go higher, so they broke into diphthongs. The front half dropped right down to an "ah" sound, creating "ah-i, ah-u" diphthongs. In other European languages these sounds are usually written ai, au, but in English they're i, ou, as in mice, mouse. It's hard to be precise about when the Great Vowel Shift began and ended, and in what period it affected this or that vowel or applied in this or that regional dialect in England. In Shakespearean times (c. 1600) the dropping of the diphthongs was not complete. These changes of all the vowels were almost certainly not independent isolated changes, but happened as a single big rearrangement of the whole system. It could have been either a push-chain or a drag-chain process. A push-chain process would be one in which a began to rise, encroaching on ea, which then began to rise in response, to prevent mate becoming identical with meat. Alternatively, a drag-chain explanation is that the highest vowels i, u first broke into diphthongs, meaning there were no longer any vowels at the highest position. Then the next-highest vowels, ee, oo, began to rise to fill the gap, then the ones below them also began to rise. I think in this case a drag-chain is more likely. If it had begun with a rising it would only have pushed one column above it. Several people have asked me why this happened. The simplest answer is that we don't know. All languages change all the time, and always have, but there is no general explanation of why one sound changes into another at a given time in a given language. Sometimes explanations for individual effects can be given. Sometimes it's influence by a neighbouring dialect or language. Often it's a matter of the new sound or cluster being easier to pronounce. So the ty sound at the beginning of tune has for some become either t or ch, depending on their dialect. But as both the from and to sounds in the Great Vowel Shift are all normal, common vowels, ease of pronunciation doesn't seem to be it. I don't know if there was any influence from outside at that time. To me, it's just a change, and languages change. The large extent of the Shift is a different matter. Once the Shift had begun, the chaining mechanisms (whichever one occurred) might have kept going in order to keep words separate. But if this is true, it only applied for a certain time. After all, meat and meet are now pronounced the same, so there wasn't enough selective pressure to force them to remain separate.

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At the end of 2011, there were an estimated 96,000 known cases of HIV in the UK. This includes an estimated 22,000 people who had not been diagnosed (which means that roughly one in four people who have the disease do not know that they have it). By Public Health England’s estimates, 95% of people diagnosed with HIV in the UK in 2011 acquired the infection through sexual contact. AIDS is the final stage of HIV infection, when your body can no longer fight life-threatening infections. With early diagnosis and effective treatment, most people with HIV will not go on to develop AIDS. People infected with HIV may not have any symptoms for 10 years or more. The most common initial symptom of HIV is a brief, flu-like illness that happens 2 – 6 weeks following infection (known as seroconversion illness). 80% of those infected are thought to experience this illness. The virus then may cause no further symptoms for a number of years. Seroconversion illness typically lasts 1 – 2 weeks or more, and is a sign that your body is fighting the virus. The most common symptoms of seroconversion illness are: - Sore throat - Skin rash These symptoms may also include: - Joint or muscle pain - Swollen glands (lymph nodes in the jaw, behind the ears, and under the armpits) Please note, of course, that these symptoms are quite natural with much more common conditions, and do not automatically mean you have contracted the virus. Once the initial symptoms have passed, an infected person may not experience any further HIV symptoms for many years. This is referred to as asymptomatic HIV infection. The virus is active in the body and progressively damaging the immune system, but you will continue to feel well. This can go on for a decade. After the virus has created a significant amount of damage to the immune system, other symptoms will arise, including: - Weight loss - Night sweats - Recurrent infections of cold and flu - Chronic diarrhoea - Skin conditions - Life-threatening illnesses The earlier the HIV virus is diagnosed, the better your chances of avoiding the more serious symptoms. If you are concerned that you are at risk of HIV infection, we urge you to get tested. Some important things to note regarding HIV testing: - There is an emergency anti-HIV medication called PEP (post-exposure prophylaxis) which can prevent you from becoming infected, if you start taking it within three days of possible exposure, the sooner the better. Our clinic does not provide this but you can obtain this at some GUM clinics. - The sooner the virus is diagnosed, the sooner you can start treatment, which in turn improves your changes of avoiding serious symptoms and keeping the virus under control. - The HIV window period is typically six months, which means that you will need to wait, or potentially repeat initial tests after exposure, but nonetheless it is important to seek medical advice as soon as possible. - Our own clinic provides instant tests, with results available within 60 seconds as well as early detection Multiplex tests at 10 days post-exposure. The HIV virus is not spread through the air or through basic physical contact, unlike colds or flu. It is much harder to transmit HIV from one person to another. You can catch HIV from an infected person if certain of their body fluids get into your bloodstream. HIV is not transmitted through saliva, sweat, or urine. The most common way to catch HIV is through unprotected sex (having sex without a condom). It is also spread by sharing needles or other injecting equipment with someone who is infected. It is also possible for an HIV-positive mother to pass the virus to her child during pregnancy, birth and breastfeeding. The virus is passed on through body fluids, but not through sweat, urine, or saliva. The only risk of transmitting HIV through kissing is if both partners have mouth sores or bleeding gums. This means that sneezes, coughs, sharing bath towels or cutlery, public toilets, swimming pools, or skin-to-skin contact (on healthy, unbroken skin) will not lead to HIV transmission. The body fluids that are capable of transmitting the infection are: - Vaginal fluid - Menstrual blood - Breast milk - Fluids found in the lining of the anus Some of the routes through which the HIV virus can infect the blood include: - The bloodstream (through contaminated needles or other equipment) - Through the lining inside the anus and genitals - Through the lining inside the mouth and eyes - Through cuts and sores” What to do next An HIV test is the only way to know for sure whether you are infected with the virus. It is important to speak to a doctor as soon as you think you may have been exposed, so that you can get tested. The kind of test you will take depends on the time that has passed since potential exposure to the virus, and involves giving a sample of your blood, which will be checked for signs of infection. Our doctors can advise you on how best to proceed. Give us a call and make your appointment today. HIV numbers in the UK are relatively low. In 2014, it was estimated that 103,700 people were living with the virus, or 1.9 per 1,000 people aged 15 and over, according to the charity Avert. Two thirds of them are men, a third are women. A third of the new HIV diagnoses among PWID in 2014 were made in London. Among the HIV-positive UK population, those mostly affected are men who have sex with men (MSM), and black Africans. The MSM group has been the group most at-risk of HIV infection since the 1980s, and current estimates suggest that 1 in 20 MSM aged 15-44 are living with HIV in the UK, 1 in 5 of them undiagnosed (according to HIV Aware). Over half of the heterosexual population who were HIV positive in the UK in 2014 (21,300 men and 32,700 women) were of black African ethnicity. The median age of HIV diagnosis for heterosexuals has risen from 34 in 2005 to 40 in 2014, mostly likely due to the UK’s antenatal screening program. The risk is high among people who inject drugs (PWID), due to the high-risk practices associated with drug use, such as sharing needles, but the actual numbers in the UK are low (2,160 living with HIV in 2014).

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"Education as Social Emancipation." That's the phrase from the Ley Visión de País y Plan de Nación that is used to justify the Ley de incentivo a la participación comunitaria para el mejoramiento de calidad educativa. This is the law, being debated by the National Congress, that is part of the reason the teachers unions are out on strike. So let's examine this law. The law is guided by two guiding principles from the Plan de la Nación, "citizen participation in government as a generator of governability", and "decentralization of efforts and decisions related to development." These two principles directly derive from the Organización de Demócrata Cristiana de América's (ODCA) guiding planning document, El Nuevo Centro Humanista y Reformista, which we wrote about earlier this month. Article 1 tells us the motivation is to promote participation by the family and local community in improving the quality of education, and then defines the measures of improvement: complying with the academic calendar (number of days of classes), improved student performance (in some undefined way), fewer dropouts, and less grade repetition. Article 2 also deals with the objectives of the law, but in this case, the practical objectives. It allows parents to be part of the committee that designs the Proyecto Educativo del Centro (PEC) which is the ideal set of goals that guide education in the center. It establishes two oversight committees, the Consejo Municipal de Desarrollo Educativo (COMDE) and the Consejo Escolar de Desarrollo. The municipal level council, COMDE, has as its purpose the "social oversight of the effective teaching of the teacher in the classroom", the fulfillment of the academic calendar, and meeting the educational goals set in the municipality in conformity with the national education goals. It is responsible for the financial auditing of all of its schools. Article 5 sets the composition of the committee of eight members, appointed by the municipal government. Article 6 sets a series of specific goals and tasks for the committee. Article 7 says that COMDE has to coordinate with the Consejos Regionales de Desarrollo (regional development committees). The COMDE is responsible for making education sustainable, whatever that means. The Consejo Escolar de Desarrollo is at the school level and is designed to promote community participation among the different actors surrounding the school. Article 8 describes the composition of this seven member committee. These groups participate in the institutional PEC, support the teachers, have oversight responsibility for the use of funds and take attendance of all school staff, and to report back to the local COMDE. In turn, the government will offer the communities the following incentives: financial resources assigned by the central government to the Minister of Education, from there assigned to the schools through the school's Consejo Escolar; learning aids such as equipment, computers, internet connections, etc. to improve the quality of education; and recognition by the Minister of Education. Article 13 tells the municipalities to assign resources to COMDE and the Consejos Escolares through their development committee. Article 14 says that Congress will assign, each year, a budget to provide the educational incentives to the best schools, the ones that meet or exceed their goals to provide incentives for the municipalities. Article 14 will have an effect of preserving the status quo. Good public schools in rich communities will continue to receive the most, because they will be able to do the most, and have the lowest dropout rates, best performing students, etc. Poor schools in poor communities will get next to nothing under this system. This law has been presented by the government as essentially giving the municipality a block grant for them to staff schools, buy educational material, and pursue their own education goals. Teachers have claimed that it will allow for the privatization of schools. The rhetoric from both sides, the government and the teachers, doesn't match what the law says, so its hard to say who is right here. There are no funding statements in this law, apart from the requirement that Congress fund the educational incentives. There is no statement about how municipalities will fund the work of these committees, which is considerable, other than the requirement that they appropriate funds in their development budget for this purpose. In the US, this would be called an unfunded mandate. The law also does not appear to give local control over the hiring and firing of teachers. What this law does do is transfer the auditing and accountability functions previously held by the central government and the Ministry of Education, to the municipalities, without proposing to fund them to do it. It has a little sugar in the form of education incentives, but the article structuring their award seems to preserve the status quo, with rich schools in the best position to reap these rewards. It provides the spectre of more local control over education while politicizing that control by putting the composition of the committees in the hands of the local government. Juan Orlando Hernandez met with representatives of the Associacion de Municipios de Honduras Monday to explain the law. He said there will be an open meeting with all of the 298 municipal governments on April 2 to explain the law. At this Monday meeting he professed not to understand why the teachers are opposed to this law since it guarantees they get paid. One of the many problems with the current Ministry of Education is that it either fails to pay teachers or pays them three months in arrears. This law should make municipal governments nervous.

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Interview with an Expert Fall Foliage FAQs It’s our favorite time of year again…Fall! In the midst of enjoying all the beautiful sights, sounds, and smells of the season, do you ever wonder what makes it all possible? Don’t let the leaves leave you guessing. Let an Interpretive Naturalist answer your fall foliage questions. Q: When is the best time to see the leaves? When do they peak? A: Leaves can change their color from as early as late September all the way through early November. Typically the second and third week of October are the peak times, but the last several years, leaves have had good color lasting on into November. Q: Where are the best places in Brown County to see the leaves? A: The beautiful leaves can be seen all around, but great views can be found on a drive through the Brown County State Park. The vistas provide an elevated view that lets you see the wide array of trees and colors. Q: Why do trees change colors? A: The response of trees to fall color is due to cooler nights with decreasing temperatures and the shorter photo-period (or daylight). All leaves have different types of chemicals in them that dictate their pigment and coloring. One of these chemicals, chlorophyll, is responsible for absorbing sunlight and gives leaves their green color. As daylight dwindles, chlorophyll production, which “masks” other color pigments in the leaf, shuts off. Once this happens, the various other color pigments are able to show through and you see leaves change colors. Q: Which color pigments or chemicals dictate leaf color? A: Obviously chlorophyll gives leaves their green color, but there are other chemicals found in leaves including tannins, anthocyanins, and carotenoids. The presence of tannins means leaves will turn brownish or tan. Anthocyanins are found in deep red and purplish leaves, while carotenoids give leaves their brilliant yellow and orange colors. Q: Do certain types of trees produce specific colored leaves? A: Oaks: brown or russet Hickory: golden bronze Birch: bright yellow Poplar: golden yellow Maple trees show a wide range of colors: Sugar Maple: orange-red Black Maple: glowing yellow Red Maple: bright scarlet Silver Maple: muted green Q: What kind of trees change colors first? Which trees are the last to change? A: Tulip Poplar trees are by far the first. They can start changing colors as early as August. Sycamores and Walnut are probably the next to change, but they do not show much color in general. Oak and Beech trees are the last to change and are actually able to retain some of their leaves all the way through winter sometimes. All other types of trees fall somewhere in the middle. Q: What impact will this year’s weather have on fall colors? A: Weather plays a major role in the change of leaves each year, so as the weather is always changing, the time of the year the leaves change varies too. In general, fall color is due to cooler nights with decreasing temperatures throughout the day. So as long as there are no extreme weather conditions and fall temperatures remain relatively normal, the colors will show as usual. Q: What makes the leaves fall? A: Leaves fall to prevent the tree from dying. During the warmer months, trees get rid of excess water obtained from rain and moist soil through their leaves. However, in the fall as temperatures decrease, trees shed their leaves so the tree itself can retain water before the drying winter winds begin and the ground freezes over and little water can be obtained through the roots. Basically, the tree seals itself shut so it can save up as much water as possible to survive winter. Q: What kind of Maple trees are there in Brown County and what are they like during the fall season? A: There are four kinds of Maple trees in Brown County: Sugar, Silver, Red and Black. All of these produce the sugar water that can be boiled down into sap. The Sugar Maple is the one that gives New England their flooding of fall tourists and it can be found in Brown County too! There are not quite the weather extremes (warm days and cold nights) in the Midwest as there are in New England, which is what gives the Sugar Maple its brilliant show of colors, but there is still great color in the Maples in Brown County. Q: Where can I go to learn more about the leaves in Brown County? A: A great place to learn more about fall foliage is at the Nature Center at the Brown County State Park. Throughout the whole month of October there are a variety of programs and opportunities available, which are all free and all related to some aspect of fall. For example, outdoor adventurists can participate in the Fall Colors Hike or Lakeside Stroll. For those more interested in exploring their artistic side there’s always Painting Vistas, Nature Craft, or Fall Wreath Making. Or educational enthusiasts can check out Fall Folklore, Fall Herbals and Medicinals, or Fall Leaf Color class to name a few.

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A business plan is the document used by a startup business. This particular plan is created to allow the business have a framework once all the operational processes are ready for implementation. The scope of a business plan varies on the operations and requirements of a business that is about to be open for consumers and/or clients. A business plan may or may not include a strategic plan depending on the management of the business. You can use the business plan templates that can be downloaded in this post for you to have a faster and more convenient way of creating the document that is applicable for the kind of business that you are planning to bring to life. Internet Cafe Business Plans Startup Internet Cafe Business Internet Cafe Business Sample Restaurant Business Plans Small Business Plan Purpose of a Business Plan A business plan is essential in the operations of a business. Some of the reasons why a business plan is created are as follows: - A business plan provide all the details that are needed to be followed by a business to assure that it will have a smooth flow of operations. - Creating a business plan can help a business have a reference whenever they need help in implementing different call to actions that is beneficial to the business. - A business plan is created to provide different activities that can give the business the reputation, branding, development, and sustainability that it needs. Importance of a Business Plan Whether it is a non-profit business plan template or any other kinds of business plan templates, a business plan is important to both the business and its customers. A business plan is deemed to be a much needed document for the following reasons: - For the business, a business plan can ensure that the sales, marketing, advertising, and financial undertakings and plans of the business are already plotted. This means that the business is ready to take on possible issues that may occur during the business’ actual operations. - For the clients, a business plan will allow them to trust the business and to ensure that the establishment is aware of the objective and goals that it wants to achieve. Farming Business Plans Organic Farming Business Vegetable Farming Plan Urban Farming Business Worksheet Business Continuity Plans Small Business Continuity Business Continuity Plan Top 15 Tips in Creating an Effective Business Plan We have listed the top fifteen tips that you may follow in creating an effective business plan. These tips are the following: - Follow a template in creating the business plan. - Assess the nature of operations of the business. - Create a time frame to follow. - Make sure that the business plan is realistic, doable, and achievable. - Identify the workforce that you need for the implementation of the business plan. - Assure that all the areas of the business are included in the business plan. - Properly identify the resources of the management which can help the business plan be executed accordingly. - Assess the target market of the business and the needs of the particular market. - Be aware of the strengths and weaknesses of the management. - Specify the possible threats of the business operations. - Identify processes that can minimize or remove the impact of the threats to the business. - Create guidelines on when the business can take the opportunities that might open for the business. - Be specific with the items that you will put in the business plan. If possible, follow a one-page business plan templates to be as precise as possible with your discussion. - List down the product and/or service offerings of the business. - Discuss the background of the business. Business Development Plans Personal Business Development Startup Business Plan Business Proposal Plans Business Project Proposal Business Loan Plan Small Business Proposal Hotel Business Plans Hotel Business Plan Report Draft Restaurant Business IT Business Plans IT Company Business IT Business Plan Sample How to Make a Business Plan Creating a business plan should not be intimidating. Here are the steps that you may follow in creating a business plan: - Determine whether you will create a business plan in Excel, Word or PDF. - Think of the kind of business that you would like to create and the industry it belongs to. - List down the requirements of the business including its full operations, the legal documents that you need to acquire, and the location where the business will be present. - Properly identify the resources that you have that can help the business plan materialize. - Assess whether you can compete with the existing business in the same industry. How to Test a Business Plan The effectiveness of a business plan can be identified through the following processes: - You can compare your business plan to the business plan of the establishments that are already present in the industry. As an example, a farm business plan may be deemed effective if it is at par or even better with the farm business plan templates that are used by successful businesses in the farming industry. - You can have a survey in your target market so you can be aware of whether the items present in your business plan are applicable to the needs of the market. - You can hire a professional business counselor so that he/she can identify the things that you need to consider in polishing the business plan that you have created. Nursery Business Plans Nursery School Plan Nursery Business Development School Business Plans School Business Plan Template Primary School Business Computer School Business Startup Business Plans Startup Business Outline Startup Commercial Business Startup Cafe Business Guidelines in Creating a Business Plan A business plan should be an effective and efficient guide that a business can use in the different phases of its operations. If you want to create a business plan, here are some of the guidelines that you may follow: - Make sure that your business plan is well-curated. A business plan needs to have a complete information listing so that the business management can easily refer to the document when necessary. A great examples is for a restaurant business plan template to not just include the internal factors that may affect the business plan but the opportunities and threats that the restaurant may possible face in the future as well. - The business plan that you will create must focus on all the areas of the business. As much as possible, your business plan must cover the planning, execution, sales, finance and accounting, marketing, and operational processes of the business. Being aware of the items that make up the business will help you to create a business plan that is comprehensive and informational. - Your business plan must be precise but it should also be resilient. A business plan should be ready for the changes within the industry and the trends that the businesses in the same field should follow to get a bigger market share compared to its competitors. However, it should always be specific with its goals, vision, mission, and objective. Assure that you business plan is created keenly for all the details present in the document to be usable. These guidelines can help you achieve the efficiency and effectiveness that you want to have in creating a business plan.

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Allah determines period and mode of operation of everything in this world. This principle applies to operation of Allah’s ‘rehmah’/mercy also in this world. Drifting away with bad deeds, human being usually pins his/her hope in Allah’s ‘rehmah’/mercy which is believed to be overshadowing and erasing all bad deeds committed by human beings. In the succeeding lines we would see Allah’s ‘rehmah’/mercy is not without principles and is associated with determined period and mode in case of erasing human bad deeds in this world. It may be noted that Allah’s ‘rehmeh’ has various forms e.g. shining of the Sun and the Moon; blowing of hot and cold air currents; growth of all kinds of vegetation; beautiful panoramic views spread all around; all natural systems; all revealed social systems; granting of various emotions- each emotion may have soothing effect, if applied with right time, place, and degree; granting of physical faculties; availability of various relationships; all divine guidance; and above all person of our Nabi (saw). In short every moment and matter of an individual’s life has been ensured to be covered with Allah’s ‘rehmah’/mercy. This is what has been mentioned in Quran. “Say, "To whom belongs whatever is in the heavens and earth?" Say, "To Allah." He has decreed upon Himself mercy…..” (al-anam-12). But all forms of Allah’s mercy/’rehmah’ operate in this world for limited/ determined period for every individual; when the period expires, the related form of mercy/’rehma’ remains no longer available to be availed by that individual. Similarly every form of Allah’s mercy operates in a specified mode; every individual can avail a form of Allah’s ‘rehmah’, keeping within the mode specified to avail that form of ‘rehmah’/mercy. Allah’s mercy/ ‘rehmah’ associated with forgiving/ignoring human’s bad deeds is also operated in two stages in this world; the first stage relates with specific period and the second stage relates with specific mode. After the specific period expires, concerned individual remains no longer able to avail Allah’s mercy to get his related bad deed forgiven/ignored in this world (except within specific mode). In other words, for every individual and every bad deed, there is a specific period; after expiry of that period, Allah’s mercy to get that bad deed forgiven/ignored cannot be availed by that individual in this world (except within specific mode). Quran says: “Leave them alone, to enjoy and to please themselves: let (false) hope amuse them: soon will come to know” (al-hijr-3). From this verse, it is evident Allah’s mercy to delay punishment in this world for bad deeds comes to an end after expiry of specified period. This specified period may vary for every individual and for every deed. Such bad deeds of which specific period of Allah’s mercy has been expired, can only be got forgiven/ignored by keeping within specific mode. The mode of operation of Allah’s mercy to forgive/ignore bad deeds is based on ‘repentance’ and rectification of deeds by the concerned individual. “And when those come to you who believe in Our verses, say, "Peace be upon you. Your Lord has decreed upon Himself mercy: that any of you who does wrong out of ignorance and then repents after that and corrects himself - indeed, He is Forgiving and Merciful" (al-anam-54). From this verse, it is evident that bad deeds are forgiven/ ignored by Allah in this world, if the wrong doer repents over his bad deeds and corrects his conduct in future. From the foregoing, we may conclude that Allah’s mercy operates with specific period and specific mode to forgive/ignore bad deeds in this world. This specificity of period may vary for every person and every deed; but specificity of mode is the same –i.e. repentance and rectification of deeds. As long as specific period continues, Allah does not punish for related bad deeds in this world; but when the specified period expires, the concerned individual is punished for related bad deeds, if he does not take resort to ‘repentance’ and ‘rectification of deeds’. (it may be noted that an individual is not fully punished for his bad deeds in this world; full punishment is given in ‘ukhra’). Repentance and rectification of deeds is the mode through which Allah’s mercy operates till last breath of human being. Even after death Allah’s mercy operates but not through mode of ‘repentance and rectification of deeds’; rather through mode of our Nabi’s (saw) ‘shafa atun’/ intercession or through selective good deeds of the concerned person. Many wrong doers will be forgiven through our Nabi’s (saw) intercession or on the basis of some highly appreciated good deeds done by such wrong doers. We may further conclude if any person/ nation is not being punished for its wrong doings, and they are being blessed with affluence in this world, it does not necessarily mean they are Allah's dear ones; it may be that specified period of Allah's 'rehmah' regarding their bad deeds is still running. When the specific period will come to an end, they will be condemned for their bad deeds in this world, if they do not repent.

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Rabbi Michael Rosensweig Chanukah as a Holiday of Idealism and Maximalism The gemara in Shabbat (21b) responds to the query "mai Chanukah" (what is the basis and character of Chanukah) by describing the miracle of the cruise of oil that miraculously burned for eight days in the aftermath of the Chasmonean victory. The account is striking for its de-emphasis of the military victory as a motivating force in the establishment of the holiday. To be sure, the significance of the military campaign registers in other accounts (Pesikta Rabbati, Megillat Taanit, in the insertion of "al ha-nissim" etc.), and even in numerous halachic references and nuances. Abudraham and Shibboleit ha-Leket even find allusion to the victory in the very name of Chanukah (hanu be-kaf hei). The Peri Chadash posits that the first day is celebrated in tribute of the decisive victory since the oil was sufficient for that day. Indeed, the Netziv argues that one should focus attention also on the miraculous survival as one recites the beracha of shehecheyanu on the first night. Notwithstanding these and other expressions, it is precisely the first post-revolt event, the effort to rededicate the mizbeach, that is the primary focal point of Chanukah. The Or Zarua sees the name "Chanukah" in this reference (see also Rashi Megillah 30b). In any case, it was the lighting of the menorah that emerged as the central mitzvah and symbol of Chanukah. Why should a post-revolt event, even one that was miraculous, be accorded such centrality, even eclipsing national survival, an apparently more urgent miracle. Moreover, there were other miraculous manifestations, recorded in Megillat Taanit, that did not generated equivalent days of hallel and hodaah. What is singular about the miracle of the candles? A celebrated question posed by R. Eliyahu Mizrachi and discussed extensively by the meforshim further highlights the problem. Why doesn't the halachic principle that ritual defilement is not an obstacle to national temple obligations (tumah hutrah betzibbur) dictate that the menorah could have been kindled with impure oil as well, rendering the miracle of the cruise of oil completely superfluous? While many mefarshim conclude that this rule does not apply in this case, others confirm that the rule does prevail. The Chakham Zvi argues that the miracle, while not indispensable, was an important projection of Hashem's special affection for Klal Yisrael. Still, is it conceivable that the miraculous centerpiece of Chanukah may not have been fully necessary? We encounter parallel difficulties when we examine the eight-day period. The Raavad explains that it took this long to return from Tekoa with the most refined (mehudar) oil. Thus, the miracle sustained the higher ambition of lighting the menorah with the most preferred oil, but may not have been required simply to discharge the Temple obligation of ritually pure oil! The Beit ha-Levi queries why the menorah was not lit with thinner wicks during this period to stretch the oil supply. Wouldn't a concession in the quality of the mitzvah have been justified given the crisis? It is conceivable that the menorah miracle emerged as the central feature and symbol of Chanukah precisely because it was not technically indispensable. As the Levush, Bach, and others note, Chanukah (in contrast to Purim) celebrates salvation from spiritual extinction. The Chasmonean revolt rejected the very notion of institutionalized spiritual mediocrity even at the expense of national survival. The nation could not acquiesce to the decrees against the study of Torah and performance of mitzvot because such acquiescence would have undermined the very foundation of Jewish existence, even if it might temporarily have secured the physical continuity of the nation. The concept of shaat ha-shemad (Sanhedrin 74a:Rambam, Hil. Yesodei ha-Torah 5:3; Chanukah 3:1) which demands that Jews sacrifice life itself to affirm their Torah commitment in a time of religious crisis stems from the realization that Jewish life cannot long survive without the idealism and ambition of a life of mizvot. Each discrete challenge to halachic life might warrant a response of yaavor ve-al yeihareg (Sanhedrin 74a- violate rather than be killed) as a concession to the sanctity of human life. However, when applied pervasively to justify a comprehensive and systematic breakdown of halachic life, this policy condemns Klal Yisrael to spiritual oblivion. The principle of shaat ha-shemad underscores the transcendent value of ideal halachic standards as worthy of sacrifice. Chanukah, then, represents a struggle for a maximalist halachic lifestyle. Precisely because attaining victory in the military struggle once joined was indispensable, this miracle did not accurately convey the singular character of Chanukah, although it certainly occasions the hodaah expressed in al ha-nissim. However, the miracle that resolved the first national-spiritual challenge in the aftermath of victory, the ritual impurity of the Temple oil, dramatically captured the very spirit of the Chasmonean struggle. A miracle that obviated the need to rely upon the bedieved halachic response of tumah hutrah betzibbur, or even the thinning of the wicks or use of halachically inferior oil forcefully projected halachic idealism and maximalism as the foundation of the revolt and set a powerful tone for the new era. Thus, the gemara's question "mai Chanukah" conveys an effort to capture the essence of the holiday, not merely to record its history or the details of its observance. The miracle of the neirot, which enabled the mitzvah to be implemented without compromise, perfectly encapsulates the motive, goal and impact of Chanukah. It is entirely appropriate that unique among mitzvot, the mitzvah of neirot Chanukah projects three distinct levels- neir ish u-beito, mehadrin, mehadrin min ha-mehadrin. While the concept of zeh Keili ve-anveihu establishes a general concept of hiddur mitzvah (adorning the mitzvah), only in Chanukah do we encounter different qualitative performances. Moreover, the Shulchan Aruch and Tur almost exclusively emphasize the more ambitious and idealistic performance of the mitzvah! According to R. Bechya the term "Chanukah" also suggests chinuch - an educational program. May we succeed in internalizing and inculcating maximalism and idealism in halachic standards and performance thereby fulfilling the aspirations of Chanukah.

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Posts tagged with "Perth Australia Pterosaur Ropen Sighting" Post-Deluvian Studies: Plesiosaur, Bio-Chemiluminescent Ropen-Pterosaur; Paul Nation Video; Loch Ness; Lake Champlain [Clifford A. Paiva Resume] BSMRA.org Related Site: Plesiosaurs, Elasmosaurs and Pterosaurs (Ropens) Living Pterosaurs by Jonathan WhitcombPterosaur Sighting at Perth Australia (1987) Zuiyo Maru Plesiosaur Russ Sittloh's Normandy Nessie Video[/B] Frank Ramerize Sighting Pterodactyl Ropen Sightings: Papua New Guinea Umboi Island) Ropen Sightings: Gideon of Umboi Island(Jonathan Whitcomb Interrogator)[/B] Ropen (Pterosaur)Sighting by Hodgkinson in World War II at Papua New GuineaClifford Anthony Paiva_BSMRA: Flipper (not dorsal) of the Zuiyo Maru CatchDr. Robert Rines:http://smtp.antelecom.net/blogs/bsmaplesiosaur/a_4_Zuiyo_Maru_Catch_Plesiosaur_Primary.pdf Dr. Robert Rines agreed to permit me (Cliff Paiva) to apply avanced image processing techniques to the 1975 frames of the animal caught on Dr. Edgerton's submerged strobe camera. The results of that analysis revealed an elasmosaur-type animal reacting (see the bubble "wake" frames) to the strong flash. Reflection is seen off of the animal and in the surrounding medium. The neck pixels have been extracted from the background and shown connecting the head and torso. The animal differs from the Zuiyo Maru's catch 2 years later by Michihiko Yano of Taiyo Fisheries in that the animal in Loch Ness, and apparently other animals in the various Lochs of Scotland,is of a short-necked plesiosaur.[/ALIGN] Zuiyo Maru Catch: The assessment of BSM Research Associates is that the animal caught on the morning of 25 April 1977, about 50 km. east of Christchurch, New Zealand by the Japanese fishing boat Zuiyo Maru, and brought up from a depth of about 300 meters is a plesiosaur. Conclusion: As the enclosed BSMRA frames indicate, the so-called displaced "dorsal" fin is not displaced from the centerline spinal column of the animal. Neither blood nor torn flesh is observed between the flipper and centerline spine. Since basking sharks possess dorsal fins and the Zuiyo Maru catch does not, therefore the animal brought up from 300 feet depth is NOT a basking shark. Further the eyes of the Zuiyo Maru animal are very large in diameter whereas basking sharks have (seen enclosed frames) small eyes. Inspection of the Zuiyo Maru pictures reveals that the aquatic cryptid had a symmetrical pair of small upper fins on each side above the anterior flippers. If this observation is correct, then the identification of this animal as a basking shark is false. Previously, the fin of just one side was observed and wrongly identified as a shark's dorsal fin that had slid sideways from the mid-dorsal ridge. Examination of the original scientific report reveals that Yano, along with all the fishermen, observed a pair of upper fins. They specifically stated there was not a shark�s dorsal fin. That statement caused considerable discussion among the scientists who questioned them. Without a dorsal fin the proposed basking shark model is dismissed. Another confirmation for the marine reptile understanding, and falsification of the shark idea, is a picture revealing the nare at the lower front of the skull. It is right where Yano sketched it, though that is not where it should be for sharks. Although this animal may not currently be identified with either living creatures or specific known fossils, it possessed characteristics like those of marine reptiles, perhaps similar to the Sauropterygia. [The idea that a dorsal fin existed, however, is disputed by eyewitness testimony as well as the pictorial evidence. M. Yano, who conducted the primary examination of the carcass, insisted that there was no dorsal fin (Omura et al., 1978). No one else present on the ship's crew thought there was a (sharks) dorsal fin either (Obata and Tomoda, 1978; Omura et al., 1978). Evidently Yano's testimony (along with that of the other fishermen) was rejected in favor of the dorsal fin theory...for obvious reasons (existence of a plesiosaur, and the resulting evolution model integrity threat). [/ALIGN]Yano was questioned by Obata and Tomoda (1978, p. 45) regarding the upper fin(s) (B). Obata and Tomoda observed that the fin was considerably smaller than the anterior ventral propulsion flippers (as occurs in plesiosaur and elasmosaur), and suggested that it was somehow the broken posterior ventral flipper (a hypothetical break accounting for its smaller size; B of Figures 2 and 3) overlaying an almost complete right anterior ventral flipper (C) of Figures 2 and 3). That judgment was denied by Yano, who stated that the supposed broken posterior ventral flipper of Obata and Tomoda was actually one of the paired upper fins which had an unusual array of exposed rays near its base as well as on its edge. This fin (B) is the same fin that other scientists incorrectly thought was the dorsal fin of a shark that had slid sideways from the center. The displaced dorsal fin of course was shown incorrect upon closer examination by BSM Research; indicating not torn or displaced flesh between the actual flipper and the spinal centerline. Those scientists correctly stated that it was located too far forward and displaced left of the center line on the body to be the posterior ventral flipper. Image processing for this section is implemented by myself; the hardware and software computer integration being provided by my son, Mr. Alexander Mitchell Paiva (a computer firmware and software specialist), specifically for The History Channel's Monsterquest Flying Monsters program. Hydrodynamics of lift forces, coefficients of lift as a function of pterosaur wing area, and overall dive velocity profiles were included in the follow-up technical report to be released�the Fall of 2009. Correlations to North America include the Great Lakes region, Sonora Desert (Guadalajara, Mexico and Stephenville, Texas), and Southern California, and Great Britain. Note that the so-called UFO Fleet observations are really high altitude flying animals which are flocking and may be mathematically modelled. The animation graphically portrays the groupings and flight units. BSM Research Pterosaur Studies Pterosaur (Ropen) Studies[/B]: Ongoing image processing at BSM Research Associates supports Mr. Garth Guessman's field expedition efforts to obtain definitive information optics data of post-deluvian pterosaur-type animals. All frames included as data obtained from Genesis Park field research is obtained through the courtesy of Genesis Park's director G. Guessman.� The SCI-FI Channel frames indicate very positive correlation to the Genesis Park frames, especially in luminescence, hence the animals are probably the same.[/ALIGN]The paleontologist who appeared on the History Channel's Monsterquest, a believer in the evolution model, admits the to the complete absence of pterosaur and pterodactyl transitional forms. Not withstanding this lack of scientific data which challenges his model, he maintains pterosaurs evolved anyway. Lack of percentage transitional forms (i.e. 30% wing-to-70% limb) indicates a defunct model (evolution); such a model being outside the realm of experimentally derived science. That school district superintendents continue to hide behind state law (the Nuremburg Option..."somebody ordered me....) indicates criminal liability on the part of these men and women, since taxpayers suffer the multi-billion dollar loss which has occurred since the early 20th Century. Evolution is in fact a sink hole of pecuniary disbursement. Chupacabra Canine Identification: BSM Research Associates has introduced for the first time the identification of the Sinoyx-Mesonychid-Chupacabra, living fossil. Evolutionists of course must deny this as their professions and credibilities were in very serious danger, even before this discovery.[/ALIGN][/ALIGN]

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Ben Greenfield tweeted out a link to the the press release for this study, where they state: Researchers have found that fish oil transforms fat-storage cells into fat-burning cells, which may reduce weight gain in middle age. Since I’m currently stuck in the middle of the storm of the century here in Northern Virginia (why did I ever leave California), I figure I have the time to hunker down and read through the actual paper itself. Press releases are notorious for misrepresenting what is actually stated in the paper. Luckily this paper is free! This paper is actually hot off the presses and was published only a few weeks ago in Nature this past December 2015: You can see that I made an honest effort to read through the paper… I really did, but after I got to page 3 my brain kind of shut off. This is basically a mouse study where they measured blood markers, metabolic activity, gene expression, mitochondrial activity, tissue analysis, urine tests, etc… The combination of the single spaced text, all the acronyms, and the dry writing ultimately killed my interest. - White fat is the storage form of fat and is what we traditionally think of as fat. If our body has too much energy, it will be stored as white fat. The scientific name is white adipose tissue (WAT). - Brown fat is a form of fat that burns energy to be released as heat, thermogenesis. When our body is cold, brown fat will tell our body to generate more heat by burning fat. The scientific name is brown adipose tissue (BAT). - Recently, a type of fat called ‘beige fat’ has been found within white fat, and beige fat can act like brown fat and tell the body to generate more heat by burning fat. - Both brown fat and beige fat are activated by a gene, mitochondrial uncoupling protein (UCP1), hence the title. So, what did they find? The authors concluded that: In this study, we investigated the effect of fish oil intake on energy metabolism. Fish oil intake reduced body weight gain and fat accumulation, while increasing oxygen consumption and rectal temperature, as compared to control diet-fed mice. Furthermore, fish oil intake induced UCP1 expression in both of BAT and WAT, and activated the SNS. Combined, our data indicate that fish oil intake enhances energy utilization by inducing UCP1 in both BAT and WAT, and could thereby prevent obesity and related metabolic disorders. The mice that compared to the control group, the mice that received fish oil demonstrated: - Decreased body fat accumulation - Increased metabolism - Increased UCP1 expression in brown fat and beige fat - Reduced fasting glucose, insulin, and triglycerides - Reduced leptin - Elevated adiponectin - Increased expression of UCP1 gene in BAT and WAT I realize I need to learn more about leptin and adiponectin. Here’s a nice summary on leptin from the website BreakingMuscle.com which is most definitely a reputable website… What type and how much fish oil was given? This was my biggest question going into this paper. As you know now, with all of the recent papers I’ve been reading, my favorite section is in in the Materials and Methods where they described what was actually used. What brand, how much, how often, etc… IF we’re to extrapolate any sort of information from research studies into practical application, this information is important. Needless to say, I was unsatisfied with this section of the paper. This is what they said: DHA-enriched fish oil (DHA 25%, EPA 8%) was a gift from NOF Corporation (Tokyo, Japan) and EPA-enriched fish oil (EPA 28%, DHA 12%) was a gift from Nippon Suisan Kaisya, Ltd., (Tokyo, Japan). The composition of diet, expressed as the percent of total calories, was 45% fat, 14% protein, and 41% carbohydrate with a caloric value of 4.74 kcal/g (Supplemental table 4). The concentration of fish oil on a diet with low-dose or high-dose was 1.2% and 2.4%, respectively. I’m not entirely sure what brand of fish oil they used. I explored the NOF site and Nippon Suisan Kaisya site and couldn’t find anything. I also can’t tell how much they gave. Was the 1.2% and 2.4% the percentage of total calories? If so, in a 2000 calorie diet, 2.4% would only be around 48 calories, which is about 1 tsp of fish oil. That seems low to me. I wish this part of the paper was fleshed out more. Brown fat and beige fat are becoming hot topics in obesity research and the biohacker community. People are exploring all sorts of ways to maximize the expression of these types of fat which is the whole reasoning behind ‘cold thermogenesis’ and devices like this and this. Now it looks like fish oil can be another tool to use. I already regularly take fish oil for its other benefits and this looks to be yet one more reason to continue taking it. The brand the BJJ Cavewife and I are currently using is: This is the best tasting fish oil I’ve had and the only one the notoriously picky BJJ Cavewife will take. Also, EXOS which is under Thorne Research is a brand that I trust.

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Much more concern and confusion now centres on HRT (hormone replacement therapy), which is composed of synthetic versions of the ‘female’ hormones, oestrogen and progesterone. The apparent panacea turned out to have a dark side, when HRT was found to actually raise the risk of heart disease and breast cancer following the large Women’s Health Initiative study in 2002.1 This has left millions of women in their forties and fifties in a dilemma. Do you plump for the benefits of HRT and hope to avoid the side effects? Or do you stay off it and hope to find something else? Official medical advice is that short-term use – two years – is not linked with an added risk. Even so, many have stopped taking it. In the wake of the 2002 study, the number of prescriptions in the UK and in the US has halved. In the years since there has also been a significant decline in the number of breast cancers.2 Natural vs Synthetic Hormones There is a solution that is widely used in the US but little known in the UK. It involves the same hormones found in regular HRT but they come in a subtly different form known as ‘bio-identical’, which means that they are exactly the same as the ones your body was making until it reached the menopause, or the andropause in the case of men. The ones used in HRT are not identical, and this is very probably the reason for the problems they have caused; for example, a type of oestrogen still widely used (over 500,000 prescriptions were issued in England alone in 2010) is known as conjugated oestrogen and comes from the urine of pregnant mares, so it contains types of oestrogen normally only found in horses. The best-known brand is Premarin, and this was used in the Women’s Health Initiative trial. The replacement for progesterone that is used in regular HRT is known as progestin (or progestagen), and the best-known brand is Provera. It also has a significantly different chemical structure from progesterone. This is linked to the very different effects the two have: progesterone is the hormone made in large amounts during pregnancy, it is also a diuretic, and it decreases the risk of blood clots, has antidepressant effects and helps to build bone. Progestins can cause miscarriages, fluid retention and blood clots, and it is linked with mood swings and can reduce bone density. Hormones Decline with Age The fact is that hormone levels do often decline dramatically later in life. Testosterone deficiency can result in lack of sex drive, lack of motivation and depression in both men and women. Lack of oestrogen results in vaginal dryness and lack of progesterone, from which all these hormones can be made, results in lack of everything. Also, progesterone dampens down adrenal hormones so a common effect of progesterone deficiency is more anxiety, bursts of anger, insomnia, tight and aching muscles, all of which are often found in the menopause. As you can see from the diagram below progesterone is the ‘mother’ of all hormones, itself made from cholesterol. (Beware statin enthusiasts – driving down cholesterol too low eg below 3.5mmol/l could lead to hormone deficiency.) The body will always make cortisol – the stress hormone – in preference to anything else because it is to do with our immediate survival. This may not actually be the case when you get stressed watching the news but your body thinks it is so. Consequently, DHEA levels go low. The more stressed you are the higher the cortisol and the lower the DHEA, until you are completely burnt out in which case both go low. This in turn means that there is less DHEA to manufacture testosterone. Chronically low amounts of DHEA is one of the consistent indicators that you are ageing faster than your chronological age, which is why it has become a popular supplement. DHEA – do you need it? DHEA is the most abundant hormone in the body, but production for both men and women peaks at age 20 and it is reduced to half that rate by age 40, and by the time you are 65 you will only be producing 10–20 per cent of your youthful level. It’s part of the pathway that produces the sex hormones, so it is likely to have an impact there and it is also the hormone that balances cortisol, the stress hormone. This means that low levels can reduce the effectiveness of the immune system, which becomes less responsive when you’re stressed. So there is certainly a logical case for restoring your levels. DHEA supplements benefit mice, but there is not yet any hard proof that they slow down ageing in humans. Symptoms of a deficiency include: - Feeling burnt out - Unable to cope with stress - Lack of drive or motivation Your body naturally produces 35–60mg of DHEA a day, which can be accurately measured in both saliva and blood. Practitioners are likely to prescribe between 15mg and 50mg. If you are taking DHEA, you should then re-check your level after about 90 days. I sometimes recommend it to people who are burnt out for one month only, at a dose of 25mg. The other way to increase your DHEA level is to reduce your stress and so bring down your cortisol level. Some very simple exercises that can do this have been developed by the HeartMath Institute (see my report on HeartMath They are designed to eliminate negative thought loops and to promote sustained positive emotional states. In one study with 45 volunteers, the 15 who did the exercises ...... MEMBERS have free access to 100's of Reports, a monthly 100% Health Newsletter, free use of the 100% Health programme with unlimited reassessments and big discounts, up to 30% off books, supplements and foods at HOLFORDirect.com. Find out more

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Elephants, both African and Asian, have long been considered empathetic animals. They help baby elephants stuck in mud holes, use their trunks to lift other elephants that are injured or dying, and even reportedly reassure distressed individual elephants with a gentle touch of their trunk. But it’s one thing to witness something that looks like consolation, and another to prove that this is what elephants are doing. Now, scientists have shown that Asian elephants do indeed get distressed when they see others in trouble, and they reach out to console them—just as we do when we see someone suffering. Elephants, thus, join a short list of other animals, including great apes, canines, and some birds, that scientists have shown to reassure others. The study “is the first to investigate responses to distress by Asian elephants,” which “is inherently difficult to assess because one has to wait for opportunities to arise spontaneously,” says Shermin de Silva, a behavioral ecologist at the Uda Walawe Elephant Research Project in Sri Lanka. It would not be ethical to intentionally create stressful situations for the animals as a test, she notes—which is why, until now, researchers have had to rely on well-documented but anecdotal observations of wild and captive elephants to back up claims that they reassure each other. Joshua Plotnik, a behavioral ecologist at Mahidol University, Kanchanaburi, in Thailand, and Frans de Waal, a primatologist at Emory University in Atlanta, got around this problem by comparing Asian elephants’ behaviors during times of stress to periods when little upset them. For 1 to 2 weeks every month for nearly a year, Plotnik spent 30 to 180 minutes daily watching and recording 26 captive Asian elephants. The animals ranged in age from 3 to 60 years old and lived within a 30-acre area of Elephant Nature Park in northern Thailand. Most of the elephants, aside from mother-juvenile pairs, were unrelated and did not live in family groups as wild elephants do. Instead, the park’s Mahouts, or keepers, organized them into six groups which they then guided through a daily routine—bathing and feeding them in the morning, and tethering them at night. But during the day, the elephants were left alone to roam and graze at will. Plotnik watched the elephants during their free periods and recorded their reactions to stressful events, such as a dog walking nearby, a snake rustling in the grass, or the presence of an unfriendly elephant. Other researchers have previously shown that when upset, an elephant flares its ears and erects its tail; it may also trumpet or roar, or make a low rumble to show its distress. When elephants in the park saw another elephant behaving in this manner, the observers typically responded by “adopting the same emotion,” Plotnik says, “just as we do when watching a scary movie together. If an actor is frightened, our hearts race, and we reach for each other’s hands”—a reaction known as “emotional contagion.” For example, in one event recorded on video (above), the female Mae Perm rushes to the side of another adult female, Jokia, who was upset after hearing the roar of a captive bull elephant in another nearby park. Both elephants push their ears forward and raise their tails—but Mae Perm does so only after seeing Jokia’s distress. Mae Perm also makes loud chirps, which are known to be reassuring calls, and then caresses Jokia with her trunk, finally placing it in Jokia’s mouth—an act which “might send a signal, ‘I’m here to help you, not hurt you,’ ” Plotnik says. Jokia, in turn, places her trunk in Mae Perm’s mouth—a gesture which is probably like a hug, the researchers say. Sometimes several elephants were present when one was spooked by something. These bystanders typically reacted the same way, adopting the agitated behavior of the victim, as Plotnik calls the distressed individual, raising their tails, flaring their ears, and sometimes urinating and defecating while chirping. In some cases, they also formed a protective circle around the victim. Plotnik recorded 84 such stressful incidents, noting where each occurred, the time of day, weather, and what other elephants were present—and how these individuals reacted. For a control, he compared these incidents with periods with as many matching variables as possible, but when nothing stressful occurred. The researchers’ subsequent analysis—reported today in PeerJ—showed that the elephants’ emotional contagion and distinctive, reassuring behaviors happened almost exclusively in response to some stressful trigger. Most significantly, the elephants seemed capable of recognizing distress in their fellows, a behavior that may require empathy. “It’s that ability to put yourself emotionally into another’s shoes,” Plotnik says. But proving that is what elephants are doing will take more studies, he and others say, and preferably in wild, not captive, populations. “What is unclear is whether this reassurance primarily benefits the distressed animal, or the responders,” de Silva says. Nevertheless, the study “provides a very interesting first exploration” into the “post-distress behavior of elephants,” says Graeme Shannon, a behavioral ecologist at Colorado State University, Fort Collins, adding that the findings are “intriguing because they parallel what has been observed in captive and wild non-human primates, further underlining the complex cognitive abilities of elephants.” Some think the work may aid conservation efforts. “Any good science that supports the idea that elephants are sentient beings capable of empathy is important,” adds Cynthia Moss, an ethologist and director of the Amboseli Elephant Research Project in Kenya, who has observed “reassurance behaviors” daily among the elephants there for more than 40 years.

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by Susan Flantzer William I, King of Scots, nicknamed “the Lion,” had the second-longest reign in Scottish history before the Act of Union with England in 1707. He reigned for 49 years, from 1165 – 1214, and was a contemporary of King Henry II of England and his sons King Richard I and King John. Born around 1143, William was the second son of Henry of Scotland, 3rd Earl of Northumberland and the 3rd Earl of Huntingdon and Northampton (who was a son of David I, King of Scots) and Ada de Warenne. William was not known as “the Lion” in his lifetime. The nickname did not refer to his personality or his military ability, but referred to his standard, a red lion rampant with a forked tail on a yellow background. This became the Royal Standard of Scotland and is used today on the Royal Standard of the United Kingdom, quartered with the royal standards of England and Ireland. William had six siblings: - Malcolm IV, King of Scots (1141 – 1165), unmarried - Margaret of Huntingdon (1145–1201) married 1) Conan IV, Duke of Brittany, had one daughter Constance, Duchess of Brittany who married Geoffrey Plantagenet, son of King Henry II of England, 2) Humphrey III de Bohun, had issue - David of Scotland, Earl of Huntingdon (c. 1144 – 1219), married Matilda of Chester, had issue - Matilda of Huntingdon (born and died 1152) - Marjorie of Huntingdon, married Gille Críst, Earl of Angus - Ada of Huntingdon (c. 1146 – c. 1206) , married Floris III, Count of Holland, had issue Upon the death of his grandfather David I, King of Scots, William’s elder brother succeeded to the throne as Malcolm IV, King of Scots because David’s only son, Malcolm and William’s father Henry, had predeceased him. Malcolm died in 1165 at the age of 24 and William became King of Scots. William was crowned and anointed at Scone Abbey on December 24, 1165. Malcolm IV had been forced to surrender Northumberland, Cumberland, and Westmoreland to King Henry II of England and to acknowledge Henry II as his overlord. In 1173, rebellious English barons enticed William to join their cause with the promise of the return of Northumberland. William invaded England, but was taken prisoner at the Battle of Alnwick on July 13, 1174. The Treaty of Falaise obliged William to acknowledge Henry II as his overlord, agree to pay for the cost of the English army’s occupation of Scotland by taxing the Scots and to surrender several castles as security. William was released on February 2, 1175 and allowed to return to Scotland. The treaty was canceled in 1189 when King Richard I of England effectively sold southern Scotland back to William to help fund his crusade in the Holy Land. In 1178, William founded Arbroath Abbey in memory of the martyred Saint Thomas Becket, whom he had met at the English court. Henry II restored the Earldom of Huntington (which still exists today) to William in 1185 who then granted it to his brother David. During William’s reign, settlements were extended and new ones were founded, criminal law clarified, the responsibilities of justices and sheriffs became greater, and trade grew. The terms of the Treaty of Falaise gave Henry II of England the right to choose William’s wife. As a result, William married Ermengarde de Beaumont, a great-granddaughter of King Henry I of England (through an illegitimate child of Henry I), at Woodstock Palace in Oxfordshire, England on September 5, 1186. William and Ermengarde had four children: - Margaret (1193–1259), married Hubert de Burgh, 1st Earl of Kent, had issue - Isabel (1195–1253), married Roger Bigod, 4th Earl of Norfolk, no issue - Alexander II, King of Scots (1198–1249), married 1) Joan of England, daughter of King John of England, no issue 2) Marie de Coucy, had one child, Alexander III, King of Scots - Marjorie (1200 – 1244), married Gilbert Marshal, 4th Earl of Pembroke, no issue William had a number of illegitimate children. Their descendants, along with the descendants of William’s siblings, were among those who would lay claim to the Scottish crown when seven-year-old Margaret, Maid of Norway, the grandchild of the late Alexander III, King of Scots, died in 1290. William lived to be about 70, dying at Stirling Castle on December 4, 1214. He was buried at Arborath Abbey. He was succeeded by his son Alexander II who reigned from 1214 to 1249.

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The light from billions of galaxies shines at minuscule frequencies compared to modern atoms. The most-distant galaxy analyzed with spectroscopy (to date) clocked about 8% of the frequencies of modern atoms. Photos of dimmer galaxies (that subtend smaller angles) gleam at far infrared and microwave frequencies from the ancient universe. We observe (at many ranges) how streams of bluer stars emerge from the often red cores as galaxies grew, often into local, growth spirals. NASA’s Deep Space Network sent a stream of radio signals out to four distant spin stabilized spacecraft. (Spin stabilized craft maintain their orientation by spinning the entire craft. Most of today’s spacecraft use internal heavy wheels to orient the craft, which can produce unknown accelerations.) The radio signals were derived on Earth from hydrogen maser atomic clocks. The distant space craft locked onto the radio signals, multiplied them by a ratio and returned the same signals back to Earth. When NASA analyzed the returned signals, they found an unexpected acceleration. Astronomers use the Hubble ratio to estimate the distance to ancient galaxies using their observed light clock signals (their colors). Strangely, the offset in clock frequency that NASA detected was similar to the Hubble ratio times light speed. Local atomic clocks seemed to be speeding up (compared to their speed in the past – that is to distance and light-speed) in the same way as the atomic clocks in hundreds of billions of ancient galaxies. We also observe that atomic clocks near the Earth’s surface run slower than similar clocks farther from the surface. What is it about the proximity to matter that causes atomic clocks to run slower? Are these effects due to space-time? The notion that clocks measure time is merely a definition. Neither time nor space-time can be observed. Solomon stated in Ecclesiastes 3:11 that God made everything beautiful in its event season. However, He place olam (undetectable, over the horizon events) in our hearts so that we cannot understand all that God has done from beginning to end. Time has no actuality. It exists in our minds. Time ideas prevent us from understanding earth history. Scientists often claim that space is expanding itself, stretching the light from distant galaxies. No one has ever observed light changing frequency as it passes through a void. There is not a shred of visible evidence for an expanding vacuum. Expanding space time is an ad hoc theory to preserve the notion that atoms continue to dither at the same frequencies. The most powerful evidence against the Big Bang is visible cosmic history. Scientists insist that stars gravitationally condensed from clouds of diffuse space dust. We observe the opposite. Galaxies intrinsically grew as the stars continued to form and continued to spread out from tiny point sources. The space matter takes up, its light-clock frequencies and its inertial properties all changed together as the stars continued to emerge and spread out. Even within the same galaxy or galaxy cluster, we observe that objects clock different spectral frequencies. What we observe suggests that matter continues to change relationally, its properties changing in parallel. Jeremiah 31:37 Thus says the LORD, “If the heavens above can be measured And the foundations of the earth searched out below, Then I will also cast off all the offspring of Israel For all that they have done,” declares the LORD. Why can’t we measure the distance to the stars? There are no constants. Every atom and every orbit is observed to change. Why can’t scientists accept the only history that is visible as it happened, galactic history? Peter predicted that in the last days mockers will claim: all things that exist remain the same. They will ignore the evidence that the plural heavens came out (ek pali) long ago and Earth’s watery past because of an idea – that all things remain the same. This prophesy has come true. Western science was founded on the medieval idea that the essence of substance is changeless. With this one assumption, generations of scientists invented empirical definitions for matter and time and mathematical laws of physics. They measure synthetic things like mass energy and time that they circularly contrived with their fundamentalist assumption. However, none of the laws of physics works in the distant universe. Scientists have been forced to fill the universe up with magical things like invisible matter, expanding vacuums and a big bang. This is not a minor fudge factor. Allegedly 84% of the matter in the universe is invisible, in order to force galactic orbits to follow the laws of physics. Supposedly, 70% of all processes in the universe involve the accelerating expansion of the anti-gravity vacuum of space time. None of these ad hoc stories are necessary if scientists could just examine their fundamental assumption – the one Peter predicted – that all things remain the same. Everywhere we see the evidence for a literal biblical creation. Lift up your eyes and look at galactic history. The photo is from the Hubble Ultra Deep filed and shows primordial galaxy 4491 as it jets out a stream of blue star globs from its red core.This galaxy shines at less than half the frequencies emitted by modern matter. The drawing of the Pioneer spin stabilized spacecraft is from NASA, which is why it is in the public domain.

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Immunodeficiency diseases have traditionally been defined as defects in the development and function of T and B cells, the primary effector cells of specific cellular and humoral immunity respectively. However, it has become increasingly evident that innate immune mechanisms contribute greatly to host defense, either acting alone or by enhancing specific T and B cell responses. There are also many conditions that present in a manner identical to inherited primary immunodeficiency disorders (PID), but are caused by acquired defects such as somatic mutations. Normal immune system function The immune system detects and eliminates non-self antigens, such as bacteria and viruses. Innate immunity is non-specific, and is mediated by neutrophils and macrophages which respond to local inflammatory and cellular injury signals. These signals consist of antigens present on the pathogen surface, which are conserved among species, as well as the stress-induced molecules which are released by the host as a part of its reaction to inflammation, infection or other types of disease. These antigens bind to and activate specific receptors, both stimulatory and inhibitory. This interaction enables immune activation during pathogen exposure, but keeps the immune system quiet when there is no danger, and so prevents the development of auto-immune disease. On the other hand, acquired immunity involves the binding of antigen-specific receptors on the surface of lymphocytes to antigens on the surface of pathogens. The response may be in the form of activation of pathogen-killing lymphocytes, which is called cellular immunity. Another form of specific immunity is the humoral response, in which antibodies are produced by plasma cells generated in response to antigenic stimulation. Antibody deficiency may be both primary and secondary, depending on the age at which they manifest. Some primary forms may be due to single mutations, and others depend on the activation of hereditary factors by environmental factors. Primary immunodeficiency may be classified as follows: Inherited B cell disorders These leading to severe early infections and often death as a result of markedly reduced lymphoid tissue in the body. Genetic defects in B cell development are responsible for these conditions, and 85% of patients with defective early B cell development have Btk mutations, which causes X-linked agammaglobulinemia or Bruton’s agammaglobulinemia. Inherited T cell disorders These usually cause recurrent opportunistic yeast infections. Inherited combined immunodeficiency This affects both T and B cells and is often deadly in infancy, without early treatment. Severe combined immunodeficiency (SCID) is an umbrella term for a variety of disorders that present early in life with both humoral and cellular defects in immunity, leading to death within a few years. About 1 in 50,000 to 100,000 babies are born with one of these conditions. They suffer from infections by bacteria, viruses and fungi, which are both recurrent and persistent, leading to failure to thrive. The X-linked form is responsible for half of all cases, but there are also many cases due to adenosine deaminase deficiency, interleukin-7 receptor alpha chain deficiency and JAK3 deficiency. These patients have a low T cell count, and no NK cells. B cells are normal or high, though impaired in function. Immunodeficiency may also be an acquired condition, due to infections, malignancies and metabolic disorders which interfere with the normal production or function of immune cells. Some important causes of acquired immunodeficiency include infections with HIV, cytomegalovirus or measles; blood dyscrasias such as aplastic anemia or leukemia; and metabolic conditions such as diabetes mellitus, or renal failure. Symptoms of immunodeficiency Immunodeficiency should be suspected if symptoms such as recurrent bacterial infections of the ears, sinuses or lungs; poor response to antibacterial therapy and delayed recovery; or opportunistic infections; are present. Immunodeficiency may result in: - Persistent or recurrent sicknesses, especially infections - Increased risk of certain cancers or tumors Diagnosis and treatment A variety of tests may be necessary to diagnose an immunodeficiency disorder. These include: - Blood complement levels, - HIV testing - Immunoglobin levels - Blood or urine electrophoresis to measure antibody levels and types - White cell count and neutrophil function assays - Cytokine assays following stimulation - Lymphocyte count and proliferation asays Treatment is aimed at preventing and treating infectious diseases. It involves quarantine from patients with infections or who have received live vaccines. Aggressive and early antimicrobial treatment is necessary in case of infection, which may require the continuation of antibiotics or antifungals on a long-term basis to prevent re-infection. IgG replacement is essential in all B-cell disorders and many patients with combined disorders. The restoration of immune function is the goal in the T-cell disorders. Thus HLA-matched stem cell transplant is the gold standard for treatment of infants with SCID, with a success rate of 75 to 90%. Antiviral drugs, interferons, and splenectomy are all options that may be useful in different situations.

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Zika virus Infection has spread to people by mosquito bites. The most typical symptoms of Zika virus disease are rash, joint pain, fever, & conjunctivitis (red eyes). The illness is usually acute with symptoms lasting from several days to a week. Severe disorders requiring hospitalization is uncommon. In May 2015, the PAHO (Pan American Health Organization) issued a warning about the first confirmed Zika virus infection in the country, Brazil. The outbreak in Brazil started to reports of Guillain-Barre syndrome & pregnant women giving birth to babies with birth defects & poor pregnancy results. Zika virus infection Zika virus infection has caused by the bite of an infected mosquito, called Aedes typically causing mild fever, conjunctivitis, rash, & muscle pain. The virus had isolated for the first time in the year 1947 in the Zika forest in Uganda. After that, it has remained largely in Africa, with small & sporadic outbreaks in Asia. In 2007, the major pandemic was reported on the island of Yap, Micronesia, where nearly 75 percent of the population has infected. On 3 March 2014, “Chile” revealed PAHO/WHO that it had fortified a case of autochthonous transmission of the Zika virus on Easter Island, where the virus advanced to detect until June 2014. In May 2015, the public health officials of the Brazil has confirmed the transmission of the Zika virus in the northeast of the Brazil. Since October 2015, other countries & boundaries of the Americas reported the presence of the virus. Zika virus infection Symptoms The most prominent symptoms of Zika virus infections are mild fever and skin rash (exanthema ), usually accompanied by conjunctivitis, muscle or joint pain, & collective malaise that begins 2 to 7 days after the bite of an infected mosquito. One out of 4 infected people extends symptoms of the disease. Amongst those who do, the infection is frequently mild & can last 2 to 7 days. Symptoms had related to those of dengue or chikungunya, which had transferred from the same species of the mosquito. Neurological & autoimmune complexities are infrequent but have reported in the outbreaks in Polynesia and, more latterly, in Brazil. As the virus spreads in the Americas, providing us more experience with its symptoms & complications, it will be desirable to distinguish the disease better. Read more on Viral Fever How is Zika virus spread? Zika virus has transmitted to people by the bite of an infected mosquito called Aedes. It is the related mosquito that carries dengue and chikungunya. Can it be transferred through sexual contact or blood? In common, the Zika virus needs a vector, a means of transportation to infect the people. That vector is the mosquito. The virus has also departed in semen, & one case of possible person-to-person sexual transmission has reported, but not confirmed. Zika can transmit through the blood, but this is a unique mechanism. The general suggestions for safe transfusions should follow (Ex., healthy volunteer donors). Can it be spread from a mother to child? There is little information on transmission from mother to baby during pregnancy or childbirth. The perinatal transmission has reported with other vector-borne viruses, such as dengue and chikungunya. Now studies have conducted on possible mother-to-child transmission of the virus & its potential effects on the baby. Read on Top 7 Embarrassing Pregnancy Symptoms Zika virus infection Treatment Treatment consists of relieving the pain, fever, & any other symptom that nuisance the patient. It is suggested to control the temperature or fever, rest, & drink the excess of water to prevent dehydration in the body. There is no medicine or specific drug for this Zika virus. Can Zika virus infection cause death? In this Section, it is a distinct virus that up till now has had a very inadequate geographical & demographic distribution, and there is no proof that it can cause death. Though, sporadic cases have been reported of more severe manifestations and complexities in patients with preexisting disorders or conditions, causing death. Who is at risk of Zika infection? Anyone not earlier revealed to the virus & who lives in an area where the mosquito is present, and where carried or local cases have reported, might be infected. Since the “Aedes” mosquito has found throughout the Region (except in the continental Chile & Canada), it is possible that explosions will occur in other countries that have not however reported any cases. How is Zika diagnosed? In most people, diagnosis is sordid on clinical symptoms & epidemiological circumstances (such as Zika disruption in the patient’s area or indulgences to areas where the virus is scattering). Blood tests can aid to confirm the diagnosis. Some virological PCR tests are valuable for the first 3 -5 days after the onset of symptoms whereas others (serological tests) recognize the presence of antibodies but are helpful only after five days. Once it has confirmed that the virus is present in the given area or territory, evidence of all cases is not required, and laboratory testing will adjust to constant virological surveillance of the condition. What is the distinction between Zika, dengue, & chikungunya? All these diseases present related symptoms, but specific symptoms suggest one illness or another: Dengue normally presents with higher fever & more rigid muscle pain. There can be complexities when the fever breaks: care should take to warning symptoms such as bleeding. Chikungunya presents with the higher fever & more extreme joint pain, hitting the hands, knees, feet, & back. It can incapacitate people, twisting them over so that they cannot walk or execute simple things such as opening a water bottle. Zika does not have distinctly unique features, but most patients have skin rashes & some have conjunctivitis. Photo credit: Google search

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In the book One Day in the Life of Ivan Denisovich, the main character Ivan and the other prisoners in the camp are treated very badly. Ivan tries to make himself warm and to get enough food to keep himself alive. He does only what is necessary to please the guards and the commanders of the camp. Ivan uses his intelligence to make his life easier so he can save up more energy to face the work load. He and the members of the 104th group manage to survive because of Ivan’s personal attention to himself and his care about the others. More importantly, Ivan survives because his intelligence, his spirit, his deception and careful teamwork. Ivan has to be smarter than the guards in the camp, so, he will not get into trouble and get treated even worse than he does. When Shukhov and Senka want to transport the hacksaw-blade that Ivan found back at the camp, Shukhov removes both mittens, one with the blade. He then unbuttons his coat and let the guards search him. They search him side and back and his pocket, and one guard also crushes the mitten that Ivan holds out which is the empty one. This was in the book as, He was about to pass him through when, for safety’s sake, he crushed the mitten that Shukhov held out to him – the empty one. (Solzhenitsyn, Pg. 107) The smart move that he does is to place the empty mitten on top and take the risk that the guard will only search the empty one. Shukhov was lucky. Another example of having to be smarter is after they find the wood panels, they want to carry them back to make the place where they work warmer. Shukhov knows that if they carry it flatways, it will be easily noticed by others, so, they hold it upright in between them and set off. If they are seen by the superintendent, for instance, it will look as if there are three of them walking together. In this way, they cheat the guards as well as the superintendent, because Ivan and the others have used their intelligence. Ivan mush has a strong spirit to survive in the camp, he uses his spirit to make himself feel better in the camp, and so, he can live happier and longer. He always thinks about the future, which make an outcome for himself. Without an outcome a person may become very sad and do not want to do anything, so he actually make himself live longer. For example, “Freedom meant one thing to him – home” (Solzhenitsyn, Pg.140). He is still thinking of home which he thinks that he still have hope to get out of the camp. so he wants to save his own life and go home in order to have freedom. Also, in his mind, work is not for money, but for satisfaction. So, he does not think that work is boring and hard to do, he thinks that they are chagelles. Ivan is careful about what he does in the camp, therefore he does what is appropriate to do in the camp. He does not take other person’s left overs to eat even when he is extremely hungry. This reduces the chances of getting disease so he may live longer. When Ivan is sick, he goes to the sick bay and he does not hang around very often there, unless he is feeling really ill. The man in charge of there will not think that he is just pretending. Also, Shukhov has made his own spoon to use, so he does not have to use hands to eat. This again can reduce the chances of Ivan getting diseases. Therefore, Ivan can survive because of what he does in the camp. Ivan has to be deceptive in order not to be discovered by the guards and the prisoners. When he sees a bit of a hacksaw blade on the ground, he thinks that he has no immediate use for it, but he still keeps it and hides it in a cobbling knife and perhaps trades it for bread. Furthermore, a good towel can make a man’s work better, Ivan therefore have fools the person in charge of the tool-store and get the best trowel. He hides it so that he can work a lot easier with that good trowel. This was in the book as, “Shukhov had fuelled the man in the tool-store and pocketed the best-trowel; and now he kept it hidden in a different place every evening” (Solzhenitsyn, Pg.48). Also, after work, the team wants to get back to the mess hall faster than anyone else, and after they get there, they will look for the bowls that have the thickest food in it. In this way, they can have more food. Moreover, Ivan hides his food for later use. He hides his food under his mattress so that he can eat it when he is hungry at night. So, his deception makes his life a lot easier in the camp. Ivan survives by strong teamwork, when he and the other zeks got a new project given by the camp authorities. The team leader separates the work assignment so that everyone does receive similar amount of jobs. They can work more comfortably if they have only one task to perform. However, when they are sent to build a wall at the power station, they decide to fix the stove to keep warm while they are mixing the mortar to build the wall. Therefore, they separate the works as follows: Shukhov is put to fixing the stove-pipe; Kilgas is to repair the mixing box with the two Estonians to help him, Senka has to chop long laths. Moreover, when building the wall, they have to have good work report. The captain of the team has to make up a very good work report, that sounds much works has been done very efficiently, so that his team can have extra food. For example, when they crowd the iron stove, the men hear the news the team-leader has been successful in fixing the work-report. In fact, they really have not done anything. They get good rations for five days. It is in the book as, “A cleverly fixed work-report meant good ration for five days” (Solzhenitsyn, Pg.72). Also, Ivan also help other members of the team on their work, when Gopchik brought some Aluminium wire to Shukhov and ask Shukhov to teach him how to make a spoon. Shukhov teaches him, so, both of them can have less chances of getting the disease. This is in the book as “it’s good for making spoons. Teach me how to cast them.” (Solzhenitsyn, Pg.53). By teamwork, they save up more energy and get works done easily. Ivan survives his life in the prison camp because of his personal attention to things such as his food and his care about the others when he works as a team member. He is also smarter than the guards and the other prisoners so that he does not get into trouble easily. He is also deceptive in order to get better food and tools to work with. He also has strong spirit to face the harsh life because he know he will have freedom in two years. When Shukhov and the other prisoners are treated badly at the camp, Shukhov is able to do better to keep himself alive.

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Understanding the past isn't always about what's written. Sometimes, it's about what's spoken, according to Max Krochmal, assistant professor of history at Texas Christian University in Fort Worth. Krochmal has created a class at TCU in which students hear civil rights history from those who lived it. Through the Texas Communities Oral History Project course, TCU students interview community activists from the Fort Worth area. "Most people don't leave behind written records and that means our history is biased to the wealthy and privileged people who can," he said. "Written sources will tell us what happened. But to understand the significance of an event and why it mattered, one needs oral sources to shed light on that." These sources, Krochmal said, are the men and women who lived through the events. Their voices are a unique addition to a written history. "We talk with African Americans and Mexican Americans about their struggles, as well as to white participants, to better understand how those movements intersect," Krochmal said. The results are added to a collected narrative that extends beyond the classroom. As part of the project, students helped to collect interviews with local residents. These interviews will be archived in the city of Fort Worth's new Latino Americans Collection. This semester, Krochmal's students will create oral histories around the rise of mass incarceration rates and its effects locally, a Fort Worth aerospace plant that featured strong labor unions that helped to the city's middle class, and the LGBT movement in Fort Worth. "As far as I can tell, it's completely undocumented," Krochmal said of the latter. Krochmal also serves as the director of an inter-institutional research initiative, the Civil Rights and Black and Brown Oral History Project, a collaboration among TCU and several nearby universities. A statewide study of liberation struggles in Texas, the project builds on Krochmal's classes and extends the research across the state. Last summer, faculty and graduate students conducted 115 interviews from North Texas to the border, and west to El Paso. With a recent grant from the National Endowment for the Humanities, the project will expand to gather 300 more interviews over the next three years. For the past few years, Krochmal has also taken learning on the road. The TCU Civil Rights Bus Tour, a three-credit course, immerses students in African American history and issues related to diversity, and then takes them on a weeklong bus tour of civil rights landmarks. The trip itself is co-sponsored by TCU's Student Affairs division. "It's been widely successful. Many students say it was life-changing, which, as a professor, is the best thing you can ever hear," Krochmal said. During their road trip, students stop at civil rights landmarks across Mississippi, Alabama and Tennessee and hear from local activists who lived through the events of the 1950s and 60s and helped give faces and voices to the movement. "We focus on the nuts and bolts of how the movement was organized as experienced by these people who became activists and leaders in their youth," Krochmal said. "Our hope is that our students can take what they learn and apply it to the present. We study the past to change the future." Students take tours or listen to panel discussions alongside activists once involved with the Student Nonviolent Coordinating Committee and the pivotal freedom rides of the 1960s. Some share stories of organization marches for Dr. Martin Luther King Jr.; others recall run-ins with the Ku Klux Klan. "Students see a great amount of diversity in perspectives since many of the panelists don't agree with each other," Krochmal said. "They have different ways that they've coped with the wounds they've incurred and survived -- almost the PTSD of having fought in the movement for all these years." In spring 2017, Krochmal and his collaborators on campus plan to launch a similar experiential learning class focused on Latino and Chicano history, as well as immigrant rights and other justice issues along the U.S./Mexico border. "I'm very interested in sharing the history of the Chicano movement because it's a national story that students often know nothing about," Krochmal said. Krochmal hopes to partner with La Unión del Pueblo Entero, a community union that grew out of the United Farm Workers led by Cesar Chavez. The group has transitioned from uniting farmworkers to organizing residents of colonias, unregulated settlements in south Texas where 400,000 people live in poverty without services like electricity or running water. "The same people who were part of Chavez's organization are applying a similar model to a new problem, which is what we want to teach," Krochmal said. "How to take old ideas about justice, organization, youth involvement and community empowerment and apply them to a new situation." Students from diverse backgrounds also come together through Krochmal's classes. "They form a bond unlike anything I've experienced as a teacher," he said. "They describe their relationship with each other as being a family, a beloved community, which was something that the movement was trying to create." -Jamie Van Bergen for TCU

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Although I haven't had a myelogram, I have had MRI with contrast (dye injected). The difference? My dye was injected into my arm and spread throughout the body - The dye injected into you was done directly into the spine and actually into the thecal sac, so that it will highlight the nerves in your spine. Your dye would have shown up on an xray or CT. There is a risk when they inject the dye directly into the thecal sac. I cannot have that done since I already have adhesive arachnoiditis (scarring and clumping of nerves in thecal sac). - here is some helpful info: There is some risk of problems with a myelogram. •About 20% of people who have a myelogram develop a headache, nausea, or vomiting after the test. The headache may last for 24 hours. In rare cases, a seizure may occur after the dye is put into the spinal canal. •There is a small risk of a seizure if the dye moves to the brain. This is why if or when you lie down, you need to keep your head raised higher than your body. •There is a small risk of infection at the needle site or bleeding into the spinal canal. •In rare cases, the hole made by the needle in the sac around the spine does not close normally. This can allow spinal fluid to leak out. This leak may need to be repaired through a procedure called an epidural blood patch. To do the patch, your doctor injects some of your own blood to cover the hole. •There is a small risk of having an allergic reaction to the dye. You will be given medicine for a reaction. •There is a risk of kidney problems if you take metformin (Glucophage) to control your diabetes. •In rare cases, inflammation of the spinal cord, weakness, numbness, paralysis, or loss of control of your bowel or bladder may develop. •Also in rare cases, the dye may cause blockage of the spinal canal. If this occurs, surgery is usually needed. •There is always a slight chance of damage to cells or tissue from radiation, including the low levels of radiation used for this test. But the chance of damage from the X-rays is usually very low compared with the benefits of the test. After the test Call 911 or other emergency services immediately if you have a seizure. Call your doctor immediately if you: •Have any increase in pain, weakness, or numbness in your legs. •Have a severe headache, stiff neck, or your eyes become very sensitive to light. •Have a headache that lasts longer than 24 hours. •Have problems urinating or having a bowel movement. •Develop a fever. What kind of additional pain are you experiencing? It's also called Myelography and it seems to be similar to epidural injections except that they move the table around with you on it instead of having a moving xray around you. And of course do not inject steroids. It's possible to have more pain due to a number or reasons and everyone is different. Yes! I did have an increase in pain after a myelogram. So much depends on the skill of the doctor or technician who inserts the needle into the spinal cord. The one I had was a disaster. They discovered that the machine wasn't working AFTER the needle was inserted. No sooner did they remove the needle with the intention of moving me then the technician got it working again. Some luck, huh? The holes didn't seal up before they discharged me so I kept leaking tiny amounts of spinal fluid. I had a spinal migraine for a week, which is worse than any "regular" migraine ever thought about being. All I could do was lay flat on my back in a dark room and wait it out. Even getting up to go to the bathroom brought on such terrible pain that I'd vomit. The vomiting only made me leak more spinal fluid so it was a vicious cycle. Pain meds didn't touch it. Sometimes the positions we're put into for the myelogram cause other problems and aggravate the original injury. That's another situation that only time can heal. How are you doing? The Content on this Site is presented in a summary fashion, and is intended to be used for educational and entertainment purposes only. It is not intended to be and should not be interpreted as medical advice or a diagnosis of any health or fitness problem, condition or disease; or a recommendation for a specific test, doctor, care provider, procedure, treatment plan, product, or course of action. MedHelp is not a medical or healthcare provider and your use of this Site does not create a doctor / patient relationship. We disclaim all responsibility for the professional qualifications and licensing of, and services provided by, any physician or other health providers posting on or otherwise referred to on this Site and/or any Third Party Site. Never disregard the medical advice of your physician or health professional, or delay in seeking such advice, because of something you read on this Site. We offer this Site AS IS and without any warranties. By using this Site you agree to the following Terms and Conditions. If you think you may have a medical emergency, call your physician or 911 immediately.

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Workers at a landfill in Orange County, Calif. -- as if tamping down the contents of a wastebasket -- regularly pile one million cubic yards of dirt atop a football field-size section of the giant dump. Six months later, the workers scrape the dirt aside and the dump's surface has fallen 30 to 40 feet, making space for yet more trash. "It's just amazing," said Mike Giancola, deputy director of the county's waste agency. Orange County's method is part of a remarkable productivity story playing out in the trash business, quietly saving consumers, businesses and municipalities billions of dollars a year. It is an unlikely industry for such a leap in efficiency. Simply put, operators of garbage dumps are stuffing more waste than anyone expected into the giant plastic-lined holes, keeping disposal prices down and making the construction of new landfills largely unnecessary. The clearest winner in this development is the City of New York, which exports 25,000 tons of trash a day to other cities and states, making it the waste industry's biggest customer. But the benefits stretch coast to coast and will continue for years to come. The productivity leap is the second major economic surprise from the trash business in the last 20 years. First, it became clear in the early 1990's that there was a glut of disposal space, not the widely believed shortage that had drawn headlines in the 1980's. Although many town dumps had closed, they were replaced by fewer, but huge, regional ones. That sent dumping prices plunging in many areas in the early 1990's and led to a long slump in the waste industry.Continue reading the main story Since then, the industry and its followers have been relying on time -- about 330 million tons of trash went into landfills in the United States last year alone, according to Solid Waste Digest, a trade publication -- to fill up some of those holes, erase the glut and send disposal prices skyward again. Instead, dump capacity has kept growing, and rapidly, even as only a few new dumps were built. How could that be? Waste companies and municipalities have fit much bigger dumps than originally permitted onto existing acreage, piling trash deeper and steeper, and vastly expanding permitted capacity. They are burying trash more tightly, so that each ton takes up less space, increasingly using giant 59-ton compacting machines guided by global positioning systems that show the operator when he has rolled over a section of the dump enough times. They cover trash at the end of the day, to keep it from blowing away, with tarps or foam or lawn clippings instead of the thick layers of soil that formerly ate up dump capacity. Some operators are blowing water and air into landfills to hasten rotting and thus the shrinkage of buried garbage piles, creating more capacity. Each practice is fairly prosaic, and many operators have yet to adopt the improved methods, but taken together the waste industry is in the early stages of the kind of increase in efficiency more typically seen in technologies like computer chips and turbines that generate electricity. A well-run dump, tightly packed and using minimal dirt as cover, can hold 30 percent or so more trash than a poorly run site, said Thomas M. Yanoschak, a senior project manager at Camp Dresser & McKee, an engineering firm that advises waste sites. "Operators are much better now," he said. The change is shown in the published disposal records of the three largest waste haulers -- Waste Management, Allied Waste Industries and Republic Services -- which combined handle more than half the nation's trash. In the last four years, they buried 882 million tons of waste. But the remaining permitted capacity of their combined 410 dumps did not shrink. It expanded over those four years by more than one billion tons. The three companies now expect expansions of another 1.8 billion tons. At that level, their combined capacity could handle the nation's trash sent to dumps for about 26 years. Smaller companies and municipalities possess huge capacity, too. Taken together, the oversupply is a damper on prices. The nation's average gate rate, the price dumps post publicly, has lagged inflation, rising just 21 percent from 1992, when the original disposal glut first became widely known, to last year, climbing to $35 a ton from $29, according to Solid Waste Digest. Most businesses pay haulers directly for disposal. Many consumers pay through property taxes. At $35 a ton, the 330 million tons buried nationally cost $11.6 billion. (Actual prices are typically lower than gate rates.) Had rates merely kept pace with inflation, disposal in dumps would average $39 a ton, or a collective $12.9 billion a year. And the annual cost would be $16.5 billion had prices, as widely predicted years ago based on an expected shortage, hit $50 a ton. Dennis Pantano, chief operating officer at Regus Industries, a regional waste company based in West Seneca, N.Y., and a former executive at a national waste company, said he had expected "at least $45 to $50" by now. Instead, he said, "In Ohio we're still beating our heads against each other to get $18, $20 a ton -- $25 in western New York. It really hasn't gone up in 10 years. That's obviously because of capacity." Environmental regulations, which many feared would cause a disposal shortage, actually helped encourage the glut. The Resource Conservation and Recovery Act, passed in 1976 but put into effect over more than a decade, requires that liners be used to protect groundwater and that systems to extract water and methane be installed. The cost of all that forced thousands of small dumps to close and encouraged huge new landfills that could pile trash hundreds of feet deep to maximize the return on investment. A 10,000-ton-a-year dump would cost $83 a ton to operate, estimates Solid Waste Digest, while a 300,000-ton-a-year site's cost would be $14 a ton. Dumps taking a million or more tons a year have even lower per-ton costs. So, new replacement landfills were on average 25 times the size of the small ones that were closing, according to Solid Waste Digest. And even though the 8,000 dumps in 1988 fell to fewer than 1,800 today, according to the Environmental Protection Agency, capacity ballooned. Transfer stations, where trash is emptied from local collection trucks and reloaded onto bigger long-haul trucks or onto trains for transport to a dump, now number 3,700 nationally, a vast network extending the reach of giant disposal sites. The nation's 25 biggest dumps, which are beginning to resemble operations in other more efficient and consolidated industries, account for about 24 percent of total capacity, Solid Waste Digest estimates, and that concentration will probably continue. Already, the Republic Services landfill in Las Vegas has more than 200 million tons of space, as does Waste Management's site in Arlington, Ore. And a desert site yet to begin accepting trash, owned by the Sanitation Districts of Los Angeles County, can hold more than 600 million tons, or enough to take 20,000 tons a day for 100 years. Also, investment in railroad cars and containers for trash, still in its infancy, could further reduce transport costs and smooth out pricing disparities among regions. At present, disposal prices in the Northeast average about 2.5 times the cost to dump in the arid and little-populated Western states. Owners of a recently built 210 million-ton-capacity landfill in Idaho are proposing to use barges to ship much of Hawaii's trash to the West Coast and transport it by rail the remaining distance. Idaho Waste System's gate rate is just $16.50 a ton, said Grant Gauthier, a vice president, and its permit has no daily limit. The company is seeking to expand its permit to 420 million tons, even though it currently takes in just 800 tons a day. If the glut depresses prices, why do waste companies keep expanding their dumps? One reason, for the companies with publicly traded stock, is an accounting rule. Companies must write off, or depreciate, their landfill investments based on the percentage of a site's capacity filled up each year. A dump costing $100 million to build, filled 10 percent, would require $10 million of depreciation, reducing pretax profit by that amount. They set aside funds for post-closing environmental monitoring on a similar as-used schedule. So, the more capacity that can be permitted at each dump, the less depreciation and other costs recorded per ton, lifting reported profits. Waste Management, of course, suffered an accounting scandal in the late 1990's, in part over landfill accounting, and was forced to take a $3.5 billion charge against earnings to clean up its books. Once glamour stocks, waste companies have mostly been mediocre performers in recent years and the growing glut could prolong their problems, especially as municipalities and other major customers become more aware of the oversupply. Indeed, the City of New York does not have a disposal problem. Initial bids to handle the trash hauled by the city for 20 years include per-ton prices at dumps in Virginia, South Carolina and Georgia of the mid-$20's to the mid-$30's, said Harry Szarpanski, assistant sanitation commissioner. The problem is transportation. Shifting from trucks to rail and barges to reduce traffic, New York is taking on huge costs to develop a network of new transfer stations. That could increase prices to $90 a ton or so, Mr. Szarpanski said.Continue reading the main story

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Middle Years (6-10) What is the MYP? The International Baccalaureate Middle Years Programme (MYP) provides a framework of academic challenge and life skills for students between the ages of 11-16. The five-year program offers an educational approach that embraces, yet transcends, traditional school subjects. Students at this age are in an important phase of personal and intellectual development. An educational program needs to provide them with discipline, skills, and challenging standards, but also with creativity and flexibility. The IB builds the MYP around these considerations, but it is also concerned with students developing a personal value system for guiding their own lives as thoughtful members of local and global communities. MYP at TCIS Students will consistently be encouraged both in and outside the classroom to make principled decisions and to take responsibility for their own actions. Academically, students will be challenged to know the content of each subject area as well as to think critically about the real-world applications for the content and the skills they learn. Our desire is that each of our students possesses all the attributes of the Learner Profile by becoming more caring, courageous, principled, reflective, knowledgeable, thinking, open-minded, and inquiring. Students will have a variety of opportunities to practice these characteristics from everyday classroom activities to special events aimed at helping the community around us through Service as Action. Fundamental MYP Concepts - Intercultural Awareness - Today's student should engage with and explore not only your own culture, but other cultures as well. This is especially appropriate in the international school setting and an idea supported in both academic and co-curricular programs at TCIS. - Holistic Learning - All knowledge is interrelated and education is about developing a whole person. The MYP program provides a thorough study of the traditional Secondary School disciplines, but it also emphasizes the interrelatedness of these disciplines. - Communication - Students should be encouraged to engage and grow in open and effective communication. This is not limited to speech and written communication, but in a variety of forms. In addition to the eight subject areas, the MYP curriculum model has concepts and global contexts at its center. These two aspects of the MYP help guide and focus student learning in all subject areas, interdisciplinary work and the Personal Project. - Individuals and Societies (Humanities) - Language Acquisition - Language and Literature - Physical and Health Education MYP Arts for Grades 6 to 8 is a required three-year arts curriculum. Students study two of the three Arts areas (Music, Drama, Visual Arts) during each academic year. Students in Grades 9 and 10 will begin to narrow their focus by choosing two of the three Arts (Music, Drama, Visual Arts) for grade 9, one for each semester during the academic year, and one course for the Grade 10. MYP Arts students reflect, connect, and document their artistic efforts in developmental workbooks in both visual and performing art classes. Teachers of the MYP Arts have adapted the New South Wales standards to fit with the MYP expectations in order to ensure student’s skills are at an appropriate level. Head of Department MYP Design aims to provide the means and the context to help students become skillful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life challenges. Students are expected to solve problems through the creation of technological products or solutions. Students investigate problems and use the technology design cycle as a tool to design, create and evaluate products/solutions. The MYP Design teachers have adapted the British National Curriculum standards in order to ensure the appropriate levels of skills are taught throughout the program. Head of Department The aim of Humanities in the MYP is to encourage students to respect and understand the world around them. The primary focus of Humanities is for students to examine the historical, social, religious, technological, and cultural aspects of a variety of civilizations and how the choices we have made in the past affect us today. Students accomplish this task through examining both primary and secondary sources as well as completing independent research. They are continuously challenged through each unit to apply and critically examine their knowledge about current and historical events. Teachers of the MYP Humanities have adapted the AERO standards to ensure that students are taught appropriate skills throughout each level of the program. The main aim of Language Acquisition in the MYP is to encourage students to gain competence in a modern language (English) other than their mother tongue, with the long-term goal of balanced bilingualism. Students who are enrolled in this course will show the level of competence expected of students who have studied a second language without access to the language outside the school environment. The course provides instruction in reading, listening, writing, and speaking that extends and uses students’ skills to read, write, and interpret a variety of literary and informational texts. The MYP Language Acquisition teachers have adapted the World-Class Instructional Design and Assessment standards (English Acquisition) and the California World Language standards (Mandarin and Spanish Acquisition) in order to ensure the appropriate level of skills are taught throughout the program. The aim of Language and Literature in the MYP is to foster analytical thinking and response to literature. Students are exposed to language, literary, and non-literary genres through viewing, listening, speaking, reading, writing and presenting. They identify, explore, respond to, and reflect on these texts’ origin, structure, meaning and significance. To foster a lifelong love of reading, students are challenged to independently read a variety of age-and-ability-appropriate texts of their choice. Teachers of the MYP Language and Literature use the Common Core standards to ensure that an appropriate level of skill is taught throughout the program. Head of Department The aim of Mathematics at TCIS is to provide an in-depth exploration of the different strands of Math and their real-world applications. Throughout grades 6-10 students are challenged to extend their knowledge and understanding by solving open-ended problems and thinking critically. This occurs in a variety of ways including but is not limited to: recognizing and working with algebraic concepts in real-world situations, looking at geometric concepts and developing justifications and reasons to support hypotheses in order to logically explain their arguments, extending previously learned algebraic techniques as well as providing an introduction to skills necessary in preparation for IB DP coursework. Technology tools such as Geogebra, Scientific and Graphing Calculators, and other online resources are incorporated as appropriate to each course. Students will be assessed through a variety of methods including investigations, journals, quizzes, tests, and culminating tasks. The MYP Math teachers have adapted the Next Generation Sunshine State Mathematics standards in order to ensure the appropriate levels of skills are taught throughout the program. MYP Physical and Health Education (PHE) is a multi-faceted program designed to give all students from varying backgrounds an opportunity to develop life-long skills and knowledge to lead physically active and healthy lives. Through a variety of team, individual and creative units, students learn how to think critically and creatively using their body as the medium. Students will develop learning skills such as collaboration, self management, communication, research, and reflection. Students are assessed using the IB MYP PHE Objectives and Criterion through performance assessment, video analysis, tests, assignments, personal reflections and oral presentations. The TCIS Physical and Health Education program is aligned to the Australian Curriculum standards to ensure continuity throughout all aspects of the program. Co-head of Department The aim of Science at TCIS is to foster independent and critical thinking skills in order to make real-life connections. Students will investigate a selected set of material in order to develop a body of knowledge, participate in laboratory experiences, and explore the impact of scientific research in order to acquire the practices and analytical skills of successful scientists. The points of emphasis can range from but are not limited to: practical activities, data analysis, problem-solving and communication skills including gathering and presenting data from experiments, and the analysis and evaluation of these results both through individual and collaborative work. Links will be made to the nature of science, technology and society. Students will be assessed through a variety of methods including inquiry-based projects, laboratory work, unit tests, and writing tasks. The MYP Science teachers have adapted Next Generation Science standards in order to ensure the appropriate levels of skills are taught throughout the program. Head of Department While it is not an MYP class, the aim of Bible at TCIS is to use inquiry to discover the truth contained in God’s word. The Biblical Studies department uses an MYP framework to guide the inquiry process. The scope and sequence in 6-10 is designed to show the symmetry of the Bible and help kids understand God’s redemptive plan in both the Old and New Testament. The Biblical Studies Department endeavors to provide an appropriate inquiry process so that students who already know the Bible can gain a greater knowledge while at the same time students, who are unfamiliar with the Bible can gain a basic understanding of Christianity. Spiritual Formation Coordinator

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According to the Torah, God endowed humanity with intellect and logic. We are creative beings able to see possibilities. It is woven into our DNA. As one Midrash explains: Rabbi Aha said: when the Holy One, Blessed be He, came to create the world, he consulted the angels of the heavenly court. He said to them: "Let us make Adam" (Genesis 1:26). They said to him: this Adam, what is his nature? He said to them: his wisdom exceeds yours. He brought before the angels the domesticated beasts, the wild beasts, and the birds. He said to them: what are their names? They did not know. He brought them before Adam. He said to him: what are their names? Adam said: this is an ox, this is a donkey, this is a cow, this is a camel. And you, what is your name? Adam said to him: it is fitting that I should be called 'Adam' as I was created from the earth [adamah] (Genesis Rabbah 17:4) Here, our Rabbis explain that the wonder of humanity and the attribute that separates us from angels is our minds. We are able to see possibilities, to understand the essence of our world and name it. The angels could not see each animal for what it was, but we could, and this allowed us to give each creature the perfect descriptor. This piece of our nature, according to our Rabbis should be celebrated. In fact, our creativity is perhaps our most important predictor of rabbinic success. When searching for the best students, our ancient Rabbis looked for people who could argue any point as well as its opposite. Here are two examples: - Rabbi Meir had a disciple, and his name was Sumakhus, who would state with regard to each and every matter of ritual impurity forty-eight reasons in support of the ruling of impurity, and with regard to each and every matter of ritual purity forty-eight reasons in support of the ruling of purity (Eruvin 13b).. - There was a distinguished disciple at Yavne who could with his incisive intellect purify the creeping animal, explicitly deemed ritually impure by the Torah, adducing one hundred and fifty reasons in support of his argument (Eruvin 13b). These two stories show that we, as a people, have always valued the mind. While other cultures have worshiped the body, we have been wowed by feats of logic. These Rabbis show us that we are capable of incredible intellectual achievements. God’s gift of humanity is that we are capable, through study and thought, of making the impossible, possible. However, there are risks with being this clever and our Rabbis understood this. We may be smart, but we were often too smart. We may be creative but our inventiveness can sometimes lead us toward unnecessary loopholes. If we look at this week’s Torah portion we see these hazards clearly. Our Torah talks about the laws of how to be a good king. As it explains: Moreover, [a king] shall not keep many horses or send people back to Egypt to add to his horses, since the LORD has warned you, “You must not go back that way again.” And he shall not have many wives, lest his heart go astray; nor shall he amass silver and gold to excess (Deuteronomy 17:17-18) In essence, a good king must have moderation. He can amass wealth but only for the good of society. He can keep horses but only what his army needs. He can have wives, but not too many. Yet, we know that leaders don’t always act this way. The most famous case in the Bible of a leader becoming rich in excess and taking too many wives is Solomon. Thus a question arises: How can Solomon, who certainly knew the Torah well, choose to ignore it’s teaching? The answer was that Solomon was too smart for his own good. Our Rabbis explain: And Rabbi Yitzḥak says: For what reason were the rationales of Torah commandments not revealed? It was because the rationales of two verses were revealed, and the greatest in the world, King Solomon, failed in those matters. It is written with regard to a king: “He shall not add many wives for himself, that his heart should not turn away” (Deuteronomy 17:17). Solomon said: I will add many, but I will not turn away, as he thought that it is permitted to have many wives if one is otherwise meticulous not to stray. And later, it is written: “For it came to pass, when Solomon was old, that his wives turned away his heart after other gods” (I Kings 11:4). And it is also written: “Only he shall not accumulate many horses for himself nor return the people to Egypt for the sake of accumulating horses” (Deuteronomy 17:16), and Solomon said: I will accumulate many, but I will not return. And it is written: “And a chariot came up and went out of Egypt for six hundred shekels of silver” (I Kings 10:29). (Sanhedrin 21b). In essence, Solomon’s folly was that he read the rationales of the Torah and found a way around them. He said, “If having too many wives these will lead someone toward idolatry, then someone like me who wouldn’t possibility worship idols should be exempt from this law.” Ironically, Solomon did eventually turn to false gods. Knowing this, our Rabbis imagine that while God has reasons for each of the 613 laws, the risk of including these reasons are too many. For every “why” given, a door is opened for loophole to be exploited. Humanity is smart, so smart that we can talk ourselves out of the leaps of faith required to lead a religious life. Sometimes, Judaism is lived well in the head. At other times, we need to silence the noise of our heads to hear our hearts. Though we should celebrate our intellect, we cannot let it become a corrupting force. There is beauty in religious practice - in Shabbat, in observing holidays, in the Brit Milah. Yet, all too often we artfully talk ourselves out of these practices because we know better and miss finding the meaning hidden within them. I can give you as many reasons why you shouldn’t practice Judaism as that you should. But that’s beside the point. We are blessed with an amazing head on our shoulders, but sometimes we benefit from turning it off.

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9 Ways to Create a Safe Sleep Environment for Your Baby Prevention & Treatment In an effort to reduce the risk of sleep-related infant deaths, the American Academy of Pediatrics provides recommendations on how parents can create a safe sleep environment. The American Academy of Pediatrics (AAP) recently updated its guidelines on safe sleep and offers the following recommendations on how to create a safe sleep environment for your baby. Keep in mind that these recommendations, unless noted otherwise, are for babies up to one year of age. If you have any questions about these recommendations or about the health of your baby, please talk with your pediatrician. 1. Get back to sleep Babies should sleep on their backs for all sleep times — for naps & at night — until their first birthday. This is because babies who sleep on their backs are much less likely to die of sudden infant death syndrome (SIDS) than babies who sleep on their stomachs or sides. Some parents worry that babies will choke when on their backs, but the baby's airway anatomy and the gag reflex will keep that from happening. Some babies will roll onto their stomachs. While you should always place your baby to sleep on their back, if your baby is comfortable rolling both ways (back to tummy, tummy to back), then you do not have to return your baby to the back. If your baby falls asleep in a car seat, stroller, swing, infant carrier or sling, move them to a firm sleep surface on their back as soon as possible. 2. Use a firm sleep surface Only use a crib, bassinet, portable crib or play yard that meets the safety standards of the Consumer Product Safety Commission (CPSC) along with a tight-fitting, firm mattress and fitted sheet. Nothing else should be in the crib except for the baby. While bedside sleepers are available, there are no published studies that have examined the safety of these products. In addition, some crib mattresses and sleep surfaces are advertised to reduce the risk of SIDS. There is no evidence that this is true, but parents can use these products if they meet CPSC safety standards. 3. Share the room Keep your baby's sleep area in the same room where you sleep for the first 6 months or, ideally, for the first year. The AAP recommends room sharing because it can decrease the risk of SIDS by as much as 50 percent and is much safer than bed sharing. In addition, room sharing will make it easier for you to feed, comfort and watch your baby. 4. Keep your distance Only bring your baby into your bed to feed or comfort. If there is any possibility that you might fall asleep, make sure there are no pillows, sheets, blankets or any other items that could cover your baby's face, head and neck or that could overheat your baby. As soon as you wake up, be sure to move the baby to their own bed. 5. Don’t change it up Never place your baby to sleep on a couch, sofa or armchair. This is an extremely dangerous place for your baby to sleep. 6. Don’t share with newborns Bed sharing is not recommended for any babies. However, certain situations make bed sharing even more dangerous. Do not bed share with your baby if they’re younger than 4 months old, your baby was born prematurely or with low birth weight, you or any other person in the bed is a smoker (even if you do not smoke in bed), the mother of the baby smoked during pregnancy, you have taken any medicines or drugs that might make it harder for you to wake up, you drank any alcohol, you are not the baby's parent or if there is soft bedding like pillows or blankets on the bed. 7. Clear the space The following objects could increase the risk of entrapment, suffocation or strangulation and should be kept out of your baby's sleep area: pillows, quilts, comforters, sheepskins, blankets, toys, bumper pads or similar products that attach to crib slats or sides. If you are worried about your baby getting cold, use infant sleep clothing, such as a wearable blanket. A good rule of thumb is to dress your baby with only one more layer than you are wearing. 8. Don’t wrap them too tight It is fine to swaddle your baby. However, make sure your baby is always on their back when swaddled. The swaddle should not be too tight or make it hard for your baby to breathe or move their hips. When your baby looks like he or she is trying to roll over, you should stop swaddling. 9. Experiment with the pacifier Try giving them a pacifier at nap time and bedtime. This helps reduce the risk of SIDS, even if it falls out after the baby is asleep (and if it falls out, you don’t need to put it back in). If you are breastfeeding, wait until breastfeeding is going well before offering a pacifier. This usually takes 2-3 weeks. More than 3,500 babies in the United States die suddenly and unexpectedly every year while sleeping, often due to sudden infant death syndrome (SIDS) or accidental deaths from suffocation or strangulation. These guidelines were developed to help prevent these unnecessary deaths because all children deserve to be healthy.

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That chemical is called dopamine. And the good news is, there are natural ways to enhance dopamine for improved cognition and health. What is Dopamine? One of the most well-known effects of dopamine is for improving mood. Dopamine’s effects on a person’s mood are so significant that it is often called the “feel good hormone”. When you do or experience something pleasant, dopamine levels rise. This also heightens your experience, making it more enjoyable. Aside from this, dopamine also plays other vital roles in the following: This special neurotransmitter takes on what is called the mesolimbic pathway to increase motivation. Dopamine accumulates in the nucleus acumbens of this mesolimbic pathway. This accumulation stimulates the brain, sending signals that something is about to happen. This likely event may be good or bad. The accumulation of dopamine will push the brain and the body to think about this possible event and do something about it. In other words, it cues you to take action! - Concentration & Focus Dopamine influences how well you can concentrate on tasks. Your focus is also influenced by how much dopamine is in your system. The amount of dopamine in your brain’s prefrontal cortex affects your focus and concentration. If you have a high degree of focus, you have more dopamine in this area, along with other important neurotransmitters and hormones. If your concentration wanes, such as when doing repetitive and boring tasks, you have less dopamine in the prefrontal cortex. Nicotine in tobacco is a very popular drug because it also affects these areas in the brain and increases dopamine, hence makes boring tasks more interesting. Just think about this, you are more focused when doing things you find enjoyable and vice versa. It’s because of your dopamine levels. High levels mean you are enjoying an experience. You also get heightened focus and greater motivation to continue doing the task or staying in that experience. What are the effects of having low dopamine levels? Some of the common effects of having low dopamine are: - Poor focus - Low motivation - Difficulty learning - Difficulty retaining or recalling memories - Increased procrastination - Inability to feel pleasure or enjoy moments or events - Decreased desire for sex - Increased risk for Parkinson’s disease More on Parkinson’s disease: Dopamine also plays a role in controlling urges and movements. Studies found that symptoms of Parkinson’s disease worsen when dopamine levels fall. This disease progressively degenerates dopamine receptors, leading to progressive deterioration of the whole dopamine transport system. Can dopamine levels be safely increased? Yes, there are many natural ways to enhance dopamine for improved cognition and health. They are cheaper, readily available, and much safer than any medication. #1 - Probiotics Healthy bacterial colonies regulate the production of polysaccharides. These are metabolites created by bad bacteria. If bad bacteria overrun your population of good intestinal bacteria, there will be more polysaccharides created. These compounds are found to limit the amount of dopamine in the brain and a gut imbalance like this can bring on issues of low dopamine. #2 - Tyrosine - Animal products (milk, cheese, meat) - Green tea - Dark leafy vegetables - Almond nuts Eating more of these foods helps boost your dopamine levels. In doing so, you feed your body the tyrosine it needs to create more dopamine. How does tyrosine help boost dopamine? Tyrosine is converted by the body into a compound called L-dopa. This will then directly increase the amount of dopamine available for the body to use. Aside from these foods, you can also take supplements containing natural L-dopa. One example is mucuna pruriens. #3 - Mucuna Pruriens Aside from acting as a direct precursor of dopamine, L-dopa is also involved in the production of other catecholamines, such as epinephrine and norepinephrine. L-dopa also boosts growth hormone releasing hormones (GHRH). GHRH is released by the hypothalamus, stimulating growth hormone production. Studies also found that long-term L-dopa treatment promotes release of more LH (luteinizing hormone). This is an important hormone that stimulates the production and release of more testosterone. Hence, by taking mucuna pruriens, you are effectively boosting both dopamine, growth hormone and testosterone levels as well. All in all, Mucuna is an amazing natural supplement! What is the relationship of dopamine, growth hormone and testosterone? A summary of this relationship is as follows: More dopamine = more stimulation of the hypothalamus = more growth hormone releasing hormone = more growth hormone = more growth; more stimulation to testes = more testosterone production = increased libido, more muscle mass and other testosterone effects! #4 - Less Porn Well, porn can be an enjoyable experience. However, does it also mean that it can increase dopamine levels and in turn, increase testosterone? NO. In fact, porn is the greatest buzz killer. Porn reduces brain plasticity and dopamine receptor sensitivity. Simply put, the more you watch porn, the less sensitive your brain and the rest of the body is to dopamine. That means you will soon find yourself no longer able to enjoy the things that make sex enjoyable in the first place. #5 - Cold Showers Studies showed that short-term exposure to cold temperature stimulates the mesocorticolimbic nigrostriatal pathways. These are brain pathways that play a role in dopaminergic transmission. In simple words, exposure to cold activates more dopamine pathways. This means more pathways are open for dopamine to travel through which enhances the positive impact of dopamine in your brain. #6 - Coffee Caffeine boosts production of dopamine, along with norepinephrine and other catecholamines which further increases brain activity. This results in increased energy levels, focus, and drive. Matcha or green tea is a better source of caffeine than coffee. Matcha contains an amino acid called L-theanine that is synergistic with caffeine. A cup of matcha will produce greater boosts on dopamine than a cup of coffee. What can the theanine + coffee combination do for dopamine levels? The combination of l-theanine and caffeine can be found in many nootropic supplements, and this combination improves cognitive functioning, concentration and memory abilities without any of the side effects usually associated with caffeine. You do not have to resort to taking expensive medication to boost dopamine. There are many natural ways to enhance dopamine for improved cognition and health! Know someone who loves tea? Then why not share this post on Facebook! Give us a like to keep up with all the latest updates in health and nutrition. About the Author Alex Eriksson is the founder of Anabolic Health, a men’s health blog dedicated to providing honest and research backed advice for optimal male hormonal health. Anabolic Health aspires to become a trusted resource where men can come and learn how to fix their hormonal problems naturally, without pharmaceuticals. Check out his guide on The Ultimate Guide to Manly Cooking or follow him on Twitter or Facebook.

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BC: THE END FC: Geometry Flashback Scrapbook! | BY:JESSICA FREDERICK THIRD PERIOD DECEMBER 12, 2012 1: Title Page 1: Table of Contents Page 2-3: Geometry Basics from Sections 1.1-1.5 Page 4-5: Angles and their Measures Page 6-7: Angle and Segment Bisectors Page 8-9: Complementary, Supplementary, and Vertical Angles Page10-11: Parallel Lines and Angles formed by a Transversal Page 12-13: Perpendicular Lines Page 14-15: Triangles Page 16-17: Pythagorean Theorem and Distance Formula Page 18-19: Congruent Triangles Page 20-21: Polygons Page 22-23: Bonus 2: POINT Has no dimension. A point is represented by a dot. | LINE A line only has one dimension; a line extends in two directions without an end. 3: PLANE A plane has two dimensions; a plane is represented by a shape that extends without an end. 4: ANGLE An angle consists of two rays that have the same endpoint. | Acute Angle o degrees to 90 degrees | Straight Angle 180 degrees | Right Angle 90 degrees | Obtuse Angle 90 degrees to 180 degrees 5: REAL WORLD ENCOUNTERS WITH ANGLES | ACUTE | OBTUSE | RIGHT 6: SEGMENT BISECTOR A segment bisector is a segment, ray, line, or plane that intersects a segment at its point. 7: Angle Bisector An angle bisector is a ray that divides an angle into tow angles that are congruent. 8: COMPLEMENTARY ANGLES Complementary angles is if the sum equals ninety degrees. | SUPPLEMENTARY ANGLES Two angles are supplementary if the sum of their measures is 180 degrees. | VERTICAL ANGLES Two angles are vertical angles if they are not adjacent and their sides are formed by two intersecting lines. 9: COMPLEMENTARY | VERTICAL | SUPPLEMENTARY | EXAMPLES 10: PARALLEL LINES Parallel lines are lines that lie in the same plane and do not intersect. | TRANSVERSAL A transversal is a line that intersects two or more coplanar lines at different points 11: Corresponding Angles- Occupy opposite positions | Alternate Interior Angles- Lie between the two lines | Alternate Exterior Angles- Lie outside the two lines | Same Side Interior Angles- Lie between the two lines on the same side of the transversal. 12: PERPENDICULAR LINES Perpendicular lines are two lines that intersect to form a right triangle. 14: TRIANGLES A triangle is a figure formed by three segments joining three non-collinear points. Triangles are classified by there angles. | Identifying Angles by Sides | Equilateral- 3 congruent sides | Isosceles- 2 congruent sides | Scalene- no congruent sides 15: Identifying Triangles by Angles | Equiangular- 3 congruent angles | Right- one right angle | Acute- 3 acute angles | Obtuse- 1 obtuse angle 16: PYTHAGOREAN THEOREM In a right triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the lengths of the legs. 17: DISTANCE FORMULA The distance formula gives the distance between two points in a coordinate plane. 18: CONGRUENT TRIANGLES | Triangles are congruent if all pairs of corresponding angles are congruent and all pairs of corresponding sides are congruent. | HL | SSS | SAS | AAS | ASA 19: FIVE WAYS TO PROVE CONGRUENCY | Side-Side-Side Congruence Postulate If three sides of one triangle are congruent to three sides of a second triangle, then the two triangles are congruent. | Side-Angle- Side Congruence Postulate If two sides and the included angle of one triangle ate congruent to two sides and the included angle of a second triangle, then the two triangles are congruent. | Angle-SIde-Angle Congruence Postulate If two angles and the included side of one triangle are congruent to two angles and the included side of a second triangle, then the two triangles are congruent. | Angle-Angle-Side Congruence Theorem If two angles and a non-included side of one triangle are congruent to two angles and the corresponding non-included side of a second triangles, then the two triangles are congruent. | Hypotenuse-Leg Congruence Theorem If the hypotenuse and a leg of a right triangle are congruent to the hypotenuse and a leg of a second right triangle, then the two triangles are congruent 20: POLYGONS A polygon is a plane figure that is formed by three or more segments. | Triangle | Quadrilateral | Hexagon | Heptagon | Octagon | Pentagon | Three Sides | Four SIdes | Six Sides | Seven SIdes | Five Sides | Eight sides. 21: A parallelogram is a quadrilateral with both pairs of opposite sides parallel. | Rhombus- parallelogram with four congruent sides. | Rectangle- parallelogram with four right angles | Square- parallelogram with four congruent sides and four right angles | PARALLELOGRAM 22: LEGS The nonparallel sides are the legs. | BASES The parallel sides are called bases | TRAPEZOID A trapezoid is a quadrilateral with exactly one pair of parallel sides. | BASE ANGLES A trapezoid has two base angles. | ISOSCELES TRIANGLE If the legs of a trapezoid are congruent, then the trapezoid is an isosceles trapezoid.

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THEOSOPHY, Vol. 34, No. 4, February, 1946 (Pages 129-132; Size: 12K) (Number 2 of a 12-part series) THE CYCLE'S NEED SO long as scientific investigations remained the private undertakings of individuals and small groups, it was possible to regard Science as a liberating movement of the human spirit. Despite its agnostic position and methods dictated by materialistic assumptions, the effect of scientific inquiry was to release intellectual energies from bondage to ignorance and to establish a fact-finding discipline that has proved enormously fruitful in the industrial development of the West. Today, however, Science is in transition. The body of ideas, facts, and theories, the processes and techniques that have grown up with scientific progress, now threaten to assume a position of social dominance in modern civilization. From the status of contestant in the struggle for supremacy, Science is rising to that of victor, and with this elevation to power certain primary responsibilities must be assigned to every scientific thinker, whatever his field. The reasons for the ascendancy of the scientific viewpoint are fairly obvious. The values of Western culture are largely measured by material standards, and science is, par excellence, the creator of material abundance. Virtually every home of the twentieth century in the West contains some practical evidence of scientific "know-how," of the control over natural forces possessed by laboratory technicians. Much of modern advertising employs the white-coated figure of the research scientist as a symbol of the high priest or dispenser of the precious things of civilization -- the "goods" everyone desires. Newspaper and magazine articles continually exploit the "superman" attributes of research-workers, and never tire of announcing new "miracles" the benefits of which we owe to Science. Education, also, transmits a reverential attitude toward scientific activities and conclusions. Many material findings of science are characterized by absolute certainty. Each student may demonstrate them by experiment. "Science has proved it" is a phrase frequently on the lips of the generations which attended high school or college during the past twenty years, and, inevitably, there has been a transfer of this faith to other fields of science where much less certainty prevails. Science, in short, has won uncritical acceptance from the educated man. War usually accelerates the processes of social transition. For years, science has been moving toward a position of social dominance, and the late war accomplished the inseparable unity of science and politics. From now on, every political council must have its scientific consultant, and every major national decision will reflect a judgment of presumed "scientific necessity." This is regarded by many scientists as presenting an historic and golden opportunity for the scientific profession to set the world to rights. The English physicist, J. D. Bernal, a leader among socially conscious scientists, is particularly optimistic. Writing of "Transformation in Science" in the Scientific Monthly for December, 1945, he describes the transition of scientific enterprise from private to public ends:In practice, the intellectual and material concerns of the most active leading group in the community dominate the form and content of scientific thought of the time. The seventeenth century was the age of mercantile adventure, and sciences connected with navigation and gunnery held first place. At the end of the eighteenth century the rising manufacturers directed science towards chemistry and the study of heat. In the nineteenth century the lead passed over to electricity. In every case, science served the interests of the limited group, and its benefits to the rest of the community were incidental. The essential difference between the present and the past is that we now have the possibility, and indeed the necessity, of organizing consciously what had before merely occurred by the interplay of social forces.The possibilities in organizing science for the social good are seen to be great:To organize consciously the machinery of civilization puts a much greater responsibility on human beings than they have had in the past. As long as no one is capable of tracing out the effects of human actions the most terrible consequences can occur, and no one will be to blame.... To reap the full benefits of science, there must be and can be an intimate relation between science and social processes at every stage; in assessing needs, in studying and modifying social forms, in production and distribution problems, and finally in keeping guard over the results of its application to see that they do not turn in unforeseen and undesirable directions....Manifestly, Mr. Bernal anticipates for science an accession of political power, or, at least, of political influence, to which he would add intensive popular education in science and the implications of scientific theory. Science has never taken the place it should in our educational scheme. It needs to be worked in at every stage and related throughout to the interests of each age of student. It is a grave question, of course, whether scientists can resist the corrupting influences of politics any more than can the rest of mankind. The union of science and politics in Germany produced a scurrilous pseudo-science which attempted to rationalize the dogmas of the Nazi Party. In Russia, official censors keep a watchful eye on scientific theory, lest the dialectic of Marx suffer criticism from too daring investigators. But these obvious dangers may be left for sociological research. The question of pertinence for Theosophical inquiry lies in the content of scientific theory as presently constituted, regardless of political modifications. Whether responsibly or irresponsibly used, scientific conceptions are destined to play an increasing part in controlling the pattern of modern life. Allied with political authority, the dictates of science are likely to be enforced by law. "There must be," says Mr. Bernal, "an intimate relation between science and social processes at every stage." Just what will this mean for the individual? At present, scientific doctrines affect the individual directly in several areas of his life: the physical, the psychic, the educational, and the moral. Through the practices of modern medicine, physical health is affected for good or ill. The deliberate organization of society according to scientific theory will mean much closer control over the individual's physical being. Laws constraining everyone to submit to vaccination and other forms of inoculation may become inescapable. The population will have the advantages of socialized medicine, but the opportunity for persons dissenting from orthodox medical practice to choose treatments they believe in will be much reduced. Conformity in medicine will tend to become an obligation of citizenship. There will be the natural temptation of organizations like the American Medical Association to dominate the national legislature in all law-making concerned with public health. It will be the duty of social scientists to condition the population to all scientific measures of social control, to reduce "ignorant" resistance to a minimum. This means extensive propaganda through official government channels. It means modern advertising techniques writ large for the public good. It means that private organs of opinion which, for good or bad reasons, oppose these controls, will be condemned as public enemies, or, at least, as unpatriotic. It means that access to the impressionable psychic nature of the masses, through the radio, the screen, the stage and the press, will be easy for the opinion-creating machinery of the scientifically guided State, but difficult if not impossible for dissident minorities. In the field of education, as the prestige of science spreads further, scientific assumptions will increasingly acquire the kind of authority which, during the Middle Ages, belonged to the dogmas of the Church. These assumptions will pervade all learning, not as "rules" imposed, but as the very atmosphere and substance of knowledge. The unbeliever, doubtless, will not be persecuted for his recalcitrance, but he will be frustrated in expression and unable to find a place in the "normal" student world. It is more difficult to anticipate the scientific impact on moral ideas. More than likely, as scientific figures with political propensities rise to positions of authority, they will find reasons for "cooperating" with organized religious groups. A kind of synthesis at a superficial level may be worked out between science and religion, similar to the unimaginative concord attained at recent sessions of the Conference of Science, Religion and Philosophy held annually in New York City. Strenuous efforts to gain control in this area may be expected from the Catholics, whose institutional prestige is already growing in academic circles. And the tendency of some scientists to embrace a watered-down religion has been frequently noted of late and termed "The Failure of Nerve" by radical critics of the trend. The danger, in brief, in all these possible developments is the progressive regimentation of modern thought in the terms of a "scientific" cultural attitude that will be prejudicial to consideration of the ideas which the world most needs in this crucial epoch. A peculiarly puzzling feature of this general historical tendency is that it is led by men of undoubted humanitarian objectives. Scientists manifest a broad, public-spirited attitude, and their insistence on scientific assumptions is a natural consequence of their deepest convictions, growing from a lifetime of service. Of all classes of society, scientists are probably the most impersonal and unselfish in their determination to act responsibly for the good of all. Of all classes of society, they have least reason to doubt the validity of their beliefs, and as other leadership has failed so miserably, it is natural for them to rise to the great opportunity offered them by history, and to urge acceptance of the broad program involved in the conception of a scientifically ordered civilization. THE CYCLE'S NEED A NEW SYNTHESIS (Part 3 of a 12-part series) "THE CYCLE'S NEED" series complete list of articles. Back to the full listing containing all of the "Additional Categories of Articles".

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Strawberries are one of the top five most popular fruits consumed in the United States. Just look at all the different ways people eat strawberries – fresh, on ice cream, in milkshakes, made into jellies or jams, baked into pies, or even covered in chocolate! Moreover, strawberries are a very good for you since they are full of essential vitamins and minerals. Since strawberries are so healthy for people, you may be wondering if strawberries are a healthy snack for your cat. For the most part, cats are just fine to have smalls amount of strawberry from time to time. However, as we will see, they aren’t really a health food for cats like they are for people. In this article we’ll cover the following; Strawberries are the cultivated fruit of a domesticated flowering plant that is part of the rose family. Although wild strawberries have been eaten since ancient times, the modern garden strawberry wasn’t developed until the 18th century. Strawberries, like raspberries and blackberries, are not actually berries, but are aggregate fruits. Unlike true berries, strawberries actually contain many seeds in one fruit. Strawberries are considered to be a very healthy food for people. They contain high levels of vitamin C, manganese, and folate, along with lesser amounts of many other nutrients. As far as cats go, many do enjoy the taste of strawberries, as we can see in this video: When it comes to cats, however, they won’t be able to get as many benefits from strawberries as humans, so while there is no evidence that strawberries will hurt a cat, there’s also not really a point to feeding them to them from a nutritional standpoint. You cat should be okay to eat strawberries in moderation. However, the more important question is whether or not strawberries are healthy for them. The truth is that while strawberries are almost never harmful, cats don’t really get many health benefits from eating strawberries. This is because cats are obligate carnivores, which means all they really need to eat is meat. While strawberries do contain vitamins and antioxidants, cats actually are very poor at deriving nutrition from foods that aren’t meat. You’ve much better off feeding your cat meat-based treats that contain bits of fruit, like Wellness Kittles Salmon and Cranberry Cat Treats. While a lot of cats do enjoy the smell and occasional taste of strawberries, some cats seem to get pretty offended when you offer one to them: There are, in fact, certain things cats hate. It appears from the videos that this cat is picking up on something they smell in the strawberry. Strawberries contain furaneol, a compound used in perfumes and flavorings. While dilute concentrations usually smell sweet, for some cats, their sensitive nose finds the scent repulsive. Kittens tend to be even more susceptible to things than adult cats. They are more prone to getting indigestion and diarrhea if they eat too many strawberries. Furthermore, since kittens do not have as much experience with different food items, they should be monitored when eating strawberries to make sure they don’t choke on them. When it comes to kittens, it’s always best to stick to a high-quality kitten food which they can derive all of their nutrients from, like Blue Wilderness Kitten Food. Even though cats can eat strawberries, are they really good for cats? For people, ‘health foods’ supply nutrients that are essential for our well-being. Many times, cats don’t require the same dietary sources of specific nutrients that people rely on. For example, all mammals need sufficient vitamin C to survive, and most manufacture it in their livers. Because humans don’t produce enough vitamin C in their livers, they must eat oranges, grapefruits, and other vitamin C-rich foods or they will end up getting scurvy. Cats, on the other hand, make plenty of vitamin C in their own livers, so they don’t need to eat strawberries to get enough vitamin C. It won’t hurt a cat to get a little extra of water soluble vitamins, like vitamin C. They just don’t need it. Similarly, strawberries contain fiber, and cats don’t need fiber in their diet. In fact, food containing fiber can have a laxative effect on cats. Another potential drawback to feeding your cat strawberries is that it is known that strawberries can sometimes cause allergic reactions in humans. This includes anaphylaxis, a serious allergic reaction that can result in loss of blood pressure and breathing difficulties. Although similar anaphylactic reactions to strawberries in cats are not well documented, food allergies are not uncommon for our feline friends. In fact, food allergens are the third most common cause of allergies in cats. Symptoms of food allergies in cats include itchy and irritated skin and vomiting and diarrhea in 10 to 15 percent of affected cats. If you think your cat is having an allergic reaction from eating strawberries, or any other food for that matter, it is important that you take them to see your veterinarian promptly. Since cats derive the vast majority of their nutrition from eating meat, there is actually little nutritional benefit for cats to eat strawberries. Too many strawberries could cause indigestion. However, in moderation, strawberries can be a fun and healthy treat for your kitty that’s an interesting change of pace from their normal food. Cats are fine to have a small amount of strawberries from time to time. But, how about trying a cat food made with strawberries such as Farmina Natural or FirstMate Pet Foods Renaissance Grain-Free, instead? Strawberries are also used in Solid Gold Strawberry Balance Supplements and Uri Natural Care For Cats made just for your cat. If you have any questions or would like to share a story about your cat eating, or just playing with strawberries, please tell us in the comments below. We’d love to hear from you!

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It was the Fuller Court (1888-1910) that decided Lochner in 1905. Today, many in the judiciary, as well as many in the law schools, see Lochner as a foolish mistake. Many even assert that not only the Lochner opinion, but more generally the Fuller Court’s general jurisprudence regarding regulation of the economy was either a radical departure from earlier Court jurisprudence or was primarily an effort by the Court to protect the interests of the business community. James W. Ely, Jr., explains in The Fuller Court that neither of these negatives views of the Fuller Court make sense. Most importantly from my perspective, the Fuller Court was not a departure from the past, nor was it a political court seeking to protect a specific segment of our system of political economy: Fuller and his colleagues built upon a constitutional tradition that assigned a high value to property rights, private economic ordering, and limited government. Recall that protection of property rights had been a central concern of the Court under Chief Justice John Marshal (1801-1835). Closer to Fuller’s era, the Supreme Court under Chief Justice Morrison R. Waite . . . also manifested its willingness to uphold the rights of property owners. . . . The Fuller Court, therefore, represented not a sharp break with the past but a flowering of time-honored themes of constitutionalism. . . . An essential element of Fuller Court jurisprudence as the traditional Anglo-American premise that the law should safeguard private property in the name of liberty. For Fuller and his colleagues property and liberty were inseparable, and both were closely related to freedom of contract and private economic ordering. Like most Americans of the age, the justices of the Fuller Court tended to define liberty primarily in economic terms. . . .The Fuller Court championed private property and contractual freedom in order to limit the reach of government and thereby protect liberty. The Fuller Court’s solicitude for the rights of property owners stemmed from utilitarian considerations as well as philosophical imperatives. Investment capital was vital to finance economic development. Associating the security of private property with industrial growth, Fuller and his colleagues persistently sought to protect capital formation. . . . (189-190) I think it is important to note that the Fuller Court’s jurisprudence, as described by Ely, fits very well with Olson’s necessary conditions for economic prosperity. Specifically, the Fuller Court’s jurisprudence emphasized the protection of economic liberty by safeguarding property rights and enforcing the freedom to contract. Further, it seems that a reason for such commitments to property and contracts was an interest in securing the types of property rights that would encourage saving and investment, and the development of the capital markets that would allow people to look to the future. In addition, because the Fuller Court represented a “flowering of time-honored themes of constitutionalism,” one reads in Ely’s book an indication that the Constitution, as well the opinions of the Supreme Court, was consistent with the institutional framework for a system of political economy that would promote and encourage the economic choices of people that allow the development and enjoyment of economic prosperity over time. But, there was also an interesting tension in the Fuller Court’s opinions between the protection of property rights and a commitment to federalism also found in the Constitution. . . .Consistent with its dedication to a limited federal government, the Court was anxious to preserve the traditional distribution of power between the national and state government. Consequently, Fuller and his colleagues tended to defer to state governance of criminal justice, race relations, and public morals. This belief in federalism also led the justices to reject an expansive application of the Bill of Rights to the states. . . . .Not only were most state business regulations upheld, but the justices hoped to maintain a balance between federal and state authority over the economy. . . . . . . In the late nineteenth century state legislatures, acting under their police power to advance public health, safety, and morals, took the initiative in seeking to harness the new economic forces transforming America. Such exercises of state authority often impinged the prerogatives of property owners and employers, stimulating a stream of legal challenges. (190-191) It seems to me that while the Fuller Court protected economic liberty well against the United States Congress, it did not do well in general with respect to state legislatures, and this is really the tension Ely notes. Perhaps this tension between what appears competing values might seem a “natural” tension found in the Constitution itself, but I think the tension may result from a definition of police power that was not consistent with government’s role as the protective state. The quotes above from Ely’s discussion point to where I think the problem can be found, i.e., in defining police power so broadly as to include public morals as well as public health as involving issues that are really private rather than public. Many issues can and should be left to state legislatures, and this is surely the point of principles of federalism for the organization and structure of government in our system of political economy. Saying this does not preclude the Court constraining state legislative power when economic liberties are threatened by state legislatures. Police power should be defined primarily from the perspective of individual liberty by saying that such state government power involves using force and coercion to reduce or minimize the actions of some that harm the person or property of others. I do not see “public morals” as fitting within this definition. I suggest there are only private or individual morals. The term “public morals” has been used largely in ways that amounts to some in the community trying to enforce their own view of moral behavior on others in the community. The term “public health” has been used in similar ways, not just when the policy issue involves risks to life and health from communicable diseases. My sense is that while the Fuller Court was quite good with respect to Congress in constraining the national legislature’s efforts to infringe property rights, and in constraining the national legislature’s efforts to embrace rent seeking legislation, it’s federalism encouraged state legislatures to infringe property rights and contracts, and it encouraged states to engage in rent seeking legislation. Some may argue that this is indeed the constitutional structure for state versus national governments in our system of political economy, I suggest a more sound and consistent definition of the police power reserved for state governments would have strengthened the institutional foundations for economic prosperity.

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Genital warts in women What are genital warts? - Genital warts are the most common sexually transmitted infection affecting men and women. - Warts are caused by the Human Papilloma Virus (HPV). - There are more than 40 types of HPV that can infect the genital area but genital warts are caused by just 2 types – HPV 6 and 11 - Most women infected with HPV will not know they have it. - Most of the time the body’s immune system will clear HPV naturally within 2 years. - Genital warts do not cause cervical cancer. - If you have genital warts we recommend that you should have a full STI screen including a HIV test. How common are warts? - Genital warts are very common. - They mainly occur in teenage girls and in men aged 20 to 25 years. - A large number of people carry genital HPV infection without ever developing warts. - It is estimated that at least 50% of sexually active women will be infected with HPV at some point in their lives. How do you catch genital warts? - HPV is passed on through genital contact during: - vaginal sex - anal sex - sometimes oral sex or just close genital contact without penetration - sharing sex toys with someone who has HPV - HPV infection may lead to the appearance of genital warts after a time interval of 2 – 3 months, but this can be sometimes be much longer. - Common warts that occur on hands and fingers are caused by a different type of HPV and are very unlikely to be passed onto the genital area. What would I notice if I had genital warts? - Genital warts vary in appearance: - Single or groups of bumps - Smooth flat papules or raised and cauliflower like - Soft or gritty hard lumps - In women warts are commonly found on the vulval lips, around the entrance to the vagina and sometimes around the anus (this is not related to anal sex). - Occasionally warts are found internally in the vagina or on the cervix (neck of the womb). - Warts sometimes cause itching or discomfort. How do I get tested for genital warts? - Genital warts are diagnosed visually during a genital examination. - There is no specific test for HPV in the genital area. - Sometimes wart virus changes are reported on a cervical smear but this does not mean you will develop warts. How are warts treated? - Warts will often clear up without any treatment. - Treatments are provided mainly for cosmetic reasons to remove the wart – there is no treatment for the virus itself. - Treatment will depend on the appearance, location and number of warts you have and may include one or more of the following: - Clinic treatment - Cryotherapy (freezing) - PODOPHYLOTOXIN liquid - Home treatment with a self-applied cream - PODOPHYLOTOXIN (Warticon) - IIMMIQUIMOD (Aldara) - Treatments are usually applied several times a week. It takes on average 4 weeks for the warts to go. - All treatments from the Wolverton are free and are given to you directly in the clinic - Internal warts in the vagina or cervix are not treated as they will disappear by themselves - Clinic treatment What about my partner? - Warts are infectious and you can easily pass the HPV infection onto your partner. - About two thirds of partners are found to have warts. - We recommend that your partner attends the clinic for a check up and STI screen. What problems can untreated warts lead to? - Warts themselves are relatively harmless. If left untreated they may go away, remain unchanged or increase in size or number. - Warts will not turn into cancer. - Women should have a cervical smear every three years as normal starting at 25 years of age. Warts in pregnancy - During pregnancy a woman’s immune system is lowered and warts often appear for the first time. - The warts are treated with freezing – we avoid podophyllotoxin-based treatments, as they may be harmful to the baby. - Very occasionally a woman with a large number of genital warts may pass HPV onto her baby where it may lead to warts in the throat – this is very rare. Will warts come back again after treatment? - Warts may recur in up to one quarter of individuals within the first month but this becomes less likely as time passes. - Warts are more likely to recur or persist if you: - are pregnant - your immune system (defence system) is lowered: - by immunosuppressive drugs - used after organ transplantation - to treat cancers - to treat severe arthritis, inflammatory bowel disease - certain medical conditions - It is unlikely that you will be re-infected again as your body will have developed immunity from your first infection. - by immunosuppressive drugs Unfortunately, the NHS (including the Wolverton Centre) does NOT offer either HPV vaccine at this time, to men or women. However, these vaccinations are available via private healthcare providers http://www.privatehealth.co.uk/ - These vaccines can protect against catching HPV and are most effective if administered before a woman’s first sexual contact. - In the UK this vaccine is given as part of an immunisation programme to teenage girls to protect them against cervical cancer. - It works by stimulating immunity against certain types of HPV that are linked to cervical cancer (HPV 16 and 18). - It will not provide protection against genital warts – as they are caused by a different type of HPV (HPV 6 and 11). - This vaccine provides protection against cervical cancer and genital warts (HPV 6,11,16 and 18). - It is not routinely used in the UK and can only be prescribed privately. - There is no benefit from it if you have already had genital warts.

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How to Help Subject Matter Experts Learn How to Select Appropriate Par Feb 21, 2010 Lesson Planning 2594 Views This series of articles began by identifying five challenges involved in encouraging SMEs to use participatory learning activities: to help them: (1) recognize the value of participatory learning activities; (2) become open to the idea of actually using participatory activities; (3) see that participatory activities are not necessarily difficult to design; (4) learn how to select appropriate activities; and (5) become comfortable with facilitating participatory activities. Previous articles focused on the first three challenges. This article will begin to address the fourth challenge: How to help SMEs learn how to select appropriate activities. First, explain that the decision regarding which learning activity to use depends upon three key factors, in the following order: 1. The need to select an activity that can effectively achieve the desired learning level; 2. The need to fit the learning into the specific time available, given the fact that different activities require different amounts of time; and 3. The need to use a variety of participatory activities to meet the needs of different learning styles as well as keep the learners engaged. Factor #1: Select an activity that can effectively achieve the desired learning level. To assist the SMEs with the first factor, provide them with some suggestions regarding the range of learning activities that can be effectively used to accomplish specific learning levels. Activities that can enable learners to achieve or indicate Knowledge include: lecturette, questionnaire, reference material, on-site visit, panel, game, self-assessment, focus question, case study, role play, audiovisual aids such as PowerPoint slides or videos, and e-learning. Activities that can enable learners to check their Comprehension include: focus question, questionnaire, quiz, case study, group discussion, on-site visit, brainstorming, game, writing assignment, role play, e-learning, and pop ups. Activities that provide opportunities for learner Application include: hands on exercise, case study, problem solving, on-site visit, role play, writing assignment, simulation, personal action plan, e-learning and games. Activities that provide for learner Analysis, Evaluation, and Creation include increasingly more complex versions of the learning activities already identified for Application. Factor #2: Fit the learning into the specific time available. To assist the SMEs with the second factor, discuss the amount of time that needs to be allocated to different types of activities. Begin by explaining that there are at least four stages to a facilitated participatory learning activity: (1) explain and set up the activity; (2) provide an opportunity for the participants to engage in the activity; (3) debrief the activity; and (4) relate the results of the activity to principles, concepts or techniques that underlie the content of the learning program. Each stage involves a varying amount of time. As a first example, let's make the following assumptions: (1) a simple focus question will be useful to check for the learners' current knowledge about the topic and (b) there are 25 participants. Based on this situation, it is highly likely that all four stages will take approximately 30-45 minutes: In the first stage, the facilitator will need to: (1) identify the focus question (on a PowerPoint slide as well as in the participant manual); (2) set up the activity by: (a) writing a title that relates to the question at the top of two flip charts; (b) explaining that the participants will be brainstorming their answers to the question; (c) modeling the brainstorming activity by asking for one possible answer to the question and writing large to post it on the flip chart; (d) dividing the participants into two smaller groups; (e) assigning each group to a flip chart; (f) asking for a volunteer from each smaller group to write the group's responses on their flip chart; (g) explaining the rules of brainstorming: that there is no power of the pen, so the scribe should write whatever the group participants say; the scribe should write big, so it can be easily seen; and spelling does not count; (h) having the small groups gather around their flip charts; and (i) telling the participants how much time they will have (we'll say 10 minutes). Although there are a lot of sub steps to this first stage, it will probably take only 5-10 minutes to set it up entirely. During the second stage, the small groups brainstorm and their scribes post their answers on the flip charts. This second stage will probably take 8-12 minutes, less time if the groups appear to run out of ideas and maybe a little more time if the groups appear to be on a roll, coming up with lots of ideas. In the third stage, the facilitator will ask the scribes to report out. Depending upon the length of the lists, the facilitator might ask one scribe to report out entirely or report just a portion of the list, and then ask the other scribe to do the same. This third stage could take approximately 10 minutes, and more if some of the list items require explanation or discussion. In the fourth stage, the facilitator will refer the participants to reference materials in their participant manual and discuss the principles, concepts or techniques found on those pages. This fourth stage could take approximately 10-15 minutes. As a second example, let's make the following assumptions: (a) a case study will be useful to check for comprehension; (b) there are 25 participants; and (c) the content is sufficiently complex to warrant three different case study scenarios. Based on this situation, it is highly likely that all four stages will require 40-60 minutes: In the first stage, the facilitator will need to: (1) explain that there are three case studies and describe their focus; (2) set up the activity by either: (a) assigning a case study to each table group; (b) allowing each table group to select a case study; or (c) having the participants select a case study of interest and join with others who have a similar interest; and (3) identify the case study review process, including the questions to be answered, the amount of time for table group discussion, and whether or not the entire table group should reach unanimous agreement or just be prepared to explain the rationale behind opposing answers. This first stage could take 5-10 minutes. In the second stage, the participants will read their assigned or selected case study and discuss answers to the questions (let's say there are four questions). This second stage will probably take approximately 10 -15 minutes, depending upon the complexity of the cases. In the third stage, the small groups will need to report out their answers to the case study questions. If there are five table groups (with five participants each), that will mean that at least two table groups will have reviewed the same case study. To give each table an opportunity to debrief, the facilitator might begin with the first case study, ask which table groups discussed it, and then alternate drawing the answers to the questions from each table- checking to see if the other table had a similar or different answer and then letting the other table explain their answer. The facilitator should plan that the debriefing of each case study will take 5-8 minutes. So, with three case studies to debrief, this third stage could take 15-24 minutes. In the fourth stage, the facilitator would refer the participants to reference materials in their participant manual and discuss the principles, concepts or techniques found on those pages. This fourth stage could take approximately 10-15 minutes. The next article will complete this discussion by looking at how to address the third and last factor: The need to use a variety of participatory activities to meet the needs of different learning styles as well as keep the learners engaged.

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Join Barron Stone for an in-depth discussion in this video Rectify a signal, part of Electronics Foundations: Semiconductor Devices. - [Narrator] One common application of diodes is to build a rectifier, which is an electronic device that converts from alternating current to direct current. If you've ever broken apart a wall wart power adapter, you've probably seen a set of diodes inside. Those diodes are converting the 120 volts AC, that comes from a wall outlet into a DC voltage for a device to use. Since, an AC signal periodically reverses direction, it consists of both positive and negative voltages at different times. The goal of a rectifier circuit is to remove all of the negative voltages so that the output signal is entirely positive. Now, that can mean simply eliminating the negative voltages by making the output voltage zero during that time, or it can mean converting those negative voltage swings into positive output voltages. The simplest type of rectifier circuit is called a half-wave rectifier. It consists of a single diode placed in series between an electric load and an AC voltage source. When the input voltage from the AC source swings in the positive direction, the diode will act like a short circuit and allow current to pass through. So, the voltage across the load, which is the output of the half-wave rectifier will be similar to the input voltage. Now, when the input voltage changes direction and swings to the negative side, the diode will act like an open circuit to block current from passing through it. Since, the circuit has been effectively broken open, no current flows through the load. So, the output voltage across the load will be zero volts. These two plots illustrate the relationship between an AC input voltage and the corresponding output voltage from a half-wave rectifier. When the input is positive, so is the output. But when the input is negative, the output goes to zero because no current flows through the load. Although, it's common to think of the term DC as referring to a constant voltage, even though the rectifiers output is constantly changing, it is still technically direct current because the voltage is always positive so the current will only ever flow in one direction. Now, that explanation of the half-wave rectifier is a bit of a bit of a simplification because the diode will not actually turn on and allow current to flow through it until the input voltage from the AC source is greater than the forward voltage of the diode. Also, due to the forward voltage drop across the diode the output voltage from the half-wave rectifier will be slightly less than the input voltage. We lose some of that input voltage to the forward voltage drop across the diode. To demonstrate that, I've built a half-wave rectifier circuit on my breadboard using my function generator to provide a sign wave as the AC input voltage and using a 10 kilo ohm resistor to serve as the electrical load. I've connected channel one of my oscilloscope to display the input voltage in yellow, and channel two to display the output from the half-wave rectifier, which is the voltage across the load resistor in blue. Looking at the scope, I can see that the output signal only contains the positive parts of the input signal. Additionally, the positive humps of the output wave form are slightly smaller than the input signal because I lose about 0.6 volts of the input voltage as the forward voltage drop across the diode. Although, the half-wave rectifier circuit is simple to use, it's not very efficient for converting from AC to DC because I lose all of the energy from the negative half of my AC signal to the diode. If I want to preserve more of the energy from the input signal then I should use a full-wave rectifier, which converts both the positive and the negative parts of the input AC signal into a pulsating DC output. The most common full-wave rectifier circuit consists of four diodes in a wheatstone bridge configuration. The diodes are oriented so that when the input signal is positive, current will flow from the source through this diode and into the top of the load, and then current coming out of the load takes that path through the diode, and it's returned back to the voltage source. When the AC signal switches polarity and turns negative, the current will take a different route through this diode into the top of the load, and, then the return current from the load will pass through the bottom left diode back to the source. Regardless of whether the input voltage is positive or negative, the output of the full-wave rectifier is always positive, and pushes current in the same direction through the load. This breadboard circuit is a full-wave rectifier that uses four diodes to convert the AC signal from my function generator into a DC voltage across a 10 kilo ohm load resistor. On the oscilloscope, I see that the output signal looks like a completely positive version of the input signal, and just like with the half-wave rectifier, the humps of the output waveform are smaller than the input signal due to the forward voltage drop across the diodes. Although, the pulsating output of the rectifier circuit is technically a direct current signal since the voltage is always positive, most of the time when we're converting from AC to DC, we really want a constant output voltage. So, to achieve that, most power supplies that convert from AC to DC use a low-pass filter on the output of the rectifier to smooth out the bumps and make the output more steady. When building rectifier circuits, we need to consider the amount of power that will be dissipated by the diodes to choose sturdy enough components. For the example circuits in this video, I chose the common 1N4148 Signal Diode because I was rectifying relatively small signals so the diodes wouldn't need to dissipate much power. However, if I needed my rectifier circuit to handle more power, then I should use power diodes like the 1N4001, which have a much higher maximum current rating than basic signal diodes. The 1N4001 power diode is designed to handle up to an amp of current operating as a rectifier, but with that capability comes the downside that it requires a larger forward voltage drop of about one volt. - Semiconductor materials - Diode applications - Rectifying a signal - Detecting the signal peak - Protecting against large signals, reverse current, and flyback voltage - Special purpose zener diodes, Schottky diodes, and photodiodes - NPN and PNP bipolar junction transistors - Using a BJT as a switch - Field effect transistors - Differences between BJTs and MOSFETs - Operational amplifiers - Op-amp applications - Comparing signals - Buffering signals - Amplifying signals - Filtering signals - Combining signals

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Eating organic and sustainable versus commercially is not a comparison of nutritional value: an organic apple and a conventionally grown apple will have roughly the same amount of calories and sugar. Instead the difference between the two–and consequently the difference in price you pay–is to pay for the proper way things are grown. Organic and sustainable food is harvested by hand, not treated with pesticides or other toxic sprays, and is coming from a small local farm. I try to buy organic as often as I can, even though my family and I are on a VERY tight budget each week for food. Today I’d like to show you that buying sustainable and organic can be easy and cost effective so you can save your money. There are some produce that you want to buy organic. These have the highest levels of pesticides and are therefore dubbed the DIRTY DOZEN:Apples, celery, bell peppers, peaches, strawberries, nectarines, grapes, spinach, lettuce, cucumbers, blueberries, potatoes, green beans, kale/greens If you’re buying produce and want to stretch your budget, the CLEAN FIFTEEN are fruits and veggies with the lowest levels of pesticides so you don’t have to worry about buying these organic. (Think fruits and veggies where you don’t eat the skin or have to peel.) Onions, sweet corn, pineapples, avocado, cabbage, sweet peas, asparagus, mangoes, eggplant, kiwi fruit, cantaloupe, sweet potatoes, grapefruit, watermelon, mushrooms. If you’re searching through aisles for bulk or boxed or canned goods, always look for the GREEN USDA Certified Organic seal. Want to see the prices on your organic produce drop down even more? EAT IN SEASON. In-season foods are higher quality, and will have a lower carbon footprint arriving to your grocery store. Always ask where food came from, buy as local as possible. (Here’s where farmers markets, roadside stands, etc are all great resources!) SPRING:Asparagus, avocados, baby spinach, beets, bok choy, broccoli, carrots, celery, grapefruit, lettuces, onions, oranges, peas, radishes, rhubarb, strawberries SUMMER:Apricots, berries, cherries, cucumbers, eggplant, kale, mustard greens, peaches, peppers, snap was, Swiss chard, tomatoes, watermelon, zucchini AUTUMN:Apples, cabbage, cauliflower, grapes, pears, squash WINTER:Brussels sprouts, leeks, sweet potatoes, turnips Sometimes you’re hoping to run to the grocery store and get in and out with the car running outside. I’ve had days like that, and on those days the last thing you want to do is worry about what’s organic or not, especially when all like produce seems to be sharing one giant bin (organic or not). If you only have a second, while you examine your fruit for ripeness glance at the number on the PRODUCE STICKER: If it starts with a 3 or 4 and has 4 digits = conventionally grown (OKAY)If it starts with a 9 and has 5 digits = organically grown (BEST)If it starts with an 8 and has 5 digits = genetically modified (AVOID) So what about the main dish? As with produce, make sure your seafood travels as little as possible to get to you. Seafood from Asia will have much higher mercury content and will have traveled half the world to get to you. Ask where your fish came from or look for this: – Crab: Dungeness or stone– Crawfish: US (Whole Foods Markets will not sell US crawfish because they believe the way in which it is farmed is inhumane. Most general grocery stores will carry them)– Oysters: farmed– Salmon: Alaska (wild), canned (sockeye, pink)– Scallops: farmed– Shrimp: pink (Oregon), spot prawns (Canada)– Tilapia: US– Tuna: albacore (Canada, US) Protein is so important to a daily diet so make sure your protein is doing something for you and not packed full of antibiotics and other yucky stuff. Organic beef (lean, grass fed, or extra lean) Organic lamb (lean, grass fed) Organic chicken (organic, or certified humane raised) Eggs (organic, certified humane raised, cage-free) Lentils, peas, beans (fresh or non-gmo beans) Seafood (see above!) You should never be afraid of grains, you should embrace them! Many great grains can be bought in bulk–allowing your money to stretch several meals. Bulgur, whole grain pasta, whole grain bread, brown rice, wild rice, barley, oats, farro, and quinoa are all great simple grains that taste great. When buying food in plastic containers or using plastic Tupperware for reheating food, remember the safe plastics manta (good for any plastics). Look at the bottom where the recycle symbol has a number in it and remember:” 5, 4, 1, and 2… All the rest are bad for you!” Lots of information there, right? If you’re looking for some more great Green Living tips, check out this page here for more posts. Thanks for looking!

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Ones body is a machine and a person needs to think of it as such. Like any machine it needs the proper fuel or nutrition to run as best as it can. By learning what you should use to fuel your body by carefully reading this article can allow your body to work its best. Make sure to start each day by eating a nutritious breakfast. This is the most important meal of the day and is much needed fuel to begin the day. Try eating items like oatmeal, low-fat yogurt, smoothies, whole grain toast, whole grain waffles and lean meats. This will not keep you full, but will help keep you full until your next meal. learn the facts here now is tempting to blame the culture we live in for the fact that so many of us have poor nutrition habits. Yet the fact remains that we, as individuals, are ultimately in control of what goes into our mouths. In order to be in control, we must first be more aware of the societal forces at work that make it so easy for us to overeat. Most people think all fats should be avoided, but the body actually requires a healthy fat intake to thrive. While it's true that greasy, fried foods generally are not very healthy, plenty of fatty foods are quite nutritious. Nuts are a scrumptious snack that is filling due to its fat content, but much healthier than potato chips or sweets. Make sure your kids are not learning their health facts about food from food ads on television or otherwise. Make sure that they get what they need with a healthy diet rich in produce and lean meats and dairies and provide them with the correct information if they ask you. When considering a diet that provides an adequate nutrition level, be sure to eat a wide variety of fruits and vegetables. This will ensure that you keep your risk level low for low blood pressure, as well as, some cancers. Different types of fruits and vegetables contain different nutrients and this is why it is best to spread your choices among them. Generally, darker leafy vegetables, such as spinach or any that are deep and bright in color, such as peppers, have a high nutritional content. Try to substitute healthy alternatives for fatty or sugary foods you enjoy. For example, instead of a bowl of ice cream, you can have some yogurt with fruit. Instead of french fries, try half of a baked potato. You don't have to cut out all the good tasting food in your life, just make healthier choices about what the tasty things you do eat. To give your metabolism a boost, eat a healthy breakfast. Skipping your morning meal may seem like a good idea when you're trying to lose weight, but going without breakfast actually slows your metabolism. Eating a bowl of healthy cereal or fruit in the morning, will help your body to burn calories more efficiently throughout the day. A good nutrition tip is to invest in a shaker bottle. Shaker bottles are a great way to transport protein shakes and they are invaluable for anyone that works out. They're usually available at a cheap price and if taken care of, they can last a long time. Whenever possible, avoid eating processed or pre-packaged foods. These types of foods tend to be high in refined sugar, sodium and fat. Not only that, but typically they don't offer much in the way of nutrition. Instead, focus on eating fresh, unprocessed foods that provide your body with the energy it needs to get through the day. Make good use of your daily caloric intake by eating wholesome foods. You could conceivably live on 2000 calories of junk food every day, but you wouldn't be in very good health if you did. The amount of food you eat is important, but so is the kind of food you eat. When you are pregnant, you will want to practice good nutrition, but you can still enjoy your favorite treats from time to time. You can substitute some veggies or nuts for a sweet treat to help. Let yourself indulge once in awhile and don't feel bad about it. Use stevia as your sweetener. Stevia is a plant that is naturally sweet. You can buy it in bulk, or in little packets to take with your for your coffee and iced tea. It is not a chemical like artificial sweeteners but it does not contain any calories like honey and sugar. A healthy diet will help to boost your immune system. By boosting your body's immune system your body will be able to fight against the impurities that cause skin problems. Just keeping track of what you are putting in your body and making sure that what you put in your body boosts the immune system. Consume http://www.purevolume.com/harry83suzann/posts/15384178/Repairing+Your+Diet+Habits:+Nutrition+Suggestions . One of the things that you need in order to grow healthy muscles is protein, which is found in meat. http://blogs.rediff.com/cordia741magen/2017/06/02/need-assist-with-nutrition-try-these-easy-tips/ can vary the types of meat you eat as long as your focus is on nutritional value for you body. Try to consume around 10 ounces per day. Amazing Hair Growth Home Remedies For Women 2017 Tips Amazing Hair Growth Home Remedies For Women 2017 Tips Amazing Hair Growth Home Remedies For Women 2017 Tips When buying a bagel from a bakery, beware of portion sizes. Most bakeries will give you a bagel that is actually two or more servings of bread. If you enjoy bagels from a bakery, consider splitting the bagel with someone. You can buy a bagel before you go to work and give half to a coworker. This can be a nice gesture and a way to control your portion sizes. Fresh fruit is much better for you than drinking fruit juice. Fruit juice is often sweetened, and does not contain all the vitamins and nutrients of fresh fruit Fresh fruit offers a lot of fiber and vitamins. The next time you are craving fruit, grab a piece instead of a glass. As you can see, nutrition isn't something to shy away from. Embrace the idea of nutritious food in your everyday life to a healthier you. Take baby steps into your new life and don't plunge into nutrition. It takes some time to get used to new ways of eating. Use the above tips to serve as guidelines for your new life filled with nutrition.

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Our next P&F Canteen Day will be a Pizza – Sushi Lunch on WEDNESDAY 10th of JUNE. Please complete the order form (click the link) Pizza & Sushi Day Order Form and return it to school by THURSDAY 4th of JUNE with the correct money, in a sealed, labelled envelope. Please ensure your child’s name and class is filled in and use only one form per child. UNFORTUNATELY, LATE ORDERSCANNOT BE ACCEPTED and CHANGE CANNOT BEGIVEN. The Pizza is supplied by Eagle Boys and the Sushi by Sushy Izu. Today Mr Greg Mitchell spent the day at St Emilie’s in our specialist classrooms and then after school with staff to share some valuable professional development. One of the many interesting ideas we explored was the importance of supporting children (and ourselves as adults) to develop a GROWTH mindset. Research shows that a student’s belief about their intelligence plays an important role in their school achievement, and that parents and teachers can positively influence the development of these beliefs. Students who believe their intelligence is simply a fixed trait fare more poorly, especially as school becomes more challenging, than students who believe their intellectual abilities can grow.When students are taught the growth-oriented view—they show an increase in their enjoyment of learning and in their grades. What can parents do? Praise the process– children’s effort or strategies—creates eagerness for challenges, persistence in the face of difficulty, and enhanced performance. Next time you are tempted to tell your child that he or she is the next Einstein or future Picasso, stop yourself. Instead, take the time to appreciate the effort they put into their work, not what the work means about their innate brains or talent. Ask them how they went about something and show them how you appreciate their choices, their thinking process, or their persistence. Ask them about strategies that didn’t work and what they learned from them. When they make mistakes, use these mistakes as an opportunity for teaching them to come up with new strategies. When they do something quickly, easily, and perfectly, do not tell them how great they are. Tell them, “I’m sorry I wasted your time on something too easy for you. Let’s do something more challenging that you can learn from.” Look for ways to convey your valuing of effort, perseverance, and learning—rather than some empty display of ability. Instead of false confidence in fixed ability, these methods will foster a deeper appreciation for the true ingredients of achievement. It is now abundantly clear that brains and talent alone don’t bring success. The work of Benjamin Bloom and of Anders Ericsson shows clearly that people of outstanding accomplishment—be it in science, the arts, or athletics–are often no more talented than many of their peers. In fact, their peers who seemed most brilliant at the start often turned out to achieve very little. This is most likely because, believing too much in the power of their brains and talent, they did not put in the effort that all great accomplishment requires. In short, believing in brains or talent as something fixed and all-powerful works against long-term success in school, careers, and life in general. Talking to your children about their brain being like a muscle – the more they use it, the stronger it gets is a great way to go! Let’s all become more mindful about HOW and WHAT we say to our children so that we can develop a GROWTH MINDSET in school and in life! On Monday the 30th of March, the Year Six students accompanied by Mrs Thuijs, Mrs Aquino, Mr Munro, Mr Davis, Mr Naden, Mrs Harvey, Mrs Tilyard and Jacob Aquino departed for Woodman Point for their Year Six camp. Among the many benefits camp provides is the chance to build leadership skills that can be brought back and displayed at school. On camp, students learn teamwork and relationship skills, trust, responsibility, and are challenged to show courage and bravery to complete different challenges. Students participated in a search and rescue, rock climbing, ultimate sports, raft building, team building, soccer and an escape from quarantine. Some students quickly found themselves out of their comfort zone however with encouragement and a positive mental attitude often surprised themselves! Being in a new place with different people and even being away from home for the first time might have been scary at first, however feelings of happiness, joy, excitement and pride quickly replaced any fears. Camp was another great opportunity for our Year Six students to continue to build on their leadership skills while having a great time with their friends. Oliver kicked some goals on the soccer pitch Scaling the high ropes! Teamwork was an essential skill on the challenging planks activity After the Year 2 assembly this Friday 8th Mayat 8.45am, you are invited to a simple morning tea in the lesser hall, from about 9.20-10am – a lovely opportunity for a cuppa, cake and a chat with friends and an opportunity to perhaps make a new one! Feel free to bring littlies (perhaps bringing some toys and a rug might be a good idea too!) Any Dads that would like to come and help serve coffee and cake, you would be very welcome! Looking forward to seeing you there! PS : PP Mums – you are then going to be pampered by your little darlings back in the classroom at 10.00am 🙂

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No item in cart Degrees of Freedom Theory of Machines Degrees of Freedom(DOF): → DOF indicates Minimum number of independent co-ordinates required to describe the position and motion of the system. → Degrees of freedom of a pair is defined as the number of independent relative motions, both translational and rotational a pair can have. 1. Unconstrained rigid body in space describes 6 DOF. They are 3-Translational and 3 rotational. 2. Unconstrained rigid body in a plane has 3 DOF.They are 2-Translational (about x,y-axis). and one – Rotational (about z-axis). Degrees of Freedom/ Mobility of a Mechanism: - DOF of a mechanism indicates minimum number of inputs required to have a constrained or definite motions of links of the mechanism. Eg: DOF=2⇒Two inputs may be necessary to get constrained motions of other links. DOF of a spatial Mechanisms :- N=Total Number of links in a mechanism. P1=Number of Pairs having one degree of freedom P2=Number of Pairs having two degree of freedom and so on DOF of Planar Mechanism:- In Planar Mechanisms Lower Pairs will have 1DOF and Higher pairs will have 2 DOF. If there are N links in a mechanism, Number of movable links are only (N-1) [because one link is fixed in mechanism] → DOF for (N-1) links in a plane=3(N-1) → Lower pair has 1DOF, i.e., for each lower pair 2D0F is lost. If there are ‘L’ lower pairs=2L number of DOF is lost. → Similarly, for each higher pair 1DOF is lost. If there are ‘H’ number of higher pairs in the mechanism= ’H’ number of DOF is lost. ∴ For a mechanism with ‘N’ links, ‘L’ lower pairs and ‘H’ higher pairs. N=No of Links L= Number of Lower Pairs H= Number of Higher pairs This equation is known as “Kutzback’s Criterion” for DOF of Planar Mechanisms. Kuzback’s Criterion is the most generalized equation for calculating DOF. Gruebler’s Criterion :- Gruebler’s Criterion for DOF is applicable for those mechanisms which contain only signal degree freedom joints. (only lower paris). → To have a mechanism with single degree of freedom. [Mostly we prefer mechanism with 1 DOF, so that for a unique input we can have a unique output]. ∴ Minimum number of links required to form a mechanism are four. Some times, the above empirical relation (Kutzback’s criterion) can give incorrect results. This due to the reason that the length of the links or other dimensional properties are not considered in these empirical relations. Expectations are discussed under case (i) & case (ii). CASE I : - Sometimes a mechanism may have one or more links which do not introduce any extra constraints. Such links are known as redundant links and should not be counted to find the DOF. The Mechanisms has ‘5’ links, but the function of the mechanism is not affected even if any one of the links 2, 4 or 5 are removed. Thus effective number of links in this case is ‘4’. With ‘4’ turning pairs and thus has 1 DOF. CASE II: -REDUNDANT DEGREE OF FREEDOM:- Sometime one or more links of a mechanism can be moved without causing any motion to the rest of the links of the mechanisms. Such a link is said to have redundant degree of freedom. For Mechanisms possessing redundant degree of freedom, the effective degree of freedom is given by Fr=Number Of Redundant Degree Of Freedom. In one year’s time, I was able to prepare for GATE exam with the help of THE GATE ACADEMY and faculties. GATE Focused study materials and online mock tests helped me know my strengthen & weakness to prepare accordingly. I wish all the best to all GATE aspirants and suggest them to go through GATE coaching in case the basics are not clear. THE GATE Academy questions covered a wide variety of topics and were similar to GATE paper standard. The online platform replicated the actual GATE test environment and the detailed and video solutions were sufficient to clear all doubts regarding the question. Thanks to THE GATE Academy team to provide such wonderful tests & platform. I took up mechanical coaching at THE GATE ACADEMY as there is no separate coaching for Engineering Sciences in India and Mechanical and Engineering sciences have more or less common topics.I feared that cracking GATE would be very difficult because I started my preparations very late but the counsellors and teachers guided me To begin with, it gives me immense pleasure to Thank,Thank the institute THE GATE ACADEMY for all their help and support.Its a place to learn, explore, grow and succeed.Well it helps you brush-up your engineering knowledge and learn new things and clears your concept in such great details E Lectures helped me a lot in making a head start in the right direction. It helped whenever I got stuck in any topic. Mock Tests across 50 centers helped me judge my progress both on individual and comparative basis. I am Praveen. I got AIR 1 in Instrumentation stream. I want to dedicate this to my parents and to the Gate Academy faculty. Gate Academy coaching helped me tremendously to update myself continuously.I was very impressed with the way they taught each topic in different sessions with separate material for each session. GATE Success Story - Our students get all India rank 1, 1, 1, 1, 4 and 4 - More than 142 students in top 100.

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Before we can talk about moduli theory, we need to shift our methods of thinking a bit. So far we’ve thought only of geometric objects like varieties and schemes, and we’ve worked with “points.” However, the points of these objects don’t really behave well, especially in the case of schemes. For instance, for the scheme , there are all the usual points corresponding to . However, there are other points, one for each irreducible curve as well as the point which has closure the whole space. What can we take away from this example? “Points” for schemes aren’t well-behaved, because is , but not every point of is given by a pair of points in the product, there are extra points. One way to handle this is to focus on varieties, but then a lot of constructions are harder or less natural, and we lose the option of nonreduced spaces. The better way, however, is to change our notion of points. Let’s take a step back. If you care about manifolds, you can identify the set of points with the set , the smooth maps of a point into the manifold. For groups you can use , because these maps are determined by where 1 goes, but it can go anywhere, etc. There isn’t a description this nice for schemes, however. If we looked at , we’d just get the traditional points, which correspond to maximal ideals, we’d miss all the others, because they have different residue fields. So instead let’s look at all of the sets at once, where varies over all schemes. This defines a contravariant functor on the category of schemes, that is, a functor such that becomes , which means composition has to be reversed. We’ll call this functor , so that . Now, we say that a contravariant functor from schemes to sets is representable if it is naturally isomorphic to for some , and we call the functor of points of . So we have changed our view from a point as a prime ideal to a point as a morphism, any morphism. What does this gain us in the short term? Well, let’s define group schemes, which are analogous to algebraic groups. All we need are morphisms satisfying the group axioms, just as before. That’s the definition, just replace the word “variety” with “scheme.” Both of these definitions are good, but we can give another definition in terms of functors of points. Let be a scheme. Then it is a group scheme if and only if factors through the category of groups with the forgetful functor from groups to sets. All this says is that the sets are all groups and are depend nicely only on which scheme we choose to be . This is always true for an algebraic group, because we can define to be in the group law on . (Or, to be careful, two maps give a map , which we then compose with multiplication.) The other thing it simplifies is the problem of fiber products. By switching to the functorial point of view, we can do ANY construction that we can do in the category of sets on the category of schemes. So to work out , what we need to do is look at , which exists and has value on any of , and determine if it is representable. Now, there’s a missing ingredient from above: the assignment needs to be a functor itself! Well it is, and we in fact need more. What we need is the following: Yoneda’s Lemma: Let be a category and let be objects in it. Then - If is any contravariant functor from to the category of sets, then the natural transformations from to are in natural correspondence to elements of . - If the functors and are isomorphic, then and are. So the functor embeds the category into the category of contravariant functors to Sets. The first part says that if we had ANY functor, we get the set of maps from to it by applying to . So if is representable, by , say, then it says that the set of maps is the same is at the set of maps , so the functors of points have the same maps between them as the original schemes. The second part says that this works out in the nicest possible way, and that we lose no information passing to functors of points, because if we have a representable functor, it uniquely determines the scheme it is represented by. Now, we can actually do better. The functor of points of a scheme is actually determined by its values on affine schemes, and the category of affine schemes is equivalent, via a contravariant functor, to the category of rings (the contravariant functor is , in fact). So then we can treat them as covariant functors by defining . Now, I’m going to state a result characterizing schemes among such functors, and I’ll define the terms afterwards. Theorem: A functor is representable if and only if - is a sheaf in the Zariski topology - There exist rings and open subfunctors such that, for every field, , the set can be written as the union of the images of under the maps . The first condition says that we can glue things nicely. It literally says that for every ring and every open covering for with the for some , we have that for any collection of elements with mapping to the same thing in , we have a unique element mapping to each . I’ll be talking more about this part in the future, I think, but the similarity between the standard sheaf axiom should be pretty clear. The second condition basically says that we can cover the scheme be affine open sets. To make it technically clearer, we must look at the concept of an open subfunctor. Well, a subfunctor is just a map of functors such that every map induced by it is injective. For instance, if is an open subscheme, then is a subfunctor, because any map to is also a map to . Now we look at the open part of the definition. Take a subfunctor . Then we need that for any map the fibered product is isomorphic to the injection from the functor represented by some open subscheme of . It sounds technical, but really just says that when we “intersect” the subfunctor with the image of a map from an affine scheme, and then take the preimage in the affine scheme, we get an open set. So that’s quite a bit, and now we can think of schemes as functors and do constructions. So what we can do is, when we want to construct a scheme, we construct the functor of points and then attempt to check representability. For those analysts out there, this is like constructing a distribution that solves a PDE and then proving that it’s really just integration against some function. They’re the same philosophy: construct something more general and then try to prove the specifics. So next time, we’ll get to define a moduli space.

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Making Healthy Snacks Fun for Kids by Sara Dawkins Guest Post for 365 Days of Health & Fitness Getting your kids to eat healthier starts out small. You can’t expect them to change over to a vegetarian diet or eat nothing but green things because it is the latest fad. Instead, try to make healthy eating a normal part of life and even more than that, make it fun! Children snack all day long, most of the time on unhealthy things like candy, cookies, or ice cream if they have their choice. However you are in charge of the food in your house and you can make the snacks both appealing and healthy. Here are some ideas for making healthy food fun for your kids: 1) Fun shapes – From string cheese to fresh fruits and vegetables, you can do all sorts of fun shape and color combinations to make snack time fun. It is a proven fact that the more appealingly food is laid out the more you eat of it. That is why manufacturers work so hard on labeling and packaging their products and part of the reasons why kids like unhealthy foods that are brightly colored and shaped like cartoon characters. You can use the same marketing methods in your snack making. Sting cheese can be sliced into a sting octopus. Apples can be carved into fun animal shapes, and even things like carrots and celery can be placed on the plate to look like SpongeBob or Superman. Make a palm tree out of sliced banana and kiwi or cut out a heart shape using a cookie cutter. The variety is endless. I have even seen apple slices and mini marshmallow teeth, strawberry and yogurt Santas, and berry rainbows. 2) Easy to eat –Another aspect of getting kids to eat more healthy snacks is making them easy to eat and portable. Many times kids eat snacks in the car or on the go, or even while playing. Making these healthy alternatives easy to eat mean cutting them into small pieces and having them washed or peeled ahead of time. You can avoid messes by picking things that are not juicy, like baby carrots, or even opting for dried fruit. Dried peas are a crunchy snack and come in a variety of flavors, as do veggie chips and whole fruit roll-ups. Plain Cheerios, baked cheese crackers, and trail mix are some other on the go snack ideas. 3) Variety –When kids are small they are also picky about what they eat. Maybe they do not like soft foods or hard foods. Maybe they hate the color orange or only eat round food. Whatever the case may be with your child you can help to make sure they eat a healthy snack by offering a wide variety to choose from. I saw a cool idea from one mom who used a (clean and unused) fishing tackle box to store her kids snacks in while they traveled. Healthy snacks like fruits and veggies were put in the large pockets but less healthy things like chocolate chips or gummy candies were also included, just in small does. By giving her kids the option of what they ate but controlling how much, she assured they would eat healthier and still be happy. 4) Dips and sauces –If your children refuse to eat fruits and vegetables as snacks by themselves then you can turn to dips and sauces. By giving your child just a small amount of something tasty to dip their snacks in they will consume more healthy foods. For example you can provide a tablespoon of ranch dip for a pile of carrots and they will happily eat it up. Or a sliced apple with a small amount of melted chocolate or caramel. By providing the dip you give the children the illusion that they are eating something ‘bad’ while they are actually eating more of what is good for them 5) Healthy substitutions –Another aspect to helping your children eat healthier is giving them substitutes for ‘bad’ foods. Like ice cream for example. Many kids beg for ice cream but are just as happy with ice milk, sherbet, or frozen yogurt which is much better for them. Thanks to the frozen yogurt craze there are even trendy places to take your kids for an ‘indulgent’ treat. They’ll never know the difference! Just don’t let them load up on candy toppings. When you are cooking you can also substitute many ingredients for healthier alternatives. Yogurt for sour cream, apple sauce for oil or butter, and whole wheat bread instead of white for their sandwiches. 6) Add some protein –Sometimes fruit and veggies just don’t cut it. We want something substantial for a snack. This is where protein comes in. Healthy proteins like soy beans and nuts make for great snack items. Mix it with other fun foods like dark chocolate chips. Peanut butter is a child favorite, so fill celery with it and add raisins for ‘ants on a log’. Eating proteins help you to feel fuller longer. Avoid salty nuts and make your own trail mix with granola, dried fruits and unsalted nuts. Almonds and almond butter are even healthier than peanuts, so go that way if you can. 7) Drink water –Speaking of substitutions, encouraging your children to drink water instead of sugary drinks like juice and soda does more than just cut calories. Water is essential for your brain and body and can help them to feel and think better. They have also recently discovered that caffeine is not good for children and can alter brain chemistry and effect mood. Avoid the cans and boxes and go for a bottle of water instead. You can even flavor the water with natural things like lemon juice and mint for a different kick. Even cucumber makes for a tasty addition to water. However I think you will find that the more plain water you drink, the more you crave it. Your bodies, and your kids’ bodies, know what they need. 8) Monkey see, monkey do – Eat healthier yourself! If the kids see Mom and Dad munching out on chips and cookies they will not want to sit there with pretzels and carrot sticks. I am sure you could stand to eat a little healthier and if it encourages your kids too then why not go for it. Lose weight, feel better, and encourage your children. These are just a few of the ways that you can encourage your children to develop healthy eating and snacking habits. The wider the variety of healthy foods children are exposed to at a young age the more likely they are to eat healthier for a life time. Help your children to have a healthy, happy lifestyle by teaching them what it means to eat right and enjoy it.

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There are two basic types of digital graphic images existing on the web: vector and raster (bitmap images). Quite often, people wonder what the differences between the both image types are. They struggle in telling them apart and deciding which type is appropriate for their projects. Let us throw some light on the subject and explain the basic differences between them. We will pinpoint the most important factors which could affect your choice of file format for your next project. 1. Scalability of vector and raster The first factor that will help you define whether a certain image is in vector or raster format, is scalability. Vector images don’t lose their sharpness and clarity, no matter to what extend or how many times you change their size. In contrast, raster (or bitmap) images get blurry and pixelated once you examine them from a close-up. Let’s illustrate it for you, so you can better see the difference. In the following illustration you will see a raster image which loses quality when enlarged. In comparison to it, a vector version of the same monster illustrated next to the raster doesn’t change its quality no matter the size: 2. Resolution of vector and raster There is a significant difference of how the resolutions of vector and raster formats are defined. The resolution of the raster graphics is formed by millions of square pixels, dots per inch (DPI) or pixels per inch (PPI), so their size is always a fixed value. If you don’t want a bitmap image to lose its quality, you can only scale it down. Consequently, the more you expand it, the more blurred it becomes. Vector graphics, on the other hand, are made up of plenty of paths, mathematically defined in terms of ratios, proportions, width, height and other dimensions. Every time you resize a vector image, its lines, curves and nodes are recalculated, so the result image remains sharp and clear. As you can expect, the edges remain smooth at all times. Raster expanded and blurred Vector resized and recalculated 3. Creation of vector and raster The digital image creation is always quite different for the two types. Vector images can be easily transformed into raster ones but it is more complicated and time-consuming to work the other way around. Vector graphics can be only created with a specialized software such as Adobe Illustrator. This makes it impossible for photos, for example, to be taken in vector format. In addition to this, all printed images and photos taken with digital cameras, are in raster format. All in all, vector graphics which resemble realistic photos, are nothing but finely detailed digital illustrations. In the following illustration you can see how a vector image is created. The one besides it shows how a photo gets distorted when resized: 4. Flexibility of vector and raster Vector graphics can be resized numerously without losing quality. This makes them perfect for multipurpose projects requiring flexibility in the image size. For example, a vector logo is a reliable source from which you can create rasters in different sizes. You can use them for various marketing needs you’ll be facing in the future, either print, or web. On the contrary, you need a particular size of a raster format to achieve a certain quality. Vector logo in different sizes Raster images for particular use (size) 5. File size Vector images are quite lighter than their raster peers because their dimensions are defined by mathematical calculations and not by millions of pixels. The high efficiency of their file sizes makes them much more convenient to transfer them from one device to another. Plus, they carry a lot of information in a relatively small file size format (compared to the same file size of a raster image format). On the other hand, raster file sizes are defined by their DPI or PPI, fixed widths and heights, which makes them much heavier while containing less information. 6. Compatibility of vector and raster Sometimes, an issue is the compatibility of vector graphics. You can only open and edit them with a specialized software such as Adobe Illustrator. GraphicMama’s illustrations come in one of the most common vector file extensions: .eps. You can use this vector format as an alternative for editing, when you don’t have the .ai file. In contrast to vectors, raster file formats are widely popular and recognizable by all common image programs. Also, most digital images on the web are actually bitmaps even if they were vectors once. This makes bitmaps very convenient for a mass use. That is why, GraphicMama’s illustrations come also in the raster transparent format: .png. However, if you are or about to become a professional illustrator or designer, you will quite often work with vector formats. It comes without further saying that you will have the appropriate software in hand. It’s true that 72 dpi raster images are usually the norm for web publications and they work just fine. For their printed version, though, you have two options. You should either work with vector source, or use high-resolution raster files. The latter option is often the preferred one, because, sometimes, vector images are not accurately printed. If you don’t want to compromise on the image’s clarity, the recommended raster resolution is 300 dpi. Since you can’t save photos as vectors, printed magazines, newspapers, etc. use the photos in their high-resolution rasters. To sum it up, both vector and raster images have their unique qualities and purposes. It is important to know when it’s appropriate to use vectors instead of rasters and vice versa. Hopefully, we made it easier for you to tell the difference. Now you are ready to use the strengths of both to your advantage. We will be happy if you drop us a line in the comments’ section below if still need to clear up some points. Furthermore, if you liked the monster you saw on the pictures above, check out our tutorial on how to make your own vector monster: How to Create a Simple Vector Monster in Adobe Illustrator. If you feel like experimenting with vector graphics, here are the 16 best sources for free vector graphics on the web.

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A Forest of Dreams: Conroe lumbers into the 20th century with Delta Mill Published 10:00 pm, Saturday, February 8, 2014 While much of America struggles with economic woes, Montgomery County is one of the fastest-growing regions in the nation. It’s not the first time this community was at the forefront of prosperity and opportunity. Back in 1916, the Delta Land & Timber Company launched a major logging operation covering 90,000 acres of virgin timber in and around an area now known as the Sam Houston National Forest. “There were many logging operations in the south in the late 19th and early 20th century,” said Larry Foerster, chairman of the Montgomery County Historical Society. “But the DLTC operation was one of the biggest during its time in operation.” The operation, a division of the Central Coal & Coke Company out of Kansas City, Mo., employed more than 700 workers on day and night shifts with a monthly payroll in excess of $30,000. The central mill, located in Conroe, produced 250,000 feet of lumber each day — providing raw materials for construction throughout the country. Several logging camps throughout the regions were connected to the mill by railways. Workers would cut the trees and transport them to Conroe via six locomotives and 150 logging cars. Both of Conroe resident Mike Smith’s grandfathers worked for the operation — one as an engineer with the railroad. “The mill was originally going to be in Montgomery, but the locals didn’t want it there and it was moved to Conroe,” said Smith. “There was a lot of noise when the logs were unloaded — I’m told it sounded like rolling thunder.” Rigby Owen Jr. noted that the first Montgomery County Fair took place in the mid-1920s in Mill Town. DLTC provided space and electricity for the annual event for many years until the event outgrew the space available in Mill Town. To attract and keep workers, DLTC created camps at the logging facilities to house workers and a larger community in Conroe, between South Frazier and Interstate 45, known as Mill Town. Little remains of this once important part of Conroe’s social and economic history. Conroe resident Herbert “Kix” Lamp, 90, and his two brothers were born in one of the logging camps and grew up in Mill Town. His father was a supervisor for DLTC through much of its operation. “My mother wanted the family to stay together so they lived at various logging camps in a period when I was born,” said Lamp. “It wasn’t luxurious, but we had running water and a relatively comfortable existence.” Later, the Lamp family moved to Mill Town in Conroe in 1927 where row housing was set up and made available to workers in a pecking order based on seniority and position. In the era of segregation, white residents were provided housing with running water, blacks carried water from central water stations. “We had bathtubs, but they emptied out into the backyard,” recalled Lamp. “There were no indoor toilets for anyone. You had to go to outdoor privies that were cleaned out manually. That wasn’t pleasant when it was cold outside.” But residents of Mill Town were provided with not only housing, but commissary stores, doctors, entertainment and a swimming pool. Indeed the large indoor swimming pool constructed at Mill Town was one of the first indoor pools in the region. “When I was around 14 I’d get 35 cents for doing four to eight hours of work cutting grass with a scythe,” said Lamp. “It was hard work, but things were cheap. A movie ticket was nine cents, a hamburger was a nickel and cold drinks were also a nickel.” Lamp recalls the excitement in Mill Town and Conroe in 1936 as Texas celebrated its centennial. There were lots of activities, music and special events for workers and their families. The mill payroll provided significant support for the creation of various businesses in Conroe and expansion of the Conroe Independent School District. While work was plentiful, it was also dangerous, said Smith. The steam-powered mills employed a pulley system to operate equipment. There were few protections for workers and accidents were common — taking many fingers from unfortunate employees. In the 30s, while much of the nation was reeling with the Great Depression, Conroe had a strong lumber business as well as a booming oil business with the discovery of huge petroleum reserves. But in the late 30s, the supply of raw timber began to diminish in the region and the need for workers slowed — abruptly. “At one point, wages dropped from 27 cents an hour to half that,” said Smith. “By 1938, they basically ran out of timber.” DLTC sold its holdings in the area to the Conroe Lumber Corporation which in turn sold to J.S. Hunt. Much of the timberland logged by the operation was eventually sold to the government which ultimately became the Sam Houston National Forest. “There isn’t much remaining of Mill Town — maybe a house or two off of South Frazier,” said Lamp. “But it was a major part of the community back in the day.” For information on Conroe and Montgomery County history, visit www.heritagemuseum.us or call 936-539-6873.

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Course Hero. "In Our Time Study Guide." Course Hero. 5 Oct. 2017. Web. 11 Dec. 2017. <https://www.coursehero.com/lit/In-Our-Time/>. Course Hero. (2017, October 5). In Our Time Study Guide. In Course Hero. Retrieved December 11, 2017, from https://www.coursehero.com/lit/In-Our-Time/ (Course Hero, 2017) Course Hero. "In Our Time Study Guide." October 5, 2017. Accessed December 11, 2017. https://www.coursehero.com/lit/In-Our-Time/. Course Hero, "In Our Time Study Guide," October 5, 2017, accessed December 11, 2017, https://www.coursehero.com/lit/In-Our-Time/. "Be a man, my son," a priest tells condemned prisoner Sam Cardinella in Chapter 15. In the face of his imminent death, Sam loses control of his bowels. In Our Time shows men facing life—and death—bravely. In "Indian Camp," the doctor is momentarily stunned and shaken by the suicide of the father, but the doctor gets a grip on himself and examines the dead man's throat. There might not be any medical point to this examination; the father is dead and will not be revived. Still, the doctor becomes a master of the situation, even lifting the dead man's bloody head. Cases like Sam losing control or the soldier pleading with Jesus to save his life show the kind of terror the other men are suppressing. Masculine men in these stories are active. Mr. and Mrs. Elliot might be doomed in their attempt to have a baby. One of their difficulties is Mr. Elliot's passivity. Mr. Elliot cannot "remember just when it was decided that they were to be married." He can't remember because it was Mrs. Elliot's idea. The passivity of the sentence reflects the way Mr. Elliot just goes along with the idea. Their attempts to have a baby become comical, which Hemingway reflects by repeating they "tried very hard to have a baby." A man like Nick Adams manages it easily. Men do not say very much in In Our Time. Women prattle, like the wife in "Cat in the Rain": "I want a cat. ... I want a cat. I want a cat now." Women scold, like the wife in "Out of Season": "Of course you haven't got the guts to just go back." The men, in contrast, use few words. George refuses to talk about the feeling of skiing, not wanting to spoil it, in "Cross-Country Snow." And Hemingway uses very few words to describe men's states of mind. When the young soldier in "A Very Short Story" is jilted by his bride-to-be, his emotional state is only hinted at. His response is to "contract gonorrhea from a sales girl in a loop department store while riding in a taxicab through Lincoln Park." Masculine men not only don't say very much in In Our Time, they don't write very much, either. The less-than-masculine Mr. Elliot ceaselessly writes "long poems." In "Big Two-Hearted River," on the other hand, Nick is glad to leave behind "the need to write." Hemingway is either praising masculinity or showing what it costs. In In Our Time, death is ever-present. Some characters face it bravely and some do not. In "Indian Camp" a young Nick Adams asks his father about death. He has just seen a birth and a death: A woman gives birth and the baby's father kills himself. "Is dying hard, Daddy?" asks Nick. His father replies with a vague answer, saying "No, I think it's pretty easy Nick. It all depends." Nick and his father have just seen the aftermath of a very difficult death. The baby's father slit his own throat from ear to ear, and he must have done it quietly because it happened while Nick and his father were in the room not having noticed. Nick's father's answer is probably intended to be reassuring. It does not usually take such a tremendous act of will to die. Death finds you. That could sound like a strangely disquieting answer, as if to mean, don't bother with thinking about death; it's already thinking about you. However, Nick is young, and death seems far from him. He notices the lake and the feeling of being secure in a boat with his father. "He felt quite sure that he would never die," the narrator says, using verbal irony to remind readers Nick will die. In Our Time shows a man owes his worthy opponent a worthy death in combat. (There are no women in combat in In Our Time.) This combat extends to blood sports like hunting, fishing, and bullfighting. Part II of "Big Two-Hearted River" shows worthy and unworthy ways to kill a fish. Careless sportsmen handle fish with their dry hands, causing them an unsightly death by white fungus. Nick sees these careless sportsmen's handiwork: "dead trout, furry with white fungus, drifted against a rock, or floating belly up in some pool." To perform well and treat the opponent as worthy has a cost. Chapter 9 shows how much it costs "the kid" to perform well as a matador. He kills five bulls after his feckless and incompetent competitors fail to kill any. The effort leaves him exhausted: "He sat down in the sand and puked." War itself does not always provide opportunities to treat the opponent as worthy. The mechanized battle style of World War I results in ugly, inglorious deaths, as in Chapter 3. The narrator describes "potting" (taking potshots at) German soldiers as they pop up over a garden wall. "Then three more came. ... We shot them all. They all came just like that." In contrast to the brutality of mechanized death in war, bullfighting gives In Our Time its most stylized, artful, ritualized deaths. In Chapter 12 the bull and the bullfighter become one—perfectly matched opponents. For a book mostly about male characters, In Our Time also shows a lot of births and pregnancies. Because the main characters are men, the births are seen through their eyes. Birth appears as a distressing reality of life men must accommodate and sometimes medically master. In "Indian Camp" the doctor brings his son, Nick, to watch a Native American woman giving birth. He believes it will be educational for Nick to see how "all her muscles are trying to get the baby born." In war men face not only death but also the ongoing reality of birth. Refugees give birth in the hold an officer's ship in "On the Quai at Smyrna." The officer claims he "didn't mind" about "the women having babies." That is something a person says when they do mind, or when they think they would be justified in minding. A refugee gives birth behind a blanket in Chapter 2, causing an onlooker to "feel scared sick looking at it." Still, it is up to men in In Our Time to overcome their queasiness, the way Nick is being taught to in "Indian Camp." A similar theme is the relationships between men and women. In "Soldier's Home," Krebs can appreciate women from a distance only. His only experience with them is in the casual and perhaps commercial relationships in wartime. "Besides he did not really need a girl. The army had taught him that." However, Krebs is desperately unhappy; he is an example of a bad adaption to life after war. Nick, in "Cross-Country Snow," is the good example. He notices the waitress's pregnancy and imagines she is angry about being unmarried and pregnant. In "Cross-Country Snow," George wants to stay on an endless ski trip. Nick, however, can't be part of it because he must return to the United States for the birth of his child.

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An end to homelessness by 2010? A key is to stop social-service agencies from using shelters as a dumping ground. The plastic hospital bracelet Mary Wiley still wears on her wrist could be a key, at least symbolically, to understanding the growing problem of homelessness in America. Tall, with a mass of brown curls and a husky voice, Ms. Wiley has been on and off the streets for years. Diagnosed with manic depression, her health weakened, she's just spent six weeks in the hospital. Now, though, she suddenly finds herself discharged - and spending her holidays at a drop-in center for the homeless in midtown Manhattan. "They changed my doctor, and all of the sudden, he told me I had to leave," she says, visibly upset. "They told me the only place I could go was a city shelter." This is life on the edge in America, where the first stop out of many social-service agencies - from mental-health facilities to hospitals to prisons - is the local homeless shelter, or the streets. Indeed, the homeless system has now become something of an unofficial back-up safety net for America's mainstream social-service programs. At the same time, the nation's stock of affordable and subsidized housing has plummeted - a problem the booming economy has only exacerbated. As a result, in the past 25 years homelessness has grown from a fairly rare phenomenon to a national problem, with more than 40,000 shelters and agencies springing up around the country to deal with the millions of Mary Wileys in America. "If we keep letting this go on, we're going to be paying for this forever. We're going to totally institutionalize this problem - a problem we didn't have 25 years ago," says Nan Roman of the National Alliance to End Homelessness in Washington. "It's really a choice, and if it doesn't get made in the short term, soon, we're going to pass the point when we can turn it around." Over the weekend, the Clinton administration announced more than $1 billion in new grants to help more than 200,000 people find a home. He said the goal was to "create new opportunities for the homeless, for hard-pressed working families, and for those struggling to buy their first home." Homeless advocates applauded the move as essential to help an overburdened system. But many also believe it's time for a new approach to address the root causes of the problem. It's estimated that on any given night in America, anywhere from 700,000 to 2 million people are homeless. The alliance has developed a plan to cut those numbers dramatically over 10 years. It's a combination of creating more affordable housing and rebuilding mainstream social-service programs to include the transitional programs they once provided - from comprehensive discharge planning to halfway houses to permanent affordable housing for the mentally ill. From their perspective, the shelter system has become an expensive, national halfway house that isn't properly equipped to provide the training, treatment, or transition services people need to put their lives back together. That has helped create a core population of chronically homeless. "We have done a terrible job in this country since we de-institutionalized [the mentally ill] in the '70s," says Dean Wright, a homeless expert at Drake University in Des Moines, Iowa. "We just did not provide care to the people that needed care - whether it be medical-care, mental-health, or substance-abuse treatment - and without it people end up right back in prison or out on the streets." Now homeless advocates hope the new Republican administration - with its emphasis on compassionate conservatism - will be receptive to addressing that failure. And they're looking to Massachusetts, where conservative Gov. Paul Cellucci has embraced the concept, to help make their case. In a speech earlier this month, Governor Cellucci noted that, in 1997, almost 60 percent of the people in the state's homeless shelters had been released from some sort of institutional setting in the past 12 months. He then announced that all state agencies - and private ones with state funding - will be required to develop "consistent and effective protocols" for discharging their clients that include "life-skills training and housing search assistance." "The new ... initiative does not require new resources, but is a proven method for homeless prevention, which state agencies can implement quickly and effectively with dramatic results," he says. That was a victory for Philip Mangano, executive director of the Massachusetts Housing and Shelter Alliance. For the past decade, he's been studying the growing homelessness problem and advocating a different approach from simply building more shelters. He describes the current situation as analogous to a house where, every time five people go out the back door, seven more are waiting to get in the front. And many of them, like Wiley, are repeat visitors who need more than a place to put their head for the night. "What you've got is gridlock at the back door because there isn't access to enough affordable housing, and we've got overflow and overcrowding at the front door because these mainstream systems keep dumping people into the shelters," says Mr. Mangano. Even as the economy slows, housing prices are expected to remain high for some time, pushing more low-income families into the shelter system, as well. So along with proper discharge planning, homeless advocates are continuing to fight to increase tax incentives and subsidies to build more affordable housing. "For homeless families, the problem continues to be an inability to pay market rent and a lack of access to capital to buy a place to live," says Gail Nayowith, executive director of the Citizens' Committee for Children of New York. "At the same time, there's been a complete shutdown in the development of affordable housing." That shutdown has affected Wiley, as well. She has some income from Social Security, but only enough to pay a few hundred dollars a month. And in Manhattan, where it can take that much to rent a parking space, she has little chance of finding an apartment. In the meantime, she's been sleeping, sitting upright in the chairs of the drop-in center. "I was in a [single-room-occupancy hotel] before, but I lost that room," she says. "I'm willing to go back, I want to, I need a place to stay." (c) Copyright 2000. The Christian Science Publishing Society

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The (first) Battle of Fredericksburg was fought on December 13, 1862. This battle pitted the 120,000 strong Federal army of Ambrose Burnside against the 80,000 strong Confederate army commanded by Robert E. Lee. Lincoln had just replaced George B. McClellan with Burnside, despite McClellan’s minor victory against Lee at the Battle of Antietam (Sharpsburg) and Burnside’s poor performance at that battle. Even though it was winter, Burnside (he is where the term sideburns came from) was determined to make a major push towards Richmond. Burnside decided to make his strike across the Rappahannock River at the town of Fredericksburg. However, even though his army arrived opposite Fredericksburg on November 17, his pontoon bridges were delayed in arrival, so he lost his element of surprise. Once they arrived, the construction of the bridges was further delayed on December 11 by Barksdale’s Mississippi sharpshooters, who were hidden in the town of Fredericksburg. Throughout the day, Federal attempts to drive the pickets from the town with artillery met no success, as the Mississippians were hidden in cellars. Finally, that evening, Federal infantry was ferried across and conducted a street-to-street battle. All these delays gave Lee time to bring up more of “Stonewall” Jackson’s II Corps from downriver. On the morning of December 13, the Confederate army occupied a long series of hills and ridges a mile west of the town. The ridges stretched from across Fredericksburg to the crossings 5 miles south. James Longstreet’s I Corps occupied the stone wall across from Fredericksburg, Marye’s Heights, a National Cemetery, and various other hills. Jackson’s II Corps, some of which were still arriving, occupied a forest to the south, and parts of the Richmond and Potomac Railroad. To the rear of this line sat the old Telegraph Road. E.P. Alexander, Lee’s unofficial chief of artillery, remarked about the field in front of Marye’s Heights, “A chicken could not live on this field if we open on it.” Union artillery situated on Stafford Heights east of the Rappahannock River bombarded Jackson’s men at about mid-morning, to soften up Confederate positions. Union general Franklin, who commanded one of the three Federal Grand Divisions, then sent George G. Meade’s division (not to be confused with Grand Division) forward. The Federals were first enfiladed by 2 light horse artillery guns commanded by Major Pelham. J.E.B. Stuart ordered Pelham to retreat after one of these guns was lost. Then, the batteries of L. Walker began to fire upon Meade, compelling him to retreat at around noon. Meade then moved forward again after an hour, with Gibbon in reserve, reaching the Confederate front line, which consisted of A.P. Hill’s Division. Meade managed to reach a small swamp in which Hill hadn’t thought of placing troops. Meade’s men poured forth through the swamp, but were met on the other side by the brigade of Maxcy Gregg. Then, the fresh division of Jubal Early counterattacked and filled the swampy gap. In the meantime, Gibbon had captured part of the Richmond and Potomac Railroad, but had then been forced back. By mid-afternoon, Meade and Gibbon had withdrawn and Franklin’s overall attack stalled. In the meantime, Burnside had been launching elements of the Federal II Corps piecemeal towards Longstreet’s impregnable position. Attackers would have to cross 1 mile of open field, with a deep canal in the middle, under murderous fire from Confederates entrenched in a sunken road behind a stone wall. In close succession, from noon to late afternoon, the Federal divisions of French, Hancock, Howard, Sturgis, Griffin, Humphrey, and Sykes charged, faltered, and were pinned down. Another division, that of George Getty, almost was sent in, but was ordered back just as it started out. These 7 divisions took 8,000 casualties but only inflicted 1,500. Hancock’s division took 50 % casualties, with only 25% of the Irish Brigade answering roll call that night. Hooker declared that he had already lost as “many men as his orders required.” That night, the cries of the Union wounded across Marye’s Heights filled the air. Confederate soldier Richard Kirkland, of Kershaw’s brigade, could not stand it. He walked into the field, dodging bullets at first, with an armful of canteens. He gave water to the Union soldiers he saw. For this humanity, Kirkland was nicknamed the “Angel of Marye’s Heights.” Burnside’s ill-fated plan had cost him almost 13,000 soldiers, opposed to 5,500 Confederate casualties. Burnside withdrew across the Rappahannock, but not after raving about leading a “last charge.” Lee had achieved one of the most lopsided casualty figures of the entire Civil War.

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1 Followed readily, tail up, got underfoot, bit at feet 2 Followed readily, tail up, got underfoot 3 Followed readily, tail up 4 Followed readily, tail down 5 Followed hesitantly, tail down 6 Did not follow or went away 1 Struggled fiercely, flailed, bit 2 Struggled fiercely, flailed 3 Settled, struggled, settled with some eye contact 4 Struggled then settled 5 No struggle, no eye contact 6 No struggle, straining to avoid eye contact 1 Jumped, pawed, bit, growled 2 Jumped, pawded 3 Cuddled up to tester and tried to lick face 4 Squirmed, licked at hands 5 Rolled over, licked at hands 6 Went away and stayed away 1 Struggled fiercely, tried to bite 2 Struggled fiercely 3 Struggled, settled, struggled, settled 4 No struggle, relaxed 5 No struggle, body stiff 6 No struggle, froze 1 Chased object, picked it up and ran away. 2 Chased object, stood over it, did not return 3 Chased object, picked it up and returned with it to tester 4 Chased object and returned without it to tester 5 Started to chase object, lost interest 6 Did not chase object 1 (8-10) counts before response 2 (6-7) counts before response 3 (5-6) counts before response 4 (2-4) counts before response 5 (2-3) counts before response 1 Listened, located sound, walked toward it barking 2 Listened, located sound, barked 3 Listened, located sound, showed curiosity and walked toward sound 4 Listened, located the sound 5 Cringed, backed off, hid 6 Ignored sound, showed no curiosity 1 Looked, attacked and bit 2 Looked, barked and tail up 3 Looked curiously, attempted to investigate 4 Looked, barked, tail-tuck 5 Ran away, hid 1 Looked and ran to the umbrella, mouthing or biting it 2 Looked and walked to the umbrella, smelling it cautiously 3 Looked and went to investigate 4 Sat and looked, but did not move toward the umbrella 5 Ran away from the umbrella 6 Showed no interest GOOD - The puppy is correct in structure FAIR - The puppy has a slight fault or deviation POOR - The puppy has an extreme fault or deviation Mostly 1's A puppy that consistently scores a 1 in the temperament section of the test is an extremely dominant, aggressive puppy who can easily be provoked to bite. His dominant nature will attempt to resist human leadership, thus requiring only the most experienced of handlers. This puppy is a poor choice for most individuals and will do best in a working situation as a guard or police dog. Mostly 2's This pup is dominant and self-assured. He can be provoked to bite; however he readily accepts human leadership that is firm, consistent and knowledgeable. This is not a dog for a tentative, indecisive individual. In the right hands, he has the potential to become a fine working or show dog and could fit into an adult household, provided the owners know what they are doing. Mostly 3's This pup is outgoing and friendly and will adjust well in situations in which he receives regular training and exercise. He has a flexible temperament that adapts well to different types of environment, provided he is handled correctly. May be too much dog for a family with small children or an elderly couple who are sedentary. Mostly 4's A pup that scores a majority of 4's is an easily controlled, adaptable puppy whose submissive nature will make him continually look to his master for leadership. This pup is easy to train, reliable with kids, and, though he lacks self-confidence, makes a high-quality familly pet. He is usually less outgoing than a pup scoring in the 3's, but his demeanor is gentle and affectionate. Mostly 5's This is a pup who is extremely submissive and lacking in self-confidence. He bonds very closely with his owner and requires regular companionship and encouragement to bring him out of himself. If handled incorrectly, this pup will grow up very shy and fearful. For this reason, he will do best in a predictable, structured lifestyle with owners who are patient and not overly demanding, such as an elderly couple. Mostly 6's A puppy that scores 6 consistntly is independent and uninterested in people. He will mature into a dog who is not demonstrably affectionate and who has a low need for human companionship. In general, it is rare to see properly socialized pups test this way; however there are several breeds that have been bred for specific tasks (such as basenjis, hounds, and some northern breeds) which can exhibit this level of independence. To perform as intended, these dogs require a singularity of purpose that is not compromised by strong attachments to their owner. The remainder of the puppy test is an evaluation of obedience aptitude and working ability and provides a general picture of a pup's intelligence, spirit, and willingness to work with a human being. For most owners, a good companion dog will score in the 3 to 4 range in this section of the test. Puppies scoring a combination of 1's and 2's require experienced handlers who will be able to draw the best aspects of their potential from them. The results is called the Puppy Aptitude Test (PAT) since it indicates which pup has the most aptitude for the desired task or purpose. The test is administered in a standard fashion to minimise human error. Condition under which testing takes place are as follows: Ideally, puppies are tested in the 7th week, preferably the 49th day. At 6 weeks or earlier the puppy's neurological connections are not fully developed. (If the test is conducted between 8 - 10 weeks, the puppy is in the fear imprint stage and special care must be taken not to frighten it). Puppies are tested individually, away from dam and litter mates, in an area new to them and relatively free from distractions. It could be a porch, garage, living room, yard or whatever. Puppies should be tested before a meal they are awake and lively and not on a day when they been wormed or given their puppy shots. The sequence of the tests is the same for all pups and is designed to alternate a slightly stressful test with a neutral or pleasant one. There is less chance for human error, or the puppies being influenced by a familiar person, if the tests are administered by someone other than the owner of the litter. A friend of the owner, or the prospective buyer can easily learn to give the test. I found it helpful to arrange the tests in a concise chart form following the order in which they are given. In addition, since I found it difficult to use Campbell's scoring code, 1I simply gave each response a number. While testing numerous puppies, the Volhards found that a number of puppies showed responses not on Campbell's test. These observations are included in the test with an apostrophe in order to differentiate them from Campbell's original tests. The Pfaffenberger tests were also given a number so that all scores can be compared and a chart was devised for checking a puppy s total performance at a glance. Also included in the Obedience Aptitude Tests is a section on structure. Over 60 breeds conform to what "conventional body type", that is 45 degree angulation front and rear. The greater the deviation from this norm, the less efficiently the dog will be able to perform obedience exercises. Other impediments to efficiency are HD, cowhocks, east-west feet, crossing in front or rear when gaiting. A simple guide to follow for puppies at this age (7 - 8 weeks) is "what you see is what you get" notwithstanding the all too familiar assurance, "Don't worry, he'll grow out of it". Be particularly wary of the statement, "he's not much of a conformation dog but he'll do fine in obedience". This could mean the dog is perhaps mismarked or has light eyes but is structurally sound. However, often it means the dog has a serious structural fault. This dog will be unable to take the strenuousness of training and competing in the obedience ring. If you feel that evaluating structure accurately is above your head, seek competent help. Last but not least, the prospective puppy testor must have a chance to observe the parents of the litter, preferably both parents but at least the dam. If the sire and/or dam have characteristics which are not desirable there exists a good chance some, if not all, of the puppies will have inherited these undesirable traits. The safest and easiest thing to do when faced with parent dogs of undesirable temperament is simply to look for another litter of pups whose sire and dam more closely conform to your ideals. If you must have a pup from this litter pay particular attention to the test scores of the litter and do not select a pup which shows any tendency towards undesirable traits.

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In the age of virtualization where storage performance is critical, a mainframe operation can get new life thanks to an old technique. The use of data striping attempts to reduce device contention and increase I/O parallelism by breaking up sequences of adjacent blocks across several different volumes. This allows more I/Os to run simultaneously across multiple devices. In this tip, we’ll discuss the IBM software implementation of virtual storage access method (VSAM) striping for mainframes. By submitting your personal information, you agree that TechTarget and its partners may contact you regarding relevant content, products and special offers. Data striping basics To understand the benefits of data striping, it’s worth examining how this technique works. Consider Figure 1, which shows an ordinary cluster where VSAM puts control intervals (CIs), the basic unit of VSAM I/O, in sequence inside of a control area (CA). In this case, the CAs — such as CA1, CA2 and so on — consist of 15 tracks aligned on a direct access storage device (DASD) cylinder. If the cluster extends to another volume, VSAM follows the same scheme of laying the CIs — such as C46, C47, C48 and so on — in order in the CA. Figure 1 – Conventional disk organization places adjacent blocks on the same disk volume. There are a couple of potential bottlenecks inherent in this structure. For instance, to process the data sequentially the system must queue I/O against one device one track at a time. Direct access may queue also if two online processes want to go after two different CIs that reside on the same track. Now consider the implications of Figure 2 showing a dataset striped across four volumes. Figure 2 – Data striping reorganizes CIs to allow parallel disk I/O for better storage performance. In this example of data striping, VSAM logically extends the CA across four volumes instead of restricting it to a cylinder on a single volume. Additionally, VSAM interleaves CIs round-robin style across the devices — C1 on volume 1, C2 on Volume 2, etc. If the dataset expands, VSAM will allocate four new extents and preserve the striping structure across four volumes. The striped arrangement improves sequential processing because the system can initiate parallel I/Os against multiple volumes simultaneously. Striping helps keyed access as an online application can access data from one volume without waiting for I/O to complete on another. VSAM also supports the concept of “layers,” which IBM defines as the volumes that will participate in an “I/O packet.” In effect, a layer is a set of dataset extents that share the same key range of records. When a dataset expands, the new extents may end up on different volumes than the primary allocation. VSAM may gain further optimization knowing on which volumes each layer belongs. A customer can stripe nearly every kind of VSAM cluster except for alternate indexes (AIXs). IBM also restricts striping to the data component of a cluster. IBM warns VSAM supports up to 16 stripes, meaning a CA may stretch over 16 tracks instead of the traditional 15 and contain more CIs. For a key sequenced dataset (KSDS), this means that the index CIs that point to the data blocks — the index sequence set — may not have enough room to reference all the CIs in a CA. This will manifest itself as unused CIs at the end of CA and some wasted space. To fully utilize the space the storage administrator must override the default index CI size with something larger. Defining a striped cluster Striped clusters must be systems managed storage (SMS) managed. A combination of data and storage class attributes define how a cluster is striped as summarized in Table 1 below. |Dataset Name Type||Guaranteed Space||SDR||Number of Stripes| |EXTended||Yes||> 1||# of volumes in allocation list up to 16| Table 1 – How a cluster is striped depends on data and storage class attributes First, a striped cluster must be defined in a data class with the dataset name type set to EXT for extended format. After setting the EXT attribute in the data class, the storage class controls the details about striping. In the storage class, there are two ways to enable striping depending on whether the “guaranteed space” attribute is set or not. If guaranteed space is off, one can choose striping by setting the sustained data rate (SDR) value greater than one. VSAM divides the SDR by four to get the number of stripes. Thus, a storage class SDR of 12 creates clusters with three stripes. Additionally, when VSAM allocates the dataset it evenly distributes the primary allocation equally across all the volumes. If guaranteed space is enabled, any SDR greater than zero will cause VSAM to allocate a number of stripes equal to the count of volumes in the storage classes allocation list, up to 16. In contrast to non-guaranteed space, VSAM creates the cluster with the full primary space on each volume. The usefulness of VSAM data striping Today, RAID technology combined with the enormous caches found on modern DASD frames have all but eliminated the disk “hot spots” that used to bedevil mainframe performance when too many active datasets got onto the same device. IBM also introduced parallel access volumes (PAVs) that basically clone device control blocks to allow simultaneous access to DASD units. With the lessened criticality of dataset placement, one might wonder if access level striping is still relevant. I would argue it is because bottlenecks still exist within DASD frames. As one example, processors inside the DASD frame that interface with the I/O channels may become too busy servicing the link to respond promptly. In addition, optimization algorithms in DASD frame microcode may favor large data blocks and sequential processing, typical of batch, over direct I/O and smaller blocks, thus impacting online performance. In both of these cases, a striped dataset on carefully placed volumes can ensure the interface processors aren’t too busy and spread online data across so it spends less time competing with batch. Second, I/O performance is still sensitive to application data access patterns. For instance, an online application might update a relatively small cluster dozens of times a second and create bottlenecks both inside and outside the DASD frame. Striping might help in this situation because the interleaved CIs spread across several volumes put less strain on any one path through the I/O infrastructure. Thus, striping at the access method level should still be considered one more tool for managing mainframe performance. Robert Crawford has been a systems programmer for 29 years. While specializing in CICS technical support he has also worked with VSAM, DB2, IMS and assorted other mainframe products. He has programmed in Assembler, Rexx, C, C++, PL/1 and COBOL. The latest phase in his career finds him an operations architect responsible for establishing mainframe strategy and direction for a large Insurance company. He lives and works with his family in south Texas.

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A small, cool star in distant space plays host to something amazing. Scientists have discovered that at least seven Earth-sized worlds circle the star TRAPPIST-1, a ultracool dwarf star only about 40 light-years (235 trillion miles) from Earth. The planetary haul — which includes at least six rocky planets total, three of which were first discovered last year — is detailed in a new study published in the journal Nature on Wednesday. This marks the first time so many Earth-sized worlds have been found orbiting the same star. It's possible that some of those exoplanets (worlds orbiting stars outside of our solar system) could play host to liquid water on their surfaces, boosting the chance that alien life might be lurking there. "We can expect that within a few years we will know a lot more about these planets," Amaury Triaud, a co-author of the new study said during a press conference, adding that if there is life on one of these worlds, we could find it within a decade. Before you go running off to plan your trip to TRAPPIST-1, it's important to remember that the system isn't exactly an analogue to our own. A star system like Jupiter The best way to think about TRAPPIST-1 and its worlds is to compare it to Jupiter and its many moons. Just like Jupiter's moons, the planets orbiting TRAPPIST-1 all interact with one another, meaning that their orbits are influenced by one another. The seven planets in the system closely orbit their star, so that if TRAPPIST-1 were in place of our sun in the solar system, the planets surrounding it would all be within the orbit of Mercury, according to the study's authors. The planets are thought to be tidally locked to their star, meaning that, like the moon, the same sides of the exoplanets' faces always point toward the host star. If you were to stand on the surface of one of the planets, the salmon-colored star would look about 200 times dimmer than our own sun, giving off about the same amount of light as our star does at the tail end of a sunset, Triaud said. "The spectacle would be beautiful because every now and then, you would see another planet — maybe about as big as twice the moon — in the sky depending on which planet you're on and which planet you look at," Triaud said. A special solar system Because the star system is so close (in cosmic terms) to Earth, it's ideal for any scientist hoping to check out these worlds for themselves, and they already have. The same team behind this Nature study announced the discovery of three planets orbiting TRAPPIST-1 in May 2016. Since then, the researchers did many followup observations on the system to try to better characterize the planets orbiting the faint star light-years from home. The new study details the four other planets orbiting the star using multiple ground-based telescopes and NASA's Spitzer Space Telescope. Scientists used the transit method to find the exoplanets, meaning that they had to wait for the worlds to pass in front of their star, causing a dip in the light of the dwarf star. Because the orbits of each planet influence the others, such observations also allowed the researchers to ascertain the masses and diameters of the planets, Triaud said. The fact that they transit their star also means that scientists will be able to do plenty of followup observations that will characterize the atmospheres of the worlds thanks to the light shining on them from the star. "This is just the neatest system," NASA exoplanet scientist Steve Howell, who is not affiliated with the new study, said in an interview. "While there was much hoopla about the Proxima Centauri planet — well, okay, that's cool too, don't get me wrong — that planet doesn't transit, and so there just won't be a lot of followup work you can do on that planet." Hunting for life It's still unclear whether or not life exists on any of these worlds. All of the planets are far enough from their star that they could conceivably host liquid water on their surfaces, according to the researchers. Four of the worlds in particular are thought to be in the "habitable zone" of the star, which means they could be our best chances for life outside the solar system. However, none of this is a sure thing. Figuring out the habitable zone of a dwarf star isn't exactly easy. Because TRAPPIST-1 and stars of its ilk are much smaller and dimmer than our sun, it's unclear exactly where the habitable zone lies. We have a relatively good understanding of the habitable zone around sunlike stars, but ultracool dwarfs are trickier, in part because they are very active in their early days, possibly stripping worlds that would be in the habitable zones of their atmospheres. That said, these stars do live a long time, possibly allowing advanced life time to evolve on worlds surrounding stars like TRAPPIST-1, which is thought to be at least 500 million years old. Follow ups a-plenty The Hubble Space Telescope characterized the atmospheres of TRAPPIST-1B and TRAPPIST-1C, finding that the two worlds probably aren't encircled by hydrogen and helium rich atmospheres, meaning their atmospheres could resemble our own. Researchers will be able to get an even better look at these worlds in the future. NASA's James Webb Space Telescope (JWST) — Hubble's telescope successor expected to launch in 2018 — should be able to peer deeply into the atmospheres of alien planets to try to see if they really could be like our own. "This is just the neatest system" By learning more about the atmospheres enveloping on these worlds, it's possible that we'll be able to figure out if we are alone in the universe. The JWST might be able to pick out oxygen, carbon dioxide, methane and other molecules in exoplanet atmospheres to find any biosignatures that might be present. While there isn't a silver bullet molecule that indicates whether life is definitely present on an alien world, certain elements could give scientists pause if found in a planet's atmosphere. If, for example, JWST found "molecular oxygen, or if it found carbon compounds that on the Earth we assign to pollution — like burning of fossil fuels — that would be pretty cool," Howell said. "Those would be things that you'd have to scratch your head and say, 'wow, that would be a pretty good sign.'"

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reap, harvest, glean(verb) gather, as of natural products "harvest the grapes" get or derive "He drew great benefits from his membership in the association" A bundle of grain; a handful of grain laid down by the reaper as it is cut. To cut with a sickle, scythe, or reaping machine, as grain; to gather, as a harvest, by cutting. To gather; to obtain; to receive as a reward or harvest, or as the fruit of labor or of works -- in a good or a bad sense; as, to reap a benefit from exertions. Act of a parent process acknowledging that its child process has exited, thereby removing it from the process table. Until the child process is reaped it may be listed in the process table as a zombie or defunct process. To deprive of the beard; to shave. Origin: repen, from ripan, from rīpanan (compare repe, reifsen ‘to snatch’, ripa ‘to score, scratch’), from h₁rep- ‘to snatch’ (compare rapere ‘to seize, plunder’, apaprépti 'to seize, embrace', rrjep ‘to peel, tear off’, Ancient Greek ἐρέπτομαι). to cut with a sickle, scythe, or reaping machine, as grain; to gather, as a harvest, by cutting to gather; to obtain; to receive as a reward or harvest, or as the fruit of labor or of works; -- in a good or a bad sense; as, to reap a benefit from exertions to clear of a crop by reaping; as, to reap a field to deprive of the beard; to shave to perform the act or operation of reaping; to gather a harvest a bundle of grain; a handful of grain laid down by the reaper as it is cut Origin: [OE. repen, AS. rpan to seize, reap; cf. D. rapen to glean, reap, G. raufen to pluck, Goth. raupjan, or E. ripe.] Chambers 20th Century Dictionary rēp, v.t. to cut down, as grain: to clear off a crop: to gather by effort: to receive as a reward: to obtain a harvest.—ns. Reap′er, Reap′man; Reap′ing-hook, a hook-shaped instrument, with a handle, for cutting grain: a sickle; Reap′ing-machine′, a machine for cutting grain, drawn by horses, &c.; Reap′-sil′ver, money paid by feudal tenants as a commutation for their services in reaping the crops. [A.S. rípan, to pluck; Goth. raupjan, Ger. raufen.] What does REAP stand for? -- Explore the various meanings for the REAP acronym on the Abbreviations.com website. aper, pare, pear, rape The numerical value of REAP in Chaldean Numerology is: 7 The numerical value of REAP in Pythagorean Numerology is: 4 Images & Illustrations of REAP Translations for REAP From our Multilingual Translation Dictionary - жаць, пажынацьBelarusian - segarCatalan, Valencian - žít, žnout, kositCzech - жѧтиOld Church Slavonic, Church Slavonic, Old Bulgarian - schneiden, erntenGerman - segar, cosecharSpanish - درو کردنPersian - saada, korjata, niittääFinnish - faucher, moissonnerFrench - buainScottish Gaelic - mietere, raccogliereItalian - 刈り取る, 刈るJapanese - dēmetō, tondeō, metōLatin - żąć, kosićPolish - colher, ceifarPortuguese - sger, segar, sgiar, saer, sagearRomansh - сжать, скосить, пожать, косить, пожинать, жать, поRussian - massai, messai, mentzare, mensareSardinian - жети, žetiSerbo-Croatian - kosiť, žaťSlovak - пожинати, жатиUkrainian Get even more translations for REAP » Find a translation for the REAP definition in other languages: Select another language:

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Food and Pain If you’re in pain and your back aches, it just might have more to do with what you ate than you might think. There is an important change in how adipose tissue has been viewed over the last few years; adipose has been put into the endocrine system. The larger those cells are allowed to grow, the greater their inflammatory response is to the body as a whole. The best way to control weight and therefore inflammation is the reduction of carbohydrates—keeping carbohydrates under 100g per day. That is not considered low carb, but rather a moderate carb diet. Reduce all inflammatory agents, and after 30–45 days see how your pain and vitality have improved. The effort will at the very least give you a better idea of what runs you the best. Choose your fats wisely. Consume no partially hydrogenated oils, which are found in many packaged foods. These are trans fats and have been linked to heart disease since the ’60s—no corn oil, safflower oil, cottonseed oil, peanut oil, or soybean oil. These oils did not become part of our diet until 1909. They are extracted under very high pressure, in a chemical or heat process. All are too high in omega-6s. Fats to consume are extra virgin olive oil, grass-fed butter, or ghee (butter with milk fats removed, so there is an ability to use it at higher temperatures without burning). Coconut oil, a very unique saturated fat, is made up of medium chain triglycerides that are absorbed much more quickly into the body than other saturated fats. We want these products to be GMO-free. Reduce all high sugar content food, especially soda. Remember we want to keep our total carbohydrates below 100 grams per day. One soda is approximately half a day’s worth of carbohydrates. Avoid meat and eggs from grain-fed animals that are not able to graze. These products create in part a change in the type of fat in an animal. The animal ratios of omega-6s, known as linoleic acid, to omega-3s, known as linolenic acid, are out of balance. Grain-fed animals have a much higher omega 6 content. Both are essential fatty acids. (See Appendix A.) Essential fatty acids are required for health, but our bodies cannot produce them. Your diet is the only method of obtaining these fats. What you must understand and know is that omega-6 fatty acids, for the most part, are very pro-inflammatory. You might think, “Why would my body have an essential fatty acid that promotes inflammation?” The body always prefers to be able to push or pull to maintain balance, or homeostasis. Sometimes the need to inflame is critical. For example, at the time of an infection, inflammation is there to help wall off or isolate. On the other hand, omega-3s are very strong anti-inflammatory agents, especially the longest two carbon molecules that make up essential fat. (See Appendix A for meat ratios of omega-3 & -6.) One trouble with the American diet is that the ratio has become very askew between omega-6s and omega-3s. The ratio of the hunter and gatherer was close to 1:1 omega-6 to omega-3. Today, depending on the source, the ratio is 25 or 30:1. No wonder we hurt so much. The fats we are using and the changing of farming practices have had devastating effects on our health. Remove all grains from your diet. I am often asked why this is the bottom of the food pyramid. Today grains have been genetically modified. So the amount of protein known as gluten has been increased. This is an irritant to most guts, but to some it is a full-blown disease. Grain is high in omega-6s, which we know is proinflammatory. It is also acidic to our bodies. It contains the antinutrients lectins and phytic acid. Phytic acid reduces the absorption of calcium, magnesium, and zinc from our gut. Lectins are found in highest amounts in genetically modified grains. Eat soy in very small quantities. Dairy should be consumed in small quantities as well. Nuts in not too large of quantities are a great source of healthy food. Remember, nuts grow on trees. Peanuts grow underground and are actually a legume. Legumes should only be consumed in small quantities; they are a very large source of carbohydrates. Seeds in general are very high in the proinflammatory essential fatty acid omega-6. The three exceptions are flax, chia, and hemp. Strong anti-inflammatory spices include turmeric, dill, oregano, coriander, fennel, red chili pepper, basil, and rosemary. Water consumption should be approximately one half the body weight in ounces. A 100-lb. person should drink 50 ounces of water per day. Sleep is a critical link to inflammation and weight control. It is believed that the best time for soft tissue healing is between 10 p.m. and 2 a.m. It is important to be down and asleep by 10 p.m. Sleep 6–9 hours per day. In summary, give the dietary change process six weeks to make a change in your life. I know this all seems so overwhelming, but your effort will afford you a great opportunity to find out what runs you the best. If you are like my typical patients, they will cheat—and feel poorly again. The decision is yours: Is that favorite food worth your vitality? - Try at first to get to bed by 10 p.m., or at least a half hour sooner if you are a night owl. Start the day with a large breakfast full of protein and fat. - Your plate of food should be by volume 30% protein and 70% dark green vegetables. This will keep acid/alkaline ration in the right zone. (See Appendix B for acid and alkaline foods.) - Add wholesome fat to your vegetables; it will help with your satiety (feeling satisfied) and slow down digestion. This gives your body a better chance to absorb micronutrients. - Get most of your carbohydrates from dark green, leafy vegetables. Avoid the starchier ones—e.g., potatoes, corn, peas, and carrots. Eat fruits much more sparingly, especially if you are trying to cut weight. Fruit can be very high in carbohydrates; some of the best fruits to eat are berries. - Avoid packaged food during this trial period. This will change the types of fats you are consuming. During the trial, also keep dairy, lentils, and soy to a minimum. - The tough one: Eat no grains, including oats, barley, and wheat (to name a few). That means no pizza, pasta, breads, waffles, pancakes, bagels, and all the rest. - Try to drink half your body weight in ounces of water per day. If that is too hard, add 16 oz. more toward your final goal. - Do buy grass-fed beef and wild-caught fish high in omega-3s and CLA. (See Appendix A.) - Move your body 6 days a week at first; maybe take a short walk daily. Eventually the movement should be a stronger cardiovascular challenge and strength training. - Lastly, it may seem odd, but proper respiration is a large part of this inflammatory response. Please see previous blog on diaphragmatic breathing. David Seaman, D.C. – Anti-Inflammatory Diet Paul Chek – Eat, Move and Be Healthy Richard Bernstein, M.D. – Diabetes Solution Chris Crowley and Hendry Lodge, M.D. – Younger Next Year Please follow the link below for Appendix A and B as well as a list of grass-fed meat farms.

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Rats exposed to less light during the day were more likely to explore the open end of an elevated maze, a behavioral test showing they were less anxious. Credit: Davide Dulcis and Pouya Jamshidi, UC San Diego Biologists at UC San Diego have found that rats experience more anxiety and depression when the days grow longer. More importantly, they discovered that the rat’s brain cells adopt a new chemical code when subjected to large changes in the day and night cycle, flipping a switch to allow an entirely different neurotransmitter to stimulate the same part of the brain. Their surprising discovery, detailed in the April 26 issue of Science, demonstrates that the adult mammalian brain is much more malleable than was once thought by neurobiologists. Because rat brains are very similar to human brains, their finding also provides a greater insight into the behavioral changes in our brain linked to light reception. And it opens the door for new ways to treat brain disorders such as Parkinson’s, caused by the death of dopamine-generating cells in the brain. The neuroscientists discovered that rats exposed for one week to 19 hours of darkness and five hours of light every day had more nerve cells making dopamine, which made them less stressed and anxious when measured using standardized behavioral tests. Meanwhile, rats exposed for a week with the reverse—19 hours of light and five hours of darkness—had more neurons synthesizing the neurotransmitter somatostatin, making them more stressed and anxious. “We’re diurnal and rats are nocturnal,” said Nicholas Spitzer, a professor of biology at UC San Diego and director of the Kavli Institute for Brain and Mind. “So for a rat, it’s the longer days that produce stress, while for us it’s the longer nights that create stress.” Because rats explore and search for food at night, while humans evolved as creatures who hunt and forage during the daylight hours, such differences in brain chemistry and behavior make sense. Evolutionary changes presumably favored humans who were more active gatherers of food during the longer days of summer and saved their energy during the shorter days of winter. “Light is what wakes us up and if we feel depressed we go for a walk outside,” said Davide Dulcis, a research scientist in Spitzer’s laboratory and the first author of the study. “When it’s spring, I feel more motivation to do the things I like to do because the days are longer. But for the rat, it’s just the opposite. Because rats are nocturnal, they’re less stressed at night, which is good because that’s when they can spend more time foraging or eating.” But how did our brains change when humans evolved millions of years ago from small nocturnal rodents to diurnal creatures to accommodate those behavioral changes? “We think that somewhere in the brain there’s been a change,” said Spitzer. “Sometime in the evolution from rat to human there’s been an evolutionary adjustment of circuitry to allow switching of neurotransmitters in the opposite direction in response to the same exposure to a balance of light and dark.” A study published earlier this month in the American Journal of Preventive Medicine found some correlation to the light-dark cycle in rats and stress in humans, at least when it comes to people searching on the internet for information in the winter versus the summer about mental illness. Using Google’s search data from 2006 to 2010, a team of researchers led by John Ayers of San Diego State University found that mental health searches on Google were, in general, 14 percent higher in the winter in the United States and 11 percent higher in the Australian winter. “Now that we know that day length can switch transmitters and change behavior, there may be a connection,” said Spitzer. In their rat experiments, the UC San Diego neuroscientists found that the switch in transmitter synthesis in the rat’s brain cells from dopamine to somatostatin or back again was not due to the growth of new neurons, but to the ability of the same neurons there to produce different neurotransmitters. Rats exposed to 19 hours of darkness every 24 hours during the week showed higher numbers of dopamine neurons within their brains and were more likely, the researchers found, to explore the open end of an elevated maze, a behavioral test showing they were less anxious. These rats were also more willing to swim, another laboratory test that showed they were less stressed. “Because rats are nocturnal animals, they like to explore during the night and dopamine is a key part of our and their reward system,” said Spitzer. “It’s part of what allows them to be confident and reduce anxiety.” The researchers said they don’t know precisely how this neurotransmitter switch works. Nor do they know what proportion of light and darkness or stress triggers this switch in brain chemistry. “Is it 50-50? Or 80 percent light versus dark and 20 percent stress? We don’t know,” added Spitzer. “If we just stressed the animal and didn’t change their photoperiod, would that lead to changes in transmitter identity? We don’t know, but those are all doable experiments.” But as they learn more about this trigger mechanism, they said one promising avenue for human application might be to use this neurotransmitter switch to deliver dopamine effectively to parts of the brain that no longer receive dopamine in Parkinson’s patients. “We could switch to a parallel pathway to put dopamine where it’s needed with fewer side effects than pharmacological agents,” said Dulcis. The other researchers involved in the study, which was funded by grants from the Ellison Medical Foundation, were Pouya Jamshidi and Stefan Leutgeb of UC San Diego. Kim McDonald, 858-534-7572, [email protected]

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Blood urea nitrogen (BUN) test: The blood urea nitrogen (BUN) test measures the amount of nitrogenous waste in the patient's blood. If a patient has high levels of waste products in the blood, it indicates that the kidneys are not able to filter the blood. Healthy individuals usually have 7-20 milligrams of waste per deciliter of blood. Elevated levels indicate kidney disease. Creatine: A creatine test is used to measure the amount of creatine in a patient's blood or urine. This helps determine how well the kidneys are able to filter small molecules, such as creatine, out of the blood. Healthy individuals usually have about 0.8-1.4 milligrams of creatine per deciliter of blood. Elevated levels indicate kidney disease. A healthcare provider then uses the creatine test results, along with the patient's age, weight, and gender, to determine his/her estimated glomerular filtration rate (EGFR). This rate represents how well the kidneys are able to filter the blood over a period of time. Healthy men typically have EGFRs of 97-137 milliliters/minute, while females have rates of about 88-128 milliliters/minute. Lower-than-normal results indicate kidney disease. Imaging studies: Imaging studies, such as a computerized tomography (CT) scan or magnetic resonance imaging (MRI) scan, may be performed if cancer or kidney stones are suspected. These tests take pictures of the kidneys, allowing healthcare providers to detect tumors or kidney stones. Kidney biopsy: A kidney biopsy is the most definitive diagnostic test for most kidney disorders, including kidney cancer. During the procedure, which is performed at a hospital, a needle is inserted into the kidney and a small tissue sample is removed from either the kidney or a tumor on the kidney. Patients may be awake and receive medication to numb the area near the kidney, or patients may receive general anesthesia so that they are asleep during the procedure. The tissue is then analyzed in a laboratory. Kidney damage is indicated if scar tissue is revealed in the kidney tissue. If cancerous cells are present in the tumor tissue, cancer is diagnosed. Patients may have to stay overnight at the hospital. Most patients experience soreness near the biopsy site. Patients should tell their healthcare providers if there is blood in their urine more than 24 hours after the test, if they are unable to urinate, if they have a fever, if they experience increased pain at biopsy site, or if they feel dizzy. In rare cases, an infection may develop. Urinalysis (analysis of the urine): A urinalysis, also called a urine sample test, is used to measure the levels of protein in the urine. Elevated levels of protein in the urine (with or without small amounts of blood) suggest kidney disease. signs and symptoms Fanconi syndrome: Symptoms of Fanconi syndrome typically include increased urination (diuresis), excessive thirst, dehydration, constipation, anorexia nervosa, and vomiting. Patients usually have high levels of sugar, phosphate (hypophosphatemia), calcium, uric acid, amino acids, and protein in the urine. High levels of chloride and low levels of phosphate and calcium in the blood are also common. As a result of these electrolyte imbalances, patients may develop bone disease. Focal segmental glomerulosclerosis (FSGS): Common symptoms of focal segmental glomerulosclerosis (FSGS) include fatigue, nausea, headache, foamy urine, weight gain, and poor appetite. Patients with FSGS typically develop nephrotic syndrome, which is characterized by fluid retention that causes swelling (edema), foamy urine (caused by high levels of protein in the urine, also called proteinuria), abnormally low levels of albumin in the blood (hypoalbuminemia), and high cholesterol (hyperlipidemia). Edema generally develops over a few weeks, but initial symptoms may appear suddenly in some patients, with weight gain of 15 to 20 or more pounds. High blood pressure is common among most patients. It is especially common among African American men with kidney insufficiency because this population is genetically predisposed to develop high blood pressure. Fluid in the lung cavity (pleural effusions) and fluid in the abdomen (ascites) may occur. In rare cases, fluid may build up in the sac that surrounds the heart, a condition called pericardial effusions. Glomerulonephritis: In general, symptoms of glomerulonephritis may include dark colored urine, foamy urine (from excess protein in the urine), high blood pressure, fluid retention that causes swelling (edema), fatigue, and less frequent urination. Kidney cancer: Most patients with kidney cancer do not experience any symptoms during the early stages of the disease. In the later stages, the most common symptom is blood in the urine (called hematuria). Other symptoms may include back pain (just below the ribs), weight loss, fatigue, and occasional fever. Kidney stones: If the kidney stone is small, patients do not experience any symptoms of the condition. The stone may pass in the urine without any pain. However, if the stone is large enough to block the tubes inside the kidney, patients may experience intense pains that come and go. Pain may last anywhere from five to 15 minutes at a time. The pain usually begins in the lower back. As the stone moves from the kidney toward the bladder, the patients may feel pain near the abdomen, groin, or genitals. Additional symptoms may include blood in the urine, cloudy or foul-smelling urine, nausea, vomiting, and constant urge to urinate. In some patients, the kidney stone may cause an infection. Symptoms of an infection include fever and chills. Nephrotoxicity: Symptoms include increased urination, dark urine, blood in the urine, and frequent urge to urinate. Bone disease: Fanconi syndrome may lead to rickets in children and osteomalacia in adults. Both of these conditions cause the bones to become softer and less dense than normal. Rickets may lead to bone deformities, stunted growth, and difficulty walking in children. Osteomalacia (rickets in adults) may cause severe bone pain and spontaneous bone fractures. Unlike rickets that is caused by poor nutrition, these conditions cannot be reversed with vitamin D supplementation. High blood pressure: Some patients with kidney disorders, such as glomerulonephritis, may develop high blood pressure. If the kidneys do not filter the blood properly, the extra fluid and waste in the blood vessels may cause high blood pressure. Having high blood pressure may worsen symptoms of kidney disease. This is because high blood pressure damages the blood vessels throughout the body, including the kidneys. Kidney failure: Patients with kidney disease, including focal segmental glomerulosclerosis (FSGS), glomerulonephritis, kidney cancer, and nephrotoxicity, may develop kidney failure. When this happens the kidneys are damaged beyond repair. Kidney failure is fatal unless treated with a kidney transplant. Symptoms may include altered mental status and advanced uremia (build up of waste in the blood due to severe kidney disease). Symptoms of uremia include nausea, vomiting, bleeding, and seizures.

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Popular Science Monthly, April, 1918, pages 632-634: How the Zeppelin Raiders Are Guided by Radio Signals An ingenious system not unlike that of the flashing light which guides mariners along the rocky coasts A ZEPPELIN which is sent from Germany to England on a bomb-dropping expedition must travel by the shortest route. Only a limited amount of fuel is carried in order that the load of bombs may be as great as possible. But how does the captain of the ship determine that route? In time of war cities are darkened and all guiding lights are extinguished. The stars may help him. The trouble is that he travels so fast that he would have to read them at least ten times as often as would be necessary on board a ship at sea. Again, the sky may be overcast with no stars visible at all, although a war Zeppelin capable of flying four miles high could escape by rising above the clouds. This is very plausible to the lay mind, but perhaps too far from the real facts. Actually the darkening of cities has never prevented finding the route. Rather invisibility of the ground due to "thick" air or actual fog, has. Even then a fairly true course might be steered by "dead reckoning"; i. e., by computing distance and direction from log and compass, and then tracing the results on the map. But the unknown and variable wind-drift prevents this. Measuring the earth's magnetism would prevent getting far astray, but the needed apparatus would be heavy, measurements must be very numerous, and each measurement means extremely difficult and accurate work. Radio communication was soon found to offer by far the most convenient solution of the problem. The L-49, which recently fell into the hands of the French absolutely intact, had a marvelously complete radio equipment. Even before the war, a passenger Zeppelin, the Viktoria-Luise, kept in continuous communication with the Island of Nordeney in the North Sea while scouting near Strassburg on the upper Rhine. That was in 1912. Since then the range of a Zeppelin's radio apparatus has been trebled. On page 451 and following of the March 1916 number, POPULAR SCIENCE took up and discussed at considerable length two radio directional systems, the Bellini-Tosi and the Telefunken, by which ships at sea could find their way along coasts and into harbors in spite of fog or blinding storms. It is this apparatus which has evidently been adapted extensively to war Zeppelins. In wireless, parallel antennae give the strongest signals; those at right angles, the weakest. It is this principle which makes all radio direction-finding possible. In the Bellini-Tosi system the moving station sends signals to a fixed station, and the fixed station, by special apparatus, determines the direction of the sender and thereupon transmits the information to the sender by radio. Under the Telefunken plan, the moving station determines its own position, powerful signals having been sent out from fixed stations along shore. This seems to be the better arrangement, as it is more practicable to have powerful stations on shore than aboard an airship. The signals can radiate out over longer distances, the sending station can be entirely automatic, and on board the airship the commander need only listen for loudest signals (or weakest, whichever he prefers), hold a one-handed stop-watch--hereafter described--in his hand, and he gets his direction almost at once. No doubt the many war Zeppelins which have ventured out over England have used this system. Details of the whole plan are interesting. The powerful sending stations in Germany have thirty-two very long, slanting antennae radiating from a tall central mast. These antennae are the exact equivalents of the rays to be found on every ship's compass, and, like them, represent the thirty-two fixed points of the compass. A mechanically operated switch connects with opposite pairs of these separate aerials once every thirty seconds. A single telegraphic dot is flashed out at each connection. In this way all points of the compass are reached every half-minute. Any German aircraft, whether it is a Zeppelin or a small reconnaissance bi-plane, is able to pick up these dots, and by this means it can determine its direction relative to the sending station. No other addition to its regular receiving apparatus is required. However a calibrated pocket stop watch must be referred to. By "calibrated" we mean that the hand of the watch runs like the previously described switch, and that it makes a complete revolution around the dial in thirty seconds. The dial is, of course, marked like that of a navigator's compass with the usual thirty-two points instead of with ordinary minutes and seconds. Apparently the Zeppelins using the Telefunken-compass are equipped with ordinary non-directional aerials for receiving the signals. In actual operation the sending station mechanically rotates its switch and sends its dots as continuously as a lighthouse with a rotating lantern flashes out beams of light. But there is a short stop before each new rotation, which commences with the first dot flashed by the north-pointing antenna. During this short stop another but different signal is sent--a non-directional signal which is flashed over all the antennae and which is heard clearly and loudly in any direction. This signal identifies a station by giving its name or its number and supplies the information that in another moment another cycle of dots will be sent out toward east, south, and west, commencing at the north. The aircraft commander thereupon sets the hand of his stop watch to the north. He may press the starting button as soon as he hears the first dot, and the stopping button as soon as he hears the weakest dot, or he may press the button at the strongest dot. In actual practice, he pushes the button at the dot immediately following the weakest (or strongest) signal. The difference in loudness is considerable from dot to dot. Indeed, the loudness progresses or decreases around the circle of the compass, depending upon the direction in which one reads. Imagine what a sensation it must be to be up in a Zeppelin high over an impenetrable cloud bank, the sky overhead obscured by the bulk of the gas bag, and for these reasons all the landmarks by which a man ordinarily locates himself obscured. Yet from somewhere beyond the clouds beneath comes that clear radio call indicating that in this direction at least lies a home station. The beacon is welcome. All the Zeppelin commander needs to do now is to tune a bit differently and go through the same performance with another automatic station. In a minute or two he has read on his stop watch dial his direction relative to two different stations whose identity he knows. Drawing lines in these two directions from the locations of these stations on his map, he sees his own location plainly marked on the same map at the point where both lines intersect More he could hardly demand, But he may repeat the procedure many times in order to check up his location as frequently as the rapid progress of his craft demands. In peace time the range was intentionally cut down to fifty miles in order to prevent interference with regular wireless traffic. But in war, especially during a raid, a vastly greater amount of current may pass through the switches and the antennae may be worked to full capacity. Although the Zeppelin's long range Telefunken compass uses the same theoretical principles as the Bellini-Tosi method; that is, that parallel aerials result in loudest signals, the Bellini-Tosi method is apparently ill-adapted to Zeppelins. The Telefunken plan seems probably the one universally used.

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SQL - Queries Tuning and Optimization Techniques A database index is a data structure that improves the speed of operations on a database table. Indexes can be created using one or more columns of a database table, providing the basis for both rapid random look ups and efficient access of ordered records. Indexing is incredibly important when working with large tables, however, occasionally smaller tables should be indexed, if they are expected to grow. It makes a big difference to really understand how the data is combined, selected, filtered, and output. Here, query Optimization tricks comes into the picture to increase the performance of the program or software. There are a lot of guideline points to tune your query which do work as the boost of the query performance. These guideline points are mentioned below: Try to consistently indent and don't be afraid to use multiple lines. You don't have to write it all at once. Complex queries can sometimes just be a collection of simple queries. You need to follow some basic guidelines and Take the time to think these through such as- - List all of the columns that are to be returned - List all of the columns that are used in the WHERE clause - List all of the columns used in the JOINs (if applicable) - List all the tables used in JOINs (if applicable) - Get the correct records selected first - Save the complex calculations for last - If you do use a Common Table Expression (CTE), be aware that the query only persists until the next query is run, so in some cases where you are using the CTE in multiple queries, it might be better for performance to use a temp table. Once you have the above information organized into this easy-to-comprehend form, it is much easier to identify those columns that could potentially make use of indexes when executed. - SET NOCOUNT ON at the beginning of each stored procedure you write. This statement should be included in every stored procedure, trigger, etc. that you write. - The SQL query becomes faster if you use the actual columns names in SELECT statement instead of than '*'. - HAVING clause is used to filter the rows after all the rows are selected if you are using aggregation functions. It is just like a filter. Do not use HAVING clause for any other purposes. - It is the best practice to avoid sub queries in your SQL statement and try to minimize the number of subquery block in your query if possible. - Use operator EXISTS, IN and table joins appropriately in your query. The reason is- Usually IN has the slowest performance - IN is efficient when most of the filter criteria are in the sub-query. - EXISTS is efficient when most of the filter criteria is in the main query. - Use EXISTS instead of DISTINCT when using joins which involves tables having one-to-many relationship. - Be careful while using conditions in WHERE clause. - To write queries which provide efficient performance follow the general SQL standard rules. - Use single case for all SQL verbs - Begin all SQL verbs on a new line - Separate all words with a single space - Right or left aligning verbs within the initial SQL verb - Indexes have the advantages as well as disadvantages as given below- - Do not automatically add indexes on a table because it seems like the right thing to do. Only add indexes if you know that they will be used by the queries run against the table. - Indexes should be measured on all columns that are frequently used in WHERE, ORDER BY, GROUP BY, TOP and DISTINCT clauses. - Do not add more indexes on your OLTP tables to minimize the overhead that occurs with indexes during data modifications. - Drop all those indexes that are not used by the Query Optimizer, generally. - If possible, try to create indexes on columns that have integer values instead of characters. Integer values use less overhead than character values. - To provide up-to-date statistics, the query optimizer needs to make smart query optimization decisions. You will generally want to leave the "Auto Update Statistics" database option on. This helps to ensure that the optimizer statistics are valid, ensuring that queries are properly optimized when they are run. - If you want to boost the performance of a query that includes an AND operator in the WHERE clause, consider the following: - Of the search criteria in the WHERE clause, at least one of them should be based on a highly selective column that has an index. - If at least one of the search criteria in the WHERE clause is not highly selective, consider adding indexes to all of the columns referenced in the WHERE clause. - If none of the columns in the WHERE clause are selective enough to use an index on their own, consider creating a covering index for this query. - Queries that include either the DISTINCT or the GROUP BY clauses can be optimized by including appropriate indexes. Any of the following indexing strategies can be used: - Include a covering, non-clustered index (covering the appropriate columns) of the DISTINCT or the GROUP BY clauses. - Include a clustered index on the columns in the GROUP BY clause. - Include a clustered index on the columns found in the SELECT clause. - Adding appropriate indexes to queries that include DISTINCT or GROUP BY is most important for those queries that run often. - When you need to execute a string of Transact-SQL, you should use the sp_executesql stored procedure instead of the EXECUTE statement. - When calling a stored procedure from your application, it is important that you call it using its qualified name. - Use stored procedures instead of views because they offer better performance and don't include code, variable or parameters that don't do anything. - If possible, avoid using SQL Server cursors. They generally use a lot of SQL Server resources and reduce the performance and scalability of your applications. - Instead of using temporary tables, consider using a derived table instead. A derived table is the result of using a SELECT statement in the FROM clause of an existing SELECT statement. By using derived tables instead of temporary tables, you can reduce I/O and often boost your application's performance. - Don't use the NVARCHAR or NCHAR data types unless you need to store 16-bit character (Unicode) data. They take up twice as much space as VARCHAR or CHAR data types, increasing server I/O and wasting unnecessary space in your buffer cache. - If you use the CONVERT function to convert a value to a variable length data type such as VARCHAR, always specify the length of the variable data type. If you do not, SQL Server assumes a default length of 30. - If you are creating a column that you know will be subject to many sorts, consider making the column integer-based and not character-based. This is because SQL Server can sort integer data much faster than character data. - Don't use ORDER BY in your SELECT statements unless you really need to, as it adds a lot of extra overhead. For example, perhaps it may be more efficient to sort the data at the client than at the server. - Don't return more data (both rows and columns) from SQL Server than you need to the client or middle-tier and then further reduce the data to the data you really need at the client or middle-tier. This wastes SQL Server resources and network bandwidth. To tune our SQL queries, understanding our database does play the most important role. In SQL, typically each table column has an associated data type. Text, Integer, Varchar, Date, and more, are typically available types for developers to choose from. When writing SQL statements, make sure you choose the proper data type for the column. Sometimes it's easier to break up sub groups into their own select statement. To write a query, we need to know about the actual need of the query and scope of the query also.

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Anxiety is a symbol of worry in the normal life. Are you too much tensed? Tension creates anxiety for you. So if you are in tension you should make it to go away. It is great for you to get rid of it. In every circumstance anxiety makes you to be uneasy anywhere. Any kind of any kind of anxiety is a negative issue for a person. So need to be adjusting in normal situation that will help you to adjust in natural way. It is not quite easy to be adjusted in such situation. Some normal behaviors help you to reduce this situation. It is really need to adjust the new condition. So practicing those behaviors are helpful to get rid of anxiety. 1. Adequate sleep: Inconsistent sleep can have some serious consequences. Not only does it affect our physical health, but lack of sleep can also contribute to overall anxiety and stress. And sometimes it turns into a vicious cycle, since anxiety often leads to disruptions in sleep . Especially when feeling anxious, try to schedule a full seven to nine hours of snooze time and see what a few nights of sweet slumber do for those anxiety levels throughout the day. 2. Balanced eating habit: Anxiety can throw our bodies totally out of whack: Our appetite might change, or we might crave certain foods. But to give the body the support it needs, try eating more of foods that contain nutrients such as vitamin B and omega-3s, plus some healthy whole-grain carbohydrates. Studies have linked vitamin B with good mental health, and omega-3s may help reduce symptoms of depression and anxiety . Whole-grain carbs help regulate levels of serotonin, the “feel-good” neurotransmitter that helps us remain calm. And even though our cravings might be telling us otherwise, research suggests that eating sugary and processed foods can increase symptoms of anxiety. 3. De-clutter the brain: Physical clutter = mental clutter. A messy workspace can make it more difficult to relax and make it seem like our work is never-ending. So take 15 minutes or so to tidy up the living space or work area, and then make a habit of keeping things clean and anxiety-free. It’ll help us think rationally, and there won’t be as much room for anxiety. 4. Always express gratitude: Studies have found expressing gratitude helps reduce anxiety, especially when we’re well-rested. Start a gratitude journal to get in the mindset of appreciation, and out of the mindset of being overwhelmed. 5. Keep Smiling: When work has got us down, it’s a good idea to take a quick break to get some giggles on. Research suggests that laughter can reduce symptoms of depression and anxiety, so consider checking out a funny YouTube clip to calm those jittery nerves. 6. Create a vision board: If the future seems big and scary, try changing the thoughts about what lies ahead. Sometimes the mere act of setting concrete goals can take the edge off anxiety about future unknowns. Take an hour to produce a vision board that creates excitement about projects and possibilities to come. And for those who aren’t the crafty type, try making an e-vision board using Pinterest for some Inspiration. While making the board, try using the T.H.I.N.K. tool: Is my thought true, helpful, inspirational, necessary and kind? If not, dump the thought. 7. Strengthening breath: A useful tool to prevent panic attacks, the breath is also a great marker of where your anxiety level is at throughout the day. Short, shallow breaths signify stress and anxiety in the brain and body. On the flip side, consciously breathing, plus lengthening and strengthening the breath helps send signals to the brain that it’s okay to relax. 8. Practicing meditation: By now most of us have heard that meditation is relaxing, but what scientists are also discovering is that meditation actually increases the amount of grey matter in the brain, essentially rewiring the body to stress less. A number of recent studies highlight the positive effects of meditation on anxiety, mood, and stress symptoms. Meditation is also a way to observe the brain, letting us figure out how our mind generates anxiety-provoking thoughts. And understanding the brain’s thought patterns can help create distance from those thoughts. 9. Make a Hang out: People who have lots of social support tend to react less negatively to stress than those who fly solo. That’s probably because socializing stimulates the production of the hormone oxytocin, which has an anxiety-reducing effect. So the next time a freak-out appears on the horizon, grab some pals and go for a walk or just have a quick chat. 10. Create a habit to play around: Kids and animals seem to have an innate ability to play, without stressing about their overflowing inboxes. Until business offices give us recess breaks, we’ll have to take responsibility for our own playtime. Offer to take a friend’s dog out for a walk, or babysit for an afternoon to get out of your head and let the careless creatures lead by example. 11. Keep be silent: Plan for a time when you can completely disconnect. Start with increments of time that seem sustainable and doable for you, even if it’s just five minutes. That means phone off, no emails, no TV, no news, nothing. Let other people know they won’t be able to reach you so you can veg worry free. There’s some evidence that too much noise can boost our stress levels, so schedule some sacred silent time among all the ruckus of daily life. 12. To set a plan to go ahead: Fight anxious thoughts in advance by preparing for the day ahead. Try making a schedule or a to-do list and develop habits that increase productivity. So instead of spending 10 extra minutes every morning frantically looking for those keys, make a habit of always putting them in the same place when you come home. Lay out clothes the night before, pack a gym bag and leave it by the door, or make lunch ahead of time. Focus on how to “un-think” the anxiety-producing beliefs by prepping before they pop up. 13. Think positive be positive: When confronted with anxious thoughts, take a moment to visualize you handling the situation with calm, ease, and clarity. Try not to pay attention to the current mental state; just focus on the feeling of smooth-sailing through the storm. The technique is called “guided imagery” or “guided visualization” and can help reduce feelings of stress. Life is full of enjoyment. Anxiety make you deviated from it. When it happened you would be more tensed in the curse of time. So be friend and easy in daily life. That will help you to be easy in normal life. No life is a bed of rose. But life should be positive that will help you to keep natural in normal life. If you continue above exercises you may get rid of anxiety. That is very crucial for developing a bright life. Let’s try to be happier in life.

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Learn How to Crochet! The most important thing when it comes to crocheting for beginners is to try! Do not be afraid to make a start and try some simple crochet stitches. It might not look much at the beginning, but just practice! Soon you will find it not hard at all! As with all things; when you learn to crochet, try to be patient… I promise – you will soon get it! All starts at the beginning so knowing how to hold the yarn is where all starts! It can be a little tricky, but just have some patience and you will get it fast! Here Is How To Hold The Yarn: *Take the yarn and let it pass through your fingers; something like this: Put the yarn first over the little finger, and then beneath the ring finger. After that let the thread pass above both the forefinger and the middle finger. But this is only a suggestion. You can hold it other ways also, but we need to start somewhere! How To Hold The Hook: * Same as holding the yarn, there are several ways of holding the hook. Maybe the most common way is to hold it either as you hold a pencil or a spoon. This is also known as the best way. If you hold it like that it will not be hard for you to get the hook through, getting the yarn. Other people who are crocheting a lot think it is better to grab the hook from above. It is like holding the hook with the whole hand. This is not a very convenient way of holding the hook, but still; many prefer it this way! As you go on and learn how to crochet for beginners you will find your own way; the one most comfortable for you. Try out those ways I mentioned here and you will soon find your unique way of holding both yarn and hook. Hook and Yarn Finding the right hook and the right yarn is maybe the most important when starting crocheting. Every crochet projects needs certain qualities and sizes so you have to watch out so it fits what you are about to crochet. The crochet patterns will tell you what is the most appropriate for the chosen project. Hooks are identified by different letters and numbers. The higher the number or letter of the hook, the thicker the hook is. When it comes to yarn and the sizes and qualities the variations are shown in the name. How To Resize If you want to reduce the size of a project it is simple. You just deduct some stitches. It might be that you skip a stitch in a row for example. The same way you can enlarge your crochet project by insertin some more stitches in a row. Reading A Pattern To read through a crochet pattern is for many the biggest challenge when it comes to learning crochet. The obstacle is getting the abbreviations that fill the pattern. All abbreviations and what they stand for can be really hard to remember, but learn one at a time and you will finally make it! Have these important abbreviations fresh in mind will help you be more efficient in crocheting! Here is a link to the most common crochet abbreviations: Here are some facts to remember while crocheting: * Every crochet patterns will indicate if you will do your works in rounds or in row, or maybe in a mixture of both techniques. Almost every crochet instruction works in either way. * When you are searching for crochet patterns you will mostly find them ranked according to their level of difficulty. You can find advanced crochet patterns, intermediate, simple beginner patterns and so on. The most important thing is to choose a pattern with a difficulty level that suits you own knowledge and skill. It is not so fun finding yourself working with something that is so hard you feel you can not finish it. Better to start with simple patterns and then, increase the level of difficulty as you become more advanced. * A good idea when starting a project is to crochet a sample of about 4 x 4 inches. That will help you get the right size for your crochet project. If your sample results into a larger size than what the pattern suggest, you might need to change the size of your hook in order to get the right size for your project. Be careful following the instructions when starting a project. You might need some extra patience here when you learn how to crochet, but that’s happens to all of us in the beginning! You will learn how to crochet, without a doubt and you will see; you will get faster with the hook later on! Good luck! Here are more information on crocheting for beginners that might be a help: The art of crochet has been around for a long, long time. Crocheting has been a noble art, and the items of crocheting worn only by people affording a high class lifestyle. Today, crochet is for everyone ….. Even if you have never been crocheting before, you can learn it very fast! That is; if you practice, of course! Here I have listed a few easy crochet stitches for you to learn. Those are the basic stitches and if you memorize them you are soon into …… When you are new to this craft you absolutely need some simple crochet patterns to begin with. No use to start with some advanced patterns that instead of encourage you to go on; makes you feel frustrated ……. Go to homepage: http://crocheting.myfavoritecraft.org Do not miss our crafts blog: My Favorite Craft Have you visited our Facebook page? Not? Welcome to Learning Crochet! When you start to learn how to crochet and when getting some basic crocheting for beginners, you will find crocheting being a fun and very creative craft! Crochet is no longer a grandma thing – today it is a hot trend! Maybe you remember grandma and her making hats, baby clothes and of course granny squares and more. But now you can find both men and women working with hooks and yarns making the most wonderful creations! Today the clothing trends are using crocheted items; popular clothing designers are also smitten by crocheting. It is also very popular wearing vintage clothes and what could be more “vintage” that clothes made from the art crochet. Wear a trendy vest or hat you have crochet yourself, and you will impress everyone! You can see that there is more than one reason to learn how to crochet! If you belong to those loving lace (like me); making crochet laces are absolutely beautiful! It is easy to make and goes quite fast. I even have made curtains all crochet! There are many crochet patterns that uses simple crochet stitches, but that still are beautiful crochet designs! To be able to crochet you do not need a lot of things to start out and it really is not a hard skill to learn. What you need in the beginning is some crochet hooks, some yarn, a simple crochet pattern and then start! A tapestry needle and a scissor are also good to have at hand and of course a lot of determination to learn how to crochet and finish a crocheting project!

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February 26, 2016ALM,Agile,Quality Assurance Control charts are used for statistical analysis to determine if a process is in a stable state of control. Control charts are very similar to run charts, except that control charts have additional lines for upper and lower control limits. Control charts help us to determine the effectiveness of our quality control over time and view irregularities in order to improve our control quality. A stratification diagram, also known as a flowchart or run chart, is used to determine the relationship between two or more sets of data. Stratification diagrams are helpful for making patterns visible when data is coming from a wide variety of sources. These patterns can be compared to the various systems under test so that we can, once again, adjust our processes in order to improve quality. The check sheet is, by far, the easiest report to produce. The only thing required is an Excel-type application for columns and rows. The header should be a fact for the dimension you are tracking. This fact is usually something like a day of the week, week of the month or another time-based milestone, but it doesn’t have to be. The row dimensions are the defect types you are tracking. So, as an example, let’s say we are tracking defects on a web application that’s under development. February 23, 2016ALM,Agile,Quality Assurance The Ishikawa, or Fishbone, diagram (or, affectionately known as the “Fishikawa” diagram), is one of the easiest diagrams to create. No special software is needed, per se. The content for the Ishikawa diagram is constructed using The 5 Why’s as discussed in the previous post. The answer to each question can be classified under one of six outside factors which makes up a bone from the fish’s scale. Quality Assurance is not simply measuring the quality of an application. It’s also measuring the quality of your development. More times than not, development teams become so focused on “fixing bugs” that we “miss the forest for the trees” – we don’t stop to assess the quality of the development process. What good are our bug fixes if we simply introduce new bugs into the system? How often are we introducing new bugs? Is there a feature set or an area of the application that seems to have more bugs than other areas? Is a developer more prone to creating bugs? With all of the tools that we have at our disposal, it amazes me how little quality assurance tracks the actual development quality. Instead, we merely have a backlog of bugs which we keep increasing with each new iteration. Want to $watch an object in Angular, but ignore changes on certain properties? Here’s a function that will help you out: And here’s how to use it… And, finally a jsfiddle example. I’ve been developing a LOT of Angular applications lately. Some of them are hybrid projects (Angular w/ MVC); some of my projects have been completely separated (Angular for client-side, with a separate project for an API). Regardless, I always want to ensure that my code has been thoroughly tested with unit tests and acceptance (E2E) tests. When developing hybrid projects, my preferred IDE is Visual Studio. When developing a pure, client-side project, my preferred IDE is Visual Studio Code as it has a lot less remnants/artifacts tied to a solution (.vs, .xproj, .csproj, etc.) eliminating the need for a ridiculously large .gitignore file. Additionally, I will use WebStorm depending on the need. Jasmine is a great framework for providing both unit testing and end-to-end, acceptance testing. Coupled with Karma, Jasmine can monitor file changes to our client-side code and execute tests on every file change in order to ensure that all tests are always passing. In this blog post, I will demonstrate how to set up and use Karma and Jasmine in both development environments. November 4, 2015C#,ASP.NET,MVC,Visual Studio,ALM,Test Driven Development,Unit Testing The other day I was writing some unit tests for testing my MVC application’s forms authentication classes. I needed to Mock the System.Web.HttpContext object. There are a couple of ways to do this depending on the version of Visual Studio you are using (i.e. Professional, Premium/Ultimate/Enterprise) and how deep you wish to provide some default data. One takes a little more leg work and requires some manual data setting, but gives you greater control. While the other requires less coding for simple basic use. November 3, 2015C#,ASP.NET,Visual Studio,ALM,Test Driven Development,Unit Testing The other day I was writing some unit tests on an MVC project. I needed to mock (fake) an HttpRequest object using the System.Web assembly. However, there was a strange issue in creating the fakes assembly and adding it to my Visual Studio solution. Namely, it didn’t show up.Read more October 29, 2015C#,MVC,Visual Studio,ALM,Test Driven Development,Behavior Driven Development,Unit Testing Do your MVC model properties contain attributes? Have you ever wanted to unit test the properties to verify that the ModelState fails or succeeds based on given values? Below is a static method that can be used for your unit tests as you test your models.

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NEW YORK, June 24, 2016 /PRNewswire/ -- Textile chemicals are sub-category of specialty chemicals that are utilized in textile processing industry. Textile chemicals are used during different stages of textile processing which includes pretreatment, dyeing & printing and finishing. Textile chemicals impart the yarn or fabric with specific functions which improves and optimize the manufacturing process. A broad range of functional chemical products are utilized during textile processing such as, coating, sizing chemicals, colorants, finishing agents, surfactants, desizing agents, bleaching agents, yarn lubricants and other miscellaneous applications. On the basis of product type, they are majorly bifurcated into two major categories namely, auxiliaries and colorants. Textile chemicals find extensive applications in the apparels, home furnishing and technical textile. India Textile Chemicals Market: Drivers and Restraints The main driver for India textile chemicals market is the strong growth in technical textile market of India. The ability of technical textiles to impart technical performance and functional properties rather than aesthetic value to the textile product is increasing their demand in India textile market. Strong growth in textile export of India is expected to boost the demand for textile chemicals in India. India majorly exports to Western markets like North America and Europe, these regions demand for supreme quality textile products which is augmenting the demand for textile chemicals market in India through 2021. However, there are certain factors which have the potential to refrain the growth in demand for textile chemicals in India. Lack of differentiation in textile chemicals produced by multinational companies &domestic manufacturers and high fragmentation in the industry which is lowering the bargaining power of the suppliers are the factors posing a challenge to growth in demand for textile chemicals in the market. India Textile Chemical Market: Segmentation India textile chemical market is segmented on the basis of product type, applications and region. Based on material used for manufacturing, the India textile chemical market is segmented into the following: Based on application, the India textile chemical market is segmented into the following: - Home Furnishing - Technical Textile India Textile Chemicals Market: Overview India Textile Chemicals Market is anticipated to grow at a healthy pace during 2016-2021 on account of increasing demand for these chemicals in various applications such as home furnishing and apparel, technical textile.The rising advancements in the textile industry of India is due to changing lifestyle and increased spending capacity of Indian population which is subsequently, driving the textile chemicals market of India. Apparel is the largest application sector of textile chemicals and is expected to remain the largest demand generator for textile chemicals through 2021. The colorant product segment is expected to dominate the India textile chemical market through 2021 and is expected to exhibit faster growth in demand as compare to growth in demand for auxiliary textile chemicals. India Textile Chemicals Market: Region-wise Outlook West India is the leading region in India textile chemical market, followed by the South and North regions, respectively. North is the fastest growing region for the textile chemical market in the country due to dominant share of this region in textile production. The region generates large demand for cotton fabric which in turn is increasing the demand for textile chemicals. Increasing number of spinning units and manmade fiber manufacturing units are the major contributor to the high growth in demand for textile chemicals by the North region. India Textile Chemicals Market: Key Players Key players in the India Textile chemicals Market include BASF India Ltd., Clariant Chemicals (India) Ltd., Huntsman International (India) Pvt Ltd, Jaysynth Group of Companies, Croda Chemicals (India) Pvt Ltd., and others The report covers exhaustive analysis on: - Market Size - Market Segmentation - Pricing Analysis - Innovations and Technological Advancements - Market Dynamics (Market Drivers, Challenges & their Impact Analysis) - Market Trends - Competition & Companies involved "India Textile Chemicals Market Forecast & Opportunities, 2021" has analyzed the potential of the India textile chemicals market and provides statistics and information on market sizes, shares and trends. The report will suffice in providing the intending clients with cutting-edge market intelligence and help them in taking sound investment decisions. Besides, the report also identifies and analyzes the emerging trends along with essential drivers and key challenges faced by the industry. - India Textile Chemical Market Size, Share & Forecast - Segmental Analysis - By Product Type, Application, Region & Company - Market Dynamics & Impact Analysis - Market Attractiveness Index - BPS Analysis - Changing Market Trends & Emerging Opportunities - Competitive Landscape & Strategic Recommendations About TechSci Research: TechSci Research is a leading global market research firm publishing premium market research reports. Serving 700 global clients with more than 600 premium market research studies, TechSci Research is serving clients across 11 different industrial verticals. TechSci Research specializes in research based consulting assignments in high growth and emerging markets, leading technologies and niche applications. Our workforce of more than 100 fulltime Analysts and Consultants employing innovative research solutions and tracking global and country specific high growth markets helps TechSci clients to lead rather than follow market trends. Mr. Ken Mathews 708 Third Avenue, New York - 10017 SOURCE TechSci Research

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A Bridge Too Far, directed by Richard Attenborough, is a war film on an epic scale. It follows the men who fought through one of the worst military blunders of World War 2: Operation Market Garden. This is the true story behind XXX (30) Corps, during Operation Market Garden. Operation Market Garden was intended to be a two-day assault, with four elements. The first three were separate airborne drops, at Eindhoven, Nijmegen, and Arnhem. These three cities contained bridges vital to Allied progress to Arnhem, from where they could swing into Germany. They also sat along a single road, in theory allowing them to be taken by an armored thrust. This was the fourth element; XXX Corps, who would rush up the road, covering 64 miles in 48 hours. Initially, the plan seemed simple enough to work; XXX Corps had tanks, infantry, air support, and enough engineering equipment to replace almost any bridge which might be destroyed. For the operation to succeed, however, a very strict timetable would have to be followed. The US 101st Airborne Division, in Eindhoven, 13 miles behind enemy lines, would have to be met within the first 2-3 hours. By the next day, they had to reach Nijmegen and the US 82nd Airborne. Then, by 48 hours, they had to be in Arnhem, with the British 1st Airborne Division. Days 1-2 Assault, delays, and blown bridges At 14.15 on September 17, 1944, 300 guns of XXX Corps artillery opened up on the German front line. A one mile wide, five miles deep, rolling barrage, preceded the numerous vehicles. An advance by the Irish Guards followed, rolling tanks forward to suppress any resistance and allow the rest of the column to proceed. They soon ran into problems. The ground was too soft for tank operations on open terrain, restricting them to the small, single lane road. They were easy targets when German infantry and anti-tank guns ambushed them, just 30 minutes into the operation. By the end of the first day, they had advanced only 7 miles. They were already 6 miles behind schedule. The second day saw XXX Corps advancing by 06.00. Again, they were bogged down by stiff resistance, and ever increasing traffic jams. If a vehicle was destroyed, broke down, or even lost a wheel, every vehicle behind it was held up during repairs or removal. They did not reach the 101st in Eindhoven until late in the day, hours behind schedule. To make matters worse, the bridge over the Son, vital for advancing further, had been destroyed. A Bailey bridge was brought forward, and construction ran throughout the night. By day three, XXX Corps had advanced from Son towards Nijmegen thanks to the Bailey Bridge. They were 39 miles from their final objective, and already 36 hours behind schedule. This day XXX Corps finally achieved the speed which was envisioned in the planning, within 2 hours after leaving Son the lead elements reached the 82nd Airborne Division at Grave, around 08.20. By noon strong units from XXX Corps were on the outskirts of Nijmegen. Much to their dismay, they found the 82nd Airborne had not been able to take the bridges at Nijmegen; every attempt had been beaten back by stiff resistance. A combined assault of paratrooper and ground forces was quickly planned but despite heroic efforts the bridges could not be taken that day. Boats were needed to cross the river, and attack the bridges from both sides. XXX Corps had assault boats available, but these were far to the rear of their column. On day four the boats had finally arrived, and at 15.00 a hasty assault force went across the river. Many hours past the worst timetable estimates the Paratroopers of the 82nd and the ground forces of XXX Corps were finally able to achieve their next big objective: taking the Nijmegen bridges. XXX Corps advanced from the south, while Paratroopers established a small bridgehead to the north. There was now but one objective left: Arnhem, only 8 miles away, but the operation was already over two days behind schedule. Day five was spent consolidating and preparing for the final push. Every soldier in XXX Corps knew that every second counted in this battle, but it was pointless to make a push if they could not continue the thrust all the way. Gliders and parachutes provided supplies for the Paratroopers, and British armor and the American Airborne held off continued German counter-attacks which succeeded on more than one occasion in cutting the road and stopping all traffic. Strong units from XXX Corps, needed for the assault on Arnhem, were send back to Veghel to help reopen the road which had been dubbed “Hells Highway”. Days 6-9 The Final push, and retreat By day six, XXX Corps had linked up with the Polish Airborne Brigade which had landed on the South bank of the Rhine River, opposite the British Airbornes now trapped in Oosterbeek. XXX Corp’s supply lines were continually harassed by German counter-attacks along the long road leading back over 60 miles. Soldiers Day seven began with most of XXX Corps watching the 1st Airborne, trapped in Oosterbeek, just outside Arnhem, inch ever closer to annihilation. By day eight a rescue was attempted. Men of the Dorsetshire Regiment crossed the Rhine in small boats, but misjudged their destination, arriving at a German position. Of the 315 troops who went, only 75 made it to the 1st Airborne Division, the rest being killed or captured. Day nine and hope for taking the bridge at Arnhem had been abandoned. There were still over 2,000 men of the 1st Airborne Division in Oosterbeek, and they needed to be evacuated. Using boats replaced after taking Nijmegen, they were finally able to pull most of the embattled British Paratroopers out from certain destruction but a lot of wounded soldiers had to be left behind. For XXX Corps, Operation Market Garden almost proved to be a reluctant success. They surmounted every possible obstacle in their attempt to reach to Arnhem but arrived too late to save the operation. The men fought tooth and nail for their achievements, but they were too little, too late.

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THE air of calm that covers a multitude of horrors. Nearly 40,000 people live in the Gorbals. They live four, six, eight to a room, often 30 to a lavatory, 40 to a tap. They live in Britain’s most abandoned slum. At first sight, of an early morning, the Gorbals looks like any other poor area. Its flat, wide streets are lined with flat-faced tenements. There is a pub on every corner and an undertaker’s (open day and night) in almost every other block. The walls are covered with chalk messages: Love God, Vote For McShane, Kilroy Was Here, Irish Border Must Go and (fading now) Victory. Cats are everywhere – and for good reason. It is not until you get inside the tenements that you realise the Gorbals is no ordinary poor place. It is, in fact, an area that provides a very special version of the slum problem. In its beginnings, the problem was one of immigration. A century ago, thousands of poor labourers began to arrive in Glasgow. They came to work on the new-fangled railways and the docks of the Clyde. They came for higher wages, for fuller plates, for what they conceived to be a better way of life than was possible in starving Erin and the wasted Scottish Highlands. A big proportion packed themselves into 252 acres just over the Clyde, south from the city centre, in the area known as the Gorbals. Till then, the Gorbals had been ‘A Good Address’, a place for successful lawyers, doctors and merchants to retire to. But the speculators built tenements over the gardens and the orchards. They built them quickly and cheaply, to house folk whose standards were far lower than those prevailing in the Lowlands. And there the descendants of those folk, and the thousands of newcomers who have joined them, live today in poverty, squalor and in the hope that things will be better in the afterlife. One of them, Mary, is 16. She works in a bakery. She has the fancies and foibles natural to a girl her age. She dreams of nice clothes, handsome suitors, happy times. But already her life is coloured by her surroundings. Already futility and frustration stretch ahead. Already her dreams are losing their battle against reality. North of the Gorbals are the black, rat-ridden banks of the Clyde. South is the railway jungle that spreads out from the big goods and mineral depot on Pollokshaws Road. The western end of the ward has the handsome classical terraces of Abbotsford Place and Warwick Street. The eastern end is bounded by the lowering mid-Victorian tenements of Lawmoor Street. Within these bounds live some 40,000 shockingly-housed people. The Gorbals has no large industries, and few small ones, where residents may find work. Some local girls have jobs at the “hair factory”, the mattress-making establishment in Ballater Street. But most folk must go elsewhere to make a living. The ward is simply a vast lodging-house. As a lodging-house, the Gorbals could hardly be worse. People live huddled together 281 to the acre. They live in apartments that are mostly small, dark and dirty. They live five and six in a single room that is part of some great slattern of a tenement, with seven or eight people in the room next door, and maybe eight or 10 in the rooms above and below. The windows are often patched with cardboard. The stairs are narrow, dark at all times and befouled not only with mud and rain. Commonly, there is one lavatory for 30 people, and that with the door off. Rents are low. The average is rather less than 10 shillings a week for a room, or £4 for an eight-room house. But in some parts, particularly in the handsome westward section, it is common to find a single tenant will lease a whole house cheap and then sublet to other tenants, room by room, till even the kitchen and bathroom have a family living in them. Low rent is one reason why people stay in the Gorbals. Another reason may be the liking an Irishman has for an Irishman’s company. Anyway, a man seeking to move now is lucky if he can find a place to go. Once the area had a large immigrant Jewish population and the district round Gorbals Cross was called Little Jerusalem. But many Jews left as their economic condition improved. Not that the Gorbals is Irish only. There are probably just as many Scots in the ward, living in the same conditions and having the same reactions. You couldn’t tell them apart, except by who goes to Mass and who stays home. There is no discrimination between Scots and Irish. What they know is they are all fighting for a living together and finding it an affair of ups and downs. Some work in the foundries, some in the shipyards, some on the docks. Almost all are unskilled labourers and, on that account, the area is most sensitive to economic ebb and flow. As is usual where people find circumstance a hard thing to grapple with, the Gorbals is a great place for pipe-dreams, a place where folk think passionately of sudden fortune. Street bookies do a roaring trade round the ramshackle back-courts and in many tenements the dream-book is the only literature. Football takes on the proportion of a mythology and players are seen as heroes of a fantasy world. In bars and on street corners you run into men with, you would think, small capacity for academic learning but with such knowledge of the history of professional football as would earn them a professorship in any other field. In the past, writers have given the Gorbals a bad name, as an area for razor-toughs and meth-drinkers. This penny-dreadful picture has distracted the attention of liberal citizens from the real facts of life as they affect the district. It is not as the sensation-mongers pretend. Some criminals live there. So do hunchbacks. The population is not composed of criminals, nor of hunchbacks. Good-looking girls are numerous and they wear their Marks and Spencer clothes with an air. Transparent macs and printed scarves are de rigueur. For girls and their boyfriends, there are two or three cinemas of varying dubiety and Joe Diamond’s Dancing Academy, a bright respectable place with a goodish if decorous band. There are also the railway arches. Living as they commonly do, huddled together with adults often in the same bed, youngsters find few mysteries among the facts of life. By and large, the youngsters have plenty of pride and few illusions. Said one girl, “I hate it in the Gorbals. If I meet anyone new, I have to give a false address.” Another said: “We’re eight in one room. We go to bed in relays. My elder brothers walk round the court while we girls undress. Then they come back and kip down on the floor beside us. “The cat sleeps with us. If a rat runs over the blankets, he springs out and has it.” At midnight, if you stand on any of the four bridges that run across the Clyde into the Gorbals, you see the windows still lit – for when the gas goes down, the rats come out in strength. So the lights burn dimly all night and they shine on the huddled sleepers, on the delicate faces of the girls, on the ravaged faces of the women who once were girls and on the men’s faces that look like the broken slabs of every commandment in the decalogue. Let no one think the residents of the Gorbals like the way they live or are apathetic to any agitation for change. They have an unusually deep awareness of their plight and a hot anger for listless authority. What could be done? Most of the district was built up intentionally as a slum in the 1840s and 50s and has remained without change and almost without repair. Local folk say the area is ripe for dynamiting. Certainly nothing short of an over-all slum clearance would meet the case. The Corporation have a proposed Fifty Years’ Plan, under which they hope to redevelop most of the Gorbals for industrial purposes. To those who accuse them of apathy, the authorities point to the 850 slum houses that have been closed or demolished since 1920. In reply, impatient inhabitants point to the crumbling walls and broken floors of the places they live in still. If ever there was a priority – not only for Glasgow City Corporation but for the nation, too, if it values its self-respect – it is the destruction of the old Gorbals and the building of a better one. - Words by Al Lloyd and pictures from Bert Hardy

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A principle of many contemporary movements is the decentralization of leadership. Organized around common goals (like the end of corporate welfare or a particular dictator’s rule) and with common values-derived rules (use strictly nonviolent methods, etc), movements can spread leadership and decision-making very fast. A community in California can call the shots without consulting their movement comrades in New York, once consensus has been built around the movement’s mission and mode of operation. Groups in a village upcountry do not need to consult their “superiors” in a capital city. Such a philosophy of decentralized leadership is becoming popular. In the recent revolutions of North Africa, the students’ efforts in Hong Kong, the Occupy Movement, and today with Black Lives Matter, movements are becoming increasingly skeptical of relying on the vision and direction of one charismatic leader (say, Gandhi or Martin Luther King Jr.). Jesus’ philosophy for organizing was similar. Forming a core team Almost every movement begins with a core team, often between 8 and 15 members who spent time griping together about the injustices they are facing. They decide to do something about it. Whereas this core group sometimes consists of intellectuals and people with a more theoretical grasp of the problems, Jesus deliberately selected people confronted with the oppression in their daily lives, like peasants and fishermen. (This is a topic for another day.) These dozen dudes, known in the Christian texts as disciples, convened with one another and gave the whole of their lives to the task before them. Jesus did not cling to power. Rather, he told his comrades that they would do “even greater things” than him. Anything Jesus could do, they could do – and more. Core team is initiated At no point should the strategic, core members of a movement consider themselves “above” the petty tasks of actually doing the risky work. They must be examples by putting themselves in harm’s way. They do not have the legitimacy of telling others to do this unless they have done it themselves. The Otpur! (Resistance!) movement in Serbia which ousted genocidal dictator Slobodan Milosevic recruited new members into the movement by forcing them to go do some kind of action first. Their philosophy was 1) Recruit, 2) Train, 3) Act. After taking an action – like spray painting the Otpur! logo in a public place – they could also self-identify as a movement member as recruit others through the same process. This distributed leadership far and deep across the Balkans. It was also a system that weeded out some opportunists and spies. Jesus’ core team members were initiated into the movement by going out to other villages and sharing their vision and values with others. Recruitment through dependency on external community Jesus knew that the core team’s relationships, trust, and legitimacy with the external community would be solidified through reliance on them for basic needs. They would be perceived not as passersby, but as comrades in the human struggle, if they were dependent upon the resources of the communities they engaged. “Take nothing for the journey,” Jesus instructed. “No staff, no bag, no bread, no money, no extra shirt.” Other rules he laid out included: - Whatever house you enter, stay there until you leave that town. (Notice how he left the duration of stay up to the wisdom of those going.) - If people do not welcome you, leave their town and shake the dust off your feet as a testimony against them. (Move on. Do not waste too much effort trying to win them over.) Core team experiences resistance from opponents Structures in which power is concentrated at the top deeply fear decentralized movements. This is one of the reasons they are so powerful. I remember training a group of illiterate, urban activists. About four of them were obviously spies. I agreed to train them too. One took me aside and began questioning me, as though I was unaware of his allegiances. He started asking, “Who is the head of this thing?” I told him he was the head, that all may be leaders through their participation and decision-making. He was frustrated and did not know how to thwart the efforts of his fellow trainees without concentrating the state’s attack at someone at the head. Similarly, Herod the tetrarch heard about the mass recruitment efforts circling around the countryside. He wondered how this could be. He had already beheaded the charismatic leader John the Baptist and was confused about how recruitment could be increasing without John’s leadership. Retreat and patience for organic interest Following this preliminary recruiting drive of the core team, Jesus and his comrades retreated for some reflection and quiet. Eventually crowds started following them. They took advantage of the opportunity. This led to everyone sharing their food together. They built an alternative economy in that moment, one based on sharing and generosity. Filtering the unserious As the movement grew and more and more interest was generated near and far, Jesus was deliberate about not embracing new members who were half-hearted. There is no point in a movement that is a billion miles wide and an inch deep (like the majority of the global Christian movement today). One man said he would give up everything to join, but Jesus cautioned him that it would require him to be a homeless vagabond. Another man said he had to go bury his father, but Jesus, in an abominably offensive statement, told him that the dead bury their own dead so this man was not committed enough. Still another asked to first say goodbye to his family. Jesus said there is no looking back in their struggle. (It is shocking to me how so many people wanted to follow such a jerk. Or maybe the gospel writers just wrote this in hyperbole to make a point about the seriousness Jesus demanded.) Embracing those “in motion” Solid movements are built upon a foundation of people who are already trying to engender change. Such people are co-opted into the movement, pulled under a common umbrella. In one case, the core member John noticed a person driving out demons in the name of Jesus. He said they tried stopping him, because he was not a member of the group. “Do not stop him,” Jesus said, “for whoever is not against you is for you.” People with common goals and methodologies should always be embraced by a movement, and in a movement, people should have some freedom concerning their ability to self-identify with the movement. In fact, keeping proper records of movement members would be counterproductive to most struggles. As movement grows, continue replicating recruitment at all levels Now, by this time, the core team had conjured more interest. They had 72 extremely serious members who were willing to be sent out to recruit others. They were sent two-by-two (also a topic for another day). The rules in this second round of recruitment were similar, adapted from the trial and error of the preliminary effort: – Do not take a purse, bag, or sandals. – Do not greet anyone on the road (deceptive occupation-affiliates planted to steer teams away from their goals). – Eat and drink whatever is given. Stay at the same house wherever you go. – Heal the sick (those victimized and ostracized by the empire). – Shake the dust off your feet against those who do not accept you. (This rule was more drawn out this time. Perhaps they had tried it a few times and fine tuned the way to do it for increased effectiveness. This new way of doing it was more dramatized with a particular script.) Concentric circles of movement leadership In any movement, there will be core members who commit everything to the struggle, and those who come in at a later time after recruitment. The challenge is to give everyone the space for decision-making and leadership. Most power structures are pyramid-shaped. A few people concentrate power at the top where they make decisions. They are wealthier and have more control over things. Those toward the bottom carry out more difficult duties, earn less, while those at the top relax and enjoy the fruits. Not so in the early Christian movement. Emerging leaders who had been recruited can interact with core members, and they can assume even more control of their own localities, cultures, and constituents. Instead of a pyramid, the Christians had organized in concentric circles. Community and cooperation becomes more intimate, even as numbers increase and participants are more dispersed across geography and demographics. It looks much like this:

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Mammography is the best tool for detecting breast cancer early. But whether it's a lifesaver for women in their 40s has been debated. This is where the experts stand now. Over the last few years, mammograms have appeared in the news almost as much as Miley Cyrusand they've been nearly as controversial. It seems like every week there's a new report that contradicts the last one. Start at 40! Start at 50! Get one every year! Every other year! Mammos are essential! Mammos are useless! The current controversy kicked off in 2009, when the U.S. Preventive Services Task Force (USPSTF) recommended that women of average risk start routine screening for breast cancer at 50 instead of 40sparking a national outcry. Many organizations, including the American College of Obstetricians and Gynecologists (ACOG), disagreedand in 2011, ACOG changed its guidelines to advise that women not only start screening at 40 but also do so every year instead of every other, as the group had previously advocated. The headlines that followed made things even more unclear. Last September, researchers at Massachusetts General Hospital found evidence suggesting that screening does save lives: Out of 1,840 women in their study who were diagnosed with invasive breast cancer in their 40s, 77 percent of those who died hadn't had a mammogram in the two years before the cancer was detected. But in February, Canadian researchers released contradictory findings: After tracking nearly 90,000 women age 40 to 59 for 25 years, they found that those who had had regular mammograms weren't any less likely to die of breast cancer than those who had only breast exams. Then, in April, Harvard researchers, looking at 50-plus years of data, published a study that came to a mixed conclusion: Mammograms do save lives, but they're a flawed tool with hazards of their own. Confused? We were, too. So we asked more than two dozen leading women's health doctors to tell us what they think. The overwhelming consensus: Start having mammograms at age 40 and get screened at least every other year (ideally yearly). Why Mammos Are Under Fire The USPSTF made its recommendations based on research suggesting that the gains of getting regular cancer-screening mammos in your 40s may not outweigh the risks. For one, younger women have lower odds of developing breast cancer, so they don't benefit as much from screening. RELATED: 25 Breast Cancer Myths Busted And some studies show that women in their 40s who get mammos are more likely to have false positivessuspicious findings that prove to be nothingthan women in their 50s, says Therese Bevers, MD, professor in the department of clinical cancer prevention at the University of Texas MD Anderson Cancer Center in Houston. Simple math dictates that the more you screen, the greater your chances of having a scare: The latest Harvard review showed that 61 percent of women in their 40s and 50s who are screened annually for 10 years will have at least one false positive at some point. "Each scare can cause stress, anxiety, expense and sometimes even biopsies," says Nancy Keating, MD, the study's co-author (who believes it's reasonable for women of average risk to start screening at age 50). Yet false positives are not, many experts insist, a reason to delay screening. "Most of my patients feel they'd rather undergo some tests to find out if a mass is benign than miss one that's malignant," says Elisa Port, MD, chief of breast surgery and director of the Dubin Breast Center at Mount Sinai Hospital in New York City. In fact, a new study published in April in JAMA Internal Medicine found that women who'd had false positives were no less likely to say they intended to get another mammogram in the next two years, compared with those who got negative results. A more troubling issue is overdiagnosis. Mammos sometimes detect lesions that would never progress to life-threatening cancer, such as some cases of ductal carcinoma in situ (DCIS), in which abnormal cells are confined to the breasts' milk ducts. But since doctors can't always tell at first which growths are bad news, most are treated as if potentially lethalwhich means as many as 19 percent of cancers diagnosed during screening are treated with unneeded surgery, radiation and/or chemotherapy, Dr. Keating says. "That's not a problem with screening," argues Carolyn D. Runowicz, MD, a professor of obstetrics and gynecology at Florida International University's Herbert Wertheim College of Medicine in Miami. "It's a problem with science, which hasn't evolved to the point where it can always distinguish between benign and serious conditions." Next Page: The Case for Starting at 40 [ pagebreak ] The Case for Starting at 40 While women in their 50s and 60s are far more likely to be struck by breast cancer, many 40-somethings get the disease: An estimated 51,680 women in their 40s were diagnosed in 2013, and nearly 3,800 died, per the American Cancer Society. For that reason alone, many doctors believe that women in this age group should line up for their mammos. Without them, a doctor's best tool is a clinical breast exam. But "by the time you can actually feel a mass," Dr. Bevers points out, "cancer is often fairly advanced." And early detection is still the goal. "Some people argue that we don't need to worry anymore about catching cancer in its earliest stages, because treatments have become so much more effective," Dr. Runowicz says. "But those treatments come at a cost." The earlier you're diagnosed, the fewer toxic, invasive treatments you may have to endure, which can make a big difference to your well-being. "If a woman can avoid chemo or have a lumpectomy instead of a mastectomy, that's a very good thing." says Pamela Berens, MD, professor of obstetrics and gynecology at the University of Texas Health Science Center at Houston. Early detection may be particularly crucial for women under 50, who often have more aggressive, fast-growing cancers, Dr. Berens says. That's why most of the doctors we spoke to advocate getting screened yearly. "We see interval cancersones that turn up between screenings in some women even when we screen every year," Dr. Runowicz says. "If we wait longer, we're giving aggressive cancers even more time to become far more serious." Studies look at huge populations to determine whether waiting an extra year is safe for the majority, adds Dennis Citrin, MD, a medical oncologist specializing in breast cancer at Cancer Treatment Centers of America in Zion, Ill. "But I don't treat populations. I treat individual women," he says. "And I don't want any of my patients to be the ones who are diagnosed late." New Tech Changes the Game One limitation of the Canadian study (the one that found that screening didn't save lives, contrary to previous research that said it reduces the risk of dying from the disease by 15 percent or more) is that it looked at women who had had mammos in the 1980s, when machines were far less sophisticated. "Think about how phones, computers and TVs have changed in the last 30 years," Dr. Citrin says. "It's the same with mammography." Digital mammograms, introduced in 2000, detect more cancers than film mammos in women with dense breasts and those under 50. And there's some evidence that they don't find more low-grade DCISand so may not add to the problem of overdiagnosis. New 3-D mammography technology was approved by the FDA in 2011 and may be an improvement over digital. "Clearly the solution to the overdiagnosis issue is developing better tools to determine which cancers are likely to be lethal," says Carol Lee, MD, chair of the Communications Committee of the Breast Imaging Commission of the American College of Radiology. With DCIS, for instance, researchers are examining biomarkers in the blood and tissue and using gene sequencing to sort out which lesions are most apt to progress to invasive cancer. In the meantime, it's up to us to ask ourselves, How would I feel if my mammo found something that turned out to be nothing? Or if I put off the screening and my cancer was detected late? "Some women may want to wait to start screening till age 50, and many will do just fine," says Freya Schnabel, MD, director of breast surgery at the NYU Langone Medical Center. "But if you want to maximize the odds of early detection, your best bet is to get screened annually starting at 40."

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Black college graduates may have a hard time finding a job due to their race, according to a new study from the Center for Economic and Policy Research. With unemployment rates more than twice as high as all other races combined, recent black college graduates may face racial discrimination and additional barriers in the workplace, according to the study, published last Tuesday. In 2013, recent African American college graduates had an unemployment rate of 12.4% — more than double the 5.6% unemployment rate of all other college graduates — according to the study, which was conducted through an analysis of several government surveys of labor-market activity, according to its author, John Schmitt. In comparison to data from previous years, Schmitt says black recent college graduates have been disproportionately affected by the recent economic downturn and slow recovery. “Almost five years after the end of the recession, over 12% of black recent college graduates are unemployed and more than half of those with jobs are in a job that doesn’t require a college degree,” he says. “Black workers must deal with ongoing racial discrimination.” The study suggests the high unemployment rate of recent black college graduates provides evidence of racism in job markets. “That black college graduates of all ages consistently have higher unemployment rates, higher underemployment rates and lower wages … reinforces concerns that racial discrimination remains an important factor in contemporary labor markets,” the study says. While workplace diversity experts say racial discrimination causes the higher unemployment outcomes, many African American students and recent graduates say they believe other factors have caused the reported employment gap. Alexis Davis, who graduated from the University of North Carolina at Chapel Hill in 2013 and is African American, says she does not think racial discrimination is prevalent in the current job market. “While some may disagree with me, I personally do not believe that job discrimination specifically toward recent black college grads exists,” she says. “There will always be specific cases or instances where individuals feel they were treated unfairly, but as a whole I truly believe black students apply and are offered jobs they are qualified for.” Davis notes she found the results of the study “surprising” and says location and upbringing are more important factors in employment. “I’ve seen many students forced to return home to help take care of younger siblings, nieces and nephews or older family members,” she adds. “I definitely do believe part of the gap is cultural.” Many people still have unconscious biases operating. These biases result in people hiring people who are just like them because they do not know a lot about other people, they are uncomfortable and they think it’s more efficient to hire someone they are comfortable with. Steven McFarland, a rising African American senior at Swarthmore College, also says he believes the employment gap is not a product of racial discrimination. “I believe that the job situation for recent black college graduates does say something about the opportunities that occur outside the classroom,” he says. “Peers many of the times have parental connections that put them in high impact internships that allow them to learn skills that make them more hirable in the job market.” Employers and workplaces already have several programs in place that emphasize the importance diversity and inclusion, according to McFarland. “But, I believe [it should be made] clear what experiences students should attempt to have if they want to get hired at a particular place,” he says. “So even if they lack the high impact internship, they can learn the skills to at least make themselves more competitive.” However, Dr. William Guillory — a workplace diversity expert and founder of the consulting firm Innovations International — says the employment gap is the result of poor education opportunities and job discrimination towards African American students. “Most organizations compete on an uneven playing field [because] we have motivations that discriminate against people,” he says. “African Americans as well as other racial or ethnic groups have not been exposed to the type of education they need to cope with the unfairness that exists in the system.” Simma Lieberman, a diversity consultant who works with multiple Fortune 500 organizations, also says racial biased results in higher unemployment rates for African American college graduates. “Many people still have unconscious biases operating,” she says. “These biases result in people hiring people who are just like them because they do not know a lot about other people, they are uncomfortable and they think it’s more efficient to hire someone they are comfortable with.” The study reveals a “very disturbing” trend in the labor market, according to Martha Biondi, an African American Studies professor at Northwestern University. “I think we have to find ways to increase pressures on private sector employers to make good on these claims of diversity — I feel like these are false claims,” she says. “We have to make sure there is a real commitment to employing a truly diverse group of people.” Thaddeus Talbot, a rising African American senior at Cornell University, adds he thinks assumptions regarding race — not active racism — have contributed to poor employment outcomes for recent black graduates. “Recent black male graduates face social barriers that make it increasingly difficult to find employment,” he says. “Social privileges exclusive to White Americans … include showing up late to meetings without the fear of such behavior being attributed to a race or sharing an opinion in a meeting without it being classified as the ‘White’ viewpoint.” Additionally, Talbot says that black workers face additional pressures to perform well in the workplace due to racial misconceptions. “The pressure of having to perform to perfection [or] else risk the [blame] of your race, is uniquely burdensome,” he adds. “As long as these sorts of differences exist, racism, at least in the passive form, will continue to thrive.” Biondi adds she believes the results of the study indicate that Affirmative Action programs have been ineffective at promoting racial diversity in the workplace. “Affirmative Action has really been dismantled [and] we still mouth this idea of diversity, but diversity can mean international workers or foreign workers — it does not have to mean African Americans,” she says. Ilyasah Shabazz, who graduated in 2013 and is African American, says she does not think racism is the “only factor” in the reported employment gap for African American graduates. “I think it’s easy to point out a trend that involves different ethnic groups and label it racism,” she says. ”The problem may not be job discrimination at all, but rather the career services at universities who are failing to have their services utilized by their African-American students.”

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These photographs were taken during biplane training flights just before and after the United States entered World War I, in San Diego, Calif., and San Antonio, Texas. Most of the pictures were taken by the pilot of the second man in a plane, usually the flying instructor; a few of the images were taken by the pilot. All the pictures were taken during flights at training airfields. As you can see, most of the instructors were no older than the pilots they were guiding. While both mono-winged and bi-winged planes were developed during the early years of the 20th century, by 1914 it was the biplane which had become the focus for aeronautic activity, its pair of wings giving it both greater strength and enhanced maneuverability. The camera used to take these pictures was typically a Vest Pocket Kodak (VPK) - known as the "Soldier's Camera." It was, for its time, a very thin camera desgined to fit in a vest or waistcoat pocket. On the market from 1912 to 1926, it was extremely popular, with more than two million of them sold. The VPK had some technical limitations, and was not able to focus at fewer than about six feet and also had a slow shutter speed - hence the slightly out-of-focus quality to some of the photographs. The flights shown took place at Curtiss Flying School, in San Diego, and Kelly Field in San Antonio. Curtiss Flying School had originally been started as a direct competitor to the Wright Brothers' Flying School, in 1910. In fact, one Wright brother - the less famous Lorin Wright - was sent to spy at Curtiss' New York field. The U.S. Army took control of the Curtiss Flying School in 1917. Kelly Field - originally a cleared cotton field - was established as an Air Training Service Camp after the United States entered World War I, in 1917. Initially, tents were used as hangars. The images come from two separate collections in the San Diego Air and Space Museum. The first is the collection of one Walt Claverie, a pilot who attended Curtiss Aviation flying school in 1912. Walt continued flying at Curtiss Aviation School through 1914-1915 and became a civilian instructor for the U.S. Army in 1917. The second is an album belonging to Paul Aldin Smith. Smith was born in Ohio in 1895 and flew at Kelly Field in 1917-1920. He was honorably discharged with 100% disability benefits due to numerous injuries to his back, hips, and legs. Chris Wild is the Author of "Retronaut: The Photographic Time Machine", published by National Geographic MORE FROM RETRONAUT 1976-1978: CBGB's House Photographer 1938: JFK Swims for Harvard 1907-1915: Russia Before the Revolution, in Color 1964: Cassius Clay vs. The Beatles 19th Century Artist Predicted Whale-Shaped Flying Cars by 2000 How the Soviet Union Honored the Dogs That Conquered Space After the Quake: The Earliest Known Color Photographs of San Francisco Pvt. Elvis Presley. In His Underwear. Victorians Loved Photobooth Sessions Before They Were Cool Yes, That's Just the Pet Lion in the Swimming Pool Behind a Mask: Remembering History's Deadliest Epidemic Tips for Single Women, Circa 1938 Calling All Black Cats: The Search for Hollywood's Meanest Feline To Hide From WWII Bombs, London Goes Dark The Kiss, 1955: James Dean and Ursula Andress Go Out on a Date 1949: Picasso Paints in Light Studio 54: The Star-Magnet of the 1970s These Children Are Quite Literally The Stuff of Nightmares Stanley Kubrick's High-Contrast Images of Chicago in 1949 The Evolution of Women's Workwear Through the Decades These Vintage Halloween Costumes Will Scare the Sheet Out of You The Secret Message in Abraham Lincoln's Pocket Watch Living With an Ocelot. In a Manhattan Apartment. The only surviving images of veterans of the Napoleonic Wars Vintage Halloween Cards From a Century Ago Victorians were some of the first victims of candid photography The coded world of Russian prison tattoos 'Doctor Who's' scariest monsters were made of plywood and glue 1930s British portraiture by renowned photographer Edwin Smith What Halloween looked like in 1980s New York City Proof that teens were painfully awkward even in the 1960s When WWI soliders weren't sharing their armor, they were stealing it The first photograph of a human being 14 distorted photos of celebrities as you've never seen them Before the Berlin Wall, people escaped through a wire fence The first selfie ever was taken in 1839 The men who built the Berlin Wall 1890: Victorian burlesque dancers and their elaborate costumes How the world celebrated the first Armistice Day, in 1918 1910, Paris: Some of the world's first street style photography What we wore to Woodstock Raving to the sounds of acid through the early '90s Don't try this at home: 1930s daredevils attached rockets to bicycles It's hard enough to balance a cocktail, let alone on ice skates NASA taught astronauts about zero gravity using cats 1959: Seville's extraordinary Holy Week festival, celebrated since 1350 A.D. Remembering the Detroit Riots of 1967 The Graf Zeppelin in 1929: World's first commercial airline left onlookers in complete awe Stunning photos of 18-year-old Brigitte Bardot dancing on a roof 1964: The Japanese version of the Beatles What American shopping malls looked like in 1989 The radio hat was basically the geekiest gift of 1949 1946: Trick mirror photographs people popping zits, picking noses A visual history of British royals in the U.S.A. Bad Santa: 10 vintage Christmas cards that terrify the tinsel out of us You better not cry: Santa brings horrified children to tears People have been making out in movie theaters since 1943, at least Kids deep in conversation with Santa The FBI kept a fingerprint file called 'Notorious Dead Criminals' How people celebrate Christmas on the beach 1959: The year Fidel Castro completely charmed America

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Central alexia is a common reading disorder caused by stroke. Patients with central alexia (CA) are slow to read and make frequent errors, and have additional problems with their spoken language. This study has 3 aims: 1. Investigating the neural networks that support reading in patients with CA Despite being a relatively common syndrome, there have been no functional brain imaging studies of CA. This project will use magnetic resonance imaging (MRI) and magnetoencephalography (MEG) to understand which brain regions are damaged and whether preserved parts of the reading network can be encouraged by therapy to support reading recovery. 2. Testing a new treatment for CA The research team has developed training software called 'iReadMore', which uses a crossmodal approach (written words paired with spoken words) to train reading. This therapy has been shown to be effective in patients with a similar form of reading disorder called pure alexia. The iReadMore software will be adapted to address the reading deficit in CA, and the research will test whether it significantly improves reading ability. 3. Using brain stimulation to enhance behavioural training Transcranial direct current stimulation (tDCS) is a brain stimulation technique that has been shown to improve language performance in healthy controls and stroke patients. This study will test whether tDCS (delivered simultaneously with the 'iReadMore' therapy) significantly enhances reading rehabilitation. Patients will be split into two groups: one will receive a 4 week block of training plus real tDCS first, followed by a 4 week block of training plus sham tDCS; the other group will receive the two therapy blocks in the opposite order. Both groups will ultimately receive the same amount of behavioural therapy and tDCS stimulation. Comparing the reading improvement over the real and sham tDCS blocks will demonstrate whether tDCS enhances the behavioural improvements in reading ability. iReadMore reading therapy will significantly improve single word reading speed in patients with central alexia. tDCS brain stimulation will significantly enhance the effect of iReadMore therapy, compared to sham stimulation. Central alexia is a common acquired reading disorder usually caused by stroke (Leff & Behrmann, 2008). Patients also have generalized language impairments (aphasia), distinguishing it from other acquired reading disorders such as pure alexia, where the reading deficit occurs in isolation. Aphasia is the second most common severe impairment caused by stroke (limb weakness is the first) and reading problems (central alexia) are often associated with it. An analysis of our local database (from which we will be recruiting patients) shows that of the 212 patients with aphasia 14 (66.5%) have central alexia. The severity of central alexia varies across patients but even mild central alexia has a strong detrimental impact on quality of life, preventing patients from returning to work, communicating via email, text or post, or simply reading for pleasure. Currently, there is no standard treatment for central alexia. Despite its prevalence, few patients receive sufficient reading therapy through the NHS. Only a few computer-based therapies have been tested at the group level (Katz & Wertz, 1997; Cherney, 2010) and only one, a beta version of Oral Reading for Language in Aphasia (by Cherney), is currently available commercially for patients to use. We aim to test the efficacy of 'iReadMore', software designed to improve word reading speed for use in this patient group. iReadMore is a cross-modal reading training method that was developed as a word reading therapy for patients with pure alexia in a previous study (Woodhead et al, 2013). iReadMore consists of audio-visual pairings of words. It was designed to strengthen orthographic processing of written words by boot-strapping them to auditory percepts and associated higher-order representations (lexical/semantic). Use of the 'iReadMore' software led to a significant improvement in word reading speed for trained words and significantly decreased the word length effect that is characteristic of pure alexia (Woodhead et al, 2013). The mechanisms underlying the behavioural improvements following iReadMore training were investigated using magnetoencephalography (MEG), an imaging modality optimized to test connectivity-based hypotheses in the hundred millisecond temporal range. Dynamic Causal Modelling (DCM) analyses were used to test training-related changes in connectivity within the reading network comprising. Training strengthened connectivity in the left hemisphere, most notably feedback from left inferior frontal gyrus (IFG) to the visual cortex, a connection which we have shown to be involved early on (within 200ms) when healthy controls read (Woodhead et al, 2012). This led to the hypothesis that feedback from the left IFG drives reading recovery, and that tDCS stimulation of this region, with its connections to both ventral and dorsal temporal cortex, will enhance behavioural training improvements in patients with central alexia. Although this previous research has focused on pure alexia, a recent pilot study has provided promising evidence that iReadMore may also be beneficial for patients with central alexia. The results demonstrated that iReadMore training and tDCS produced a large, statistically significant improvement of around 600ms per word, a 28% reduction from baseline levels. This effect was observed for both trained and untrained items. Training continued for a further two weeks with sham tDCS with no further significant improvement. A planned fourth tDCS time-point was lost due to patient illness. Although not statistically significant, we observed a trend with performance on untrained items appearing to deteriorate over time. This is in accord with evidence that tDCS may well have a role in consolidation of practice rather than a simple effect on performance alone (Reis et al, 2009). Pilot data has demonstrated that cross-modal iReadMore training is effective in patients with pure alexia; and that its effects are supported by feedback from the left IFG. This work led to the prediction that iReadMore may also be effective in treating the more prevalent and understudied condition of central alexia, and that targeted stimulation of the left IFG with tDCS may enhance the training efficacy. This prediction has already been supported by a preliminary case study, and the present study will expand this further into a group study looking at the effects and mechanisms of rehabilitation of central alexia. - Sham tDCS Device Intervention Desc: Sham tDCS, 20 minutes per session, 3 sessions per week ARM 1: Kind: Experimental Label: Sham tDCS Description: Transcranial direct current stimulation (tDCS) administered concurrently with computer-based behavioural word reading therapy. Sham tDCS (periodical fade-in and fade-out stimulation routine) applied to the left inferior frontal gyrus (IFG) for first 20 minutes of therapy. - Computer-based behavioural word reading therapy Behavioral Intervention Desc: Each patient participates in two blocks of reading training (one with real tDCS, one with sham tDCS). Different words will be trained in each training block. Each training block comprises 10 hours of reading therapy per week for four weeks (three 1-hour sessions/week at research site; 1-hour of training/day at home) ARM 1: Kind: Experimental Label: Real tDCS Description: Transcranial direct current stimulation (tDCS) administered concurrently with computer-based behavioural word reading therapy. 2mA anodal direct current stimulation applied to the left inferior frontal gyrus (IFG) for first 20 minutes of therapy. ARM 2: Kind: Experimental Label: Sham tDCS Description: Transcranial direct current stimulation (tDCS) administered concurrently with computer-based behavioural word reading therapy. Sham tDCS (periodical fade-in and fade-out stimulation routine) applied to the left inferior frontal gyrus (IFG) for first 20 minutes of therapy. - Real tDCS Device Intervention Desc: Real tDCS 20 minutes per session, three times per week ARM 1: Kind: Experimental Label: Real tDCS Description: Transcranial direct current stimulation (tDCS) administered concurrently with computer-based behavioural word reading therapy. 2mA anodal direct current stimulation applied to the left inferior frontal gyrus (IFG) for first 20 minutes of therapy. - Allocation: Randomized - Masking: Double Blind (Subject, Investigator) - Purpose: Treatment - Endpoint: Efficacy Study - Intervention: Crossover Assignment |Type||Measure||Time Frame||Safety Issue| |Primary||Change in word reading speed and accuracy for trained and untrained words||Baseline and up to 3 months follow-up||No| |Secondary||Change in spoken word repetition for trained / untrained words||Baseline and up to 3 months follow-up||No| |Secondary||Change in semantic word matching for trained / untrained words||Baseline and up to 3 months follow-up||No|

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The sights and SOUNDS that make up the top five weirdest natural formations in the U.S. What do the top five weirdest natural formations in the United States look like? How about sound like? A hint: they're all rocks, or at least, they all look like them. The top five weirdest natural formations according to Yahoo News' Wanderlust blog features some of the lesser knowns spanning four states in the country. Road map: The top five weirdest natural formations, as mapped across the United States Coming in at number five is Utah's Bryce Canyon National Park. Located in southwest Utah, it's famous by its deep rain and frost-carved canyons, fins, and 'freestanding pinnacles called 'hoodoos,' according to Yahoo. These 'hoodoos,' limestone rocks that tower in areas between five to 150-feet, were believed to have been people turned to stone, according to Native Americans, because of bad behavior. Tippity-top: View from Inspiration Point in Bryce Canyon National Park captures winter above the rocky peaks spanning from five to 150-feet Former people: These towers of limestone called 'hoodoos' were believed to have been people turned to stone according to Native Americans lore Number four on the list, Ringing Rocks Park in Bucks County Pennsylvania, is a a mystery to scientists on why the field of rocks, ring when they're hit. Chiming in bell-like tones, at least a third of the rocks found here are 'live' producing a vibrating pitch when hit with a hammer or smacked together. But with not all rocks sounding the same, visitors have a habit of composing an assortment of tunes through creative combinations. Chimes: At least a third of the rocks found at Ringing Rocks Park in Pennsylvania are 'live,' producing a vibrating pitch when hit with a hammer or smacked together According to Yahoo, theories behind the rock's sound, range 'from strange electromagnetic activity to aliens.' At number three, Arizona's Petrified Forest National Park is littered with plant and animal fossils dating back to more than 200 million years ago. For the park's most famous - its namesake - trees that have been 'petrified' into a rock-like forms rest large and small in colorful collections across the desert floor. Petrified: Ancient rocks that have become rock-like fossils rest large and small in the Petrified Forest in Arizona in colorful collections across the desert floor At their largest size, some of the logs found are over 190 feet. Dinosaur fossils, while rare, have also been found among the other plant and various other animal fossils. The National Park explains that while they are rare, it's actually only due to most of the fossils' preservation and not because of their scarcity. Huge: Some of the petrified tree trunks reach over 190 feet in size Jurassic Park: Dinosaur fossils, while rare, have also been found among the other plant and various other animal fossils of the Petrified forest At number two, Chimney Rock in Nebraska features a natural structure taller than New York's Statue of Liberty that early pioneers used as a compass on their route out west on the Oregon Trail. The top of the towering 315 feet formation is accessible to visitors by either climbing, an 'interesting network of stairs and boardwalks,' according to the park. It's also hollowed out in the middle for 26-story elevator shaft. Towering guide: Taller than the Statue of Liberty, Nebraska's Chimney Rock is a famous landmark used as a point of reference for pioneers on the Oregon Trail Climbing: The 315-feet formation is assessable to visitors by either climbing or by an elevator straight up through its middle Coming in at number one, Antelope Canyon near Page, Arizona is the most visited slot canyon in the Southwest as well as photographed. Known by the Navajo Indians as 'The Place Where Water Runs Through Rocks,' the scenic park of red stone was carved out by flash floods which still occur today and give reason for a required tour guide today. Something to talk about: Antelope Canyon near Page, Arizona is the most visited slot canyon in the Southwest Warning: Flash floods which carved the stone is still a danger to tourists today If the wavy red and chalky-white scenery looks familiar, movie goers may recognize similar rock formations seen in the film, 127 Hours, staring James Franco. That film however was reportedly formed near Moab Utah, just northeast of number five's Bryce Canyon though in the same region of the states. Most watched News videos - Video claims to show arrest in Salford after 'deliberate' fire - Comedian Peter Kay announces he's going back on the road - Horrifying moment scrambler bike rider smashes into a girl - Little brother knocks down sister's opponent in wrestling match - Suspects of Manchester house fire leave court in police van - Roy Moore refuses to concede in Alabama senate race to Doug Jones - Horrifying moment group of terrified deer jump from bridge - Piers Morgan is on the hunt for a talented busker - Shocking video shows couple having SEX on a beach in middle of day - Caller interrupts presenter after Chegwin's death announced - Father Christmas skids car to a stop to come to the rescue - First look inside the billion-dollar US embassy in London

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I'm worried about our kids. Yesterday, I started my day off with an 8 AM meeting with the middle school principal. The topic: playground football. Football (actually, all play involving footballs) has recently been banned from recess at the middle school. I wanted to know why. The answer? Injuries, aggressive behavior and liability. Keep that answer in mind as you consider the conclusions of a study released today in the medical journal Pediatrics. The study’s title says it all: “Societal Values and Policies May Curtail Preschool Children’s Physical Activity in Child Care Centers.” According to the study’s authors, ¾ of U.S. preschoolers are in some form of childcare. The vast majority of those kids is not getting the recommended amount of physical activity per day. (The National Association for Sport and Physical Education recommends that preschoolers participate in at least 60 minutes of structured physical activity per day, and at least 60 minutes of unstructured physical activity. Preschoolers should not be sedentary for more than 60 minutes at a time, unless sleeping.) Preschoolers at childcare, though, spend 70 to 84% of their time in sedentary pursuits, and only 2 to 3% of their time in vigorous play. The researchers wanted to know why, so they interviewed scores of childcare owners and workers. They identified three main barriers to active play - 1) Injury concerns 3) Focus on academics -and concluded that, “societal priorities for young children – safety and school readiness – may be hindering children’s physical development.” Think back to my conversation with the principal. Football was banned from the playground due to injury concerns. During the course of our conversation, I learned that our district’s 4th graders now only get one recess a day instead of two, and that the time that was previously spent on a second recess is now used for extra math practice. Sounds like prioritizing school readiness over play to me. As a parent, I’m concerned, and not just for my own children. I’m acutely aware that my boys need time to run around and explore. But I also know that all children need opportunities for physical play, and that kid-structured playtime can improve academic learning and social skills. I know that boys, especially, have a competitive, aggressive streak that needs to find a safe outlet, and that learning to manage that streak is an important part of the trek to manhood. As a licensed nurse, I’m also aware of the potential for injury. Boy #2 played organized tackle football for the first time this year, and believe me, I paid attention to news stories and research about concussions. Like all parents, I want my kids to grow up safe and healthy. But unlike some parents and educators, I’m willing to let my kids take physical risks, because I believe that in most cases, the benefits outweigh the risks. You see, when I say that I want my kids to grow up safe and healthy, I mean that in a most holistic manner. I value their physical health, but I also value their emotional, spiritual and social health. I want my boys to learn to value and honor their instincts. I want them to learn from nature. And I want them to be adventurous explorers of their world. (For the record, I’d want the same for my daughters, if I had any.) So while I know that climbing trees is a risky endeavor (they could break an arm!), I let my boys climb. (With some restrictions: the rule at our house has always been that you must be able to get into and out of the tree on your own.) I let them climb because I understand that it’s important for kids to test limits, to stretch their muscles and imaginations and to spend time in nature. When it comes to tree climbing, I personally believe that the benefits outweigh the risks. Same thing with football. Yes, my boys might get hurt. But I believe that the fun and exercise and enjoyment they get from the game – not to mention the practice of learning to play well with others – exceeds the risk. The odds are extremely good that one of my boys will be hurt in some way while playing football. But the odds are better that any injuries experienced will be minor compared to the benefits they’ll obtain by playing the sport. Somehow, though, social policies and values have shifted to the point that we, as a society, are more concerned about protecting our children than facilitating their development. Many of the childcare workers interviewed for the Pediatrics study expressed concern about the amount of time their charges spent in sedentary play, but felt pressure from parents to minimize physical play and to maximize academic engagement. In fact, the study authors conclude that pediatricians (the paper’s target audience) may be able to increase kids’ physical activity by educating parents. "Pediatricians,” they write, “may need to highlight for parents the many learning benefits of outdoor play…and reassure parents that active time does not need to come at the expense of time dedicated to ‘academics’ and ‘learning.’” I’m sad that it’s come to this – that doctors now have to educate parents as to the importance of active play. But I’m determined to do my part. So for the next month here at Blogging ‘Bout Boys, we’ll be talking about the importance of play. Help me get the conversation started. What challenges do you face in your community? Do kids in your school district get recess? Do you ever feel pressure from other parents to restrict your childrens’ play? What do you think we, as parents, can do to re-emphasize the importance of play?

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- Pets and Animals» . . .Speaking of The Crow the crow which is the genus Corvus. The term "crow" is used both as part of the common name of many species, and collectively for all of Corvus. Species with the word "crow" in their common name include: - Corvus albus – pied crow (Central African coasts to southern Africa) - Corvus bennetti – little crow (Australia) - Corvus brachyrhynchos – American crow (United States, southern Canada, northern Mexico) - Corvus capensis – Cape crow or Cape rook (Eastern and southern Africa) Introducing the Raven A raven is one of several larger-bodied species of the genus Corvus. These species do not form a single taxonomic group within the genus. There is no consistent distinction between "crows" and "ravens", and these appellations have been assigned to different species chiefly on the basis of their size, crows generally being smaller than ravens. The largest raven species are the common raven and the thick-billed raven. Species with the word "raven" in their common name include: - Corvus albicollis – white-necked raven - Corvus corax – common raven - Corvus coronoides – Australian raven - Corvus crassirostris – thick-billed raven For Those who are Curious about crows and the elaboration thereof, and I should note the many terms that the humble crow has given our society. If I were to take the time to spotlight (The Crow) the late Brandon Lee, son of martial arts master, Bruce Lee, it would incur numerous pages of text. To say nothing about the time. To talk a bit about The Crow, it is a 1994 American dark fantasy action film directed by Alex Proyas, written by David J. Schow and John Shirley. The film stars Brandon Lee in his final film appearance. The film is based on James O'Barr's 1989 comic book of the same name, it tells the story of Eric Draven (Lee), a rock musician who is revived from the dead to avenge his own death as well as the rape and murder of his fiancée. Trick Photo: Is this a crow? Exposing More Truth About Crows and this segment is very controversial, shocking, and just might surprise you who are those who love crows. I went to no small amount of research of what an humble crow would say and talk about and I came away with my mouth agape with stunning revelation. A few things crows talk about might be: Stunning Rock Band Fact: More Amazing Crow-Related Things: - "Norma, is a tuxedo all that I have to wear tonight? Why can't I wear some dress slacks and a nice sports shirt?" - "Did you girls hear that some humans are prone to saying that crows are curious and if you have jewelry laying about, the only thing between a crow is an open window." - "What did you say, Old Crow? You bet I know about Old Crow. I enjoyed him last night--almost all night." - "Say bartender, is there such a thing as a crowbar?" - "That Todd is such a jerk that he needs to be a cro magnon!" - "Hey, that hot 1960s rock band, Crow, is in town. Better get cleaned up." - "Hey, bartender. Is that I hear a rooster Crowing? Caw! Caw! Caw!" - "Oh, I know where you are to deliver that package. Just head off fifth avenue and then ten miles as the crow flies and there you go." - "Oh, Marge, you never told me about those horrible crow's feet you have." - "If I hear The Raven one more time, I am going to have a fit!" - "Just because you won the pot last night does not give you the right to crow about winning!" - "Are you feeling bad because you are eating crow pie?" *another variation of this term is 'humble pie.' - "You mean when I joined this sailing vessel all that I got to do was stick myself in the crow's nest?" (Now for three quotes about our friend, the crow): "And the crow once called the raven black." ― George R.R. Martin, A Knight of the Seven Kingdoms "The thing about butterflies, Mr. Crow, is that they need to be admired from afar." ― A. Zavarelli, Crow "Nobody has ever looked at me the way he’s looking at me at this moment. Like I’m his possession. Like if anyone else were to touch me, he’d break both their legs and an arm for good measure." ― A. Zavarelli, Crow In closing, I want to offer one and all a serious thank you for sharing this hub about crows and how they have made our lives the better for being created. And to all of the crows I mentioned in this piece, I want every flock of crows to get a good night's rest and sleep for as you all know, a crow's work is never done. Good night, Indianapolis, Indiana. © 2017 Kenneth Avery

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NORTH Korea claims to have successfully tested a massive hydrogen bomb in a move which has literally sent shock waves across the world. More than 130 quake stations recorded tremors from the mega-blast, which after 20 minutes had already reached Argentina more than 12,000 miles away. Based on the strength of the tremors – equivalent to a magnitude 6.3 earthquake – nuclear weapons specialists put the yield of the bomb at up to 100 kilotons. That is roughly 10 times more powerful than any of the previous nuclear bombs tested by the North Korean military. If Kim Jong-un’s scientists have built a 100 kiloton H-bomb, its explosive power would dwarf that of the US nukes dropped on Japan in 1945 – which exploded with an energy of 10 to 20 kilotons. As well as its more obvious destructive power, a hydrogen bomb can also be detonated in the atmosphere sparking a massive electromagnetic pulse knocking out electrical supplies. North Korea’s state media claimed its underground test of the H-bomb – reportedly capable of being loaded into an ICBM – is a major “game changer” in its escalating war of words with the US. If it was targeted at most major cities, hundreds of thousands would die and many more would be horrifically injured. If the bomb was dropped on Dublin, a 500m fireball would rage through the capital incinerating everything in its path – killing thousands. Everyone will suffer third degree burns extending throughout the layers of skin, these are often painless though because they destroy the pain nerves. All heavily built concrete buildings would be severely damaged. Within the first kilometer out from where the bomb lands, without treatment between 50 to 90 per cent of people will die. This takes between several hours and weeks. Hydrogen bombs are thermonuclear weapons – a more advanced and powerful form of nuke. According to John Hallam, a UN nuclear disarmament campaigner, the latest test is beyond frightening and proves Pyongyang is capable of making a devastating and deadly impact. He said whether Pyongyang tested a H-bomb or gas-boosted bomb remained a huge concern. Either would be much more destructive than that dropped on the Japanese cities of Hiroshima and Nagasaki at the end of World War II. “North Korea is playing games,” Mr Hallam said. “The surprising thing in this is how much bigger this test was.” Are H-bombs more deadly than traditional nukes? Yes, they are considered a lot deadlier and more devastating compared to a standard nuclear bomb. Hydrogen bombs, or H-bombs, are thermonuclear weapons – a more advanced and powerful form of nuclear bomb. The earliest nuclear weapons, including those dropped on Hiroshima and Nagasaki, were fission bombs that split atoms into pieces. While these so-called atom bombs used fission to create energy, H-bombs use both fission and fusion. They work in a two-stage process, by using an initial fission reaction to trigger a fusion reaction, smashing the atoms together in the same process that powers the sun. The result is a devastating blast which can be thousands of times more powerful than traditional bombs. So how much damage can a H-bomb cause? A 100-kilotonne device dropped over central London would send a 500m fireball raging through the capital incinerating everything in its path, All concrete buildings within a mile of the epicentre of the explosion would be completely destroyed. Up to 90 pent of those within a mile of the blast would die from their injuries. According to Alex Wellerstein’s NukeMap, an attack with such a weapon 1km above the city would cause 130,000 of deaths and more than 350,000 injuries. Those more than 2.5 miles away from the explosion will still suffer horror third degree burns as seen after the blasts in Japan. Why did North Korea test its H-bomb underground? Nuclear devices are often tested underground to prevent radioactive material released in the explosion reaching the surface and contaminating the environment. This method also ensures a degree of secrecy. The release of radiation from an underground nuclear explosion - an effect known as "venting" - would give away clues to the technical composition and size of a country's device. How exactly does the underground test work? A test site is carefully geologically surveyed to ensure suitability - usually in a place well away from population centres. The nuclear device is placed into a drilled hole or tunnel usually between 200-800m (650-2,600ft) below the surface, and several metres wide. A lead-lined canister containing monitoring equipment is lowered into the shaft above the chamber. The hole is then plugged with gravel, sand, gypsum and other fine materials to contain the explosion and fallout underground. What happens once the device is ready for testing? The bomb is remotely detonated from a surface control bunker. The nuclear explosion vaporises subterranean rock, creating an underground chamber filled with superheated radioactive gas. As this cools, a pool of molten rock collects at the bottom of the chamber. Minutes or hours after the blast, as the pressure falls, the chamber collapses in on itself causing subsidence and a crater to appear on the surface. Tremors from the underground blast can be registered thousands of miles away. When did the first underground tests take place? The first underground test took place in 1951; further tests provided information that eventually led to the signing of the Limited Test Ban Treaty in 1963, which banned all nuclear tests except for those performed underground. From then until the signing of the updated Comprehensive Ban Treaty in 1996, most nuclear tests were performed underground, in order to prevent fallout from entering into the atmosphere. North Korea's latest blast is believed to be the sixth nuclear test carried out at Punggye-ri - the previous ones were carried out in 2006, 2009 and 2013 and 2016.

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Political power in Iraq is concentrated in a repressive one-party apparatus dominated by President Saddam Hussein and the Arab Ba'ath Party. With the United States poised to invade Iraq, observers are debating the future postwar role of the Ba'ath Party, which Iraqi officials say has more than 2 million supporters. Prague, 12 March 2003 (RFE/RL) -- The pan-Arab Ba'ath Party, which calls for the unity of all Arab states, was founded in 1947 in Damascus. According to Ba'ath doctrine, the politically and territorially divided Arab countries are merely regions of a collective entity called "the Arab nation." The Iraqi Ba'ath Party was established as a clandestine movement in the early 1950s. During that decade, the Ba'ath and other opposition parties formed the Underground National Front and participated in the activities leading to the 1958 revolution that toppled the Iraqi monarchy. In 1959, the Ba'ath Party plotted to assassinate then-Iraqi leader General Abd al-Karim Qasim. Their attempt failed, and some party members were arrested and tried for treason, while others fled the country. The party's second attempt to overthrow Qasim in February 1963 was successful and resulted in the formation of the first Ba'ath government. It lasted only nine months until the party's coup partners were able to expel all Ba'athists from the government. Five years later, in July 1968, the Ba'ath Party staged another coup and has been in power ever since. Experts say Saddam Hussein has gradually molded the Ba'ath Party into an effective instrument for ruling a massive police state. Hussein concentrates enormous power in his hands. In addition to being president, he is also prime minister, the secretary-general of the Iraqi Ba'ath Party, and chairman of the Revolutionary Command Council -- the Ba'ath Party's governing body, which exercises both executive and legislative authority. Iraqi opposition groups in exile and international human rights groups accuse the Ba'ath leadership of rampant abuse of power, corruption, and supporting ethnic cleansing and extrajudicial killings. The Ba'ath Party tolerates no opposition. Mahmoud Usman, a Kurdish politician, told RFE/RL the party is particularly hostile to Kurdish movements. Usman has participated in past negotiations between Iraqi leaders and Kurdish representatives on the issue of Kurdish autonomy. "[The Ba'ath leadership] believes only in using force against opponents. They don't believe in dialogue; they don't believe in solving problems peacefully. They are cruel. They don't believe in having an opposition with a different opinion, an opposition that criticizes them. If you ask [Ba'ath leaders] about the opposition, they would say that all of them are [foreign] agents. They don't think there should be an opposition," Usman said. According to official figures, the Iraqi Ba'ath Party has more than 2 million members and sympathizers. Many educated Iraqis, qualified specialists, and intellectuals are connected to the party. Their absolute dominance in Iraqi political life has led many observers to question what will become of the Ba'athists should the United States launch a military campaign in the country. Some members of the Iraqi opposition are calling for extreme postwar measures, such as the complete de-ba'athification of the country, much like the denazification of West Germany following the defeat of the Third Reich. Other observers speculate the United States may choose to work with Iraq's traditional political structure, removing Hussein but leaving power in the hands of his ruling party. Jeremy Biney, a Middle East expert based in London, told RFE/RL the party is likely to play a role in any postwar transition scenario. "I think Ba'ath is going to play a role in a transition period. The party has taken over all elements of the Iraqi state. There is no way that can be replaced immediately. There is no way that there can be a rapid purge of the Ba'ath Party. The leadership needs to change and will change pretty quickly. For the majority of members of the Ba'ath Party -- many of whom may have joined the organization just to get ahead in Iraqi society rather then because they are particularly pro-Saddam -- they will probably have to stay in place, continuing their jobs in Iraqi bureaucracy, etc.," Biney said. Safa al-Falaki is a member of the Ba'ath Party and a former diplomat who over the past three decades has served as Iraq's ambassador to Malaysia, Portugal, Nigeria, Romania, and the Netherlands. Al-Falaki said it would be impossible to follow a possible war with a transition period that does not include Ba'athists, in part because many educated Iraqis are connected to the party. "I don't think the Iraqi system should get rid of all Ba'athists," he said. "There are about 2 million Ba'ath members. [Only] a minority of them are really pro-Saddam Hussein. I believe the majority of the members simply ignore the party. Most Iraqi experts, educated people, and intellectuals, one way or another, are linked to the Ba'ath Party. You cannot really ignore them. You have no alternative in this country." Usman said ordinary Ba'ath members should take part in any opportunity to rebuild the country. "[After a possible war in Iraq,] if there will be a constitution, if there will be democracy in Iraq, if there will be a law for party activities, and if these [Ba'ath members] meet the conditions and work according to the constitution, I think they should be allowed to work. No party should be excluded," Usman said. Al-Falaki compared the situation to that of postcommunist states in Eastern Europe and the former Soviet Union. He said Iraq's transition may resemble what has happened in former Soviet states, that "the same people [former Communists] are in power again but as members of other parties, not as Communists," al-Falaki said. Al-Falaki said that in any potential postwar period, the Iraqi Ba'ath Party might have the opportunity to reform itself into a more liberal, democratic movement. But such a transformation, he added, would take a great deal of time and effort.

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Some believers hold that all musical styles are inherently moral. I have been investigating for many months now all that I can find in Scripture that might pertain to this position. Meditating on various passages about music early in human history led me recently to examine Genesis 6:5, a verse that I had never previously considered for its relevance to the issues of our day concerning music. In particular, does this key statement about all humanity support the view that all musical styles are inherently moral? Musical Development before the Time of Noah Genesis 4 provides the earliest information in Scripture about human music. Jubal, the eighth in the ungodly line of Cain (Adam, Cain, Enoch, Irad, Mehujael, Methusahel, Lamech, Jubal [Gen. 4:17-21]), “was the father of all such as handle the harp and organ” (Gen. 4:21). This text reveals that Jubal and others played musical instruments, but it does not mention that they sang as well when they played. Although it is likely that these people were also singing at least some of the time when they played their instruments, lack of any Scriptural mention about human singing at this time or at any time prior to it requires that we focus on the nature of their playing the instruments that they possessed. In order for any musical instrument to be played intelligibly, the player must produce a distinction of tones with the instrument (1 Cor. 14:7). How he chooses to make those distinctions is guided by his thought processes. Regardless of whatever style or styles of music Jubal and those who followed him devised for playing the harp and the organ, we can be certain that those styles were the products of human mental activity. As such, they would necessarily reflect what was in their hearts. Extensive Musical Development by the Time of Noah Genesis 4:21 is the only explicit information in Scripture that we have about human music prior to time of Noah. As we saw, it teaches us that men in the ungodly line of Cain were playing musical instruments in the eighth generation from Adam. Genesis 5 reveals that Noah was the tenth in the godly line of Seth (Adam, Seth, Enosh, Kenan, Mahalel, Jared, Enoch, Methuselah, Lamech, Noah [Gen. 5:3-29]). Given that Noah was two generations later in his line than Jubal was in his line, we can be certain that human musical ability in playing those instruments had developed extensively from the time of Jubal to the time of Noah. Can we know anything more about that development? Because Scripture does not give us any explicit revelation about human music in the time of Noah, some would say that we are unable to know anything more about that development. A close examination of Genesis 6 in comparison with Genesis 4-5, however, proves otherwise. Profound Musical Degeneracy by the Time of Noah Genesis 6 does not provide any explicit information about music. It does provide, however, key implicit information that has profound relevance for our understanding of music by the time of Noah. From when Jubal originated playing the harp and the organ to the time of Noah, human beings had degenerated so profoundly that God assessed them to be only continually evil in every intent of their thoughts: Gen 6:5 And GOD saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually. Does this statement include the musical imaginations of the thoughts of their hearts? As discussed above, human production of music necessarily reflects the thinking of those who produce the music. For this reason, this statement must also pertain to their musical imaginations. Moreover, because God had already explicitly noted earlier in Genesis the musical activities of ungodly men who lived long before this time, we know that God wants the reader of Genesis to have in mind that humans had been playing music for quite some time by the time of Noah. Based on both of these considerations, we have no basis to think legitimately that Genesis 6:5 does not also apply to human musical endeavors at the time of Noah. We must understand rather that every imagination of the thoughts of human hearts in Noah’s time concerning music was also only evil continually. Were There Profoundly Degenerate Musical Styles at the Time of Noah? When Jubal became the father of all that play the harp and the organ, he and the others who learned to play those instruments obviously had to use their mental abilities to use those instruments to produce the sounds that they wanted to create. By necessity, whatever music they did play had to be of one or more styles because musical styles are nothing more than “distinctive man-made musical patterns of sounds that the player uses his mental processes to create for whatever purpose or purposes he desires to use those sounds” (my definition). Because playing the harp and the organ originated in the ungodly line of Cain, we might infer that the styles that they played on those instruments were also ungodly (in keeping with their character). Although this inference may be valid, we do not have enough information to prove its validity rigorously. By the time of Noah, however, much time had elapsed and mankind became increasingly evil. In fact, all humanity had profoundly degenerated to such an extent that God infallibly declared that every intent of the thoughts of their hearts was only evil continually. Because musical styles necessarily reflect the thought processes of those who originate or use those styles, we have no basis for saying that there were not musical styles of corrupt humanity at this time that matched the corruption of their hearts. On the contrary, man’s profound degeneracy at this time guarantees that there were profoundly degenerate musical styles at the time of Noah. From what we have learned through studying Genesis 4-6, we conclude that Scripture does not support holding that all musical styles are inherently moral because immoral musical styles certainly existed at the time of Noah. People may nevertheless raise various objections to this conclusion and the reasoning from Scripture employed to arrive at it. Some may say that the musical degeneracy of the people in Noah’s time was in the words that they sang but not in their styles of playing the instruments. This is an invalid objection for at least two reasons. As discussed above, Scripture provides no explicit evidence that these people were also singing when they played. To argue that their degeneracy was in what they sang, therefore, has no basis in Scripture. Furthermore, regardless of whether they were singing or not, human production of instrumental music requires the use of mental processes to play the instruments, and what people play reflects their thinking. Because mankind was utterly corrupt in its thinking at this time, their musical styles were also certainly corrupt. Another objection that some may offer to this conclusion is that “common grace” from God “insulated” their musical styles from being corrupt. Genesis 6:5 pointedly refutes this objection by saying explicitly that every intent of their thoughts was evil. We would need explicit biblical revelation or indication to hold legitimately, therefore, that “common grace” somehow insured that their musical styles were an exception to the force of this revelation. The successive revelation further implies that this objection is invalid. Moses makes clear that Noah and seven members of his family were the only human beings to receive saving grace from God so that they were not destroyed. By the grace of God, Noah alone was found righteous in the sight of God at this time. Because the rest of humanity did not receive such grace from God, we can be certain that their musical styles were not insulated somehow from the pervasive corruption of their intents concerning all other areas of their lives. “Common grace” did not prevent their musical styles from being degenerate. Sound biblical reasoning applied to Genesis 4-6 teaches us that there were evil musical styles at the time of Noah because their musical styles necessarily reflected the pervasive corruption of all their thinking. We, therefore, know that the position that all musical styles are inherently moral is incorrect. In light of this biblical evidence (as well as other biblical data), Christians who wish to continue holding the opposing view have the burden of proof of showing from Scripture that their position is nonetheless valid in spite of what Genesis 4-6 reveals about human music.

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